All Modules B6-Development Matters in the early years | Page 31

5 Literacy: Reading
A Unique Child:
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40-60+
months

Positive Relationships:

Enabling Environments:

observing what a child is learning

what adults could do

what adults could provide

Continues to show interest for reading and related activities
Selects reading center spontaneously or reading with friends
Continues a rhyming string.
Distinguishes numbers from letters
Hears and says the initial sound in words.
Can segment the sounds in simple words and blend
them together and knows which letters represent some
of them.
Links sounds to letters, naming and sounding the letters
of the alphabet.
Begins to read words and simple sentences.
Uses vocabulary and forms of speech that are
increasingly influenced by their experiences of books.
Enjoys an increasing range of books.
Knows that information can be retrieved from books
and computers.
Understands different books and print material have
different purposes. Discerning a story from an
informational book or a menu.
Shows age appropriate phonological awareness by
distinguishing individual words in a sentence (clapping
for each word or walking)
Combines words to make a compound word and
separates them
Recognizes syllables in a word and combines them to
create one word.
Can clap hands while saying each syllable in a word
Combine and delete syllables in words
Knows all letters in the alphabet by recognizing them
and naming each one
Reads words identifying initial letter and predicts what
it is looking for clues in the context

• Offer fictionand non-fiction books
• Discuss and model ways of finding out information
from non-fiction texts.
• Provide story sacks and boxes and make them with
the children for use in the setting and at home.
• Encourage children to recall words they see frequently,
such as their own and friends’ names.
• Model oral blending of sounds to make words in
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everyday contexts, e.g. ‘Can you get your h-a-t hat?’
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• Play games like word letter bingo to develop children’s
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phoneme-grapheme correspondence.
• Model to children how simple words can be
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segmented into sounds and blended together to make
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words.
• Support and scaffold individual children’s reading as
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opportunities arise.
• Provide audio books
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• Enrich classroom library with children’s made
books, by having a wide variety of sources like
magazines, poetry, tales, plays, stories,
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informational books etc. and by changing them
sporadically
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• Reading is an ongoing process through life.
Learning how to read demands interest, meaning,
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exploration, engagement, being able to predict and
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willingness to learn and discover information
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through print. Teachers need to build a context
where children can find the joy of reading and the
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power of knowing how to read to learn.
• Teach them how to use technology based print and
allow for access periodically
Early Learning Goal
• Encourage children to ask questions about
meaning and purpose of written language.
Children read and understand simple sentences. They use
phonic knowledge to decode regular words and read them • Discuss meaning of specific words
• Use picture cards to create combine words and
aloud accurately. They also read some common irregular
separate them providing significant time to practice.
words. They demonstrate understanding when talking with
•
others about what they have read.

• Encourage children to add to their first-hand experience
of the world through the use of books, other texts
and information, and information and communication
technology (ICT).
• Help children to identify the main events in a story and to
enact stories, as the basis for further imaginative play.
• Provide story boards and props which support children to
talk about a story’s characters and sequence of events.
• When children are ready (usually, but not always, by the
age of five) provide regular systematic synthetic phonics
sessions. These should be multisensory in order to
capture their interests, sustain motivation and reinforce
learning.
• Demonstrate using phonics as the prime approach to
decode words while children can see the text, e.g. using
big books.
• Provide varied texts and encourage children to use all their
skills including their phonic knowledge to decode words.
• Provide some simple texts which children can decode to
give them confidence and to practice their developing skills
• The influence of adults relation to reading in children’s
motivation to read is powerful. It determines future
exposure, attitude and interest in reading
• Partner with parents suggesting books to read at home
and activities like reading signs, symbols etc.
• Offer a rich print context with word games.
• Demonstrate how to combine and separate words into
syllables. Remember repetition is crucial at this stage.
• Combine and delete syllables in words with and without
visual support