By Ann C Browne
`This is a transparent, jargon-free research of present nationwide curriculum and nationwide literacy process files, mixed with brilliant and inventive feedback for enforcing them.... the actions are inventive, constant and actual to the author's perfect of an entire and empowering serious literacy for all kids' - Times Educational Supplement, Friday Magazine
A useful consultant to instructing interpreting within the Early Years meets the wishes of scholar lecturers on undergraduate and postgraduate lecturers education classes. It addresses the English National Curriculum for instructor education as good as masking the curriculum requisites for children. it's going to even be suitable
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Additional resources for A Practical Guide to Teaching Reading in the Early Years
Use sets of words to draw attention to initial letters, rhymes and letter patterns. Read texts that include repeated sequences of words. Use shared writing to write texts with repeated sequences of words. Identify and discuss important and unfamiliar words in a text be fore asking children to read. Give children memorable texts to read. Build up a sight vocabulary of known words through reading and rereading familiar stories. Make books which contain words that are repeated frequently, such as 'I use my hands to help my mum', 'I use my hands to play .
Other words, many of which young children will meet in their early encoun ters with print, seem to defy phonic analysis. For example sounding out the individual letters contained in there or was is unlikely to help children to produce recognisable oral equivalents of these words. As if this were not difficult enough, the individual sounds that are pro duced when sounding out a word are often distorted by the addition of a neutral vowel as in c(uh) rather than c. This can make it hard to recognise the oral version of the word that has been spelled out.
All children need to be able to understand and use non-fiction texts and to be able to read computer screens, teletext and information on paper that is presented in a variety of formats ranging from TV listings to advertisements. Both the programme of study and HMI (1996) recognise that it is important that young children's reading should extend beyond narrative and that they are introduced to a broad range of non-fiction texts. Non-fiction books make use of a broad range of types of informative writing including descriptions, explanations, classifications, com parisons and contrasts, procedures, persuasive and historical ac counts.
A Practical Guide to Teaching Reading in the Early Years by Ann C Browne