Empower Learning with Sketchnoting: Step-by-Step Tips for Students
From the Cornell method to mind mapping, there are multiple ways that students can take notes. In recent years, sketchnoting has gained popularity, with many teachers embracing it as an alternative to traditional note-taking. Research by Fernandes et al. (2018) found that the process of drawing increased the memorization of information-making methods like sketchnoting more effectively than traditional note-taking methods.
What is Sketchnoting?
Sketchnoting is a visual note-taking method incorporating simple diagrams, boxes, and arrows to illustrate connections between ideas and concepts. This approach provides numerous benefits, enhancing comprehension and aiding memory retention when engaging with new learning.
However, despite its popularity, sketchnoting can appear daunting, particularly for those who may not consider themselves creative or feel uncomfortable with drawing. The perceived complexity of sketchnoting has become a common concern among educators, but it does not need to be!
A closer look at the benefits of sketchnoting
Increased Engagement The visual element makes sketchnoting more engaging than simply writing notes as it encourages creativity and fosters independence in learning.
Increased Comprehension Incorporating images and colours enables students to visually represent abstract concepts, making it more tangible and increasing the overall comprehension of the material.
Enhanced Retention: Incorporating visuals into note-taking, as with sketchnoting, can significantly improve long-term retention. The brain tends to remember images and associations more effectively than text alone.
Facilitates Active Learning: Sketchnoting encourages students to actively process information as they choose key points, create visual representations, and make connections between ideas. This active engagement contributes to deeper learning.
Personalized Learning: Sketchnotes are inherently personal and can be tailored to an individual’s preferred learning style. Students can represent information in a way that resonates with them, promoting a sense of ownership over their learning.
Step-by-Step Guide for Students: Getting Started
1. Gather resources One of the great things about sketchnoting is its simplicity regarding resources. You only need a blank notebook, pencil, eraser, and coloured markers. While additional resources like stencils or a broader range of art supplies can be used, they are unnecessary to succeed.
2. Identify the elements of sketchnoting. Before starting, students must learn about the following elements that can be incorporated into their sketchnotes; – Arrows/Connectors – Frames – Typography/Fonts – Icons/Symbols (symbols to represent recurring themes or concepts) – Drawings/Illustrations – Emphasis Techniques: underlining or bolding to draw attention to specific elements. – Colour!
These elements can be introduced in any order. Students can be given an example sheet for the element being taught and should be encouraged to replicate and create their own versions using the examples as a starting point. Students can continue to refer to these examples as they create new sketchnotes.
3. Drawing tools The drawing element is often what causes the most anxiety for students. It’s important to stress that sketchnoting isn’t about creating elaborate artwork; their drawings should convey ideas rather than pursuing aesthetically pleasing sketches. The Noun Project is a valuable resource for students who don’t feel confident drawing.
For instance, if students were creating a sketchnote about zoos, rather than spending time worrying about how to draw an elephant, they could use The Noun Project to find a simple visual representation of an elephant to copy. This allows students to concentrate on communicating their message rather than worrying about creating a beautiful drawing.
4. Research and Keywords
Now that students have become familiar with the various elements of sketchnoting, they can begin to organize their thoughts and ideas that will be conveyed in the sketchnote.
This involves delving into research on the chosen topic and compiling a list of keywords. These keywords will be the basis of their sketchnote.
An excellent choice for their initial sketchnote is “All About Me”, where students can share their interests, hobbies, families, and experiences. The list of keywords can revolve around these personal topics, eliminating the need for any research in their first attempt.
To encourage critical thinking, prompt students to organize these keywords into groups or a specific order. This step proves invaluable as it allows students to identify connections between various ideas and concepts and enhances their overall understanding and retention of the material.
Once students have concluded their research and collected their keywords, they are ready to start their sketchnote! Encourage students to select a keyword and brainstorm an image that captures the essence of the word. Having the example of the various elements at hand, such as fonts and banners, will also make the process less intimidating.
As students begin their sketchnotes, it will become apparent which students have understood the material and which need further support. Without a clear understanding of the content, students won’t be able to create a visual representation of the more abstract keywords or identify connections between different ideas.
