Classroomhelpers Presentation

Classroom HelpersClassroom HelpersSessionsSessionsWeek 1 Being a HelperWeek 1 Being a Helper Helping with Speaking Helping with Speaking and Listeningand ListeningWeek 2 Reading is…Week 2 Reading is… Helping with ReadingHelping with ReadingWeek 3 Helping with WritingWeek 3 Helping with Writing

Purpose To help with literacy learning

What is expected of participants?

Attend each session which will take approximately 45 minutes

Keep a journal of your thoughts and experiences. Assist in classrooms on a regular basis.

Part 1: Being a Helper

Purpose

1. To explore how children learn.

2. To recognise and value difference.

3. To explore the role of classroom helpers.

We learn when…….

We recognise a reason to learn We are actively involved We are supported by models or demonstrations by

others We have the tools and resources we need We have opportunities and time for repetition and

reinforcement We have opportunities and time for practice Our efforts are recognised

What does being a classroom helper mean? Assisting in the classroom under the direction of the

classroom teacher by: working with small groups of children providing a role model for learning Being a valued member of the school community: Your support in the classroom will ensure that children

remain on task while the teacher is working with other groups

Your willingness to assist in classroom activities shows other parents what can be achieved when partnerships are formed

How can you help literacy learning?

Support and encourage students by praising their efforts.

Demonstrate and model appropriately. Ask for help when you are not sure. Encourage children to work quietly and

remain on task.

What other issues should be kept in mind when helping in classrooms?Beware of making judgements All children can learn. Children learn at different rates and have different

learning needs.Retain confidentiality

The privacy of both parents and children must be respected at all times.

Do not mention the names of children or teachers with whom you are working in front of your own children or other parents.

Children can easily be hurt by apparently harmless remarks from their peers or other children.

Part 2: Helping with Speaking and Listening

Purpose

1. To explore the development of speaking and listening skills.

2. To discuss ways classroom helpers can demonstrate good listening skills and appropriate speaking behaviours to assist children.

As your children’s first teacher you have already taught them to speak and listen by: expecting them to speak Providing models of how spoken language

works Demonstrating how to listen Supporting their attempts with praise

* As your children’s first teacher you have already taught them to speak and listen by:

expecting them to speak providing models of how

spoken language works demonstrating how to listen Supporting their attempts

with praise

* You can support children

in the classroom by:

asking open ended questions

pausing, waiting for answers giving prompts rephrasing while supporting

the attempt being an active listener offering praise

Some examples of activities classroom helpers may be involved in:

Picture chats

Cooperative or small group work (e.g. readers theatre)

Show and Tell/ news/morning talk

Part 3: Reading is…

Purpose

1. To introduce the reading process.

2. To introduce the Pause, Prompt and Praise process used to assist children when they read.

What we do when we are confronted with a new or unfamiliar word! It ………… across the garden. We can complete the sentence using our knowledge of how

language works. (Only an action word or verb can be used here.)

Sophie watched the kitten.

It ………… across the garden.

Now that we know the story is about a kitten, we are able to choose a suitable word.

Sophie watched the kitten.

It r……….. Across the garden.

Our knowledge of letters and their sounds, together with the way words look, further help us to choose the right word.

Successful readers use a range of information to make meaning:

knowledge of how our language is spoken (structure) previous experience ad understanding of the topic (meaning) knowledge of letters and sounds and how they are represented

in print (visual information) Successful readers: expect what they read to make sense predict what is to come based on their understanding of the

content, knowledge of language and the information contained in the print.

The 3 Ps – Pause, Prompt, Praise

Pause – Before responding it is important that classroom helpers first wait, giving the child time to try to work out the word for themselves.

Prompt – Encourage the child to look at the pictures. Ask: What word might make sense? What would sound right? What

does it start with? If the word makes sense; * allow the child to continue reading If the word does not make sense; * encourage the child to have another try * tell the child the word Praise – At all times it is important that children are praised and

encouraged for their efforts. The support and encouragement provided through classroom helpers’ praise will greatly assist children’s reading development. Try comments like:

I like the way you… Well done… That’s really great… You must have been practising… You did a lot of work today…

Part 4: Helping with Reading

Purpose

1. To introduce classroom activities which support children’s reading development.2. To identify the classroom helper’s role in these activities.

Ideas for reading aloudBefore reading aloud…

practise reading the book, so you are familiar with the story-line, expression required and any unfamiliar words.

When reading aloud… read slowly enjoy the story use an expressive voice avoid interrupting the story Keep the flow and rhythm of the language alive

After reading aloud… encourage children to talk about the book and its meaning. Ask

them to: share and compare their own experiences to those in the book describe characters and events they especially liked/disliked

and say why

Part 5: Helping with Writing Purpose

1. To introduce the writing process2. To the stages of writing and the links to spelling.3. To explore the ways that classroom helpers can assist in this process.

What writing did you do recently?

1. What did you write?

2. Why did you write it?

3. Who was it for?

4. What form did it take?

5. Was the writing neat?

6. Was the spelling accurate?

7. How important was neatness and accurate spelling on this occasion?

A writer needs:

a reason to write someone to write to knowledge of a variety of writing forms to

use e.g. letter, list, note, instructions, story to know when correct spelling and neatness

are important

Describe yourself

Aim To go through the steps involved in the writing process by

preparing something about yourself.1. You are going to share information about yourself with a partner.2. Describe yourself to a partner, then your partner will describe

himself/herself to you. Jot down or draw anything that will help you remember what has been said e.g. hobbies, talents, interests and so on.

3. Write a brief description of yourself or your partner, using your notes and the things you discussed to help you.

4. Read the description you have written to your partner. Does your partner have any questions or suggestions? Does it read well?

5. Rewrite it to include any additional information if needed.6. Take turns to read your descriptions to each other again.

Stages of writing:Talking Initial Stage Babbling Experimental Stage Invented words Conventional words During this stage the children’s

approximations gradually develop towards the adult model e.g.’dink’, ‘dada dink’, ‘dada me dink’ (Daddy I want a drink.)

Developing Stage The approximations continue until

the adult model is reached of the structure of words and the relationship between letters and sounds is made

Writing Initial Stage Scribbling and drawing Experimental Stage Invented letters Conventional letters No spaces With spaces Invented words Children use their knowledge of

sound and letters when writing Developing Stage Conventional words During this stage further

developments are made in understanding the relationships between letters and sounds

Spelling strategies

1. Say it slowly; what sounds do you hear?

2. Circle the word (or part) you think is wrong.

3. Try it again.

4. Look in your own writing and around the room for charts and lists.

5. Ask a friend.

6. Use a dictionary or word book.

Some examples of activities classroom helpers may be involved in: Talking about writing Listening to children read their writing Word/letter games Publishing Handwriting