help your child learn to read this workshop will give you the tools to help you help your child

Help Your Child Help Your Child Learn To ReadLearn To ReadThis workshop will give you This workshop will give you the tools to help you help the tools to help you help

your child. your child.

PurposePurpose The purpose of this workshop is to help first The purpose of this workshop is to help first

grade parents gain a better understanding of grade parents gain a better understanding of what they can do at home to help their child what they can do at home to help their child learn to read. learn to read.

It will teach you the tools used in your child’s It will teach you the tools used in your child’s first grade classroom so there will be a first grade classroom so there will be a consistency and a connection between school consistency and a connection between school and home learning.and home learning.

It will give parents a knowledge base of how It will give parents a knowledge base of how to select appropriate materials and how to to select appropriate materials and how to use these materials effectively in order to use these materials effectively in order to meet the individual needs of your child.meet the individual needs of your child.

What needs or concerns What needs or concerns do you have with helping do you have with helping your child with reading your child with reading

at home?at home?

Time To Share

From This Workshop You From This Workshop You Will Learn the Following:Will Learn the Following:

How to:How to: Help prepare your child before reading a bookHelp prepare your child before reading a book Cue your child when they come to a word they Cue your child when they come to a word they

don’t knowdon’t know Teach them skills that will help them read Teach them skills that will help them read

independentlyindependently Select appropriate books for your childSelect appropriate books for your child Teach your child how to think about what they Teach your child how to think about what they

are reading in order to gain meaning from the are reading in order to gain meaning from the booksbooks

Read orally with them in order to build their Read orally with them in order to build their vocabularyvocabulary

Find useful websites that support their literacyFind useful websites that support their literacy

Taking a Book Walk – Taking a Book Walk – Before ReadingBefore Reading

The purpose of taking a book walk is to interest The purpose of taking a book walk is to interest your child in the story, relate it to their your child in the story, relate it to their experiences, and provide a frame of meaning experiences, and provide a frame of meaning that will support this.that will support this.

The introduction should be conversational rather The introduction should be conversational rather than a prescribed story review or series of than a prescribed story review or series of questions. It should use important vocabulary or questions. It should use important vocabulary or proper names that may be difficult.proper names that may be difficult.

It “debugs” the book by directing the child’s It “debugs” the book by directing the child’s attention to new text features they will need to attention to new text features they will need to use as readers.use as readers.

Fountas & Pinnell, Fountas & Pinnell, 19961996

How to Take a Book How to Take a Book WalkWalk

1.1. Read aloud the title and the author with your Read aloud the title and the author with your child.child.

2.2. Tell your child what the book is about.Tell your child what the book is about.

3.3. Call attention to any difficult words, asking your Call attention to any difficult words, asking your child to locate it and look at its specific features.child to locate it and look at its specific features.

4.4. Have your child look through the pictures and Have your child look through the pictures and gain some meaning as to what the story is about.gain some meaning as to what the story is about.

5.5. Ask your child to make some predictions.Ask your child to make some predictions.

Now They Are Ready to Read…Now They Are Ready to Read…

During ReadingDuring Reading

Listen to your child as he/she reads aloud Listen to your child as he/she reads aloud to you.to you.

Try not to interrupt and allow him/her Try not to interrupt and allow him/her time to try and solve difficult words on time to try and solve difficult words on their own.their own.

Observe what he/she is doing as they Observe what he/she is doing as they read. Pay attention to any errors but do read. Pay attention to any errors but do not interrupt.not interrupt.

Allow your child to try and solve any Allow your child to try and solve any difficulties on their own.difficulties on their own.

The Three Reading Cue The Three Reading Cue SystemsSystems

Meaning CuesMeaning Cues A Sense of storyA Sense of story Prior KnowledgePrior Knowledge IllustrationsIllustrations

Meaning Cues come from children’s life experiences. Meaning is represented in their memories and in the

language they use to talk about that meaning.

(Clay, 1993a)


Structure CuesStructure Cues Natural LanguageNatural Language Knowledge of EnglishKnowledge of English Grammatical Patterns and Language Grammatical Patterns and Language

StructuresStructures

Structure comes from knowing how oral language is put together. Language is rule-governed; words

are strung together conforming to rules.