For these students, it’s crucial to revisit the research material and the gathered keywords, offering additional opportunities to discuss their meanings before embarking on the sketchnote.
As students incorporate sketchnotes into their learning, the process will become more straightforward and accessible, enabling them to showcase greater creativity in demonstrating their comprehension of the material. While it might appear challenging initially, following these steps will make the process enjoyable and manageable. It doesn’t need to be complicated!
Key Takeaways
Research by Fernandes et al. (2018) found that the process of drawing increased the memorization of information-making methods like sketchnoting more effectively than traditional note-taking methods.
Sketchnoting is a visual note-taking method incorporating simple diagrams, boxes, and arrows to illustrate connections between ideas and concepts.
The advantages of sketchnoting include heightened engagement, improved comprehension, enhanced retention, active learning, and personalized learning.
Students will need enough time to explore the different elements of sketchnoting before being able to apply them.
Initiating a discussion about the meanings of keywords before starting the sketchnote can foster critical thinking. Encourage students to rank words or group them, prompting them to explore connections between various concrete and abstract concepts.
Classroom Collaboration: The Power of Group Work for Elementary Students
The idea of group work and long-term projects, in particular, often begin with enthusiasm from both teachers and students. However, in my experience, regardless of the initial excitement, the results seldom meet our expectations. Inevitably, students encounter frustration with their group members, and the impending deadline induces stress. The teacher can clearly see students are unlikely to complete the project on time and that what is produced is far from what they hoped. As the deadline approaches, there is a collective sense of relief! Despite these challenges, why do we continue advocating for group work?
Group work and collaboration within the classroom can yield many social and emotional benefits. It can foster valuable communication skills, including listening to differing perspectives, articulating thoughts and ideas clearly and learning to reach a consensus. Group work discussions can also allow students to gain insights from one another that could not happen when working independently, thus promoting a deeper understanding of the content.
The benefits of group work are evident, whether it’s an hour-long project or one spanning several weeks. Anticipating potential pitfalls and challenges students might encounter in advance can allow you to design group work with a better chance of success, harnessing the full benefits of collaborative efforts.
So, what factors should be considered when designing group work to make it effective?
1. “Group-worthy tasks”
In the article “Designing the supports for successful group work: How to make your task group-WORTHY”, Swartz and DeRosa (West Chester University of Pennsylvania) state that one of the most commonly noted challenges when it comes to group work is ensuring that all students are engaged in the task meaningfully. To do so, the first thing that must be considered is whether the task is “group-worthy” or not.
Swartz and DeRosa suggest reflecting on the purpose of this task. Why is it crucial for students to collaborate on this rather than working alone? Does the outcome of this project depend on the collaboration of students with diverse skills working together to accomplish the final product?
While the advantages of group work, such as the social-emotional benefits and enhanced communication skills, have been highlighted, it is essential to recognize that these benefits hinge on the appropriateness of the task. Since students bring diverse abilities, strengths, and skills to the table, the chosen task must accommodate and leverage this diversity effectively.
Secondly, Swartz and DeRosa emphasize the significance of selecting open-ended tasks, offering various entry points and multiple avenues for problem-solving. Furthermore, communicating these insights to students is equally vital, ensuring they grasp the significance and intention behind why the task needs to be a group effort.
While any task can be a group project, the crucial question we must ask is whether it needs to be.
2. Group Roles
Swartz and DeRosa also highlight the challenge of ensuring equal participation and contribution from all students. It can be frustrating for students when one member feels they are shouldering a heavier load than others. I recall several occasions when observing groups and noting the contrast between those trying their best to complete the task and those using it as an opportunity to socialize.
One way to tackle this challenge is to assign clear individual roles. Various protocols and suggestions for group roles exist, which can be tailored to the age of the students and the group’s size.
Whichever group roles are chosen, each member must have;
a defined purpose
clear instructions for the specific task
sentence stems to keep the conversations on task
These group role cards from The University of Waterloo’s article “Group Work: Assignment of Roles” have been adapted for younger students. Depending on the task, these group roles can be rotated to provide students with experience with different roles.
