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Read Read All About It!All About It!

Helping Your Child Helping Your Child Become an Independent Become an Independent

ReaderReader

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YOU make a YOU make a difference!difference!

There is no doubt,There is no doubt,the research is the research is clear, that when clear, that when

parents are parents are involvedinvolved and and supportivesupportive, ,

students benefit.students benefit.

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Research FindingsResearch Findings Parents, you are the most important Parents, you are the most important

person in your childperson in your child’’s life.s life.– ““the family the family is critical to success…is critical to success…””– Programs designed with strong parent involvement Programs designed with strong parent involvement

components produced students who performed components produced students who performed better than identical programs that did not strongly better than identical programs that did not strongly involve parents.involve parents.

– Children whose parents help them at home and Children whose parents help them at home and stay in touch with schools score higher than stay in touch with schools score higher than children of similar aptitude and family situation children of similar aptitude and family situation whose parents are not involved.whose parents are not involved.

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Reading: What kids Reading: What kids say:say: ““ItIt’’s when you look at words and s when you look at words and

they say stuff to you.they say stuff to you.”” Jim, age Jim, age 5 5

““ItIt’’s when words go in your eyes s when words go in your eyes and come out your mouth…but and come out your mouth…but not like puke.not like puke.”” Loreen, age 5 Loreen, age 5

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National Early Literacy National Early Literacy Panel (ages 0-5)Panel (ages 0-5)

BrainstormBrainstormWhat do you think are strong What do you think are strong

predictors of later reading predictors of later reading achievement?achievement?

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Strong PredictorsStrong Predictors

Alphabet KnowledgeAlphabet Knowledge Concepts About PrintConcepts About Print Phonological AwarenessPhonological Awareness Invented SpellingInvented Spelling Oral LanguageOral Language Writing Name/ WritingWriting Name/ Writing RAN RAN (Rapid Automatic Naming of (Rapid Automatic Naming of

Letters)Letters)

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Five Areas of Reading Five Areas of Reading Instruction:Instruction:

Phonemic AwarenessPhonemic Awareness PhonicsPhonics FluencyFluency VocabularyVocabulary Text ComprehensionText Comprehension

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Equation for a Equation for a Strong ReaderStrong Reader

Decoding SkillsDecoding Skills

++

Comprehension SkillsComprehension Skills

==

A Successful ReaderA Successful Reader

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Fostering LiteracyFostering Literacy at at HomeHome Provide a variety of books and Provide a variety of books and

magazinesmagazines Read aloud to your childRead aloud to your child Model writing for real purposesModel writing for real purposes Find a comfortable place to read and Find a comfortable place to read and

writewrite Collect different kinds of paper and Collect different kinds of paper and

toolstools

for writing/ illustratingfor writing/ illustrating

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Reading/ Writing Reading/ Writing ConnectionConnection Reading aloud to your child provides Reading aloud to your child provides

models of quality writing.models of quality writing. Discussing stories and the authorDiscussing stories and the author’’s s

message help children make the message help children make the connection.connection.

Writing is putting your ideas down on Writing is putting your ideas down on paper.paper.

Children learn phonics by writing and Children learn phonics by writing and reading their own stories.reading their own stories.

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Games to Help Your Child Games to Help Your Child With His Reading and With His Reading and

WritingWriting I spy something that begins like I spy something that begins like ballball (initial sound). (initial sound). Do Do magnetmagnet and and mopmop start the same way? start the same way? I’m thinking of something that rhymes with I’m thinking of something that rhymes with mousemouse.. II’’m thinking of a word that starts like m thinking of a word that starts like ballball and ends and ends

like like catcat.. How many parts (syllables) are in the word ______?How many parts (syllables) are in the word ______? Computer games/ websites (Starfall, Funbrain, Lexia, Computer games/ websites (Starfall, Funbrain, Lexia,

etc.)etc.) Creating word ladders/ sound dominoes (girl- like- Creating word ladders/ sound dominoes (girl- like-

cat- top- pan- need)cat- top- pan- need)

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Rereading Familiar BooksRereading Familiar BooksWhy is it important?Why is it important?

