Parents’ Read-at-Home Plan1 Okaloosa County Parent’s Read-at-Home Plan Parents, You are your...
Transcript of Parents’ Read-at-Home Plan1 Okaloosa County Parent’s Read-at-Home Plan Parents, You are your...
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Parents’Read-at-HomePlan
WORKINGTOGETHERFORSTUDENTSUCCESSKINDERGARTENTHROUGH5THGRADE
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OkaloosaCountyParent’sRead-at-HomePlan
Parents,Youareyourchild’sfirstteacherandreadingwithyourchildisaprovenwaytopromoteearlyliteracy.Helpingtomakesureyourchildisreadingongradelevelbythirdgradeisoneofthemostimportantthingsyoucandotopreparehim/herforthefuture.Byreadingwithyourchildfor30minutesperdayandmakingafewsimplestrategiesapartofyourdailyroutine,youcanmakeapositiveimpactonyourchild’ssuccessinschool.WearehappytoprovideyouwiththisRead-at-HomePlan,whichincludesresourcesandstrategiestohelpyourchildbecomeamoreproficientreader!Sincerely,OkaloosaCountyCurriculumandInstruction
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Parents’Read-at-HomePlanTableofContents
DidYouKnow? Page3WhatCanIDotoSupportMyChild? Page4SuggestionstoHelpBuildYourChild’sReadingSkills Page5PhonologicalAwareness Page6PhonologicalAwarenessistheunderstandingthataspokenwordismadeupofdifferentpartsandthateachofthesepartsmakesasound.Thisisanessentialbuildingblocktolearninghowtoread.Phonics Page7Phonicsinstructionteacheschildrenhowtoconnectthesoundstheyhearinspokenwordstotheletterstheyseeinwrittenwords.HighFrequencyWords Page9HighFrequencyWordsarethewordsthatappearmostofteninwhatchildrenread.Fluency Page11Fluency(oralreading)isthestudent’sabilitytoreadtextaloudaccuratelyandattheappropriatespeed.Vocabulary Page13Vocabularyisthenameforthewordsastudentknows.Comprehension Page14Comprehension:Literaturedescribesastudent’sabilitytounderstandanddrawmeaningfromtext.ResourcesforRead-at-HomePlan Page17Comprehension:InformationalTextdescribesastudent’sabilitytounderstandtypesofwritingthataretrue.Textsaboutscienceorhistoryareexamplesofinformationaltext,asarenewspaperarticlesormagazinearticles.
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DidYouKnow?
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WhatCanIDotoSupportMyChild?
Readbooksdailyathomewithyourchildthattheyenjoy.Somewaystodothis:• Listentoyourchildread• Readoutloudtoyourchild• Readtogetheratthesametime• Rereadorretellfavoritestories• Talktoyourchildabouttheirreading• Echoread(youreadaline,thentheyrepeatwhatyouhaveread)
Asyoureadwithyourchild:
• Talkaboutyourfavoriteparts• Askquestionsaboutwhatisbeingread• Talkaboutwhatyouhavelearnedfromreadingthetext• Askyourchildtotellwhattheyrememberaboutthetext• Talkabouthowthepicturesinthebookconnecttothewordsonthepage• Talkabouttheconnectionsyouandyourchildcanmakefromreadingthetext
TheParents’Read-at-HomePlanprovidessuggestionsandstrategiestoassistyouinhelpingyourchildastheylearntoread.
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ReadingBeginsatHome
StrongparentalinvolvementisakeycomponentoftheRead-at-HomePlan
SuggestionstoHelpBuildYourChild’sReadingSkills
Kindergarten• Readpredictablebookstoyourchild.Teachhim/hertohearandsayrepeatingwords,suchas
namesforcolors,numbers,letters,andanimals.Predictablebookshelpchildrentounderstandhowstoriesprogress.
• Practicethesoundsoflanguagebyreadingbookswithrhymesandplayingsimplewordgames(e.g.,Howmanywordscanyounamethatrhymewiththeword“bat”?)
