putting the pieces together: helping your child succeed … · putting the pieces together: helping...
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Putting the Pieces Together: Helping Your Child Succeed in Reading
Bel Air Elementary
October 30, 2012
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National Reading Panel Findings:5 Key Pillars of Reading Instruction
� Phonemic Awareness
� Phonics
� Fluency
� Vocabulary
� Comprehension
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Pillar 1:Phonemic Awareness
� What is it? Ability to notice, think about, and work with individual SOUNDS in SPOKEN words. It does not involve letters or print.
� Why? Children who cannot hear phonemes struggle with reading
� When? Typically developed in pre-school through first grade
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Phonemic Awareness: In school
� Songs, rhymes, poems, chants
� Working with sounds: beginning, middle end
� Blending practice
� Syllable work
� Word games
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Phonemic Awareness at Home:
What can YOU do at home?
� Sing alphabet songs
� Read books to your child
� Clap syllables in words
� Point out letters in words and names
� Play with language and rhymes
� Talk about sounds they hear in words
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Pillar 2:Phonics
� What? LETTER-SOUND correspondences and they work together to make words� Phonics helps students understand how letters are linked to sounds
� Why? � Systematic phonics instruction (teach consonant and vowel letter sound relationships in prescribed, consistent sequence) produces significant benefits for children having difficulty learning to read
� It helps students decode (sound out) words and spell words
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Phonics: In School
� Kindergarten: Jolly Phonics—learn letter names and sounds with actions and songs
� 1st Grade: Teachers work on helping students develop their ability to sound out words and apply their skills in leveled reading
� 2nd Grade: Teachers continue to develop more complex phonics skills and word work strategies to help read words and write words
� 3rd-5th Grades: Word work/reading multi-syllable words, help with specific skills
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Phonics at Home:
What can YOU do at home?
� Read to your child
� Listen to your child read
� Help your child sort words by long and short vowels
� Help child break larger words into smaller words
� Help your child use “fix up” strategies when they are stuck on a word
� Encourage children to point to words and say them out loud when writing
� Play spelling and word games
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Phonics Fix-Up Strategies cont..
Fix-Up Strategy examples:� Look at the pictures� Try the first sound and blend� Flip the vowel sound� Find a chunk you know� Suffix or prefix cover up� What would make sense here?� Skip it and come back
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Pillar 3:Fluency
� What? Ability to read accurately and smoothly
� Why? Fluency is the critical bridge between word recognition and comprehension. When kids don’t need to struggle so much with sounding words out, they can concentrate on understanding what they read
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Fluency at School:
� Model fluent reading
� Oral reading practice
� Fluency strategies
� Guided reading
� Fluency checks
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Fluency at Home:
What can YOU do at home?� Read aloud often, modeling fluent reading� Let your child choose their books to read to you, let them re-read favorite, familiar books—it let’s them focus on fluency!
� Read a sentence or page in a book out loud and have your students echo it back to you
� Read parts of books aloud in different voices� Show them that reading is fun by doing it yourself.
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Pillar 4:Vocabulary
� What? Words used in speaking, listening or in print
� Why? Critical to reading comprehension—kids need to know and understand the words they are reading!
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Vocabulary at School:
� Oral language activities/morning meetings
� Group work/conversation
� Read aloud
� Vocabulary instruction/word study� Roots/prefixes/suffixes
� Context
� Guided reading-learn words for and from books they are reading
� Silent reading
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Vocabulary at Home:
� Talk with your child!!
� Read a variety of books
� Talk about daily events, places you go, books you read
� Discuss how the pictures in a book and the words in the text go together
� Talk about interesting words
� Show your kids how to find out about new words by using a dictionary or the computer
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Pillar 5:Comprehension
“ An active process that requires an intentional and thoughtful
interaction between the reader and the text.”
It is why we read—to get meaningfrom text!
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Comprehension at School:
� Teachers model, teach and provide opportunities for students to use a variety of comprehension strategies
� Monitoring
� Using prior knowledge
� Questioning
� Retelling and Summarizing
� Predicting and Inferring
� Help students use graphic organizers to make sense of reading
� Use writing in connection with reading
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Comprehension at Home:
What can YOU do at home?
� Help your child think about what they already know about a topic before they start reading
� Ask your child to make predictions before and during their reading
� Ask good questions about books they are reading
� Help your child talk about what the main message or idea is about what they have read
� Talk, talk, talk about what they are reading!
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Fix-Up strategies: Notice when you are confused and then try these:� Re-read confusing parts � Identify confusing words and use a word fix up
strategy� Read ahead� Make connections while you read-what does this
make you think of—something you did, a book you have read, a friend or family member…
� Make predictions as you read� Stop and think about what you have already read� Ask questions to help make sense of what you have
read or to go beyond
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Comprehension Fix-Up strategies cont…
� Reflect in writing to clarify what has been read
� Visualize-make a movie in your head as you read
� Retell what you have read to someone� Use text features- Table of contents, index, glossary, bolded words, headings, etc…
� Use illustrations� Adjust your reading rate—slow down if it is difficult or something new to you
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Before reading:
� Think about the title� Notice the pictures� Look at the text features� Think about what you already know about the topic
(what is in your file about___?)� Make predictions� Generate some questions or “I wonder” statements
about the text� Set a purpose for reading� Determine how you need to approach the reading
task when considering the purpose
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During Reading:
� Ask yourself “Do I understand what I am reading?”� Stop and use fix-up strategies when comprehension
breaks down� Visualize� Make Connections to what I know� Interact with the text by highlighting or coding with (?,
!, *)� Reflect while reading by doing a read-cover-remember-
retell, “say something” or “I remember…”� Ask questions as you read
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After Reading
� Think about big ideas—summarize� Retell- orally or in writing� Reflect in writing to questions� Organize thoughts and ideas using a graphic organizer
� Think about the author’s message� Reflect on how the text matched your predictions
� Make connections to: self, world and prior knowledge (add to file cabinet!)
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BIG IDEAS!!
What YOU do at home matters and makes a difference!!
� Talk to your child all the time: ask questions, use interesting words
� Have fun with words-sing, rhyme� Read to and with your child� Point out interesting words� Talk about books� Help your child make connections-to self, to other books, to
experiences your family has had, to the world� Write with a purpose at home: thank you notes, grocery lists,
notes, letters, e-mails, etc…