3. Group norms
Group norms are occasionally confused with group roles, yet their functions are distinctly different. Group norms set the expectation for everyone to participate and contribute equally, while group roles assign specific tasks to each group member, as discussed previously.
While it may seem obvious that all group members should participate equally, having this conversation makes this expectation explicit and increases the likelihood that students will stay engaged and participate throughout.
Involving students in generating these norms can foster greater ownership and compliance. Asking students to craft group norms can be challenging; however, This process can be facilitated by offering specific areas of focus and guiding questions.
Active Listening How will we show that we are attentively listening to someone when they are speaking?
Respect: How can we ensure that we treat each other with kindness and consideration? What steps can we take to avoid using hurtful language or making fun of others?
Responsibility: How can we help each other be responsible for their group roles?
Time Keeping: What tools can we use to make sure we start on time and stay on task?
Cooperation: What are some ways we can disagree respectfully with each other?
Conflict Resolution: What will we do if things are not going well?
Positive Attitude: How can we approach challenges with a positive mindset as a group? How when group members have done a great job?
Group norms for short projects can simply be verbal agreement or a brief discussion with guiding questions; however, for longer and more complex tasks, students can be encouraged to create a ‘contract’ where they sign their names and review these group norms before every session.
4. Managing Time
Managing time effectively is a frequent challenge, especially when completing longer projects.
Breaking down tasks into manageable chunks is a skill that many adults find challenging, and so should be considered when expecting this from students. Ineffective time planning often results in significant delays or, in some cases, an inability to complete the project.
Supporting students to break down longer projects into manageable segments and assigning specific timeframes becomes invaluable. Making the time to break down tasks before the project starts ensures timely completion and sufficient time for producing high-quality work.
Assigning a time management group role is often effective, especially with older students with stronger executive functioning skills.
5. Modelling group work
Reminding students to take turns or share responsibility for tasks when working in a group may seem straightforward, but these concepts can often be abstract for students, making them challenging for them to do. As teachers, we might sometimes overlook this, so investing time in modelling effective group work behaviours can significantly aid students in understanding what they should be doing and saying.
Having students model conversations in front of the class might appear artificial, but unless they witness what effective communication looks like or find themselves in a group with peers demonstrating good group skills, they may not grasp these concepts.
It’s worthwhile to undertake this step before commencing a project, like managing time and breaking down tasks. Doing so can save considerable time later on and enhance the likelihood of students achieving success.
As educators, we are well aware of the benefits of group work extending beyond academic success. However, achieving these goals requires intentional and careful planning. By considering these fundamental factors, we can significantly enhance the likelihood of students achieving the positive benefits of group work.
Key Takeaways
For group projects to succeed, the task must be “group-worthy.”
Tasks should be open-ended, offering various entry points and multiple avenues for problem-solving.
Group roles can ensure equal participation and contribution from all students.
Group norms set the expectation for everyone to participate, and having this conversation makes this expectation explicit.
Supporting students in breaking down longer projects into manageable segments will ensure timely completion and sufficient time for producing high-quality work.
Modelling effective group work behaviours can significantly aid students in understanding what they should be doing and saying.
As artificial intelligence models like ChatGPT become more accessible, it seems inevitable that teaching methods and the way students learn will evolve. While some educators will embrace these developments, some will try to maintain the status quo and continue with what they know. With these latest advancements, it seems inevitable that AI will transform the educational landscape, so rather than resisting these changes, it seems far more advantageous to understand and utilise these new technologies.
Rather than fearing or banning artificial intelligence models like ChatGPT, teachers have the opportunity to enhance teaching and learning by utilizing such tools effectively. While it may seem natural to use AI-powered tools as just enhanced search engines, ChatGPT and other generative language models can do much more and have the potential to positively transform education for teachers and students.
What is ChatGPT?
