7/31/2019 Slide 25-51

1/27

7/31/2019 Slide 25-51

2/27

Read aloud often with your child

Encourage your child to re-read their favoritebooks aloud

Model reading

Practice echo reading. This is when the skilledreader reads a sentence and the novice readertracks and then repeats the same sentence.

7/31/2019 Slide 25-51

3/27

Help your child learn new words and discussmeanings

Use books on tapes; then have your childfollow along in the print copy

7/31/2019 Slide 25-51

4/27

7/31/2019 Slide 25-51

5/27

Is an important factor in decoding and comprehension

Learning words is an incremental process. We deepen ourknowledge of a word and its meaning as we repeatedlyencounter it in different texts (Nagy and Scott,2000).

Vocabulary knowledge is knowledge; the knowledge of aword not only implies a definition, but also implies how thatword fits into the world, (Stahl, 2005).

7/31/2019 Slide 25-51

6/27

Introduce their child to a wide range of words in interestingbooks

Read with their child to help them hear and learn new words

Hold discussions with their child using new words

7/31/2019 Slide 25-51

7/27

Vocabulary ActivitiesCreate or learn songs to expand yourchild's vocabulary. Use songs to describe adaily routine, while periodically adding

new verses that include new vocabularywords.

Keep a journal. Spend time every nightdiscussing your daily activities. Introducenew vocabulary words by elaborating onthe day's activities.

7/31/2019 Slide 25-51

8/27

7/31/2019 Slide 25-51

9/27

Reading with comprehension means understanding what is being read. Ittakes practice, time, and patience to develop reading comprehensionskills by linking background knowledge to create new meanings.

Comprehension depends on a working vocabulary and substantialbackground knowledge.

Creating background knowledge is primarily accomplished through

experiencing places and participating in a wide range of activities usingthe senses, and also by reading various genres of text. For example, goingto a farm, taking a trip to the beach, visiting a museum in the city, or readinga book about farm animals.

7/31/2019 Slide 25-51

10/27

Giving little attention to print

Having difficulty hearing sounds in words

Having difficulty remembering letters, words, or stories

Not being able to recount details from stories

7/31/2019 Slide 25-51

11/27

Inventing stories in response to print

Not being able to self-correct while reading

Having trouble locating letters or words within text

Lacking confidence in completing reading andwriting assignments

7/31/2019 Slide 25-51

12/27

Read to your child

Encourage your child to write after reading. For example, askyour child about his or her favorite part or to imagine a

different ending for the book.

Make sure that your child is reading books that areappropriate for his or her reading level.

7/31/2019 Slide 25-51

13/27

Engage in discussions with your child usingnew words

Encourage your child to read on his or herown so that they can encounter new words.

Have your child retell the story in his or herown words.

7/31/2019 Slide 25-51

14/27

Different formats to

use for presentingmaterial

7/31/2019 Slide 25-51

15/27

Two Picture Page LayoutA second line of text here

A placeholder for text for the first picture.This graphic was created usingPresenterMedia.com PNG Clipart.

A placeholder for the second pictureThis graphic was created usingPresenterMedia.com PNG Clipart.

7/31/2019 Slide 25-51

16/27

Three Picture Page LayoutA second line of text may go here.

A description of

the first picture.

You may changethis text.

A description of

the first picture.

You may change

this text.

A description of

the second

picture. You maychange this text.

A description of

the second

picture. You may

change this text.

A description of

the third picture.

You may changethis text.

A description of

the third picture.

You may change

this text.

7/31/2019 Slide 25-51

17/27

Table Page LayoutA second line of text can go here.

Geographic Region Q1 Q2 Q3 Q4

United States 1254 1254 1254 1254

Europe and Asia 324 324 324 324

Australia 32 32 32 32

South America 2 2 2 2

Canada 1 1 1 1

Mexico 1 1 1 1

TOTALS 1614 1614 1614 1614

7/31/2019 Slide 25-51

18/27

Line Graph Page LayoutPowerPoint 97 through 2007 Compatible

0

1

2

3

45

6

Category

1

Category

2

Category

3

Category

4

Chart Title

Series 1 Series 2 Series 3

7/31/2019 Slide 25-51

19/27

Bar Graph Page Layout

PowerPoint 2007 Enhanced Version

7/31/2019 Slide 25-51

20/27

Pie Graph Page LayoutPowerPoint 2007 Enhanced Version

58%

23%10%

9%

Chart Title

1st Qtr 2nd Qtr

3rd Qtr 4th Qtr

7/31/2019 Slide 25-51

21/27

Smart Art Page LayoutPowerPoint 2007 Enhanced Version

7/31/2019 Slide 25-51

22/27

Smart Art Page Layout

PowerPoint 2007 Enhanced Version

7/31/2019 Slide 25-51

23/27

Smart Art Page Layout

PowerPoint 2007 Enhanced Version

7/31/2019 Slide 25-51

24/27

Picture Page Layout

Your picture caption can go here.