• Practicereadingthefirst92HighFrequencySightWordsbothinisolationandinbooks.Talkwithyourchild’steacherabouteachquarter’ssightwordsfocus.
• Praiseyourchildfortheirreadingefforts.FirstGrade
• Pointouttheletter-soundrelationshipsyourchildislearninginschoolonlabels,newspapers,magazines,andbooks.
• Listentoyourchildreadthewordsandbookstheyarelearninginschool.Bepatientandlistenashe/shepractices.Letthemknowyouareproudoftheirreading.
• Helpyourchildrereadtheirfavoritebookstopracticefluencyor“readinghowtheytalk.”SecondandThirdGrade
• Buildreadingaccuracybyhavingyourchildreadaloudandpointoutwordshe/shemissedandhelphim/herreadwordscorrectly.Ifyoustoptofocusonaword,haveyourchildrereadthewholesentencetobesuretheyunderstandthemeaningofthewordinthatsentence.
• Buildreadingcomprehensionbytalkingwithyourchildaboutwhathe/shejustread.Askaboutnewwords.Talkaboutwhathappenedinthetext.Askaboutthecharacters,places,andeventsthattookplace.Askaboutnewinformationhe/shelearnedfromthebook.
• Echoandrepeatedreadingsofaportionoftextwillimprovefluencyandincreasecomprehension.
FourthandFifthGrade
• Buildreadingaccuracybyhavingyourchildreadaloudandpointoutwordshe/shemissedandhelphim/herreadthewordscorrectly.Ifyoustoptofocusonaword,haveyourchildrereadthewholesentencetobesurehe/sheunderstandsthemeaningofthewordinthatsentence.
• Continuetobuildreadingfluencybyhavingyourchildrereadfamiliarbooks.• Continuetobuildreadingaccuracybyhavingyourchildreadaloudandpointoutwordshe/she
missedandhelphim/herreadthewordscorrectly.Ifyoustoptofocusonaword,haveyourchildrereadthewholesentencetobesurehe/sheunderstandthemeaningofthewordinthatsentence.
• Continuetobuildreadingcomprehensionbytalkingwithyourchildaboutwhathe/shejustread.Askaboutnewwords.Talkaboutwhathappenedinthetext.Askaboutthecharacters,places,andeventsthattookplace.Askaboutnewinformationhe/shelearnedfromthebook.Encouragehim/hertoreadindependently.
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PhonologicalAwareness
WhatisPhonologicalAwareness?Phonemicawarenessistheabilitytofocusonandmanipulatesounds.Thismayinclude:
• recognizingsounds,bothaloneandinwords• addingsoundstowords• takingwordsapartandbreakingthemintotheirdifferentsounds
PhonologicalAwarenessActivities:• Tohelpyourchildsegment(separate)soundsintowords:
o Giveyourchild4-7blocks,beads,bingochips,orsimilaritems.Sayawordandhaveyourchildmoveanobjectforeachsoundintheword.
o Play“Head,Shoulders,Knees,andToes”withsounds.Sayawordandhaveyourchildtouchhis/herheadforthefirstsound,shouldersforthesecondsound,andkneesforthethirdwhilesayingeachsound.
o JumpforSounds:Sayawordandhaveyourchildjumpforeachsoundinthewordwhilesayingthesound
• Practicesoundingoutwords.Writea5+letterwordonapieceofpaperwiththelettersspacedapart.Haveyourchildmovetheirfingerovereachlettersayingthelettersound.Haveyourchildbeginmovingtheirfingeroverthelettersslowlyandthentryagainslightlyfaster.Continueuntilthewordissaidatagoodrate.
• Demonstrateclappingawordintoitssyllables.Askyourchildtoclapwordsintosyllables.• Maketallymarksforthenumberofsyllablesinthenamesofpeopleinyourfamily,favorite
foods,etc.
