Topping, Keith

English

University of Dundee Online Publications

                                                                    University of DundeePrimary One Literacy Assessment and Action Resource (POLAAR)Topping, KeithPublication date:2021Document VersionPublisher's PDF, also known as Version of recordLink to publication in Discovery Research PortalCitation for published version (APA):Topping, K. (2021, Mar 10). Primary One Literacy Assessment and Action Resource (POLAAR).General rightsCopyright and moral rights for the publications made accessible in Discovery Research Portal are retained by the authors and/or othercopyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated withthese rights. • Users may download and print one copy of any publication from Discovery Research Portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain. • You may freely distribute the URL identifying the publication in the public portal.Take down policyIf you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediatelyand investigate your claim.Download date: 20. Apr. 2021  7th May 2014  Glossary of Terms  blend (vb.) to draw individual sounds together to pronounce a word, e.g. s-n-a-p, blended together reads snap* comprehension the ability to understand and gain meaning from what has been read** decoding the ability to recognize and read words by translating the letters into speech sounds to determine the word’s pronunciation and meaning** direct instruction  students learn vocabulary directly through explicitly taught specific word instruction and word-learning strategies***** fluency the ability to read text accurately and quickly and with expression (prosody)** phoneme deletion  the ability to recognize the word that remains when a phoneme is removed from another word e.g. teacher: “What is smile without the /s/?” Children: “Smile without the /s/ is mile.”*** phonemes  the individual phonological units of speech that make a difference to meaning. Thus, the spoken word rope is comprised of three phonemes: /r/, /o/, and /p/. It differs by only one phoneme from each of the spoken words, soap, rode and rip* phoneme substitution the ability to substitute one phoneme for another to make a new word e.g. teacher: “The word is bug. Change /g/ to /n/. What’s the new word?” Children: “Bun.”*** phonemic awareness the insight that every spoken word can be conceived as a sequence of phonemes. Because phonemes are the units of sound that are represented by the letters of an alphabet, an awareness of phonemes is key to understanding the logic of the alphabetic principle and thus to the learnability of phonics and spelling* phonics instructional practice that emphasise how spellings are related to speech sounds in systematic ways* phonological awareness a more inclusive term than phonemic awareness and refers to the general ability to attend to and discriminate between the sounds of language (as distinct from its meaning). Phonemic awareness generally develops through other, larger units of phonological awareness. Noticing similarities between words in their sounds,   7th May 2014  enjoying rhymes, counting syllables, and so forth are indications of such ‘metaphonological’ skill* segment (vb.) to split a word into its individual phonemes in order to spell it, e.g. the word ‘cat’ has three phonemes: /c/, /a/, /t/* sight words words that a reader recognizes without having to sound them out. Some sight words are “irregular,” or have letter-sound relationships that are uncommon. Some examples of sight words are you, are, have, and said**.  syllable a word part that contains a vowel or, in spoken language, a vowel sound (e-vent, news-pa-per, pret-ty)**** systematic phonics teaching  this type of phonics instruction consists of teaching a planned sequence of phonics elements, rather than highlighting elements as they happen to appear in a text****** think aloud to verbalise thought and mental processes when decoding or accessing meaning from text vocabulary the words we must know in order to communicate effectively. Oral vocabulary refers to words that we use in speaking or recognize in listening. Reading vocabulary refers to words we recognize or use in print**** word recognition the ability to identify printed words and to translate them into their corresponding sounds quickly and accurately so as to figure out their meanings** References  *   Rose, J. (2006) Independent Review of the Teaching of Early Reading, London DfES **  Armbruster, B.B., Lehr, F., & Osborn, J. (2006a) A Child Becomes a Reader, Proven Ideas from Research for Parents,  National Institute for Literacy: Illinois. *** Armbruster, B.B., Lehr, F., & Osborn, J. (2006). Put Reading First, Kindergarten Through Grade 3: The Research Building Blocks For Teaching Children to Read, Third Edition. National Institute for Literacy: Illinois. **** Armbruster B.B., Lehr, F., & Osborn, J. (2006b) A Child Becomes a Reader, Proven Ideas from Research for Parents: Birth through Preschool, National Institute for Literacy: Illinois.  ***** NICHD (2011) Put Reading First: Kindergarten Through Grade 3, Retrieved from: http://www.nichd.nih.gov/publications/pubs/prf_k-3/Pages/PRF-teachers-k-3-vocab.aspx    7th May 2014  ****** NICHD (2006) National Reading Panel Reports Combination of Teaching Phonics, Word Sounds, Giving Feedback on Oral Reading Most Effective Way to Teach Reading. Retrieved from: http://www.nichd.nih.gov/news/releases/Pages/nrp.aspx  