(Clay, 1993a)


Visual CuesVisual Cues Sounds and SymbolsSounds and Symbols Print ConventionsPrint Conventions

DirectionalityDirectionality Words/SpacesWords/Spaces LettersLetters Beginnings/EndingsBeginnings/Endings PunctuationPunctuation

Visual information comes from knowing the relationship between oral language and its graphic symbols – the letters that are formed into words,

divided by spaces, and arranged on the page, as well as the conventions of print such as punctuation.

(Clay, 1993a)

How To Cue Your ChildHow To Cue Your Child

Ask: “What would make sense here?”Ask: “What would make sense here?”

(Meaning Cue)(Meaning Cue)

Ask: “What would sound right here?”Ask: “What would sound right here?”

(Structure Cue)(Structure Cue)

Ask: “What does it look like?”Ask: “What does it look like?”

(Visual Cue)(Visual Cue)

These cues will help them look at the meaning of the text, These cues will help them look at the meaning of the text, the letters that make up the word, and what they know the letters that make up the word, and what they know

about the English language.about the English language.

Let’s Try Using Meaning Let’s Try Using Meaning Cues!Cues!

Correct Sentence: The bear is eating with his paws.

Child Says: The dog is eating with his paws.

Now, what do you say?

1. Point out: “Look at that word again (pointing to “bear”). Let’s look at the picture and think about what’s happening in the story.”

2. Question: “What kind of animal is that? Does it look like a dog or something else?”

3. Remind: “So when we are reading, we can use the pictures to help us with words we don’t know.”

Let’s Try Using Structure Let’s Try Using Structure Cues!Cues!

Correct Sentence: I got a new bike.

Child Says: I got a not bike.

Now, what do you say?

1. Point out: “Look at that word again (pointing to “new”). Let’s think about the way we talk.”

2. Question: “You said I got a not bike. Does that sound right? Do we say it that way?”

3. Remind: “So when we are reading, we can think about the way we talk to help us understand what the story is saying.”

Let’s Try Using Visual Let’s Try Using Visual CuesCues

Correct Sentence: I go to school.

Child Says: I went to school.

Now, what do you say?Point out: “Look at that word again (pointing to “go”). Let’s look

at the letters in that word.

Question: “You said went. Does that look right? What would you see at the beginning if it said went? What would you see at the end? What do you see at the beginning of that word? And at the end? What do you think it could be?”

Remind: “So when we are reading, we need to look at the letters in the word to figure out what it is.”

After ReadingAfter Reading

Engage your child in a conversation about Engage your child in a conversation about the story.the story.

Encourage your child to develop and defend Encourage your child to develop and defend a well-grounded interpretation of their owna well-grounded interpretation of their own

Provide opportunities for your child to Provide opportunities for your child to express their thoughts about characters and express their thoughts about characters and events with open-ended discussionsevents with open-ended discussions

These types of aesthetic responses will help your child gain a love These types of aesthetic responses will help your child gain a love for reading and will enhance cognitive aspects.for reading and will enhance cognitive aspects.

(Murphy, 1998) (Murphy, 1998)

Key PointsKey Points Ask your child’s teacher what his/her reading Ask your child’s teacher what his/her reading

level is and if they can send hoe some books level is and if they can send hoe some books at their level. Your local library will also have at their level. Your local library will also have leveled books or you can search online.leveled books or you can search online.

Be sure the book you choose to read with Be sure the book you choose to read with your child is something they can handle. If your child is something they can handle. If you find them making lots of errors, try a you find them making lots of errors, try a different book. different book.

Do not correct every mistake!Do not correct every mistake! Let them try it first on their own, if they get Let them try it first on their own, if they get

stuck use appropriate questions to help stuck use appropriate questions to help them figure it out on their own.them figure it out on their own.

After reading, then go point out one or two After reading, then go point out one or two places where you can use the cues.places where you can use the cues.

Book SelectionBook Selection If a child’s eyes are skimming over the words and If a child’s eyes are skimming over the words and

he/she finishes the book with no grasp of the plot he/she finishes the book with no grasp of the plot line and no visual images, then a reading line and no visual images, then a reading experience can be destructive.experience can be destructive.