Your child:Your child:Develops confidence in readingDevelops confidence in readingNotices new things when other Notices new things when other things are under control things are under control

Develops fluencyDevelops fluencyAttends to only the difficult partsAttends to only the difficult parts

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Reading Strategies Reading Strategies and Behaviorsand Behaviors

Using phonics is important in readingUsing phonics is important in reading However, reading for meaning is the However, reading for meaning is the primaryprimary

goal of readinggoal of reading Students must know how to problem solve and Students must know how to problem solve and

self-correct in order to become an independent self-correct in order to become an independent and fluent readerand fluent reader

When your child comes to an unknown word, When your child comes to an unknown word, dondon’’t tell him to t tell him to ““sound it outsound it out””

Use Use prompts of strategy useprompts of strategy use to help your child to help your child problem solve for the tricky wordproblem solve for the tricky word

Great prompts of strategy use….Great prompts of strategy use….

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Monitoring ReadingMonitoring Reading

Appropriate prompts of strategy use to Appropriate prompts of strategy use to help your child:help your child:

““Does that make sense?Does that make sense?”” Is your child Is your child constructing meaning as he reads and is he constructing meaning as he reads and is he checking to see if what he says makes sense?checking to see if what he says makes sense?

““Does that sound right?Does that sound right?”” Is your child Is your child predicting words that are grammatically correct? predicting words that are grammatically correct? Can we say it that way?Can we say it that way?

““Does it look right?Does it look right?”” When your child When your child predicts a word, is he checking to see if the sounds predicts a word, is he checking to see if the sounds he says match the letters he sees in the word?he says match the letters he sees in the word?

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What Parents Can DoWhat Parents Can Do

Give wait time.Give wait time. Praise efforts.Praise efforts. Praise self-corrections.Praise self-corrections. Value partially correct Value partially correct

responses.responses. Read difficult books to your Read difficult books to your

child.child.

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Additional Strategies Additional Strategies for Figuring Out Wordsfor Figuring Out Words

Reread the sentence and think about what Reread the sentence and think about what would make sense.would make sense.

DonDon’’t forget to look at the picture.t forget to look at the picture. Look through the word- Look through the word- look at all the letters in look at all the letters in

the word, look for known CHUNKS, look for endings, use the word, look for known CHUNKS, look for endings, use fingers to cover up parts, think about another word that fingers to cover up parts, think about another word that looks like the unfamiliar word or part of the wordlooks like the unfamiliar word or part of the word

Glance ahead at the next few words, then Glance ahead at the next few words, then go back and reread.go back and reread.

Make a guess and check it (see if it looks Make a guess and check it (see if it looks right, sounds right, makes sense).right, sounds right, makes sense).

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Comprehension is Comprehension is Important!!!Important!!!

Remember to talk about what you Remember to talk about what you have read!have read!

““Tell me about the story.Tell me about the story.”” – Describe the setting (time, place)Describe the setting (time, place)– Tell what happened (include as Tell what happened (include as

many sequential details as many sequential details as possible)possible)

– Characters- describe the Characters- describe the characters using their NAMEScharacters using their NAMES

– Make a connectionMake a connection

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What Comes Next?What Comes Next?

AuthorAuthor’’s messages message PlotPlot Tell about ________ at the Tell about ________ at the

beginning of the story and at the beginning of the story and at the end of the storyend of the story

Problem/ SolutionProblem/ Solution Making inferencesMaking inferences

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Nonfiction TextsNonfiction Texts

TopicTopic ““What does this book tell us about What does this book tell us about

______?______?”” ““What did you learn?What did you learn?”” ConnectionConnection Share prior knowledge/ information Share prior knowledge/ information

gleaned from textgleaned from text**A great way to enrich background **A great way to enrich background

knowledge and vocabularyknowledge and vocabulary*Talk about how fiction/nonfiction texts *Talk about how fiction/nonfiction texts

are different are different