Developing and Supporting Your Child’s Reading Journey – Week 4

Print Awareness to Develop Understanding of Reading Conventions

Book Conv 1

Print Awareness is knowing that print (words) has meaning, including noticing print around them in the environment (posters & street signs) and understanding how to handle the conventions for reading a book. We can often assume that all young children or pre-readers (as not always young children) will develop print awareness naturally. However, research suggests that 95% of their visual attention is directed towards pictures, which in themselves hold a great deal of meaning and often tell the story very effectively.

Pictures/ illustrations in story books and pure picture books are powerful ways to engage children and adults with books, storytelling and reading. This is not to say that pictures are any easy way to interpret a story line as they can hold a great deal of meaning, from simple obvious interpretation to more sophisticated symbolic representation.

Young children and pre-readers need opportunities to explore print and be helped to understand that the written word (print) has meaning. Once they start to see print they will begin to notice it everywhere not just in books but on posters, food packets, menus and street signs.

Again we can often assume that a child or pre-reader knows how to handle a book, however this is not always the case and can be due to a lack of experience with books or different cultural reading conventions. So it is important to check and teach these reading conventions for reading English:

  • Front cover opens to the left and we read it from the front to the back.
  • Print on a page is read left to right.
  • Usually print is read from the top of the page across and down (this may differ slightly in some children’s books).

Supporting Print Awareness:

Through Play

  • Use takeaway menus or create your own as part of role playtime, they could have their own café serving up all sorts of interesting dishes for you. A blackboard can be very useful for this, allowing you or your child to write up their own menu for the day.
  • Travel brochures or leaflets from your local tourist information office are great for role play encouraging new language as well as a different way to explore print as they often have maps and timetables.
  • Use sticky labels or post it notes to label items or furniture as part of a ‘can you see or find’ game.

Through Drawing/Writing

  • Making lists of things to do or a shopping list. Their version of the list may be just squiggles and dots (so don’t rely on this for your shopping trip) but it is the beginning. I would keep the list and get them to tick off things done or items purchased as part of the experience so that it has a genuine purpose (children really like this).
  • For slightly older children making simple invitations and thank you cards can be fun. Try not to make the messages too long or to write too many as they will get bored and see it as a chore not as fun.
  • Making and drawing their own story book.

Through Songs/Nursery Rhymes

  • Showing the printed words to songs and rhymes.

Through Talk

  • Point out signs, logos and labels when out and about as well as at home.
  • A lot of print awareness skills are developed through the sharing of books and appropriate on-line material.

Through Book Sharing

What books to choose?

  • Books that have writing as part of the story;
  • Books that have writing as part of the picture;
  • Story books; all types;
  • Factual (non-fiction) books; all types;
  • Comics;
  • Children’s magazines and newspapers.

Book Sharing Tips

  • Remember babies will chew and bash the pages of the book as you read. This is normal and part of their learning experience so go with it.
  • Encourage and let your child turn the pages.
  • Point to the words of the title as you say them
  • Explain what the author and illustrator do as you say their names.
  • Point to words or repeated phrases as you say them or as your child says them. This will also help your child to develop the skill of reading from left to right and from the top of the page down (English).
  • Point to words of interest and explain how words have spaces between them and why.
  • To help your child understand how to handle a book use the word ‘front’ and ‘back’ of the book. If you are handed a book upside down or with the ‘back’ cover facing you explain that you have to turn it around or over so that you can read it.
  • Explain that page numbers help you to find things in the book as well as to help make sure you do not miss any part of the story.
  • Explain that content pages in story books show the chapters and in factual (non-fiction) they show different subject areas, as well as giving the page numbers on which to find them.
  • Explain how the index page in non-fiction books work.
  • Explain what a glossary is in a book.

Developing and Supporting Your Child’s Reading Journey – Week 5

bookls & kids

Narrative Skills to Support the Understanding of Different Writing Styles

Narrative skills are based on understanding and using expressive language. This is the kind of language we use to describe things and feelings, to tell events in order and to recall and tell stories.