ChatGPT is a language model that is driven by artificial intelligence. The data used when being trained, allows ChatGPT to engage and produce human-like text. The extensive amount of data used to train ChatGPT means that it can compile detailed information from multiple sources. It is important to note that ChatGPT is an offline model, which means it does not search the internet and provide real-time data. The accuracy of the information it retrieves will depend on when its training data was last updated. Understanding this is important when considering how best it can be utilized.
How can AI-powered tools be used in education?
Technological advancements will continue to impact teaching methods and students’ engagement with the lesson. For example, the introduction of iPads in the classroom gave students access to the internet and a host of Apps, transforming the way they accessed content and produced work.
In the article Taking a Transformative Approach to AI, author Tony Frontier explains how schools can respond to the rapid accessibility of AI.
Firstly he states that schools can reject these advances by banning them or utilising software to detect when students have been using AI. This could be considered an impulsive response as it would be difficult, if not impossible, to monitor. As students’ technological skills evolve, it seems reasonable that they will find ways to circumvent such bands.
Secondly, Frontier suggests that schools can use AI as a transactional response, where teachers use it as a search engine to find lesson ideas or check students’ work. While this can still be useful, it only partially utilises the potential of models like ChatGPT. Furthermore, Frontier suggests if used exclusively to generate lessons, it can reduce the intellectual engagement that typically occurs during the planning and assessing processes.
Finally Frontier suggests that the best way to use AI is through transformational responses where open-ended questions are asked to generate unique content suited to individual students.
How can teachers use ChatGPT effectively?
Here are some examples of how to leverage a transformational response:
Increase student motivation by tailoring content to student’s interests
Rewriting texts to match the student’s reading level
Translating content into students’ first languages
Identifying common misconceptions in specific topics and focusing on them
Creating personalized assessments
Provide personalized and timely feedback
Creating examples or non-examples
Creating assessment rubrics in student-friendly language
For educators, one of the most valuable opportunities AI-powered tools like ChatGPT can provide is the ability to create personalized learning plans for all students. As a teacher, one of the most precious commodities is time. Time to plan lessons and mark work, not to mention the time required to teach all the objectives in a curriculum. Creating individual lesson plans for each student, considering their strengths, interests, and specific learning goals, is not a new concept or aspiration. Still, the time it takes to do so has yet to be attainable.
This is where AI-powered tools can have the most impact. Rather than fearing such technological advancements, embracing them and understanding how they can be best utilised can allow teachers to provide the support and education they aspire to.
Key Takeaways
ChatGPT is a language model driven by artificial intelligence. The data used when being trained allows ChatGPT to engage and produce human-like text.
Technological advancements will continue to impact teaching methods and students’ engagement with the lesson.
A transactional response is where teachers use AI-powered tools simply as a search engine.
Frontier suggests that the best way to use AI is through transformational responses, where open-ended questions are asked to generate unique content suited to individual students to maximise learning.
There are few moments in the school day when everyone is so quiet that you could hear a pin drop! Sharing a picture book is one of the most enjoyable parts of the day, where students become engrossed in new worlds and ideas.
A common misconception is that picture books are only for young children. Still, most teachers will tell you that not only are they enjoyed by children of all ages, but they are an excellent way to explore challenging topics. They can inspire thoughtful conversations and encourage children to understand cultures and perspectives they may not typically encounter.
Picture books can, of course, simply be read and enjoyed, but with the right questions, they can be a launching pad for more meaningful conversations. The artwork and simplified language used in picture books makes it easier for children to understand various challenging social and personal issues.
Literal questions will help build students’ general knowledge, vocabulary and exposure to different issues and cultures. Inferential and debate questions can be more appropriate for older elementary students, where their thinking can be challenged and be encouraged to explore more complex issues.
Here are 5 books that can be used will elementary-age students.
Bilal Cooks Daal by Aisha Saeed and illustrated by Anoosha Syed
In this story, Bilal introduces his friends to his dad’s famous daal! His friends had never tried this South Asian dish before and learned that cooking daal takes lots and lots of time! For younger readers, this story is a great way to discuss traditional food in their homes and share it with their classmates who may not be familiar with it. For older children, the concept of food memories and the role food plays in traditions and cultures can be explored. There is also a point in the story where Bilal feels nervous about sharing this traditional dish with his friends. This feeling of wanting to be accepted when from a different culture can also be sensitively explored.
