COFFEE TALK… PARENT READING GUIDANCE

Helpful tips from… Phonemic Awareness… to Reading Emerging-Early Readers November 15, 2013

By Delma Chavanne

Engage your child in reading!

TIME… WHY MAKE TIME?...

Be Committed and Consistent… Make reading fun! Reward reading interest! Read, read, read!

Children develop at different rates! 1. Emergent…

2. Early… Read words… Phrases

3. Transitional… Read in phrases

with prosody… Read for meaning

Read To, With, and By

“20 minutes a Day! We can DO this!”

COFFEE TALK… TAKE AWAY POINTS

#1 MAKE time! Schedule it! It is SO important- for this important skill

Topic Points!

1. ABC Books

2. Sight words

3. Phonemic Awareness: Segment and blend sounds to make words

4. Read and Reread easy text

Read To, With, and By!

Phonemic Awareness: Letter-sound relationship

EMERGENT - EARLY READER

KINDER – 1ST GRADE

#1 MAKE time! Schedule it! It is SO important- for this important skill

Some ideas repeat… These stages often

overlap

Learning TO Read

ABC BOOKS… GIVING YOUR CHILD EXPOSURE TO THE LETTER-SOUND RELATIONSHIP.

THIS PHONEMIC AWARENESS SKILL WILL HELP THEM SOUND OUT WORDS AND ULTIMATELY SPELL WORDS.

A wordless book. The author shows letters appear in various places, from interstates to a sawhorse at a construction site.

Chicka Chicka Boom Boom, a popular favorite!

http://www.youtube.com/watch?v=Yot9pWy_Txk

http://childrensbooksguide.com/alphabet

WORD WORK! “FLASH CARDS” Fry Sight Words 100 most frequently used words, not always phonetically spelled

“See it, Say it, Automatically!” http://www.k12reader.com/fry-word-list-1000-high-frequency-words/

Ten (10) words at a time: trade-out mastered words add the next on the list to learn, keeping it at 10.

Mastery – Other ideas to make it fun Make a game: Memory Challenge

“All the words you get right -go to you, the ones you don’t are mine”… who has most wins?!

Seek and Find hide the cards, they have to call out the word when located

EMERGENT READER… ENGAGEMENT - READING FLUENCY - COMPREHENSION

Concepts of Print such as: Holding the book and turning

the pages

Move left to right in text, with a one-to-one match: spoken word to written word

Talk about the text, events, favorite parts, etc.

EMERGENT - EARLY READER

KINDER – 1ST GRADE

Text has story parts Repetition of events Illustrations give

support More frequency words 2-5 lines of text

Use Word”less” Picture Books to create (read) stories based on the pictures!

*Children develop at different rates! Be flexible, be patient

“PLAY WITH SOUNDS” ORAL ACTIVITY, AT HOME, IN THE CAR, ETC.

Making Words: can, man, pan (consonant-vowel-consonant) vowel sound is the short sound

Make up words or use words from a book Example: “I have a word, my word is can. Say can. (can!) Sound out can, /c/ /a/ /n/ /can/ “ Change my word and make it pan, say “pan” (pan!) Sound out pan: /p/ /a/ /n/ - /pan/” A little more complex is the middle sound changing… You can change the middle vowel sound and make real or

nonsense words: /pan/ to /pen/ to /pin/ to /pon/ to /pin/

Rhyming Words: I say “pop,” You say? /t/ (top) Be sure to “model” several times before asking them to participate.

Writing: IF ready… Spelling Chain with patterns Writing: Sheet of paper OR Dry erase board Dictate word, then sounds of letters for child to write Same as example of simple CVC words blended from segmented sounds above

READING AND REREADING… Easy text… builds confidence in

ability to read

Repeat read same text…

Fluency improves when they begin automatically recognizing sight words, etc.

Rasinski “Phrases” has the 100 Fry words imbedded into phrases! Phrases help teach voice inflection, voice

comes down for commas and periods, or voice goes up for ? !

http://www.timrasinski.com/presentations/fry_600_instant_phrases.pdf

Building “automaticity” With reading sight words

Leave the “teaching” to the Teacher!

Your job… is to provide fun practice! Lots of it!

FLUENCY FOR KINDERGARTEN-1ST GRADE MEANS…

Sounding out simple words (cvc) Read word-by-word, initially Read at an appropriate rate: should be easy to

read, and/or predictable based on pictures or repeated pattern

Reads for accuracy (correctness) Using strategies to decode unknown words:

sounds-out, uses context or picture clues, etc. Sounds out means: begin with first letter sound

and sliding through the following sounds until it makes a real word.

Comprehension reflections… Make connections!

reminds me of, I wonder, I noticed…

READING WITH AN EMERGENT-EARLY READER!

Ask appropriate questions:

What do you think

…? During: What do you predict will

happen?

Quick Activity First, lets do a “Picture Walk… What might be happening, based on the pictures (page to page)?

After: Tell me what happened in the story, what was important, what did you like?

Read “to,” “with,” and “by”... These are ideas only, and vary based on type of text.

Before reading a page: I see a hat in the picture, can you point to the word hat on the page…

Opportunities for you to MODEL

what readers do!

PARENT AND CHILD… READING FOR MEANING

Early - Transitional Fluency and Comprehension

Engaging your child -

Reading is Thinking!

