3.Reading



**Reading** Learning to read commonly begins at a very early age. First children pick up words said by others in conversations held around them and they start to develop their individual vocabulary through use of books and reading objects around them. Young children can be educated more simply than some people realize. For example, picture books help children relate to stories, experiences and everyday situations.
 * // Learning to Read:  //**

Once children have grasped the concept that a picture can explain meaning, the next level, a few words on each page, is introduced which then later becomes sentences and further more chapters. As children progress through these stages of reading they are able to discover the relationship between spoken and written language. High frequency language becomes a part of what children understand and they will also begin to use these words in their choice of vocabulary. Once children have established the meaning for words, as they are reading they pick up on their mistakes and self-correction is applied. One example of an activity which encourages children to read that can be implemented in a whole class or small group situation is when the children all sit on the floor in front of the teacher and he/she reads the story out loud from a big book. The teacher might ask students randomly to read a page or sentence from the book, while the other students listen or ask all the students to say some words at the same time. This type of activity can be used to direct the students at reading ‘challenging’ words they may usually just ignore as well as giving the teacher some indication at the level the students are at. Prompting the students and continual encouragement generally keeps the children motivated to reach individual and group goals. **//

Teaching //****// Reading //****// : //** There are numerous methods and activities that can be applied in the classroom in order to teach children how to read. Some of these methods include guided reading, modeled reading, shared reading, independent reading and the list goes on. Each method has a slightly different approach and is useful in varying situations. Among all classes, the children will frequently be at a diversity of levels in specific areas such as reading and writing. It is important all children obtain equal opportunity thus different methods will be applied during literacy lessons. A separate focus is usually created before, during and after the reading has occurred, all for different reasons. Before the children are split up into groups or set off to read individually, it is important the teacher explains particular aspects about the book and gives the children the opportunity to ask any questions. The children then read their books in groups or alone in a quiet place, reflecting on the story. Near the end of the lesson, after the children have read all or as much of the book as they can, the class all sit together and share their stories, understandings and have the opportunity to ask questions. Both the reader and the text contribute to the comprehension of an individual. __ Modelled Reading __ – has a whole class focus where the teacher reads to the class using correct pronunciation aiming to keep the children engaged in new vocabulary that some children don’t hear everyday. The children start to apply these new words and more complex sentences in their language, often without even realizing. __Guided reading__ – divides the class into small groups, usually each with the particular focus, for example, putting the children with other class members at the same level. The teacher works with the groups separately, assisting with challenge areas and offering the children guidance whilst the read together or to each other. __Shared reading__ – can either be whole class or small group reading. Most commonly, the teacher will choose a ‘big’ book and reads aloud to the class giving them the opportunities to have a go themselves. Together they explore the different texts, analyze the story, solve problems and discover new punctuation and styles of writing. __Independent reading__ – gives children the opportunity to select a book from their particular level and read alone quietly. The teacher will often walk around the class room asking children to read out loud for them so they can listen to their progress and assess their individual reading ability. This approach is often taken after guided reading so the children can read independently and expand on what was discussed with the whole class.