Literal questions What is daal? Which part of the world is this a dish people eat often?
Connection Are there certain dishes your family eats at special times?
Inference Why was Bilal nervous about sharing this dish with his friends? How would you have felt?
Making meaning What is a food memory? Why is food so important in many cultures?
Opinion Do you have any food memories? Is there a dish that brings up a memory? Who would you like to share this dish with? Why?
Author’s message What do you think is the author’s message?
Ruby’s Worry by Tom Percival
Ruby’s Worry allows younger children to begin exploring the complex issue of anxiety. The character, Ruby, develops a ‘worry’ which follows her around and grows bigger and bigger until she talks about it. This book allows younger children to understand abstract concepts like anxiety and allows older students to explore the use of metaphors. As a follow up-activity, students can be encouraged to identify trusted people they could talk to and to know when particular problems should be shared with an adult rather than friends.
Literal questions What happens to the character Ruby in this story?
Connection What does it feel like when you worry about something? When was the last time you felt worried?
Inference What is a metaphor?
Opinion Do you think talking about your worries helps? Who could you talk to if you were worried about something?
Authors message What is the author trying to explain through this story?
Dear Wild Child by Wallace J. Nichols and Wallace Grayce Nichols, illustrated by Drew Beckmeyer
Dear Wild Child is a story based on a letter written by a father to his daughter and tells how their family home was burned down during a wildfire. The author’s message is that a person’s home is more than a physical place. The author shares his family memories using beautiful descriptions to illustrate the message that we carry our homes with us through our memories. This book provides opportunities for students to discuss what it means to have a home and to share their own memories. It may also offer possibilities for students to share their own losses.
Literal questions Where is the story set? What is wildfire? What happens to the home in this story?
Connection What important memories do you have about your home? Inference What is the father trying to tell his daughter?
Making meaning What does it mean when the author says, ‘You carry your home wherever you go?’
Opinion Do you agree with the author?
Bessie the Motorcycle Queen by Charles R. Smith Jr and illustrated by Charlot Kristensen
Bessie, the Motorcycle Queen, tells the true story of Bessie Stringfield, who, during segregation, travelled around America taking part in motorcycle races. As a young black woman, she faced several challenges because of her race and gender. This book provides many opportunities to explore historical events and social issues such as Jim Crow, gender stereotypes and racism. The illustrations and storytelling allow children to begin discussing such complex matters in an age-appropriate manner.
Literal questions What period is this story set in? What was unique about Bessie? Connection What does this story remind you of? What does it make you think about? Inference What was unique about Bessie travelling the country alone, taking part in races? Making meaning Why do you think the author wrote a story based on Bessie Stringfield’s life?
Opinion How do you think racism affects people’s lives? How can stereotypes affect people?
Maddi’s Fridge by Lois Brandt and illustrated by Vin Vogel
Maddi’s Fridge is a thoughtful story that explores the issues of poverty and friendship. Maddi and Sofia are best friends, and one day Sofia learns that Maddi’s family does not have enough money for food. Sofia tries to help Maddi but eventually realises this is a problem she can’t solve alone. The author deftly explores the issues of poverty, secrets and when to ask an adult for help. There are multiple opportunities to explore issues around friendship and wider social issues such as food poverty and empathy.
Literal questions Are Maddi and Sofia good friends? How do you know this? Connection What would you have done? Do you agree with what Sofia did?
Inference Why did Maddi not want to tell anyone that they did not have enough food? Do you agree? Making meaning What do you think is an important message the story shares? What are some other messages in this story? Opinion If you had a problem, who would you tell?
These are just a few books that can be used to begin exploring a variety of complex issues. These questions can be tailored to suit the ages and interests of the children and can be used to launch conversations and explore differing perspectives.
5 Simple Note-taking Steps for Elementary Students
Note-taking is an essential skill that many students are expected to understand and use. Whether taking notes while listening to a speaker or reading, note-taking can be a challenging skill to learn for elementary-aged students. This process requires several skills that should be taught explicitly and practiced consistently to be used successfully.
