What Can We Do At Home for READING?
We've been practising Flippy Dolphin! When stuck on a word and other strategies aren't working, students now should also be trying the vowel sound two ways - using the short sound or the long sound ("says its name").
As of January 15th, your child has been taught most of the reading strategies found below in the poster picture.
Eagle Eye Stretchy Snake Lips the Fish Chunky Monkey Skippy Frog Tryin' Lion
As your child reads at home, make sure they are using multiple strategies because some work better together (e.g. Lips the fish then do Eagle Eye then do Stretchy Snake) and some don't work for every word (e.g. Stretchy Snake doesn't work for where, neither does Chunky Monkey but Skippy Frog might).
We have also been practising word families (at family, in family, un family, etc.) and a few consonant blends (th, sh). This helps in both writing and reading.
For example:
"I know that c.o.m.e. is come because it is a WWW. So s.o.m.e must rhyme/sound the same. I will try "ssssss" then "ome". Oh, it is some."
We have been talking a lot about a few of the reading strategies below and using them daily in reading activities. Ask your child what the following reading strategies are about and how it can help them read unfamiliar words.
Eagle Eye
Lips the Fish
Stretchy Snake
We are also specifically practising short and long vowel sounds to help when using Stretchy snake. Practising vowel sounds at home in the context of reading or writing (e.g. have your child type or write your shopping list ) is also very helpful.
Eagle Eye Stretchy Snake Lips the Fish Chunky Monkey Skippy Frog Tryin' Lion
As your child reads at home, make sure they are using multiple strategies because some work better together (e.g. Lips the fish then do Eagle Eye then do Stretchy Snake) and some don't work for every word (e.g. Stretchy Snake doesn't work for where, neither does Chunky Monkey but Skippy Frog might).
We have also been practising word families (at family, in family, un family, etc.) and a few consonant blends (th, sh). This helps in both writing and reading.
For example:
"I know that c.o.m.e. is come because it is a WWW. So s.o.m.e must rhyme/sound the same. I will try "ssssss" then "ome". Oh, it is some."
We have been talking a lot about a few of the reading strategies below and using them daily in reading activities. Ask your child what the following reading strategies are about and how it can help them read unfamiliar words.
Eagle Eye
Lips the Fish
Stretchy Snake
We are also specifically practising short and long vowel sounds to help when using Stretchy snake. Practising vowel sounds at home in the context of reading or writing (e.g. have your child type or write your shopping list ) is also very helpful.
This years homework program will consist of ...a focus on reading, printing words, spelling words. Although I am not tracking homework progress, the expectation is that students read daily and practise spelling weekly.
Just like hockey, dance, soccer, playing an instrument, or any other new activity, READING needs practise. As a Grade 1 team, we have decided to not assign homework that is tracked or has to be handed in. We feel that this will allow families to focus on one task and to be able to do it well - READING!
It is important for your child to do some sort of reading every day. This means scheduling a specific time for you and your child to read - after supper, before tv time, after bath time, before bed, etc.
If your child is in the beginning stages of reading, this means you spend 10-15 minutes reading to your child while the child tracks the words (finger and eyes as you read so read fluently but not too fast), looks at the pictures , and discussion happens around the story or non-fiction text as it unfolds. If a child asks a question as you read - GREAT! Stop, discuss it and refer back to what has already been read or acknowledge the question and say "Let's read on and try and find out." Parents can also encourage reading comprehension by asking questions before, during, and after the text has been read. (e.g. Why did ___ do ___?, What do you think will happen next?, Do you remember what the animal has that makes it a good predator?)
If your child is beginning to read, choose books that are close to his/her reading level. Child tracks the words with his/her finger and using reading strategies that will be taught in class. If your child is a reluctant reader, make sure to use texts of interest to your child. Also, taking turns reading (you read one page, I read the next) works well. Finally, re-reading books already read is just fine. This builds confidence and fluency in reading.
Furthermore, reading books to your child, that are beyond their level but are of topics of interest and are full of information or rich storytelling is very beneficial. This allows your child to develop comprehension skills - especially if discussion occurs before, during or after reading (as mentioned above).
Below is a poster of "Fix-up" reading strategies we will be teaching right away and your child will continue to use throughout the years as they grow as readers.
Just like hockey, dance, soccer, playing an instrument, or any other new activity, READING needs practise. As a Grade 1 team, we have decided to not assign homework that is tracked or has to be handed in. We feel that this will allow families to focus on one task and to be able to do it well - READING!
It is important for your child to do some sort of reading every day. This means scheduling a specific time for you and your child to read - after supper, before tv time, after bath time, before bed, etc.
If your child is in the beginning stages of reading, this means you spend 10-15 minutes reading to your child while the child tracks the words (finger and eyes as you read so read fluently but not too fast), looks at the pictures , and discussion happens around the story or non-fiction text as it unfolds. If a child asks a question as you read - GREAT! Stop, discuss it and refer back to what has already been read or acknowledge the question and say "Let's read on and try and find out." Parents can also encourage reading comprehension by asking questions before, during, and after the text has been read. (e.g. Why did ___ do ___?, What do you think will happen next?, Do you remember what the animal has that makes it a good predator?)
If your child is beginning to read, choose books that are close to his/her reading level. Child tracks the words with his/her finger and using reading strategies that will be taught in class. If your child is a reluctant reader, make sure to use texts of interest to your child. Also, taking turns reading (you read one page, I read the next) works well. Finally, re-reading books already read is just fine. This builds confidence and fluency in reading.
Furthermore, reading books to your child, that are beyond their level but are of topics of interest and are full of information or rich storytelling is very beneficial. This allows your child to develop comprehension skills - especially if discussion occurs before, during or after reading (as mentioned above).
