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Modeling, reading + interacting with language for lots of purposes.

Teaching to read looks like showing some modeling or role play for them to act out or speak out, asking questions to them. For rethinking what they can see the letter , what the letter sounds like? Then try to say it out

Learning and building on the child’s interest, sounding out the words- letting them hear and see. “Assessing” - to read side by side.

Developing communication skills, making representations of experiences and explaining e.g holidays.

Teachers, modeling, reading, pointing to, text as read.

Teacher as role model- lovers of books, enjoying reading and excited about new books.

Reading walk- what signs are around school?

Teaching how to read can look like asking a lot of questions to the readers to keep them thinking and making more connections. Teaching how to read can sound like 2 people are having a conversation on a certain topic &b exchanging what they know or learn from the topic.

For ex:  A: What do you think is happening?

B: I think the cat is upset because someone stole his toy.

Having fun, enjoying listening, asking questions, and reading texts repeated to support fluency.

Enrich language acquisition, matching connections, broaden learner’s vocabulary, increase knowledge.

Making connections between texts and pictures in the story book.

Alphabet symbolization.

Modeling and engaging students to read and enjoy reading.

Phonics song.

Repetition –> Reiteration and exposure.

Songs for oral language development, learning syllables.

Start with telling the story, read to students , retell the story again.

Teacher highlighting questions marks, exclamation marks etc.

Let children who can read model to other children.

Teaching reading, exposure to book texts, fresh/vaned materials, direct instruction, modeled in all aspects, lots of oral game songs , questions/ wonderings, stories, play invitations/capturing thinking , Responding to when students are in reading- what skill do they need, Peers reading together.

Kids can make connections in the books they listen to and know how to understand and can tell us what happened in the story.

Access to all different kinds of books.

Know our collecting data learners, individual reading, small group reading, read aloud, sight words, create the puppets / characters in the story.

By modeling action and using your action with a sad, happy face.

Use your sound emotion out how the character action in the story: happy, sad, exciting during reading the book.

Think like anything is possible.

Daily routines - ex: funding information in the classroom.

Bingo game.

Getting to know the students, grouping them up at their level with their peers, planning for individual and group needs.

Mystery readers.

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Visiting the library, buying books, receiving books as gifts, collecting books from a series, developing favorites, returning to the same book.

Copying reading habits of parents and other family members.

Adults and other people modeling reading themselves for pleasure and information.

Learn to read by looking at the text and pictures.

It looks like there is some connection between the reader to the book, the reader is generating comprehension through what they see or based on their prior knowledge, learning to read sound like the reader knows what’s in front of them or can retell their understanding though it might not be 100% accurate, but if there’s any connection between the information that’s being told, that’s a great start for the learning how to read process.

Understanding that the text always stays the same, understanding the concepts of print.

Starting words or letters they can see.

Reading by looking at the picture, they read when someone reads with them.

Shared experiences with other readers.

Being aware of environment print + interacting with it.

At first some kids didn’t know how to read, they just looked at the picture and read by practice. They always love picture books.

Hard work, frustrating and exciting.

Listening to text- following print.

Wanting to find out information.

Reading through pictures - telling stories

Learning to love books.

Read after watching a video or read because they listened to a story from someone.

Looks fun, collaboration + independent.

Read the pictures.

Children identifying as reader (before ability to decode)

Children start reading from picture books and they will know the character action so some kids cannot read, but they learn from the action emotion character in the story.

I used to teach reading by only reading and focusing on just a word, I used to think that learning to leave was much more dependent on environmental factors. Now I know that it is actually a lot to do with the physical development of the brain. Reflection: I enjoy relearning this again, I learn something new that is helpful and useful for me to use in our classroom.

Pretending to read retell a story they have learnt by heart, reading the pictures, noticing familiar graphemes, phonemes, words (eg. names of loved ones)

Enjoying stories.

Connection of letters to sound.

They can read a picture and action from a character from a book. While  they read a book we can ask kids what the character does. What action that they did.

Vocab, Short sentence, simple words, thin book and easy to understand.

Busy, noisy, collaborative, interactive and fun.

It Looks like an observation.

Look different

Look at the pictures, read pictures, make up your own words and tell them their own language.

Word solving strategies (sounding out) “what is this word?”, pausing, hearing oral retelling, noticing expression, noticing structure.

Learning to read sounds like hearing stories that are exciting, fun and of adventures.

Choose their own choices which book they want to read, read the book from the picture, read aloud, roll play with puppet to create the story.

Picture book, their favorite choice of print book to read, read aloud, word study.

Reading for a purpose, for example a recipe.

Early reading joining in on known parts in familiar stories, revising favorite stories.

engagement / interaction with text such as pictures, words and sequence. Mindset “ I am a reader!” Self belief. Knowing what texts can be more than just a book. Feels safe / Student choice range of books available. Modeling by adults sharing with peers.

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A wide vocabulary opportunities to speak in your home languages and new language able to communicate clearly and articulate use divers and more sentences complication structure.

Read aloud, song + poetry recital, unpack vocabulary, synonym + word continuum word, expression + fluency.

Oral language can help to store vocabulary in the learners word bank. The more they talk about it, the more they will be familiar with the language.

Discussion about books means to use oral language, ask questions, word games, vocabulary, role play, songs and let students “talk lots more” .

Is what students can communicate through play, talk with friends, telling what they need to describe things though the picture.

Role play, ask questions before reading, let them respond, and learn with song.

Rich oral language is some idea that you make connections and tell more details about what you have known. That can support the kid to tell a story about themself.

I used to think that all kids can learn to read when they are ready or in their age group. Now I know that there is more to it, it depends on their physiologically and intellectually to learn to read.

Rich oral Language is a detail that kids can use word/vocabulary to retail a story and make a connection with other stories.

Vital to communication, experimentational, playful, constantly developing, demonstrates or value curiosity

Exposure to varied opportunities to engage in play, modeling conversations, know people will listen, vocabulary- real words, assure capacity, ask/answer questions, role play, songs/ rhymes.

Many creative learning centers/ opportunities where children are inspired to play together with play comes from oral language.

Retelling the story, communication skills, language students use during playtime.

Allow children to follow their interests and be researchers.

Allow children to look at the book, see details from the book and explain or re-tell the story in oral language, to help them learn the vocabulary.

Rich oral language is to give learners ample opportunities to learn and hear new words, build on their vocabulary words and engage them in conversation.

Music and songs.

Rich oral language is language they use to communicate with friends and others using their own language to ask.

Ability to ask and answer questions.

Role play, time for kids to discuss with each other, give a wonderful question for kids to discuss.

An awareness of what words mean, a building on vocabulary, synonyms.

Developing social skills to support communication skills and therefore their oral language.

Rich oral language can be where our use of oral language has value, purpose and/or connection.

Time for children to play and talk to each other.

Fun to teach to read, make connections, pictures and words, blending letters and sound.

Get the vocabulary from the pictures they see, so the students can use their oral language to explain about the story and the pictures they see.

Communication, can tell what the kids have seen.

Learning songs, rhymes, poems, games. Opportunities to articulate your thinking, being read aloud to and exposed to rich oral language daily at school and home.

Adults who listen to and respond to a child's conversation.

By using language, they can communicate with us by offering to read books or it means they can retell to us.

Rich oral language is a detail that kids can use the word/vocabulary to retail a story and make a connection with other stories.