So why is note-taking important? The purpose of note-taking is to aid the comprehension of new information, to understand it at a deeper level, and to transfer this learning to their long-term memories. Skilled note-taking can also help students avoid accidental plagiarism, think more critically about new information, and allow them to build on the ideas of others.
Several strategies can be used for note-taking; however, many traditional methods are often relatively passive and don’t engage students or encourage a deeper level of understanding. The following note-taking steps involve active learning strategies that have shown to be particularly effective for elementary-aged students.
Step 1: Identify Keywords
The first step in this process is identifying keywords or phrases. This step can be the most challenging and may take longer to apply the first time it is introduced. However, once this skill has been mastered, it is helpful across all subjects.
When introducing the concept of keywords, it can be helpful to have a shared piece of text to practice locating these words together. Read a short non-fiction or fiction passage together and ask students the following questions, making a list of possible keywords together.
If you were to tell someone what this paragraph is about, which words or phrases would you have to use?
Which words can’t be replaced without losing the meaning of the text?
Students may notice that many of the keywords are nouns and verbs. If students need further support, they can be asked the following questions;
Are there any important words or phrases related to time or when something happened?
Are there words about people?
Are there words describing a choice someone made?
Are there words about a location or place?
Are there words about the way something is done?
As students continue to practice this skill, they can also be given the keywords to proceed to the next step.
Step 2: Create a visual representation
Once students have identified the keywords in a text, the next step is to create a visual representation of the word. This allows students to develop a deeper understanding of the word and what it means.
In this step, students should draw a quick sketch of what each of their keywords means. Students can draw just the nouns or the five most essential words if there are too many words. You can change the parameters depending on the information they are taking notes on.
The noun project is an excellent resource for students who find drawing challenging.
This is also an excellent activity for EAL (English as an Additional Language) students, as it helps build vocabulary and make connections between their first language and English.
Step 3: Ranking Keywords
To encourage critical thinking and gain a deeper understanding, ask students to rank the keywords from most important to least. If there are too many words, students can select the 5 or 10 most influential and rank these.
There is no correct answer, so how students order the words is unimportant. The value of this task comes from promoting discussions and having to justify their choices.
By pairing students up, they can be encouraged to have richer conversations as they grapple with their thinking. This process generally leads to a much better understanding of the topic.
Step 4: Verbal Paraphrasing
Once students have thought critically about their chosen keywords, they can begin to articulate their understanding verbally and practice paraphrasing.
This is a crucial step as it lets you see students’ understanding of the keywords and the text overall.
Using the list of keywords created in Step 1, students should now practice summarising what they read using all the keywords they listed. As they begin this process, they will become aware of which words they have yet to understand fully and which may not be as important as they first thought.
Students can be given an additional challenge by asking them to quiz each other using their keywords.
Step 5: Reflect
The final step in this process allows students and teachers to identify which words and concepts were understood and which need further practice. This form of self-assessment is quick and allows the students to recognise what they need further help with independently.
Students can be asked to reflect on the following questions;
Do I understand what these keywords mean?
Was I able to explain them to myself or someone else?
What is still unclear to me?
While note-taking can initially seem challenging, consistent practice and repetition will help students master this process. Not only is it a practical skill that students need, but this process also allows them to develop a deeper understanding of the given topic.
Key Takeaways
Note-taking is an essential skill that many students are expected to understand and use.
This process requires several skills that should be taught explicitly and practiced consistently to be used successfully.
The purpose of note-taking is to aid the comprehension of new information, to understand it at a deeper level, and to transfer this learning to their long-term memories.
Step 1: identify keywords or phrases.
Step 2: create a visual representation of the word.
Step 3: to encourage critical thinking and gain a deeper understanding, ask students to rank the keywords from most important to least
Step 4: verbally paraphrase what they read using the keywords
Step 5: students reflect on what they understood and what they need more help with
Reading is a complex process that has evolved over millions of years. Communication began with simple gestures, progressing to the development of speech and then reading and writing (Milne, 2005). It is often thought that children learn to read once they start school, however, this process begins well before they step foot in the classroom.