Books should provide enjoyment and engage Books should provide enjoyment and engage children through humor and interesting stories.children through humor and interesting stories.

If your child is reading well and finding new If your child is reading well and finding new learning opportunities on a particular level, the learning opportunities on a particular level, the selection is probably about right.selection is probably about right.

Stories that are characterized by novelty, humor, Stories that are characterized by novelty, humor, conflict, and surprise build intrest and intrinsic conflict, and surprise build intrest and intrinsic motivation.motivation.

(Calkins, 2001)(Calkins, 2001)(Fountas & Pinnell, (Fountas & Pinnell,

1996)1996)(Elley, 1989)(Elley, 1989)

How To Select Appropriate How To Select Appropriate BooksBooks

Ask your child’s teacher what their reading Ask your child’s teacher what their reading level is. The local library and book stores level is. The local library and book stores have leveled books for you to choose from.have leveled books for you to choose from.

If you are selecting books on your own, If you are selecting books on your own, look for:look for: Clear text layoutClear text layout Clear printClear print Not too many lines of text on each pageNot too many lines of text on each page Sufficient space between words Sufficient space between words

Allow your child to select books from Allow your child to select books from his/her level that they find interesting.his/her level that they find interesting.

MAKING MEANINGMAKING MEANING

How to Make Meaning How to Make Meaning During ReadingDuring Reading

Making Text-to-self Connections Making Text-to-self Connections Does something from the story remind them of something Does something from the story remind them of something

that has happened in their own lives?that has happened in their own lives? When they can relate to the events or characters, this When they can relate to the events or characters, this

helps them have a better understanding of what is helps them have a better understanding of what is happening or the way the characters are feeling (Owocki, happening or the way the characters are feeling (Owocki, 2003)2003)

What to say:What to say: What does this remind you of?What does this remind you of? How does this connection help you understand the story How does this connection help you understand the story

better?better? Has this connection changed your thinking?Has this connection changed your thinking?

Read Aloud Books to Support this strategy:Read Aloud Books to Support this strategy: The Relatives CameThe Relatives Came by Cynthis Rylant by Cynthis Rylant FirefliesFireflies by Julie Brinkloe by Julie Brinkloe My Great Aunt ArizonaMy Great Aunt Arizona by Gloria Houston by Gloria Houston


Making Text-to-text ConnectionsMaking Text-to-text Connections Does the characters or events in this story remind Does the characters or events in this story remind

them of any other stories they have read?them of any other stories they have read? These type of connections help them relate their These type of connections help them relate their

knowledge of the story to other stories to gain a better knowledge of the story to other stories to gain a better understanding. (Owocki, 2003)understanding. (Owocki, 2003)

What to say:What to say: Does this story remind you of any other stories you have Does this story remind you of any other stories you have

read?read? Have you seen something like this in another book?Have you seen something like this in another book? How does this connection help you better understand they How does this connection help you better understand they

story?story?

Real Aloud Books to Support This StrategyReal Aloud Books to Support This Strategy Amazing GraceAmazing Grace by Mary Hoffman and by Mary Hoffman and Oliver Button is a Oliver Button is a

SissySissy by Tomie DePaola by Tomie DePaola Now One Foot, Now the OtherNow One Foot, Now the Other by Tomie dePaola and by Tomie dePaola and The The

Two of ThemTwo of Them by Aliki by Aliki


VisualizingVisualizing When children visualize, the create mental pictures in When children visualize, the create mental pictures in

their head based on what they have read and what their head based on what they have read and what they have experienced in their lives.they have experienced in their lives.

It involves using all of their senses to get a better It involves using all of their senses to get a better understanding of the story.understanding of the story.

(Owocki, 2003)(Owocki, 2003)What to say:What to say: What pictures, smells, sounds, tastes, and touches do What pictures, smells, sounds, tastes, and touches do

you think of as you are reading this?you think of as you are reading this? How does this help you understand the story better?How does this help you understand the story better?

