Reading by Qyun



    How to Help Your Child
Reading … what is it?
 Reading is a complicated, dynamic
   involves a number of interactions
    between our eyes, voice, and mind.
   is the door to succeed in all subject
   provides opportunities for future success
    in life
What are the pieces of reading?
   Phonics
   Sight Word Recognition
   Vocabulary
   Comprehension
   Fluency
 Spoken pieces of the English
 Recognizable patterns in speech,
  writing and reading
 Used to decode larger words
 A building block to reading success
        Examples and Ideas
 CVC                    Multisyllabic Words
   mat, tuv               overwhelmed
 Magic e                  content
   mike, drape, etc.    Use our phonics
 ai and ay               patterns to decode
   drain, tray           these larger words.
 tion and sion          Help your child
   vacation, mansion     attack these words
                          by looking for
                          patterns or small
     Sight Word Recognition
 Words that are commonly found in
  reading and writing
 Words that do not fit the pattern
  found in phonics
 Words that need to be memorized for
  ease with reading
            Examples and Ideas
   Where             Ideas to help learn
   Does               these words:
                           Repetition
   Some
                             Chants
   Have                     Cheers
   Good                   Use in context
   Could                    Read them in isolation
                             Put them in sentences
   Are                      Circle them in
   What                      sentences
   Would                  Games
                               Flash Cards
   More                       Memory
   Give                       Guess the word
                               Sight Word Hunts
 Words that may not be found in
  everyday reading and writing
 Teach vocabulary in context by
  utilizing both fiction and nonfiction
 Allows students to expand their
  schema related to particular topics,
  conversational speech, writing and
  reading comprehension
         Examples and Ideas
 How To:                   Use the words that
   Identify vocabulary      your child’s teacher
   Discuss the meaning      shares in her parent
    of the word based on     letter
    clues                      Play guessing games
   Identify the meaning        with the words
    of the word                Break the words
   Use the word in             apart and put them
    speech and writing          back together
   Identify the word in       Create your own
    other readings              chart of “powerful”
                                words in your home
                               Make it a $.25 word
 Reading Comprehension refers to the
  understanding of what we read
 Involves the elements mentioned above:
   Decoding, identifying sight words, and
    understanding higher level vocabulary words
 Also involves fluency - the ability to use all
  of these skills for a smooth, fluid read
   We will look at fluency more in depth in the next
    few slides
         Examples and Ideas
 Teach:
     Story elements
     Predictions
     Self to Text Connections
     Text to Text Connections
     Text to World Connections
     Questioning
     Visualizing
     Inferences
     Synthesizing
     Examples and Ideas, cont.
 How can you help? You can talk to your child about:
   Story Elements: character, setting, problem, solution
   Prediction: guesses before you read
   Connections: matches
   Questioning: what do you wonder about before,
    during and after you read
   Visualizing: pictures you make in your mind when
    you read
   Inferences: smart conclusions that you make from
    clues the author gives you; what is the author telling
    you that he/she did not actually say
   Summarizing and Synthesizing: telling the most
    important parts of the story and finding that “aha”
    moment – the big picture
 Fluency refers to the rate, accuracy
  and overall “smoothness” of reading
   A fluent reader does the following:
       Reads words in a snap
       Groups words together
       Reads with expression
       Reads smoothly
       Reads for comprehension – to make
            Fluency, cont.
 A fluent readers sounds like we talk
 A non-fluent reader sounds like a
 Fluency affects comprehension
   They go hand in hand
   If we are stuck on sight words we don’t
    know or if we are stuck on decoding
    words, then our brain is so focused on
    that job that the meaning gets lost.
        Examples and Ideas
 3rd Time is the Charm!
   Research says when a child has read a
    book/passage 3 times, they can be fluent at that
 When a child has to stop and attack a word
  or is stuck on a word …
   Go back and read the entire sentence with the
    “problem” word smoothly
 Echo Read
   Model for your child – you read and then have
    them read it back to you
         Ok … so where is MY child as a
  Writing Reading Assessment Profile
  Research Based Program
  Provides a reading level based on your
   child’s independent use of the following:
      Phonics
      Sight words
      Vocabulary
      Comprehension
      Fluency
                WRAP Levels and Progression
                        Approximate Time to Meet Level
Reading Level
     A                            Kindergarten
     B                            Kindergarten
     C                   (Kindergarten/First)    August
     D                             September
      E                             October
      F                            November
     G                        December/January
     H                              February
      I                              March
      J                                April
     K                                 May
      L                          Second Grade
     M                           Second Grade
         How can you help?!
 Read to and with your child
 Devote time daily
 Use some of the ideas shared here
 Practice the “just right books” that
  your child’s teacher is sending home
 Talk about the story you read
 Model fluent reading for your child
 HAVE FUN!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

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