Parents K2 Reading Night

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Parents K-2 Reading Night

• Welcome
• Meet and Greet
• Get some treats!

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Meet the Reading Specialists

• Paula Bischoffer
• Taught 1st and 2nd grades for 20 years prior to
  teaching reading
• Masters in Reading
• Works with K-5th graders in reading this year

• Anne Bucy
• Taught K-2nd grades for 13 years prior to
  teaching reading
• Masters in Reading
• Works with K-5th graders in reading this year

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Key Skills involved in Reading

• We can divide reading into 2 big categories
• Getting the words and sentences off the paper.
• Understanding and using what youve read a.k.a.
  Comprehension.

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Getting the words off the paper can be divided
into 3 categories.
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Phonemic Awareness

• Is defined as the ability to hear and manipulate
  sounds in words.
• Phonemic awareness is not phonics.
• Phonemic awareness is auditory and does not
  involve words in print

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What do we do at Grove?

• Assessment We assess using AIMSweb to determine
  where each individual child is functioning
  compared to children nationwide as well as in our
  own district and school. We do benchmark tests
  three times per year and monitor progress with
  students who are at risk in any area.
• Classroom Instruction Classroom instruction
  includes poetry, rhyming, read aloud and direct
  instruction as well as small group needs-based
  instruction
• First Level of Intervention Phonemic awareness
  activities with parent volunteers and classroom
  assistants.
• Second Level of Intervention 30 Minutes each
  day in a small group setting with a reading
  specialist.

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Beginning Phonics

• Read from left to right, simple, unfamiliar
  regular words.
• Generate the sounds for all letters.
• Blend sounds into recognizable words.

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What do we do at Grove?

• Assessment AIMSweb, Oral reading inventories
• Classroom Instruction Making words, whole group
  and small group phonics instruction.
• First Level of Intervention Small group/
  individual instruction based on needs as well as
  possible one-one-one time with parent volunteers
  or classroom assistants.
• Second Level of Intervention 30 Minutes each
  day in a small group setting with a reading
  specialist.

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Sight Word Recognition

• Not all words can be decoded and therefore must
  be memorized.
• Having a bank of words that are recognized upon
  sight will significantly speed up the reading
  process.
• The 100 most common words make up about 50
  percent of the material we read.

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What do we do at Grove?

• Assessment We test sight words formally at
  various times throughout the year in both the
  classroom and the reading resource room.
  Teachers also monitor growth in this area on an
  individual basis.
• Classroom Instruction In addition to review of
  sight words as a whole group, children are given
  reading material that allows them to have daily
  practice reading sight words in the context of a
  meaningful story.
• First Level of Intervention Small group/
  individual instruction based on needs.
• Second Level of Intervention 30 Minutes each day
  in a small group setting with a reading
  specialist.

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Helping at home with..

• Phonemic Awareness
• Read rhyming books
• Nursery rhymes and jump rope rhymes
• The name game Tommy Tommy bo bommy banana fana
  fo fommy me my mo mommy Tommy.
• Piglatin OOday ooyay eakspay igpay atinlay?
• Have your child identify initial, middle or final
  sounds ex Whats the beginning sound of pan?
  Whats the ending sound of rat? Whats the middle
  sound of pin?
• Have your child spell the sounds of a word. You
  say pan and your child says the sounds,
  Puh-aaaa-nnn.
• You spell the sounds and have your child give you
  the word. You say, mmm-aaaa-nnn and your child
  says, man.

• Phonics/Decoding
• Writing is one of the best chances to practice
  phonics skills. Have your child write short
  notes to people.
• Reading the more opportunities your child
  sounds out words, the easier it will get.
• Spend time with your child doing the activity of
  making words.
• Extend those activities or review previous sounds
  as needed.

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Helping at home with.

• Sight Word Reading
• Reading the more your child reads words, the
  easier it will get.
• Review the sight words daily.
• Make sentences with them.
• Play card games with them.
• Make your own books with the words and have your
  child illustrate.

• Comprehension
• Read aloud everyday!
• -Make predictions off the title
• -Touch the text words with your finger
• -Relate the events to you or your child-make a
  connection
• -Ask questions that you are wondering as you
  read
• -Have them draw pictures of what they were
  visualizing as you read
• -Take time to talk about the text and enjoy the
  pictures together
• Reread favorites
• -Talk about new things you pick up each time you
  read it
• -Talk about you become a better reader every
  time you read it over.

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Reading tips.

• Children Reading Alone
• Surround your child with books
• Take books in the car, the way to a soccer
  game-so they can always have a book to read while
  waiting
• Have a special quiet time and place
• Have your child record time spent reading
• Make and/or listen to books on tape and follow
  along in the text

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Reading Tips..

• Connect Reading and Writing
• Put messages in lunch, backpack
• Encourage him/her to keep a diary or a journal
• Have your child helps with lists groceries,
  people to call, things to do
• Make greeting cards
• Make a reading response journal of writing back
  and forth to each other about what you are reading

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Youre doing the right things!

• BE A GOOD ROLE MODEL OF READING
• Support your childrens reading
• Use words of praise
• Read to your children, even as babies. It is an
  important part of childrearing. We pass on the
  love of reading
• Joan Lunden, National Center for Family Literacy

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Thank you!

• Thank you for coming and being invested in your
  childs reading
• Please take a look at the list of websites and
  helpful information in the packet to continue to
  help you at home
• ANY QUESTIONS or COMMENTS?