The Reading Journey Par ents as Partners Books
The Reading Journey Par ents as Partners
Books as Passports Into Magical Worlds
It’s Meaning That Matters We must always help children to see it is the meaning that matters. Words are just a means to an end.
Where reading begins. Spoken word ► Discovery through play ► Metalinguistic awareness (knowing a sentence is made up of words) ► Phonemic awareness ► Research has shown that Phonemic awareness is the most powerful predictor of success in learning to read and spell. (Shane, Jorm, Maclean and Matthews, 1984)
Decoding Fluency Phonics (Alphabetic Principle) Phonemic Awareness
Phonemic Awareness ►A phoneme is a sound dog – 3 phonemes d-o-g fish – 3 phonemes f-i-sh shoe – 2 phonemes sh-oo ► Phonemic awareness = the awareness of sounds in words ► Not a natural process ► Practice it. Play with it. It’s fun! (rhyming, blending, segmenting, substituting, omitting)
Phonics (Alphabetic principal) ► Sounds vs. letter names ► Pure sounds (M = mmmmm, not muh)
Fluency ►Reading smoothly, accurately and with expression
The Good News ► It can be taught. ► Screening test. ► Immersion and explicit activities. HARD BOOKS HURT READERS
Reading levels ► Independent Reading Level: The level at which a reader can read text with 95% accuracy (i. e. , no more than one error per 20 words read) and with high comprehension. Independent reading level is relatively easy text for the reader.
► Instructional Reading Level: The level at which a reader can read text with 90% accuracy (i. e. , no more than one error per 10 words read). Instructional reading level is challenging, but not frustrating for the student to read successfully with normal classroom instruction and support.
► Frustration Reading Level The level of reading that is too difficult to be read successfully by a student, even with normal classroom instruction and support. The student experiences less than 90 percent accuracy in word identification and less than 50 percent comprehension. (Unit of Inquiry reading can be at this level. Read the information to your child and talk about it. )
Reading is… ► Decoding ►+ ► Comprehension ►= ► Reading Pleasure
Ultimate Goal!!! Comprehension Understanding and enjoying what you read.
Kids who comprehend well…. ► Link the ideas to their own experiences ► Have developed necessary vocabulary (keep reading to your children!) ► Can summarize, predict, and clarify ► Instinctively answer the 5 W questions (Who? What? Where? When? Why? )
Reading Strategies People use different strategies to read. For example: ► Look at the picture to help you read a word. ►Go back and re-read to help you read a word you are unsure of. ►http: //www. storylineonline. net/guji/
What is Reading? ► Reading is constructing meaning from print… READING COMPREHENSION ► Talk with your child about their reading. . . Good questions and conversations could be: Who are the characters? Who do you like or dislike the most? Why? What was your favorite part of the story? Why? Was there a character with a problem in the story? How was the problem solved? If you could have changed a part in the story, what would you have changed? Why?
READING COMPREHENSION • As students become readers, it is important to be sure they continue to focus on understanding what they are reading. • The shift from “Learning to Read” to “Reading to Learn” takes place and reading comprehension becomes crucial.
Consider this… The Montillation of Traxoline It is very important that you learn about traxoline. Traxoline is a new form of zionter. It is montilled in Ceristanna. The Ceristannians gristerlate large amounts of fevon an then brachter it to quasel traxoline. Traxoline may well be one of our most lukized snezlaus in the future because of our zionter lescelidge.
Now think about these questions: 1) What is traxoline? 2) Where is traxoline montilled? 3) How is traxoline quaselled? 4) Why is it important to know about traxoline? *You may be able to answer these questions… But what really is your understanding about traxoline?
What can you do to help your child’s reading comprehension? ► Provide a time and place for reading. ► Speak with your child about what he or she is reading. ► Ask open-ended questions about what non-fiction or fiction books they are reading. *What have you learned from this book? *Do you identify with any of the characters? Why or why not? *Is there a part you have read that you really haven’t liked? Why or why not? *Did a character have a problem in the story? How did the character solve this problem?
Are you Reading?