READ TO SUCCEED How students learn to read from grades K - 4 Presented by Lisa Papazian Instructional Coach Shrewsbury Public Schools
Dec 18, 2015
READ TO SUCCEED
How students learn to read from grades K - 4
Presented by Lisa PapazianInstructional CoachShrewsbury Public Schools
PHONEMIC AWARENESSThe ability to identify, hear, and work with
the smallest units of sound known as phonemes.
Ex: cat = /c/ /a/ /t/ phone = /f/ /o/ /n/Strong indicator of reading success
HOW CAN I HELP? Play word games out loud – focus on
SOUND Rhyme words – nonsense words are OK
cat, mat, lat, nat, etc.
Change words into other words Say “cat”. Change the /t/ to a /p/. What’s the new
word?”
Have child break words into soundsWhat sounds are in cat? /c / /a/ /t/
Have child blend sounds into wordWhat word does /c/ /a/ /t/ make?
PHONICS The relationships between letters and
soundsEx: /f/ can be made with “f” or “ph”
Usually explicitly taught between K – 2, but revisited at higher grades
HOW CAN I HELP? Notice words that are spelled the same
game, name, same
Help your child to see smaller words or word parts in larger words
Snowboarding = snow, board, -ing
Help your child make connections between known and unknown words
detective, detection
VOCABULARY Increasing word knowledge in speaking,
listening, and identifying the meaning of new words when reading.
Taught throughout the grades as students continuously expand their vocabulary
HOW CAN I HELP? Read to your child books that are a little
above their independent reading level. The language in books is much richer than everyday language.
Help your child figure out what new
words mean by “reading around the word”
Ex: “The colossal building towered over us.”
FLUENCY The ability to read smoothly, with
expression, and for longer periods of time
Strong indicator of reading success. Impacts reading attitude.
Allows the reader to concentrate on the meaning of text.
HOW CAN I HELP? Encourage your child to read “just-right”
texts that can be read easily, quickly, and accurately most of the time
Encourage re-reading of shorter texts like articles, picture books, etc. to practice expression
Like many other things, the more you read, the better you get!
COMPREHENSION The ability to understand what you read
including retelling a story, finding a theme, inferring a character’s feelings, and other strategies.
Becomes more sophisticated over time
Many different strategies are used flexibly, depending upon the type of text
HOW DO WE “UNDERSTAND”? Comprehension Strategies:
Making Connections Creating Images Using Fix-up Strategies Questioning Determining Importance Author’s Message Making Inferences Synthesizing
HOW CAN I HELP? Talk about books with your child Encourage re-reading for meaning Model how you react when you don’t
understand Ask questions about books to check
your child’s understanding Encourage your child to re-tell what they
have read
HOW DO WE KNOW WHERE TO START? DRA (Developmental Reading
Assessment)
Checks for fluency, accuracy, and comprehension
Goal = Find Instructional Level
Teacher determines focus for instruction
WHAT IS INDEPENDENT LEVEL? Student can read BY THEMSELVES with
success
98% accuracy AND student can understand what they read
Slightly below instructional level
This is what they should be reading AT HOME
WHAT IS INSTRUCTIONAL LEVEL? Just above independent
Student may struggle with fluency or comprehension
Need teacher guidance to be successful
CHOOSING BOOKSI PICK
Purpose – Why am I reading this? Interest – Am I interested in this book? Comprehend – Can I understand the
book? Know – Do I know most of the words?
Remember the goal is independence!
WHAT DOES MY CHILD DO TO IMPROVE AT SCHOOL?
Meaningful literacy activities:
Guided Reading Reading to Self Reading to Someone Word Work Work on Writing Listening to Reading
GUIDED READING The teacher meets with a small group
(usually no more than 5) students to work on similar reading skills.
Not like “round robin reading” where students take turns while others listen
Work on many different skills with the same or different books
READ TO SELF Students work on independent level text or
text they have read with a teacher Student may respond to text in writing Goal = practice fluency and build stamina
READ TO SOMEONE Students work in pairs either reading
the same book or reading from different books, taking turns while reading
Students ask questions to check for understanding
Goal = practice fluency and comprehension
WORD WORK Students practice making or writing words that usually follow a spelling pattern or rule Students often write words they are working with Different students may have different words Goal = improve spelling, reading, and vocabulary
WORK ON WRITING Students may respond to poetry, write friendly
letters, respond to reading, or continue writing from writer’s workshop
Goal = Increase writing stamina, develop reading/writing connection
LISTEN TO READING Students listen to texts that are recorded
or listen to an adult reading to them. They may or may not respond to their listening in writing.
Goal = hear fluent reading models, increase listening comprehension, enjoyment of text