Supporting My Child In Reading March 5, 2020 Flora Vista Elementary Keri Hargrave M.Ed Reading Intervention Teacher
Objectives for Tonight 1. Making Meaning from the text 2. The Components of Reading (Child as the Reader) 3. Stages of Reading Development 4. The Importance of Reading TO your child 5. Self Effjcacy and Your Child as a Reader
What is Reading? Reading is making meaning from print by making connections between what is read and what is already known.
Making Meaning... (Talk to your Neighbor) What is this excerpt about? “If the balloons popped the sound wouldn’t be able to carry since everything would be too far away from the correct floor. A closed window would also prevent the sound from carrying, since most buildings tend to be well insulated. Since the whole operation depends on a steady flow of electricity, a break in the middle of the wire could also cause problems. Of course, the fellow could shout, but the human voice is not loud enough to carry that far. An additional problem is that the string could break on the instrument.
Making Meaning...WHAT IS THAT ABOUT? After reading the passage, you probably have no idea what it is about. The reason: you lack background knowledge - there is nothing in your mind, no picture, no background, that you can connect the information to.
How to Make Meaning? Learning works by connecting NEW information to OLD (background) information. Without any background (prior experience, or pictures) new information has nothing to “stick” to. Now...look at the next page, and now, try to make meaning of the text..
Making Meaning...(Text + Pictures/Backgorund Knowldege ) “If the balloons popped the sound wouldn’t be able to carry since everything would be too far away from the correct floor..” Can you make meaning with the picture? A picture is worth 1,000 words!
Reading is about the Meaning Making NEW LEARNING - is BUILT UPON OLD LEARNING.. When reading with your child... ALWAYS use those pictures to make connections. Tap into his/her background knowledge about the world!
The Components of Reading ● Phonemic Awareness ● Phonics ● Fluency ● Vocabulary Development ● Text Comprehension What do these terms mean? What do they have to do with a child becoming a good reader?
Phonemic Awareness Phonemic Awareness is knowing the sounds of language. Before children learn to read print, they need to become aware of how the sounds in words work.
How Can Parents Help with Phonemic Awareness? 1. “I’m going to say words with the letter e. Put your thumb up if you hear the letter e (pet, hen, egg…) 2. Play word games where you can ask them to name things that start with a specific letter, and they will say that sound.
Phonics Phonics is the knowledge of how letters represent sounds. Students learn how to identify the letters of the alphabet, and the corresponding sound (if you hear cat, it is represented by the letters cat).
How Can Parents Help with Phonics? 1. Say a sound and ask your child to tell you the letter the sound represents. 2. Look for words on signs, maps, billboards, cereal boxes, money, and birthday cards. Point out words to your child wherever you see them. Have them sound out the words. .
Fluency Fluency is the ability to read a text accurately, quickly, and with expression. Fluency provides a bridge between word recognition and comprehension.
How to Help Your Child with Fluency 1. Sight words help with fluency 2. When your child comes to a word they don’t know, after they try their strategies, help them, then, then have them return to the beginning of the sentence and re-read it. 3. RE-READING!!! 1-2-3 Reading Strategy - After your child reads a text for 3-5 minutes to you, go back and read aloud to your child the same text with fluency. Then the 3rd time, read together. 4. Re-reading is a good thing!
Vocabulary Development Vocabulary refers to the words we must know to communicate effectively. How Can Parents Help? 1. Talk about words (new vocab, homophones, roots) 2. If your child knows the meaning of a root word (“kind”), then he’ll know what the new word means when the prefix (“un”/not) or suffix (“ness”/state of being) is added. (unkind, kindness). 3. Talk about the relationships between words. Words with the same or similar meanings (“bucket/pail”), and opposites (“good/bad”).
Text Comprehension Students are learning how to read fiction and nonfiction texts. Text to Self Connections Text to Text Connections Text to the World Connections Comprehension - main idea/detail, the author’s purpose, sequencing, and communicate with others about what they read. They also need to know about analyzing characters - how they feel, and how characters feelings can change over time.
What Parents Can do to help with Comprehension 1. Ask your child to retell the story in his/her own words. 2. Ask your child probing questions about the book and connect the events to his or her own life. 3. Would you like to know more about x? What do you wonder? What are you thinking about the character? Can you relate to the character? What do you think will happen next? If there was a sequel what do you think would happen? 4. Whose story is NOT being told here? Could character x be viewing this differently? (Supports critical thinking and FV’s emphasis on civic learning, consideration of other perspectives, and social emotional learning.)
Stages of Reading Development “When children learn to walk they go through various stages before becoming independent. They move through these stages at their own pace. This is the same for reading. The stages of reading development are a continuum that children move through as their reading skills become proficient.” (Dorn & Soffos, Fountas & Pinnell, Chall, CLPE, Campbell-Hill)
Stages of Reading Development Stage 1 Pre-Reading and Emergent Reading (birth - 6 years) *Stage 2 Initial Reading- The Decoding Stage (6yrs - 7 years) *Stage 3 - Fluent Readers/Responding to the Text (7 years - older) Stage 4 - Fluent Reading and Exploration Stage (9yrs - 15yrs) Stage 5 - The “Expert” Reader *= Focus of tonight’s presentation. Remember, reading is developmental, so all ages are only general guidelines.
Stage 2 Initial Reading, Early Reading Ages 6-7 Grades K, 1 and 2 The child is using knowledge of phonemic awareness (hearing the sounds) and phonics (written letters are associated with sounds). The child is sounding out and blending letters with sounds and making words. In this stage, the child starts to read simple text containing phonetically read words and sight words.
Stage 3 Fluent Readers and Responding to Text Ages 7 - 8 and up (end of 1st grade/2nd grade and above) Once students “crack the code” (decoding), they begin to develop fluency and other strategies to increase meaning from print. At this stage they are reading without sounding every word out. They can identify familiar patterns in words and achieve automaticity in word recognition and increase fluency as they practice reading recognizable texts. In addition, students understand how to retell a story, independently use comprehension skills and prediction strategies.
When Your Child Reads at Home - Suggestions 1. Ensure a quiet and comfortable environment. 2. Show interest in what they are reading, ask them… 3. Listen to your child read. Children NEED to read out loud to an adult (or older sibling) for at least 15-20 minutes. This gives them emotional support, and gives you insight into if they are reading correctly and understanding. 4. Sustained reading - this is something that is encouraged in addition to reading out loud. Notes: All roads should lead to instilling a joyful love of reading, so for older readers, respect that they may ● prefer to read to you instead of being read to, and find a balance that works for you and your child. Right after school OR the last task before bedtime can be diffjcult times to ask your child to read ● aloud if it’s challenging for them, and could take away from developing a love of reading, but find the time that works best for you and your child!
Independent Strategies for Your Child When I get stuck, what can I do? Remind your child: 1. Look at the pictures 2. Get my mouth ready, and sound it out 3. Can I chunk the word? (the word chapter = chap + ter = chapter) 4. If I know a prefix or suffjx, isolate it and read the base word first. 5. Do you see a word within the word? (the word “end” in the word blends” 6. Is it a compound word? (raindrop - rain + drop) 7. If I try a word, does it make sense? Reread that sentence. 8. Skip the word, finish the sentence, then try again. 9. Is there a pattern in the text? I can identify that pattern to help me read.
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