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5 reading activities for parents to do with kids at home

parent and child reading together at homeWith schools closed because of the COVID-19 pandemic, parents (and close family members) need to keep their children learning and entertained at home. Reading stories helps children practise English in an entertaining way. To begin with, show your child several storybooks. Ask them to choose the one they want to read.

Note: allowing your child to choose the story helps spark their interest and make them curious. Put simply, ‘Choice’ makes your child feel motivated and empowered.

1) Talk about the front cover (with a new story)

Have your child look at the front cover. Say things like this:

Can you read the title?

What can you see in the picture?

What do you think this story will be about?

Let’s start reading and see if you’re right.

Note: the important thing is for your child to imagine what will happen in the story, not for them to give the ‘correct’ answer!

2) Take it in turns to read (with a new story)

Say, ‘Can you read the start of the story?’ Let your child read. Let them decode the pronunciation as they go. If they have problems, say ‘Use phonics to work it out.’ Point to the beginning sound, the middle sound, the end sound, and prompt if necessary. If a word is non-decodable, point this out, and model the correct pronunciation of the whole word.

Then say, ‘Shall I read now?’ (Read in a dramatic voice while your child follows the words with a finger.)

Note: with reluctant readers, start reading yourself and ask your child to read one line on the first page, two lines on the next page, and so on.  With a child is skilled at reading, this process will probably not be necessary.

3) What happens next? (with a new story)

While you are (or your child is) reading, stop at the end of a page and ask: ‘So what do you think happens next in the story?’ before you turn to the next page. Let your child give their ideas. Give positive feedback. ‘Really? That’s a good idea.’ Then say, ‘Shall we see what really happens next?’ and continue the story.

Note: revisit your child’s guesses later to see which ideas were close to the actual story. When your child guessed closely, point this out, and praise them.

4) Talking about the pictures in the book (with a new story)

Ask your child to look at a picture in the book. Ask, ‘What can you see in this picture?’ To encourage your child to speak at length, ask extra questions like: ‘What’s this on the left/right?’ ‘What can you see at the top/bottom of the picture?’ ‘What’s that in the background? / What’s this in the foreground?’ ‘What do you think happened just before this picture?/What’s going to happen just after it?’

Note: If you like, before you read a story, do a ‘picture walk’. This means asking your child to describe what they think is happening as you go through the book looking only at the pictures. Again, it’s not important for your child to get the ‘correct’ answer. Good readers naturally hypothesize well, poor readers need help (some prompt questions maybe?) and a lot of practice to get good at hypothesizing. While doing a picture walk, check/teach words which your child spots in the pictures that are important in the story.

5) Talking about the whole story (with a story your child has just read)

Once your child finishes reading a story, talk about it together. Ask these questions:

Who is your favourite character in the story? Why?

Which is your favourite part of the story? Why?

Would you like to be in the story? Why?/Why not?

If your child likes drawing, have them draw: their favourite character, their favourite part of the story, them in the story. Once they finish, stick the drawing on the wall with Blu-tack, on a bulletin board with drawing pins, or on the fridge with fridge magnets. Ask your child to point to things in their drawing and describe these to you.

 

Please visit our Learn at Home page for more resources and activities to help teachers, parents and students get the most out of learning at home.

Learn at Home

 


Bill Bowler is a founder series editor, with his wife, Sue Parminter, of Dominoes Graded Readers (OUP). He has authored many readers himself. He has also visited many countries as a teacher trainer, sharing ideas about Extensive Reading. Bill has contributed to the book Bringing Extensive Reading into the Classroom (OUP). Two of his Dominoes adaptations (The Little Match Girl and The Sorcerer’s Apprentice) were Language Learner Literature Award Finalists. Born in London, he now lives in Spain.


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Five things I think I know about teaching reading

Woman teaching young girl to readBarbara Hoskins Sakamoto, co-author of Let’s Go, shares five principles for teaching reading effectively in the classroom.

I’ve tried quite a few different approaches to teaching literacy over the years, initially with students learning to read in their first language, and now with students learning to read English as a foreign language. Like most teachers, I’ve settled on a fairly eclectic approach that seems to work well for me, and my young learners. Here are five principles that work for me.

1. Build a strong oral foundation first

When students begin learning to read in their first language, they have a working vocabulary of between 2,500 and 5,000 words. They learn to connect printed text to words that they already know. We want to be sure that our young learners have a strong foundation of oral language before we begin asking them to attach symbols to sounds, particularly since they will be working with a much smaller vocabulary to begin with.

2. Introduce text from the beginning

I think it’s important to have students looking at printed text long before you begin working on reading skills. By the time my students begin having dedicated reading lessons, they’ve already figured out that English writing goes from left to right and from the top of the page to the bottom, big letters are about twice as big as the little letters and appear at the beginning of a sentence, and that we can tell where words begin and end because of the spaces between words. They’ve become familiar with the graphic look of English before having to deal with it.

3. Teach phonics in context

Phonics can be a useful key for students learning how to make sense of English sound/spelling patterns. Teach the patterns in the context of words that students have already learned orally. Go through your students’ coursebook looking for words they’ve learned that illustrate the patterns you want to teach. That way they only have to focus on one new thing – linking sounds and letters – rather than learning a new word in order to practice the phonics skill. Practice reading the words in the context of sentences (and later, stories) that are also made up of words your students have learned orally.

4. Teach both accuracy and fluency in reading

Both skills are important in developing independent readers. As students become better at applying sound/spelling strategies, phonics shifts into spelling practice and word study, equally important in order to keep expanding your students’ reading vocabulary. To develop fluency, students need a lot of opportunities to read, and be read to. Include reading in every class. Let your students read the lyrics of their songs, or conversations, or grammar lessons – after they’ve learned the language orally, of course! Read to them, so they can enjoy understanding stories even if they don’t understand every word. Create a class library and let them take books home between classes (with audio CDs, if they aren’t yet fluent readers and don’t have anyone at home to read to them). Help them create their own stories to share and read.

5. Engage multiple senses in teaching reading

Have students trace letter and word shapes, sing or chant to help reinforce phonics, use letter cards to build words and word cards to build sentences. Ask them to act out or dramatize stories. Let them write sentences and stories and draw pictures to illustrate them. Record them reading their stories to create audio books. Encourage students to use multiple senses to help them become more effective readers.

How about you?

What have you learned about teaching reading? It would be great to hear in your comments to this blog. I’d also love to see you at my webinar on Saturday, 23 March. You can sign up here.

Visit Let’s Share for more videos, blogs and upcoming events by our Let’s Go authors.

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