Children develop their narrative skills over time taking prior knowledge, what they already know, and building on this through:

  • Conceptual thinking; the development of concepts such as shape, colour, the passing of time; as well as developing and using strategies for problem solving and prediction (thinking skills).
  • Content knowledge; what they already know about the topic/situation; the ability to relate situations to their own experiences, the ability to sequence events in a logical order as well as to sequence processes such as getting dressed or making things.
  • Understanding that different genres are set out in different ways, story structure such as that used in fairy tales is different from that used for poetry or informational text (explaining things) or instructional text (how to do something) such as a recipe.

Developing Narrative Skills:

Through Play:

  • Role play different situations; doctor’s, school, office, shops etc.
  • Dramatic and imaginative play; acting out stories together using props and/or puppets and toys.
  • Matching and sorting games to develop understanding of concepts such as colour, shape and size.
  • Puzzles for developing problem solving skills.

Through Drawing/Writing:

  • Ask your child to draw pictures for a story and you write the words
  • Ask your child to draw or write (make mind maps) of the things they already know about something.
  • Ask them to draw different shapes in different sizes and to use specific colours for them.
  • With older children make and draw charts and graphs for classifying objects.

Through Songs/Nursery Rhymes:

Children’s songs and nursery rhymes cover a wide range of concepts:

  • Everyday sequences such as in the nursery rhyme ‘Here we go Round the Mulberry Bush’ which uses the phrase ‘This is the way we…’ to order the event of getting up in the morning.
  • Introduce concepts such as size, colours, shapes and numbers such as “One, two, three, four, five once I caught a fish alive…”
  • Tell stories for example ‘Baa Baa Black Sheep’ or ‘We’re going on a Bear Hunt’ by Michael Rosen & Helen Oxenbury.

Through Talk:

  • As your child explores objects, describe them and their uses; compare and contrast objects.
  • Remember to give your child time to work things out, or to solve a problem. It can take a child several minutes sometimes to process what they have heard and to formulate a response.
  • Talk about concepts such as shape, colour, size, texture.
  • Explain and use language that explains where things are in relation to each other (spatial awareness) such as above, below, on top of, next to, first, etc.
  • Help your child to develop an awareness of time, not just the here and now but what happened in the past and might happen in the future.
  • Put processes into sequence using things like recipes, making things or how plants grow, the passing of time, weeks, months, seasons etc.
  • Encourage your child to recount their day or to re-tell a story.
  • Encourage your child to tell you what they know about something as well as sharing what you know.
  • When sharing information explain how you learned about it; read it in a book or on the internet or heard it on the TV or radio.
  • Encourage your child to guess and predict what might happen.
  • Encourage your child to solve problems or resolve conflicts; if you do it for them explain what you did and why.
  • Embed conversation into everyday routines such as getting dressed, meal times and bed time.

Through Book Sharing:

What books to choose?

  • Books that tell a cumulative tale
  • Books with a natural sequence
  • Books with a repeated phrase or repetition as part of the story
  • Poetry books
  • Non-fiction books

Book Sharing Tips

  • Read books on topics that interest your child.
  • Ask your child to tell you what they know about the book you are reading.
  • Encourage your child to join in while sharing a book, saying repeated phrases for example.
  • Read with expression.
  • Encourage your child to re-tell the story.
  • Re-read books so that your child can become familiar with the story, making it easier to re-tell the story.
  • Relate what is happening in the story to your own child’s experiences or ask then to tell you how it might relate to them.
  • Use props to tell the story to help your child remember the sequence of the story. They may find using props a great way to re-tell you the story.
  • Encourage your child to talk about the pictures. Take their lead and try to ask open-ended question (those that cannot be answered by yes or no).
  • Talk about the books you like and what you like about them.
  • If your child loses interest, try again another time.
  • Talk about the pictures in a book or sections of a story and let your child tell you their thoughts about what is happening and might happen ne

