The Basics of ReadingMs. Herbig

1st Grade Special Education Teacher

Agenda

Early Reading

Beginning Reading

Reading and Beyond!

Early Reading

Print Awareness

Knowing that spoken words can be represented by written words

Knowing the difference between pictures and words on a page

Knowing that each spoken word corresponds with each spoken word (1:1 correspondence)

Knowing where we start and stop reading

Knowing the order of print

How To Support Print Awareness

Point to the words.Punto a las palabras

Say, “Point to the pictures, point to the words.”Diga , “Señala las imágenes . Señale a las palabras.”

Say, “Point to where we start reading. Point to where we stop reading.”Diga, “Punto a donde empezamos a leer. Señale el lugar donde nos detenemos a leer.”

Point out environmental print.Mostrar palabras de todo el barrio.

The Alphabet!

Phonological Awareness

Knowing sounds in spoken language

Recognizing and producing rhymes

Knowing how to manipulate sounds (segmenting, replacing)

How to Support Phonological Awareness

Sing nursery rhymes.Canten canciones que riman.

Ask, “What rhymes with…?”Pregunta : "¿Qué rima con... ?

Ask them to play with sounds. For example, “What’s ‘lunch’ without the L sound?Or, “Which word ends in a different sound, cat, bet or pan?Pídales que jugar con los sonidos.

Vocabulary/Background Knowledge

Having a large amount of words and knowledge to refer to while reading

Having lots of experience with oral language

Life experience: trips to the museum, park, library, events

Reading and being read to!

How to Support Vocabulary/Background Knowledge

Take them to the library once a week. Read as many books as you can!Llévelos a la biblioteca una vez por semana . Leer tantos libros como puedas!

Tompkins Square Library is on E 10th and Ave B!

Look for free events in the city!Busque actividades gratuitas en la ciudad.

Talk to your child every day. Ask, What was your favorite part of the day? Why?

Hable con su hijo todos los días . Pregunte: ¿Cuál fue tu parte favorita del día ? ¿Por qué?

Kids Who Read More, Get Better and Better!

Los niños que leen más cada vez mejor . Lo mejor para un niño que está luchando para leer es leer LEER LEER ! La práctica hace al maestro !

Kids who read more get better and better. The best thing for a child who is struggling to read is to READ READ READ! Practice makes perfect!

Beginning Reading

Sight Words

The most common words used in books

Must be known automatically within 5 seconds or less

Should not be sounded out, but memorized

Should be practiced both outside and inside books

The 3 Reading Cues

Visual: “Does it look right?”

When we say, “Sound it out!” we are asking them to use their visual cues.

While this is important, it is also important to remember that many words are difficult to “sound out” and could be figured out using other cues.

Cuando decimos: "¿Suena un vistazo! " Les estamos pidiendo a usar sus claves visuales .

Si bien esto es importante , también es importante recordar que muchas palabras son difíciles de " sondear " y podrían ser averiguado mediante otras señales .

What to Say for Visual Cues

“Look at the beginning sound.”

“Look at the ending sound.”

“Look for chunks you know in the word.”

“Sound it out and say it fast.”

" Mira el sonido inicial . "" Mira el sonido final . "" Busque trozos que conoces en la palabra. "" El sonido que salir y decir que sea rápido . "

Structure: “Does it sound right?”Why oral language is so important!

This is where we ask, “Does it sound like talking?”

¿Por qué el lenguaje oral es tan importante!Aquí es donde nos preguntamos: " ¿Suena como hablar ? "

What to Say for Structure Cues

“Get your mouth ready for the first sound.”

“What would make sense here?”

“Let your brain fill it in.”

“Skip it, read the rest of the sentence, and go back.”

" Obtenga su boca lista para el primer sonido . ""Lo que tendría sentido aquí? "" Deja que tu cerebro llenarlo. "" Skip it , leer el resto de la frase , y volver. "

Meaning: “Does it make sense?”

This is where we ask, “Does it make sense in the story?

If we are reading a book about soccer, and a student says “basketball”, they are not using this cue.

When a student looks at the picture or uses what they know the book is about, they are using meaning.

Aquí es donde nos preguntamos: " ¿Tiene sentido en la historia?Si estamos leyendo un libro sobre fútbol, y un estudiante dice " baloncesto " , que no están usando esta señal .Cuando un estudiante se ve en la imagen o utiliza lo que ellos saben que trata el libro , están utilizando significado.

What to Say for Meaning Cues

“Look at the picture.”

“Think about what the story is about.”

“Skip it, read the rest of the sentence, and go back.”

" Mira la foto . "" Piense en lo que se trata la historia . "" Skip it , leer el resto de la frase , y volver. "

Reading and Beyond!

Cracking the Code Once a student knows their

sight words, and has demonstrated an ability to use all three cuing systems, they will begin to improve with consistent practice.

THE MORE THEY READ, THE BETTER THEY BECOME!

It is usually more helpful to prompt a child to figure out a word on their own

Ask questions to guide them, but allow them time to work through it

This builds up their confidence and independence!

Cuanto más leía, MEJOR QUE SE CONVIERTEN !Por lo general es más útil para incitar a un niño a encontrar una palabra en su propiaHaga preguntas para guiarlos, pero que tengan tiempo para trabajar a través de élEsto construye su confianza e independencia !

Una vez que puedan comprobar si una palabra se ve bien , suena bien y tiene sentido van a mejorar sus habilidades de lectura .