Welcome to Parent University

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Welcome to Parent University

• High Point School
• October 21st, 2008
• 63 0 800 p.m.

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Decoding

• Decoding is the ability to recognize words
  quickly and be able to figure out new words.
• http//pbskids.org/lions/stories/
• Website gives students the opportunity to
  decode new words.

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Decoding Words

• Multi-sensory Strategies
• Making Words
• Tapping Words

• Look for the largest chunk- word within a word
• Context Clues

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Decoding Words

• Word Families/ Rhyming Words
• Good readers recognize patterns within words
  rather than sounding out each letter
• If you know Jack, you should know the words snack
  or tack
• Help your student find these word families within
  words

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What is fluency?

• Fluency is the ability to read text accurately
  and quickly.
• Reading words accurately and quickly helps
  students comprehend text
• A fluent reader adjusts reading rate for periods
  or commas.
• Expression is another component of fluency

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Why is fluency important?

• Less fluent readers spend more time decoding
  words less time understanding what the text
  means.
• Fluent readers will spend less time decoding
  words more time focusing on what the text means

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How to improve fluency

• Practice decoding words help your child see word
  patterns within words
• Allow time for your child to re-read sentences,
  pages, or stories.
• Timed Readings
• Flashcards
• Listen to books on tape

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How to improve fluency

• Model Reading
• Choral Reading- read a page together, try to stay
  at the same pace
• Echo Reading- read a sentence, partner reads it
  after you at the same pace and in the same
  expression ( use poetry! )

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5 Reciprocal Teaching Strategies

• Predicting
• 2. Questioning
• 3. Clarifying
• 4. Summarizing
• 5. Visualizing

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Comprehension - Questioning

• Questioning allows students to
• - identify important information
• - monitor understanding
• - apply higher level thinking skills

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Comprehension - Questioning

• What can you do
• - Model how to make up a question and answer
  based on what you read. Create questions using
  who, what, when, where, why, how, what if.
• - Create a question for one page, have your child
  create a question for the next page.
• - Ask different level questions.

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Comprehension- Predicting
Occurs when students guess what the author will
talk about next. Students must use background
knowledge to help create predictions. Sets a
purpose for reading.
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Comprehension- Predicting

• What can you do?
• Show how to look at the cover and make
  predictions based on visual clues. "I predict
  because"
• While reading, stop and show how to use clues
  from the words and pictures to make new
  predictions.
• Draw or write predictions
• Discuss your predictions. Was your prediction
  correct? Do you want to change your prediction?

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Book Selection

• 5 Finger Rule
• 0 or 1 finger too easy
• 2, 3, or 4 fingers just right
• 5 fingers too hard

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• Being able to read the words, does not mean you
  understand what you read
• The dodlings were tiljing ruft. When the ruft
  was polting, the dodlings grented hust then
  yotted pudge. The preeden dodlins only tiljed
  muft so that the ruft was krettile. At the end
  of cupa the dodlings nuted sos then ported crist.
  This was done to hopple set. The preeden
  dodlings were always hirty and lopy unlike the
  dodlings who were foly and jist

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Accelerated Reader

• Find accelerated reader books on
• www.arbookfind.com
• - can search be lexile score and subject area
• - Keep in mind, High Point does not have all AR
  tests
• www.lexilebooks.com
• - search for books by lexile score

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Monarch Award
The Monarch Award is a children's choice award
giving annually to a K-3 book. Read all 20
books to earn a certificate!
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• Unity by Cleo V. Swarat 
• I dreamed I stood in a studio
• And watched two sculptors there,
• The clay they used was a young childs mind
• And they fashioned it with care. 
• One was a teacher the tools she used were books
  and music and art
• One was a parentWith a guiding hand and gentle
  loving heart.
• And when at last their work was done,
• They were proud of what they had wrought.
• For the things they had worked into the child
• Could never be sold or bought!
• And each agreed she would have failed if she had
  worked alone.
• For behind the parent stood the school, 
• and behind the teacher stood the home!

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Questions and Evaluations
Our next Parent University session will be in
January. See you then!