Developing and Supporting Your Child’s Reading Journey – Week 4

Print Awareness to Develop Understanding of Reading Conventions

Reading

Print Awareness is knowing that print (words) has meaning, including noticing print around them in the environment (posters & street signs) and understanding how to handle the conventions for reading a book. We can often assume that all young children or pre-readers (as not always young children) will develop print awareness naturally. However, research suggests that 95% of their visual attention is directed towards pictures, which in themselves hold a great deal of meaning and often tell the story very effectively.

Pictures/ illustrations in story books and pure picture books are powerful ways to engage children and adults with books, storytelling and reading. This is not to say that pictures are any easy way to interpret a storyline as they can hold a great deal of meaning, from simple obvious interpretation to more sophisticated symbolic representation.

Young children and pre-readers need opportunities to explore print and be helped to understand that the written word (print) has meaning. Once they start to see print they will begin to notice it everywhere not just in books but on posters, food packets, menus and street signs.

Again we can often assume that a child or pre-reader knows how to handle a book, however this is not always the case and can be due to a lack of experience with books or different cultural reading conventions. So it is important to check and teach these reading conventions for reading English:

  • Front cover opens to the left and we read it from the front to the back.
  • Print on a page is read left to right.
  • Usually print is read from the top of the page across and down (this may differ slightly in some children’s books).

Supporting Print Awareness:

Through Play:

  • Use takeaway menus or create your own as part of role playtime, they could have their own café serving up all sorts of interesting dishes for you. A blackboard can be very useful for this, allowing you or your child to write up their own menu for the day.
  • Travel brochures or leaflets from your local tourist information office are great for role play encouraging new language as well as a different way to explore print as they often have maps and timetables.
  • Use sticky labels or post it notes to label items or furniture as part of a ‘can you see or find’ game.

Through Drawing/Writing

  • Making lists of things to do, or a shopping list. Their version of the list may be just squiggles and dots (so don’t rely on this for your shopping trip) but it is the beginning. I would keep the list and get them to tick off things done or items purchased as part of the experience so that it has a genuine purpose (children really like this).
  • For slightly older children making simple invitations and thank you cards can be fun. Try not to make the messages too long or to write too many as they will get bored and see it as a chore not as fun.
  • Making and drawing their own story book.

Through Songs/Nursery Rhymes

  • Showing the printed words to songs and rhymes.

Through Talk

  • Point out signs, logos and labels when out and about as well as at home.
  • A lot of print awareness skills is developed through the sharing of books and appropriate on-line material.

Through Book Sharing

What Books to choose?

  • Books that have writing as part of the story;
  • Books that have writing as part of the picture;
  • Story books; all types;
  • Factual (non-fiction) books; all types;
  • Comics;
  • Children’s magazines and newspapers.

Book Sharing Tips

  • Remember babies will chew and bash the pages of the book as you read. This is normal and part of their learning experience so go with it.
  • Encourage and let your child turn the pages.
  • Point to the words of the title as you say them
  • Explain what the author and illustrator do as you say their names.
  • Point to words or repeated phrases as you say them or as your child says them. This will also help your child to develop the skill of reading from left to right and from the top of the page down (English).
  • Point to words of interest and explain how words have spaces between them and why.
  • To help your child understand how to handle a book use the word ‘front’ and ‘back’ of the book. If you are handed a book upside down or with the ‘back’ cover facing you explain that you have to turn it around or over so that you can read it.
  • Explain that page numbers help you to find things in the book as well as to help make sure you do not miss any part of the story.
  • Explain that content pages in story books show the chapters and in factual (non-fiction) they show different subject areas, as well as giving the page numbers on which to find them.
  • Explain how the index page in non-fiction books work.
  • Explain what a glossary is in a book.