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Result 2 Case Study 20

Literacy learning is blossoming at the Porangahau Puna at The teachers focus on strategies and skills needed for reading by offering tamariki opportunities to learn sequence and patterns in everyday life.  Routine at the kai table help children to build sequences and practice mastery of independence.  Routine also require children to show independence as they organise their own needs.  The children gain a sense of ownership over their learning and this is transferred  to reading when children sit in the reading area, choose books to read, find a place to sit, and read.  The pictures  are clues to the story, and the continual reading and re-reading of the story reinforces a child’s knowledge of content, flow and rhythm of reading.

The Puna and environment invites children to read and write. Whiteboards, pens, name labels, books, lists, signs and instructions all provide opportunities for the tamariki to play and be confident literacy learners. The alphabet is on the wall, and the children’s names are available and accessible. The teachers include children in baking, in making food, and in recognising signs, logos and letters.   Kaimaanaki (Supported Playgroup Co-ordinators) work one on one with the tamariki offering suggestions and strategies. The boys assured Sharon that they were “reading” as they turned the pages of the book. They were confident to “read” the pages in their own language, and use the book in an appropriate way – from front to back, to read each page which had words on it, and to use the pictures to give them reassurance that the story they were reading aligned with the illustrations. The tamariki are well placed to transition to school with an attitude of love for print and stories.

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