Teaching reading and writing captions

Reading captions

Matching

Resources

• Three pictures and a caption for one of the pictures

Procedure

1. Display the caption.

2. Sound-talk and read the first word (e.g. p-a-t pat).

3. Ask the children to repeat after you or join in with you, depending on their progress.

4. After sound-talking (if necessary) and reading the second word, say both words (e.g. a, pat a).

5. Continue with the next word (e.g. d-o-g dog, pat a dog).

6. Display the pictures and ask the children which picture the caption belongs to.

Note: As children get more practice with the high-frequency words, it should not be necessary to continue sound-talking them.

Shared reading

When reading a shared text to the children for the purpose of familiarising them with print conventions (direction, one-to-one word correspondence, etc.) locate occasional VC and CVC words comprising the letters the children have learned, sound-talk and blend them.

Writing captions

Demonstration writing

Resources

• • Picture of subjects that have VC and CVC names (e.g. a cat sitting in a hat)

Procedure

• 1. Display and discuss the picture.

  2. Ask the children to help you write a caption for the picture (e.g. a cat in a hat).

  3. Ask them to say the caption all together a couple of times and then say it again to their partners.

  4. Ask them to say it again all together two or three times.

  5. Ask the children to tell you the first word.

  6. Ask what letters are needed and write it.

  7. Remind the children that a space is needed between words and put a mark where the next word will start.

  8. Ask the children to say the caption again.

  9. Ask for the next word and ask what letters are needed.

  10. Repeat for each word.

Shared writing

When writing in front of the children, take the occasional opportunity to ask them to help you spell words by telling you which letters to write.

Independent writing

When the children are writing, for example in role-play areas, their letter awareness along with their ability to segment will allow them to make a good attempt at writing many of the words they wish to use. Even though some of their spellings may be inaccurate, the experience gives them further practice in segmentation and, even more importantly, gives them experience in composition and helps them see themselves as writers.