Primary One Literacy Assessment and Action Resource (POLAAR)

                                                                    University of DundeePrimary One Literacy Assessment and Action Resource (POLAAR)Topping, KeithPublication date:2021Document VersionPublisher's PDF, also known as Version of recordLink to publication in Discovery Research PortalCitation for published version (APA):Topping, K. (2021, Mar 10). Primary One Literacy Assessment and Action Resource (POLAAR).General rightsCopyright and moral rights for the publications made accessible in Discovery Research Portal are retained by the authors and/or othercopyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated withthese rights. • Users may download and print one copy of any publication from Discovery Research Portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain. • You may freely distribute the URL identifying the publication in the public portal.Take down policyIf you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediatelyand investigate your claim.Download date: 12. Oct. 2023  Appendix 1: Literacy Strategies  Word Attack & Comprehension Strategies  Word Attack Strategies  These strategies, to which children should refer, can be displayed on a classroom wall and made into a bookmark to use while reading at home.  Look at the first letter   Sound out the first few letters   Break the word into syllables  Look at the last letters  Read the sentence again   Look at the picture   Look at the shape of the word  Comprehension Strategies  Concepts of print are found to be effective when looking at comprehension strategies. These may include strategies such as:   how to hold a book   front and back of book  recognition of where to start reading  left to right sweep and return  The National Reading Panel (2003) identified six key comprehension strategies that are found to be effective for children in primary one. They are identified below with examples given for each.  1) Monitoring comprehension   Using the title and front cover as a prediction tool  Use of picture clues to aid understanding   2) Answering Questions   Continue to read the passage in the hope that later information will clarify the problem   Reread the text   Look ahead in the text   Consult other sources   Making inferences about the text (e.g. predictions and then reading on to see if they are correct)   3) Pupil Generated Questions   Pupils can be taught to ask different types of questions (e.g. close reading questions, thought provoking questions, open ended questions)     4) Recognising Story Structure   Identification of setting (where did the story take place?)  Recognising why certain events took place (why did this happen?)  Identification of main events (what happened in the story?)   Identification of story structure (recalling story, sequencing)   Identify, discuss and understand the effect of the author’s choice of simple words/phrases/devices (e.g. alliteration)   5) Summarising   Recall of the story   Identification of main characters   Identification of main events   Sequencing events   6) Using Graphic and Semantic Organisers   Using pictures to sequence events   Using question words to develop understanding of story  Appendix 2: Literacy Activities  “I Spy”  I Spy is an oral activity which enables children to develop their phonological knowledge and increase their awareness of sounds in words. Evidence shows that children are aware of initial sounds in words prior to end or medial sounds. Therefore the activity should begin with:  “I spy with my little eye something beginning with _____”  And proceed to;  “I spy with my little eye something that ends with _____”  And finally; “I spy with my little eye something that has an ____ in the middle”  The above activity could also be linked to any topic/theme i.e. At the Vets, On the Farm etc.  Phoneme Substitution Activity  This activity develops a child’s phonological awareness and can be completed with initial, final or medial sounds. Staff would draw up lists of words to accommodate the phoneme substitution.  e.g. “Say the word mouse but change the ‘m’ to an ‘h’ sound” (mouse to house)         “Say the word pot but change the‘t’ to a ‘p’ sound” (pot to pop)            “Say the word sheep but changed the ‘ee’ to a ‘o’ sound” (sheep to shop) This activity also reinforces the fact that when one phoneme is replaced by another phoneme the meaning of the word changes.     Question Game  Aim: to encourage children to generate questions using who? why? what? when? where? which? how? Materials: set of question words Procedure: display question words on board. The teacher models using the question words whilst reading using ‘think aloud’. As a child uses a question word, remove it from the board... subsequent questions must begin with one of the remaining words.    