Below is a poster of "Fix-up" reading strategies we will be teaching right away and your child will continue to use throughout the years as they grow as readers.
Need "just right" books for your child?
Please access your child's RAZ-KIDZ account. I have sent home password info already.
Raz-kidz offers many "just right" leveled readers that will support the practise of your child's reading skills.
Please note that I am beginning to assess your child's individual reading level and will adjust their level on Raz-Kidz as needed. I realize that many may have already surpassed the entry level that they are on now. Please encourage your child to access the Reading room for a variety of leveled readers in the meantime.
Raz kids link: http://www.raz-kids.com
You can tell if your child has chosen a “just right” book by listening to your child read a page or two. Here is what to look for…
*The reading should be fairly smooth.
*Your child will have trouble with no more than 3-5 words on the first few pages.
*Your child should be able to tell you what they have read!
Each night your child may choose one of the following ways to read his/her book with you:
1. Listen to you read the book aloud.
2. Help you read the book.
3. Read the book to you.
Early in the school year, children may require more assistance with their chosen book. If a parent is reading the selection, you may ask your child to identify particular letters or words on the page, to anticipate what comes next, or to comment on the story.
* Please read the following page for guidelines and tips when reading with your child.*Before You Read…
Reading is meant to be a fun reading activity. Before you or your child reads a book, some pre-reading strategies are useful. The following guidelines will help your young reader feel happy and successful:
1) Choose a quiet time and place to read.
2) Read the title and look at the cover together. Talk about what the book could be about, based on the information.
3) Take a ‘picture walk’ through the book. Flip through the pages of the book and look at the illustrations to gain information about the story.
4) The ‘picture walk’ is the perfect time to introduce trick names and vocabulary. You need not point out the challenging word, but instead use it in a sentence about the picture. For example, “Look at the crane in the picture. It is used to lift heavy things when building”.
5) Go back to the beginning and help your child to read the book, allowing him/her as much assistance or independence as he/she needs. Try these ideas when your child gets stuck on a word:
* Wait for a while so the child can think about it.
* Suggest that the child look at a picture for a clue.
* Remind the child to look at the initial letter/sound of the word.
* Encourage the child to go back and reread the line again.
*Ask the child if he/she can recognize any smaller words within a longer word.
6) If the child becomes tired or frustrated offer to finish reading the book yourself so that the remainder of the book can be enjoyed.
7) Praise and encourage your child for his/her efforts and successes.
A Note to Parents :
Reference: Priscilla Lynch, Ph.D. New York University, Educational Consultant
The support of your attention and praise is absolutely crucial to your child’s continuing efforts to learn to read.
Please access your child's RAZ-KIDZ account. I have sent home password info already.
Raz-kidz offers many "just right" leveled readers that will support the practise of your child's reading skills.
Please note that I am beginning to assess your child's individual reading level and will adjust their level on Raz-Kidz as needed. I realize that many may have already surpassed the entry level that they are on now. Please encourage your child to access the Reading room for a variety of leveled readers in the meantime.
Raz kids link: http://www.raz-kids.com
You can tell if your child has chosen a “just right” book by listening to your child read a page or two. Here is what to look for…
*The reading should be fairly smooth.
*Your child will have trouble with no more than 3-5 words on the first few pages.
*Your child should be able to tell you what they have read!
Each night your child may choose one of the following ways to read his/her book with you:
1. Listen to you read the book aloud.
2. Help you read the book.
3. Read the book to you.
Early in the school year, children may require more assistance with their chosen book. If a parent is reading the selection, you may ask your child to identify particular letters or words on the page, to anticipate what comes next, or to comment on the story.
* Please read the following page for guidelines and tips when reading with your child.*Before You Read…
Reading is meant to be a fun reading activity. Before you or your child reads a book, some pre-reading strategies are useful. The following guidelines will help your young reader feel happy and successful:
1) Choose a quiet time and place to read.
2) Read the title and look at the cover together. Talk about what the book could be about, based on the information.
3) Take a ‘picture walk’ through the book. Flip through the pages of the book and look at the illustrations to gain information about the story.
4) The ‘picture walk’ is the perfect time to introduce trick names and vocabulary. You need not point out the challenging word, but instead use it in a sentence about the picture. For example, “Look at the crane in the picture. It is used to lift heavy things when building”.
5) Go back to the beginning and help your child to read the book, allowing him/her as much assistance or independence as he/she needs. Try these ideas when your child gets stuck on a word:
* Wait for a while so the child can think about it.
* Suggest that the child look at a picture for a clue.
* Remind the child to look at the initial letter/sound of the word.
* Encourage the child to go back and reread the line again.
*Ask the child if he/she can recognize any smaller words within a longer word.
6) If the child becomes tired or frustrated offer to finish reading the book yourself so that the remainder of the book can be enjoyed.
7) Praise and encourage your child for his/her efforts and successes.
A Note to Parents :
Reference: Priscilla Lynch, Ph.D. New York University, Educational Consultant
The support of your attention and praise is absolutely crucial to your child’s continuing efforts to learn to read.
- If your child is learning to read and asks for a word, give it immediately so that the meaning of the story is not interrupted. DO NOT ask them to sound out the word.
- On the other hand, if your child initiates the act of sounding out, do not intervene.
- If your child is reading along and makes what is called a miscue, listen for the sense of the miscue. Ex. If the word ‘road’ is substituted for the word ‘street’, for instance no meaning is lost. Don’t stop the reading for a correction.
- If the miscue makes no sense (for ex. ‘horse’ for ‘house’) ask your child to reread the sentence because you are not sure you understand what has just been read.
- Above all else, enjoy your child’s growing command of print and make sure you give lots of praise. You are your child’s first teacher- and the most important one. Praise from you is critical for further risk-taking and learning.