use, with support, the various cueing systems and a variety of strategies to construct meaning from text
- - use meaning cues (personal experiences, context, picture cues) to predict, confirm/self-correct
- - use knowledge of oral language patterns (syntax) to predict, confirm/self-correct
- - begin to use knowledge of sound-symbol relationships as one reading cue (e.g., initial and final consonants)
- - begin to match one-to-one spoken to printed word
- - begin to recognize some high frequency sight words
This sounds so scary because of words like "cues and syntax" but it's really so simple. It happens quite naturally.
- - As children are exposed to print in a variety of ways they start to develop meaning cues and make guesses based on past experiences.
- - As they hear language used around them they pick up language patterns and use those to help them figure things out.
- - The sound-symbol relationships can be developed through playing games of listing words that start with the same sound or end with the same sound and making lists of them to show what letters make them have the same sound. This could even be made into a sound book with a page for each sound and adding pictures of things for the sounds and labeling the pictures with words.
- - Matching spoken to printed word happens as they notice repeated words in reading or as you make a game of labeling things around the house and mixing up the labels sometimes and having them put the labels back in the right place.
- - High frequency sight words are noticed as you read books together and some of the same words come up over and over again. A fun way to encourge learning of the words is to make a word bank of the words as you notice them and review them once in a while. Another fun thing to do is to make a word worm on the wall that grows as your child learns more words. Each word goes on a little circle that becomes a section of the worm.
You don't need some fancy program to help you cover these things. All you need is time, love, paper, crayons, and reading material, which you can get from the library. Proof of the learnings can once again take the form of journal entries and pictures.
Go back to Language Arts Outcome 4.
Back to the General Grade One Outcomes.