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Phonics
WhatisPhonics?Phonicsistheabilitytounderstandtherelationshipbetweenlettersandthesoundstheyrepresent.Thisincludes
• recognizingprintpatternsthatrepresentsounds• syllablepatterns• wordpartssuchasprefixes,suffixes,androotwords
CommonConsonantDiagraphsandBlends:
bl,br,ch,ck,cl,cr,dr,fl,gh,gl,gr,ng,ph,pl,pr,qu,ac,sh,sk,sl,sm,sn,sp,st,sw,th,tr,tw,wh,wr
CommonConsonantTrigraphs:nth,sch,shr,spl,spr,squ,str,thr
CommonVowelDiagraphs:
ai,au,aw,ay,ea,ee,ei,eu,ew,ey,ie,oi,oo,ou,ow,oy
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PhonicsActivities:• Makeblendsoundsandhaveyourchildwritethelettersthatmatchthesounds.• Playwordgamesthatconnectsoundswithsyllablesandwords(forexample,iftheletters
“l-a-t-e-r”spelllater,howdoyouspellhater?Howmanysyllablesareinlater?)• Writingwords-Manychildrenenjoysendingandreceivingnotes,andwritingisagreatway
toreinforcephonicsskills.Sendyourchildnotesinhis/herbackpack.Havearelativeorfriendsendaletteroremailtoyourchild.Wheneveryourchildreceivesanote,havehim/herwriteback.Don’tbeconcernedaboutspelling.Instead,haveyourchildsoundoutthewordstothebestofhis/herability.
• Huntingforwords-Chooseablendandhaveyourchildhuntforfiveitemsbeginningwiththatsound.Aseachobjectisfound,helpyourchildwritethewordonalist.Forexample,ifthetargetsoundis“bl,”thechildmightfindandwriteblanket,blue,etc.)
• Hintsforhelpingyourchildsoundoutwords:o FirstSound:Haveyourchildsaythefirstsoundinthewordandmakeaguessbased
onthepictureorsurroundingwords.Double-checktheprintedwordtoseeifitmatchesthechild’sguess.
o SoundandBlend:Haveyourchildsayeachsoundseparately(example:sssaaat).Thisiscalled“soundingitout,”andthensaythesoundtogether(example:sat).Thisis“blending.”
o FamiliarParts:Whenyourchildstartsreadinglongerwords,havehim/hernoticethepartsofthewordthathe/shealreadyknows.Forexample,inawordsuchas“presenting,”yourchildmayalreadyknowtheprefixpre-,theword“sent,”andthewordending-ing.
o Play“Memory”or“GoFish”usingconsonantandvoweldiagraphs,trigraphs,andblends.
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High-FrequencyWords
WhatareHigh-FrequencyWords?High-FrequencyWordsappearofteninorientedEnglish,butarenotreadilydecodableintheearlystagesofreadinginstruction.Thesewordsareessentialtofluentreading.Repeatedexposureandmemorizationarecrucialforstudentstoreadquicklyandfluently.
ExampleofHigh-FrequencyWordList
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High-FrequencyWordActivities:• WordBooks:Childrencankeepawordbook.Foldedandstapledconstructionorwhite
paper,pencils,andcrayonsareallthatisrequired.Addhigh-frequencywordstothebook.Theymayusethebooksasareferencewhenreadingnewtexts.
• WordDetective:Invitechildrentobehigh-frequencyworddetectives.Theycanlocateassignedwordsinprintmaterialstheyencounterintheirdailylives.
• WordGames:Bingoisaconsistentfavorite.Whileplayingbingo,asyoucallouteachword,monitortoensurethattheyrecognizethehigh-frequencywordsandplacechipsonthemwhenappropriate.Othersimplegamesthatcanhelpteachwordsincludecommonfavoriteslikehangman.
• FlashcardActivities:Createflashcardsforthehigh-frequencywords(seepreviouspageforanexampleforhigh-frequencywordsbygradelevel).