Reading TO Learn!

COMPREHENSION RELIES ON FLUENCY – APPROPRIATE PHRASING (PROSODY)… THE WAY ITS READ… THINKING ABOUT THE TEXT CLUES TO MAKE INFERENCES!

Preparing 2nd graders for 3rd grade… One of the many important Reading TEKS is…

using text evidence to support understanding.

Metacognition: thinking about your thinking…

then Text Talk to support understanding!

“The author used the word ‘smirked’ so I

can tell the character is feeling annoyed…”

READING AND REREADING… Easy text… builds confidence in ability

to read

Rereading…builds automaticity to build fluency rate

Fluency improves from word-by-word to phrasing

Prosody builders for fluent phrasing: Fry “Phrases” Poetry

Prosody -the patterns of stress and intonation in a language.

Reading with correct phrasing

based on the punctuation, allows for understanding

the author’s message -making inferences.

http://www.timrasinski.com/presentations/fry_600_instant_phrases.pdf

FLUENCY SOUNDS LIKE…

longer phrases, not word-by-word using expression an appropriate rate of speed reading with prosody pausing for punctuation, voice

inflection for ? and !

accuracy - correctly Uses strategies to decode unknown words:

sound-out, uses context or picture clues, Reads on (for context meaning)

Recognizes errors and Self-corrects

The Fluent Reader, by Delma Chavanne 17

POETRY Invitation By: Shel Silverstein

If you are a dreamer, come in

If you are a dreamer, a wisher, a liar,

A hope-er, a prayer, a magic bean buyer . . .

If you’re a pretender, come sit by my fire

For we have some flax-golden tales to spin.

Come In! Come In!

Other Poems: http://literacymalden.wikispaces.com/Great+Poetry+Race

http://www.coventryps.org/cgs/academics/documents/ParentsPoetryLetter.pdf

G oogle: F as t S tart P oetry

OR

See Fast Start poetry practice- description link below.

GUIDING READING TIPS

Encourage their reading fluency efforts Sound-out, slide through letter sounds to decode a

word Pause at periods, and commas, etc.

Encourage reading in phrases

“Now that you sounded out the words you didn’t know, read that sentence again with fluency.”

For fun: Record their reading and play it back 1 minute timed text Repeat the passage to build automaticity Listening station – books on CD Read Poetry

READING WITH AN EARLY – TRANSITIONAL READER!

During: How is the character feeling? What text clues tell

you that?

During: What do you predict will happen next?

Why is that fact important? Before:

(Fiction) We can expect a main character, events, prob-sol, etc. (Nonfiction) We can expect to

learn some facts about…

First, lets Preview the book… (picture walk)

What do you think it will be about?

Is this fiction or non-fiction?

After: Retell me what happened in the story (5s!),

What was important and why, What was your favorite part

and why?

Read “to,” “with,” and “by”... These are ONLY ideas, and can vary text to text.

COMPREHENSION: BEFORE, DURING, AFTER

Before: Picture Walk - Preview Preview (skim) text and make predictions Pre-talk (before reading) any big or relevant words Determine if it is fiction or nonfiction text

During: Thinking about your thinking! Pause before important events/or facts, asking What do you think

will happen? or What is important about that? What in the text gives you clues?

Call attention to character’s feelings /or important facts. Make connections- reminds me of, I wonder, I noticed…

After: “Text Talk” Retell sequence of events in story OR important facts in the text: 5s!

Fiction S-W-B-S-T or for Non-fiction W-W-W-W-W Talk about personal opinion of text Talk about author’s perspective or purpose, “Why do you think the

author wrote this?” Fiction, to entertain Non-fiction, to inform Write in response to reading – favorite story part, favorite character.

Illustrate scene or character. Make up a new ending.

SOME SUPPORT STRATEGIES…

2 Ps: Pictures – Point Use of pictures Using finger to “point”

to track reading lines to sound-out words

Tracking to sound out words:

finger-slide, sound by sound, sounding-out words

“Wait time” for unknown word… 3-5 seconds, then provide the unknown word

Encourage and praise efforts!

You want them to have a good, successful experience as much as possible.

The Fluent Reader, by Timothy Rasinski 22

BENEFITS TO READ ALOUDS…

It Builds Motivation! A study of middle-school students reflected their second favorite reading

activity was read-aloud time, indicating a love of being read to by their teacher – it made them want to read more on their own. (TFR,Rasinski,p.19)

Other benefits when you read “to” your child: Improves Comprehension and Vocabulary Increases Fluency Exposure to Multiple Genres Exposure to Sophisticated Words and Text Structures

draws children IN to the magic of reading…

WEBSITE FOR PARENTS – READING ROCKETS

To receive the latest reading news and information

subscribe to Reading Rockets! http://www.readingrockets.org/

Reading Rockets is a really good website on reading, offering

information for teaching young kids to read. It is a national service of public television station WETA in

Washington, D.C., funded by the U.S. Department of Education, Office of Special Education Programs.

Thanks for taking the time to come learn some ideas to

help support your child’s reading at home!

Have a great school year! dchavann@austinisd.org

Delma Chavanne, MRT, MEd. Literacy Specialist

Baldwin Elementary and Clayton Elementary