Supporting My Child In Reading March 5, 2020 Flora Vista - - PowerPoint PPT Presentation
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
March 5, 2020 Flora Vista Elementary Keri Hargrave M.Ed Reading Intervention Teacher
Reading is making meaning from print by making connections between what is read and what is already known.
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
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.
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..
“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!
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!
What do these terms mean? What do they have to do with a child becoming a good reader?
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.
if you hear the letter e (pet, hen, egg…)
that start with a specific letter, and they will say that sound.
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).
sound represents.
money, and birthday cards. Point out words to your child wherever you see them. Have them sound out the words..
Fluency is the ability to read a text accurately, quickly, and with expression. Fluency provides a bridge between word recognition and comprehension.
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
4. Re-reading is a good thing!
Vocabulary refers to the words we must know to communicate
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”).
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.
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.)
“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)
*= Focus of tonight’s presentation. Remember, reading is developmental, so all ages are only general guidelines.
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.
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
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.
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
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:
prefer to read to you instead of being read to, and find a balance that works for you and your child.
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!
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.
Reading Improves Vocabulary and Communication Skills - Reading exposes kids to increased vocabulary and advanced speech patterns, It also helps kids to develop better communication skills. A Rewiring of the Brain - Research shows much greater brain activation in those kids whose parents read to them more at home. Provoke Imagination! Did you know that READING helps children in developing
Improve Behavioral Problems - The New York University School of Medicine found that reading with children can reduce aggression, hyperactivity and difficulty with attention (Mendelsohn, 2018). “Children who are read to and engaged with are happier.This helps to foster a positive relationship which has positive outcomes for mental health and behavior.”
Strengthens Developmental Skills - if you read together for 20 minutes a day, 7 days a week, you get more than 121 hours of bonding time with your kids every
interact, bond with you and read early themselves. Provides New Experiences: When reading with your child, your exposing them to experiences about people, places, and events outside of their own experiences; these experiences lead to conversations and knowledge. Reading to your kids improves their concentration - storytime helps reward kids for focusing. Kids have to sit still and quiet so that they can focus on the story when they are reading helping them develop longer attention spans.
Develop a lifelong LOVE of Reading - Show your child that reading is fun! Improve Writing Skills - Reading gives your child a blueprint to what writing should look like/sound like. Children can learn the art of writing through reading. Improve Comprehension and Understanding - Reading to your child involves a form of interaction that involves dialogue – children asking and being asked questions – this has a more dramatic effect on their learning. It is important when reading to your child to name letters, make the sounds and otherwise encourage them to interact with the book or story. (Phillips et al. 2008).
“Perceived self-efficacy is a person’s belief about their capabilities to succeed in particular tasks or situations. A person forms these beliefs through personal experiences, experiences of peers, social or verbal persuasion, and physiological reactions to a task.” Psychologist Albert Bandura
Self-efficacy also determines what goals we choose to pursue, how we go about accomplishing those goals, and how we reflect upon our own performance. Think About it: How does your child perceive themselves as a reader? What Can We do as Parents to help BUILD their self efficacy in reading?
Want to Raise Successful Kids? Neuroscience Says Read to them This Way https://www.inc.com/bill-murphy-jr/neuroscience-kids-success-parents-best- practices.html How Reading 20 minutes per day Impacts Your Child https://www.wcpo.com/brand-spotlight/how-reading-20-minutes-a-day-impac ts-your-child-amazon-kindle
https://www.sdcl.org/locations_EN.html (Encinitas Public Library) http://www.californiayoungreadermedal.org/nominees https://www.commonsensemedia.org/lists/best-book-series-for-kindergartners https://www.pragmaticmom.com/booklists/read-aloud-book-lists/ (inclusive, multicultural)
1. Fisher, D., Frey, N., & Hattie, J. (2016). Visible learning for literacy (K-12): Implementing the practices that work best to accelerate student learning. 2. National Institute for Literacy: Put Reading First - A publication developed by the Center for Improvement of Early Reading Achievement. 3. Wolf, Maryanne; Stoodley, Catherine J. (2007). Proust and the squid: the story and science of the reading brain. New York: Harper. pp. 115–139. 4. https://www.theliteracybug.com/stages
Note: Your classroom teacher will be your first contact for most questions about reading and/or your child.
Additional Flora Vista Contacts: Keri Hargrave, Reading Intervention Teacher (tonight’s presenter) keri.hargrave@eusd.net Valerie Cummings, School Librarian valerie.cummings@eusd.net