• Memory:Createtwoofeachhigh-frequencywordcard.Laythecardsfacedownonatableandtaketurnstryingtomatchidenticalwords.
• FunnyVoices:Flashthecardstoyourchild,andhavehim/herreadawordinarobotvoice,anoldvoice,asqueakyvoice,oramonstervoice.
• MakingSentences:Providehigh-frequencywordflashcards.Encourageyourchildtocombinethevariouswordsinordertomakesentences.
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Fluency
WhatisFluency?Fluencyistheabilitytoreadwithsufficientspeedtosupportunderstanding.Thisincludes
• automaticwordrecognition• accuratewordrecognition• useofexpression
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FluencyActivities:• RepeatedReading:Chooseapassagethatwillnotbeverydifficultforyourchild.Readthe
passagealoudtoyourchild,andthenreadittogether,helpingyourchildfigureoutanytrickywords.Next,haveyourchildreadthepassagetoyouwithafocusonaccuracy.Finally,haveyourchildreadthepassagetoyouagain,payingattentiontofluencyandexpression.Thegoalistosoundsmoothandnatural.
• UseDifferentVoices:Whenreadingafamiliarstoryorpassage,tryhavingyourchildusedifferentvoices.Readthestoryinamousevoice,cowboyvoice,oraprincessvoice.Thisisanotherwaytodorepeatedreading,anditaddssomefuntoreadingpractice.
• ReadtoDifferentAudiences:Readingaloudisawaytocommunicatetoanaudience.Whenareaderkeepstheaudienceinmind,he/sheknowsthattheirreadingmustbefluentandexpressive.Yourchildcanreadtostuffedanimals,pets,siblings,friends,relatives-anyonewhoiswillingtolisten.Thisisagoodwaytoshowoffwhatwaspracticedwithrepeatedreading.
• RecordtheReading:Afteryourchildhaspracticedapassage,havehim/herrecorditwithatapeplayer,cellphone,orMP3device.Oncerecorded,yourchildcanlistentotheirreadingandfollowalonginthebook.Often,childrenwanttorecorditagaintomakeitevenbetter!
• Whenyoureadastory,useappropriateexpressionduringdialogue.Encourageyourchildtomimicyourexpression.Talkwithhim/heraboutwhatthatexpressionmeans.Forexample,ifthecharacterisexcitedaboutgoingtothepark,he/sheshouldsoundlikethatinhis/hervoice.Encourageyourchildtorepeatkeyphrasesordialogue.
• Makeyourownbooksoffavoritesongsforchildrentopractice“reading.”Thisbuildsconfidenceandhelpsyourchildidentifythemselfasareader.
• Taketurnsreadingandrepeatingthefavoritelinesofapoemwithyourchild.He/shewillmimicyourphrasingandexpression.
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Vocabulary
WhatisVocabulary?Vocabularyisthestudents’knowledgeofandmemoryforwordmeanings.Thisincludes
• receptivevocabulary(wordsweunderstandwhenreadorspokentous)• expressivevocabulary(wordsweknowwellenoughtouseinspeakingandwriting).
VocabularyActivities:
• ReadAloud:Continuetoreadaloudtoyourchildevenafterhe/sheisabletoreadindependently.Choosebooksaboveyourchild’slevelbecausetheyarelikelytocontainbroadervocabulary.
• PreviewWords:Beforereadingtoorwithyourchild,scanthroughthebook,choosetwoorthreewordsthatyouthinkmightbeinterestingorunfamiliartoyourchild.Tellyourchildwhatthewordsareandwhattheymean.Asyoureadthebook,haveyourchildlistenforthesewords.