When? Where?  Who?  Why?  Which? What? How?   Can you complete the sentence?  Aim: to complete sentences using comprehension strategies Materials: set of sentences cut up Organisation: small group  Procedure: mix up ‘beginnings’ and place face down in a column. Mix up ‘endings’ and place face up in another column opposite. Read through endings as a group. First person turns over a beginning and finds an appropriate ending. Children should be encouraged to use their comprehension strategies to find the correct ending  Beginnings:           Endings:           The boy put his boots on A big brown dog chased The aeroplane landed at 4 o’clock  The teacher read a story  Mary went to the shop  to play football in the park.  to buy sweets, crisps and a comic. about a hare and a tortoise.  at Glasgow airport.  the black and white cat up a tree.    *The above should be enlarged to a more appropriate size and font to suit the needs of the children.      Questions and Answers  Aim: to find the correct answer for each question using comprehension strategies  Materials: set of questions and answers cut up Organisation: small group Procedure: distribute answers to children in the group. Each child takes a turn to read out a question. The child with the appropriate answer should make themselves known. Children should re-read the question and answer to make sure it is correct. During the activity children should be encouraged to use comprehension strategies. This activity could also be played following the procedure for “Can you complete the sentence?”  Questions:           Answers:                                              How many children are in class today?  When are you going on holiday? What colour is your hair?  Where are you going on holiday?  Who is going on the school trip?  Why was the boy running? He was running because he was late for school.  I am going on holiday to Blackpool.  My hair is red.  I am going next Tuesday.  There are twenty five children in class today.  Everyone is going on the school trip.     *The above should be enlarged to a more appropriate size and font to suit the needs of the children.  Phoneme Game Aim: to read, spell and write words containing focus phonemes  Materials: flower power board (A3 size) (one example is included plus a blank version for your own use), counter for each player, dice, pencil and paper  Organisation: small group  Procedure: the child who throws the highest number goes first. Children throw the dice and progress round the board. If a player lands on a square with a word in it he/she must read the word. If there is a picture in the square the player must spell and write the word correctly. When there is an instruction in the square it should be carried out. If the player is unable to read/spell/write the word he/she should miss a turn. The player who arrives at FINISH first is the winner.                Sammy Snake’s Sounds  Aim: to reinforce initial alphabet sounds orally and link the phoneme with its corresponding grapheme  Materials: snake board for each child, dice with numbers 1-3, counters  Organisation: small group  Procedure: each child has a snake board. Children take turns at throwing the dice to move. If a child lands on a picture then he/she should identify the initial sound of the picture and then move to that letter. If a child lands on a letter he/she must say the sound the letter makes or miss a go. The winner is the first to reach Sammy’s tail.              Alphabet Cards  Aim: to reinforce alphabet sounds orally and link the phoneme with its corresponding grapheme Materials: two sets of alphabet cards cut out and laminated. Each set should be copied on a different background Organisation: small groups or pairs Procedure: a variety of activities are possible using the cards, e.g. Pelmanism, Snap, Odd Man Out, Find That Letter etc.                Beginnings & Endings  Aim: to reinforce the phonemes sh, ch and th at the beginning and end of words  Materials: game board for each player, box with beginning and ending cards  Organisation: small group  Procedure: each player has a board with a variety of pictures. A box with beginnings and endings should be placed in the middle of the table. Players should take a card from the centre box in turn and make and read a word on their board. If they cannot make and read a word they should return the card to the box and the next player should take his/her turn. The winner is the first player to complete all words on his/her board.                     sh sh sh sh sh sh sh ch sh sh sh sh ch ch ch ch ch ch ch ch ch ch ch sh th th th th th th th th th th th th           

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Primary One Literacy Assessment and Action Resource (POLAAR)

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