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Originally Posted by WendyW
?????? Anyone ??????
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Hi I'm working on these two units. I've also done TA course and have found info on this in the teaching assistants handbook NVQ2 by Louise Burnham.
This is what I wrote for how children learn to read'
Children use a range of different strategies so they are able to make sense of what they are reading. These include:
• Phonic cues – looking at the sounds that make up words enabling them to sound out what the word might say. A child using their knowledge of sounds once they have learned how to link the sounds together sounds out a three-letter word like cat easily.
• Contextual cues – Children will look at the setting of the text, what the book is about to work out unfamiliar words.
• Picture cues – Children use illustrations in books, particularly in the early stages of reading to get an idea of what the book is about. It is important not to cover the pictures for this reason.
• Grammatical cues – Children learn to make sense of the structure of sentences through their knowledge of grammar. If they read a text and miss out a word they will know what kind of word is missing, verb, adjective, etc.
These cues help children to decipher text through forming a system that will help them to decode its meaning. As they learn they are constantly reviewing the skills which they have already developed. Reading is therefore something that involves constantly revising and building up a bank of sounds and eventually words so the child is able to gradually build on previous knowledge.
This is what I wrote for how they lern to write,
Skills of reading and writing are closely linked and reinforce each other. Children develop writing skills when they are given the opportunity to use their phonic knowledge for a variety of purposes. During the early stages of writing support for children will be focused on pencil grip and letter formation. Joined writing should be encouraged by the end of year two and pupils should be encouraged to form letters correctly in order to write more fluently. Pen grips or wider triangular pencils should be provided for children who have difficulty holding their pencil correctly. As children become more confident and learn their letters and sounds they start to use phonics to break down words and will eventually write independently.
Children need support during the earliest stages of writing to help them word build and stay focused on their writing. Over time they become more confident and able at writing and can concentrate more on developing ideas for their writing. They learn how to put these ideas into words and sentences through different ways of writing. At this stage they will need varying degrees of support to help them structure and organise their written work
Hope this helps a bit, I haven't started on the numeracy on yet!
Tracy
345 Literacy & 346 Numeracy
Linear Mode