• HotPotato:o Playhotpotatowithsynonyms(wordswithsimilarmeanings).Chooseaword,andthen
yourchildhastothinkofanotherwordthatmeansthesamething.Taketurnsuntilneitherplayercanthinkofanotherword.Forexample,youmaysay,“cold,”andyourchildmightsay,“freezing.”Thenyoucouldsay,“chilly,”andsoon.Trythegameagainwithantonyms(opposites).
o Playhotpotatowithprefixesandsuffixes.Theprefixesdis-,ex-,mis-,non-,pre-,re-,andun-arecommon.Commonsuffixesinclude-able/-ible,-ed,-er,-est,-ful,-ish,-less,-ly,-ment,and-ness.
o Playhotpotatowithcategories.Foryourchildren,thecategoriescanbesimple:pets,clothes,familymembers.Forolderchildren,thecategoriescanbequitecomplex:astronomy/space,mathterms,communityhelpers,etc.
• WordCollecting:Haveeachfamilymemberbeonthelookoutforinterestingwordsthattheyheardthatday.Atdinnerorbedtime,haveeveryonesharethewordtheycollectedandtellwhattheythinkitmeans.Ifthechildsharesanincorrectmeaning,guidehim/hertothecorrectmeaning.Trytousesomeofthewordsinconversation.
• Play“Categories”withyourchild.Nameatopicsuchas“ecosystems”andaskyourchildtothinkofallthewordshe/shecanrelatetothattopic.Thisisagreatwaytobuildwordknowledge!
• Whenyoureadabookaboutatopic,askyourchildtotellyouallthewordsrelatedtoit.Forexample,ifyoureadabookaboutdinosaurs,he/shemightsayTyrannosaurusRex,paleontologist,herbivore,carnivore,fossil.Addotherwordstohelpexpanduponwhathe/sheknows.
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Comprehension
WhatisComprehension?Comprehensionistheabilitytounderstandanddrawmeaningfromtext.Thisincludes
• payingattentiontoimportantinformation• interpretingspecificmeaningsintext• identifyingthemainidea• verbalresponsestoquestions• applicationofnewinformationgainedthroughreading
ComprehensionActivities:
• SequencingComics:ChooseacomicstripfromtheSundaynewspaper.Cutouteachsquareandmixthesquaresup.Haveyourchildputtheminorderanddescribewhatishappening.Encourageyourchildtousewordslikefirst,second,next,finally,etc.
• EverydayComprehension:Askyourchildwho,what,when,where,why,howquestionsaboutaneventintheirday.Onceyourchildiscomfortableansweringthesequestionsabouttheirexperiences,tryaskingquestionsaboutabookyouhavereadtogether.
• ReadingFictiono BeforeReading:Pointoutthetitleandauthor.Lookatthepictureonthecoverandask,
“Whatdoyouthinkisgoingtohappeninthisstory?Why?”Thiswillhelpyourchildsetapurposeforreading.
o DuringReading:Stopeverynowandthentoaskyourchildtotellyouwhathashappenedsofarorwhattheypredictwillhappen.Youmightalsoaskforyourchild’sopinion,“Doyouthinkthecharacterdidtherightthing?Howdoyoufeelaboutthatchoice?”Explainanyunfamiliarwords.
o AfterReading:Askyourchildtoretellthestoryfromthebeginning,andaskforopinions,too.“Whatwasyourfavoritepart?Wouldyourecommendthistoafriend?Why?”
• ReadingNonfictiono BeforeReading:Pointoutthetitleandauthor.Lookatthepictureonthecoverandask,
“Whatdoyouthinkyou’lllearnaboutinthisbook?Why?”Thishelpsyourchildconsiderwhattheyalreadyknowaboutthetopic.Lookatthetableofcontents.
o DuringReading:Donotforgetthecaptions,headings,sidebars,oranyotherinformationonthepage.Youngreaderstendtooverlookthese,soitisagoodideatoshowthattheauthorincludeslotsofinformationinthese“extras.”
o AfterReading:Askyourchild,“Whatwasitmostlyabout?Whatdoyoustillwhattoknow?Wherecouldyoufindout?”
