Recent Changes

REFERENCES
Bradbury, J, Cloonan, A, Essex, G, Giosis, P, Preston, L, Strong, G, Reynolds, L, Scull, J, Sinclair, H & Turpin, H, 1997, 'Teaching Readers: in the Early Years', Longman, South Melbourne.
Cloonan, A, Scull, J & Turpin, H, 1998, 'Teaching Writers: in the Classroom', Longman, South Melbourne.
Hill, S, 2006, 'Developing Early Literacy: Assessment and teaching', Eleanor Curtain Publishing, Prahran, Victoria..

Useful Videos
The following are a couple of useful videos i have found on reading 'big' books to children. They are presented by Anne Kenedy, who shows the various ways in which teachers can use big books to teach children. She demonstrates effective ways of interacting with the children about the words and pictures. I found the videos quite useful and think they are worth looking at.
How to teach a child by reading aload : Teaching children about non-fiction books Pt1
http://www.youtube.com/watch?v=83Qn3COUVbM&feature=related
How to teach a child by reading aload : Teaching children about non-fiction books Pt2
http://www.youtube.com/watch?v=l-oH-pBiSX0

Useful Videos
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The following are a couple of useful videos i have found on reading 'big' books to children. They are presented by Anne Kenedy, who shows the various ways in which teachers can use big books to teach children. She demonstrates effective ways of interacting with the children about the words and pictures. I found the videos quite useful and think they are worth looking at.

Useful Videos
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The following are a couple of useful videos i have found on reading 'big' books to children. They are presented by Anne Kenedy, who shows the various ways in which teachers can use big books to teach children. She demonstrates effective ways of interacting with the children about the words and pictures. I found the videos quite useful and think they are worth looking at.

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Children begin to learn to read at a very young age and it is thought to begin at the same time as learning to talk. At first they may be able to read small common words and perhaps their own name. Children start to develop print awareness, being the use of text and ability to convey meaning. It is important for parents and teachers alike, to read to children so as they can b to learn. Reading out signs, cards and playing around with shopping list is also a good idea. Shopping lists are a good idea for familiarising children with spellings of common foods such as; milk, bread, apples, butter, etc. Teachers can also create better learning environments in their classrooms with simple but effective strategies. Labelling objects around the room, such as whiteboard, chair, window and desk, will all help children associate objects with print/text.
How we Read
There are a few different theories on how we learn to read:
Bottom-Up/ Part-to-Whole

Learning To Read
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LearningChildren begin to learn to read at a very young age and it is perhapsthought to begin at the most importnt skill there is.same time as learning to talk. At first they may be able to read small common words and perhaps their own name. Children beginstart to learndevelop print awareness, being the use of text and ability to convey meaning. It is important for parents and teachers alike, to read quite young, alongsideto children so as they can b to learn. Reading out signs, cards and playing around with shopping list is also a good idea. Shopping lists are a good idea for familiarising children with spellings of common foods such as; milk, bread, apples, butter, etc. Teachers can also create better learning environments in their classrooms with simple but effective strategies. Labelling objects around the room, such as whiteboard, chair, window and desk, will all help children associate objects with print/text.
There are a few different theories on how we learn to talk.read:
Bottom-Up/ Part-to-Whole
This theory suggests that children begin by identifying meanings of individual words, to meanings of sentences, to paragraphs to entire texts.
Top-Down/ Whole-to-Part
This theory suggests that children use their own knowledge of words to decode the print and form a meaning.
Balanced Approach
This theory suggests that comprehension is the contributed by both the reader and the text.
Children need a range of texts and pieces of information to learn to read. As they learn to read, they should be able to see the difference between different genres of reading and types of text. Genres such as poetry, informative, procedural, narrative, recount and reports are all genres they should be able to recognise. Children should also be able to distinguish the difference between fiction and non-fiction n genres.

Independent Reading
The idea is to “build fluency and motivation for reading” (Hill, p83), as the texts are not too hard but hard enough so that the students are still challenged and learn.
multiple topics;
Visual Visual Information- Does the word?
Phonology- Phonology- Does the letters sound?
Sentence Sentence Structure- Does like this?
Semantics- Semantics- Does this make sense?
As As students become less support.
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Teaching Approaches
Much like the approaches to writing, teaching reading starts off as a whole class activity and gradually becomes an individual activity as the children become more confident. The Teaching Approaches to Reading are as follows:
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Modelled Reading
The teacher would read to the entire class “a range of different text types”. These texts would be “pitched at a more complex level than they can read” (Hill, p73). The teacher models good reading skill such as fluency, phrasing, and enjoyment.