Image from PresenterMedia.com

7/31/2019 Slide 25-51

25/27

Center on Teaching and Learning. (2012). Fluency. Retrieved fromhttp://reading.uoregon.edu/big_ideas/flu/flu_benchmarks.php.

Center on Teaching and Learning. (2012). Phonemic awareness. Retrieved from

http://reading.uoregon.edu/big_ideas/pa/pa_benchmarks.php.

Helaine, A. (2012). The important of teaching phonics. Retrieved fromhttp://www.ehow.com/about_6365191_importance-teaching-phonics.html .

Learning RX. (2012). Reading fluency. Retrieved fromhttp://www.learningrx.com/reading-fluency.htm .

Nagy, W. E., & Scott, J.A. (2000). Vocabulary processes. Retrieved fromhttp://www.amle.org/research/researchsummaries/vocabularyteaching/tabid/

1728/default.aspx.

http://reading.uoregon.edu/big_ideas/flu/flu_benchmarks.phphttp://reading.uoregon.edu/big_ideas/pa/pa_benchmarks.phphttp://www.ehow.com/about_6365191_importance-teaching-phonics.htmlhttp://www.learningrx.com/reading-fluency.htmhttp://www.amle.org/research/researchsummaries/vocabularyteaching/tabid/1728/default.aspxhttp://www.amle.org/research/researchsummaries/vocabularyteaching/tabid/1728/default.aspxhttp://www.amle.org/research/researchsummaries/vocabularyteaching/tabid/1728/default.aspxhttp://www.amle.org/research/researchsummaries/vocabularyteaching/tabid/1728/default.aspxhttp://www.amle.org/research/researchsummaries/vocabularyteaching/tabid/1728/default.aspxhttp://www.amle.org/research/researchsummaries/vocabularyteaching/tabid/1728/default.aspxhttp://www.learningrx.com/reading-fluency.htmhttp://www.learningrx.com/reading-fluency.htmhttp://www.learningrx.com/reading-fluency.htmhttp://www.learningrx.com/reading-fluency.htmhttp://www.ehow.com/about_6365191_importance-teaching-phonics.htmlhttp://www.ehow.com/about_6365191_importance-teaching-phonics.htmlhttp://www.ehow.com/about_6365191_importance-teaching-phonics.htmlhttp://www.ehow.com/about_6365191_importance-teaching-phonics.htmlhttp://www.ehow.com/about_6365191_importance-teaching-phonics.htmlhttp://reading.uoregon.edu/big_ideas/pa/pa_benchmarks.phphttp://reading.uoregon.edu/big_ideas/flu/flu_benchmarks.phphttp://reading.uoregon.edu/big_ideas/flu/flu_benchmarks.php

7/31/2019 Slide 25-51

26/27

National Institute of Child Health and Human Development. (2012). Phonemic AwarenessInstruction. Retrieved from http://www.readingrockets.org/article/255/.

Pinnell, S. G., & Fountas, C. I. (2009). When readers struggle: teaching that works. Portmouth,NH: Gay Su Pinnell & Irene C. Fountas.

Reading Rockets. (n.d.). Fluency. Retrieved fromhttp://www.readingrockets.org/helping/target/fluency/.

Reading Rockets. (n.d.). Phonemic awareness. Retrieved fromhttp://www.readingrockets.org/atoz/phonemic_awareness/.

Reading Rockets. (n.d.). Phonics. Retrieved fromhttp://www.readingrockets.org/helping/target/phonics/.

Steven, S. (2005). Teaching vocabulary. Retrieved fromhttp://www.readingrockets.org/article/9943/.

Sufyans attempt at phonics and reading. (2011). Available fromhttp://www.youtube.com/watch?v=S-inDeFoPjI.

References

http://www.readingrockets.org/article/255/http://www.readingrockets.org/article/255/http://www.readingrockets.org/article/255/http://www.readingrockets.org/atoz/phonemic_awareness/http://www.readingrockets.org/article/9943/http://www.readingrockets.org/article/9943/http://www.readingrockets.org/article/9943/http://www.readingrockets.org/article/9943/http://www.youtube.com/watch?v=S-inDeFoPjIhttp://www.youtube.com/watch?v=S-inDeFoPjIhttp://www.youtube.com/watch?v=S-inDeFoPjIhttp://www.youtube.com/watch?v=S-inDeFoPjIhttp://www.readingrockets.org/article/9943/http://www.readingrockets.org/article/9943/http://www.readingrockets.org/atoz/phonemic_awareness/http://www.readingrockets.org/atoz/phonemic_awareness/http://www.readingrockets.org/article/255/http://www.readingrockets.org/article/255/

7/31/2019 Slide 25-51

27/27

Thank you.