Pre-reading skills are the necessary skills and knowledge required to begin the formal process of learning to read. This includes understanding concepts of prints, the purpose of reading, developing an enriched vocabulary, and knowing that reading can be pleasurable as well as functional.
Understanding these pre-reading skills can determine not only how quickly children learn to read but also how they come to experience books as an adult. Many of these pre-reading skills begin from birth and are established in the home before any formal schooling.
Print Concepts
One of the first things children learn through interacting with books are print concepts. This involves understanding which way to hold a book, how to turn the pages and that in English we follow words from left to right and top to bottom. Understanding print concepts have shown to be an early indicator of future reading success. One of the earliest ways children develop these print concepts is by reading with adults. Children watch how adults hold a book, turn the pages and engage with the words and pictures. Modeling this process is key for children to understand the function of books and how they are used.
Understanding the Purpose of Reading
Through early immersion in books, children come to understand that the primary purpose of reading is to gain meaning. It is often thought that the first step in reading is decoding the sounds or letters in words, however, well before children read themselves, they should be able to talk about the books that are being read to them. Reading comprehension is the ability to retell what was read and give an opinion by critically evaluating the text.
A great way to build comprehension is to read stories to children and ask them to retell what happened in their own words. Discuss their opinions of the characters and plot and what connections they can make between the story and other books, movies, or real-life experiences. Discussing characters in stories is also a great way to help children build empathy and learn about different perspectives.
Enriched Vocabulary
A well-developed vocabulary is another pre-reading skill that can impact how quickly children learn to read and how well they comprehend what they read. While an enriched vocabulary is generally important to effectively communicate, when reading, it allows children to know the correct pronunciation of words helping them understand the text better. The language children are surrounded by at home before they start school will be a key determinant of their vocabulary and so their overall reading ability.
Several everyday activities can help young children develop and grow their vocabulary. For example, describing what they see around them, singing songs and nursery rhymes, verbally retelling or making up a story, and generally engaging in conversations will all help build their vocabulary. Audiobooks provide another fun way to expose children to language and vocabulary that may be beyond their word-decoding ability. By comparison, children with a limited vocabulary will struggle with understanding what they have read and will gain little meaning and ultimately enjoyment from reading.
An understanding of letter sounds (Phonological awareness)
The English language consists of irregular and regular words. Regular words are those that can be decoded or read by sounding out the letters. Children must have an understanding of which sound each letter or combination of letters makes. This with the ability to hear and produce rhyming words is known as phonological awareness. The process of segmenting words into sounds to read them is not learned automatically and must be explicitly taught. Before children learn to read they understand that letters on the page make sounds. Many children will often learn the alphabet or letter names through songs and will then move on to learning letter sounds. Children who do not receive adequate or explicit instruction will struggle when they begin the formal process of learning to read. By comparison, Irregular words are those that must be memorized as they cannot be sounded out. These are often known as high-frequency words and don’t often follow conventional spelling rules.
Learning to love books
While reading to gain knowledge is often considered the primary function of reading, recognizing the pleasure and joy books can bring early on can determine how quickly children learn to read and their reading habits as adults. Becoming lost in a world of new characters and adventures can be one of the most important pre-reading skills. Just as with print concepts, children will observe and be influenced by how the adults in their lives talk about and experience books, even if this is not explicitly discussed.
Key Takeaways
Learning to read begins well before children enter the classroom
Children develop concepts of print by watching how the adults around them interact with books
Before learning to decode the words on a page, children should understand that we read to gain meaning
Developing an enriched vocabulary allows children to learn the correct pronunciation of words which further aids their comprehension
Children need to be explicitly taught the relationship between letters and sounds they make in order to decode words
Learning to love books early on helps create avid readers who genuinely enjoy reading
REFERENCES
Milne, D. (2005) Teaching the Brain to Read. China: SK Publishing
Wildová, R. and Kropáčková, J. (2015) Early Childhood Pre-reading Literacy Development, Procedia – Social and Behavioral Sciences