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• OtherIdeaso Discusswordsrelatedtostoriessuchascharacters,problem,andsolution.Forexample,
“HowdidtheWrightBrothersfindasolutiontohelptheirplaneflylonger?”Ifthechilddoesnotknow,showthepictureorrereadthepagewheretheanswercanbefound.
o Askquestionsaboutcharactertraits.Forexample,“Whatcharacterdoyouthinkwaskind?Whichcharacterwasbossy?Howdoyouknow?”Ifyourchilddoesnotknow,giveyouranswer.Youmayneedtodothismanytimesbeforeyourchildcandoit.
o Encouragedeeperthinkingbyasking,“Ifthestorykeptgoing,whatdoyouthinkwouldhappennext?Why?”
o Helpyourchildmakeconnectionstohis/herlifeexperiencewhilereading.Youcouldask,“Isthereanythingyoureadinthestorythatremindsyouofsomething?”
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AdditionalLiterary/FictionQuestionsSetting:*Whatisthesettinginthestory?(time,place)*Howisthesettingimportanttothecharactersandthesequenceofevents?Describeindepththekeydetailsaboutthesetting.Characters:*Howwouldyoudescribethecharacter(s)?*Whatwasthecharacter’smotivationto______?*Whatwasthecharacterdoing?Whatwasthecharacterthinkingand/orfeeling?*Howdidthecharacter’sactionscontributetothesequenceofeventsinthestory?*Howdidthecharacterrespondtothechallenges?SequenceofMajorEvents:*Whatwerethemajoreventsinthestory?*Describeindepthabouttheeventsinthestoryordrama.Usekeydetailstodescribetheevents.Plot:*Whoarethecharacter(s)?*Whatdidtheywant(theirgoals)?*Whatwastheproblem?*Howdidtheysolvetheproblem?*Howdidthestoryend?Summarize.Conclusions:*Recountthestory.Beaccurate.*Whatisthecentralmessage?Theme?*Howdidillustrationscontributetothestory?Author’sPurpose:*Whatwastheauthor’spurposeinwritingthisstory?Supportyouranswer.*Whatdidyounoticeabouttheauthor’swordchoiceindescribingthecharacters,setting,events,andplot?*Whatwasthemood/tone?Connections:*Compareandcontraststoriesinthesamegenre.(themes,characters,setting,wordchoice,plot,majorevents)
AdditionalInformational/NonfictionQuestions
MainTopic:*Whatisthistextmostlyteachingorinformingusabout?*Howdidthetextfeaturessupportyourunderstanding?*Whatisthemaintopicofthistext?*Whatarethekeydetailsthatsupporttheimportantfactsaboutthemaintopic?*Summarizethetext.SequenceofInformation:*Whatorderdoestheauthorgiveusinformationaboutthetopic?(Beginning,Middle,End)*Compareandcontrasttheoverallstructureofevents,ideas,concepts,orinformationin2ormoretexts.KeyVocabulary:*Whatarethemostimportantwordsinthetext?Why?Author’sPurpose:*Whydidtheauthorwritethistext?*Whatistheauthor’spointofview?*Whattextfeaturesdidtheauthorinclude?Why?*Explainhowtheauthorusedreasonsandevidencetosupportpointsmadeinthetext.Connections:*Compareandcontrastthemaintopictoothertopics.*Explaintherelationshiporinteractionbetweentwoormoreindividuals,events,ideas,orconcepts.
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ResourcesforRead-at-HomePlan
Theresourcesbelowprovideyourchildwithonlinelinkstotop-ratednational,state,andlocalonlineresources.TheseresourcessupportandcomplementourRead-at-HomePlan.
The Okaloosa County Public Library System delivers quality services, including print and digital format of children’s books reflecting the informational, educational, and recreational needs of our community.
Just Read, Families! http://www.fldoe.org/academics/standards/just-read-fl/families/
PBSParentshttps://www.pbs.org/parents
ReadWriteThinkhttp://www.readwritethink.org/parent-afterschool-resources/