Read Aloud Books to Support this StrategyRead Aloud Books to Support this Strategy Night Sounds, Morning ColorsNight Sounds, Morning Colors by Rosemary Wells by Rosemary Wells The Salamander RoomThe Salamander Room by Anne Mazer by Anne Mazer Quiet, PleaseQuiet, Please by Eve Merriam by Eve Merriam


Making InferencesMaking Inferences This strategy involves using background knowledge This strategy involves using background knowledge

to make decisions about texts.to make decisions about texts. Many feeling and thoughts are not explicitly stated Many feeling and thoughts are not explicitly stated

texts. texts. (Owocki, 2003)(Owocki, 2003)

What to say:What to say: How do you think the character is feeling?How do you think the character is feeling? What do you think this means?What do you think this means? How does this help you understand the story better?How does this help you understand the story better?

Read Aloud Books to Support this StrategyRead Aloud Books to Support this StrategyMiss MaggieMiss Maggie by Cynthis Rylant by Cynthis RylantIf You ListenIf You Listen by Charlotte Zolotow by Charlotte ZolotowSomething BeautifulSomething Beautiful by Sharon Dennis Wyeth by Sharon Dennis Wyeth


QuestioningQuestioning Good readers generate questions as they read.Good readers generate questions as they read. Questioning helps them to think deeply about the Questioning helps them to think deeply about the

text. text. (Owocki, 2003)(Owocki, 2003)

What to say:What to say: Do you have any questions about the story so far?Do you have any questions about the story so far? Where could you find the answers?Where could you find the answers?

Read Aloud Books that Support this StrategyRead Aloud Books that Support this Strategy Grandfather TwilightGrandfather Twilight by Barbara Berger by Barbara Berger Amelia’s RoadAmelia’s Road by Linda Altman by Linda Altman All I SeeAll I See by Cynthia Rylant by Cynthia Rylant

Key PointsKey Points At this age, children may need your helping At this age, children may need your helping

in thinking deeply about the text.in thinking deeply about the text. These strategies can be used with books These strategies can be used with books

the students are reading or with books you the students are reading or with books you read aloud to them.read aloud to them.

Discussions about reading will create a Discussions about reading will create a strong foundation for supporting listening strong foundation for supporting listening and reading comprehension.and reading comprehension.

Active readers are effective readers. They Active readers are effective readers. They use all kinds of knowledge and experience use all kinds of knowledge and experience to understand the author’s message.to understand the author’s message.

(Owocki, (Owocki, 2003)2003)

Reading Orally to your Reading Orally to your childchild

During book-reading episodes, parents can During book-reading episodes, parents can introduce new words, test, and reinforce introduce new words, test, and reinforce children’s recall of new information.children’s recall of new information.

Parents should ask clarifying questions to Parents should ask clarifying questions to continue discussions on topics introduced continue discussions on topics introduced by the child in relation to the story.by the child in relation to the story.

It is through social interaction between a It is through social interaction between a learned adult and a child that learning learned adult and a child that learning occurs.occurs.

Oral story reading is a significant source of Oral story reading is a significant source of vocabulary acquisition.vocabulary acquisition.

(Elley, 1989)(Elley, 1989)

What you should do when What you should do when reading to your child?reading to your child?

Read stories more than once.Read stories more than once. Point out illustrations that match new Point out illustrations that match new

vocabulary concepts so your child can associate vocabulary concepts so your child can associate a new label with a familiar concept.a new label with a familiar concept.

Read the text as presented but emphasize Read the text as presented but emphasize certain words by repeating them.certain words by repeating them.

Ask Ask why?why? Questions or open-ended questions Questions or open-ended questions more frequently than more frequently than whatwhat? and ? and where?where? questions.questions.

Use recasts which builds on a child’s statement.Use recasts which builds on a child’s statement.For example, child says, “Here’s a frog.” Parent says, For example, child says, “Here’s a frog.” Parent says,

“It’s a big, green frog.”“It’s a big, green frog.”(Senechal & Cornell, (Senechal & Cornell,

1993)1993)

Let’s See an ExampleLet’s See an Example

The following video clip demonstrates The following video clip demonstrates a parent and child reading together. a parent and child reading together. Pay close attention to the strategies Pay close attention to the strategies the parents use in helping the child the parents use in helping the child

pay attention to the words and pay attention to the words and meaning of the stories.meaning of the stories.

Click the TV to view the video clip

Websites That Support Websites That Support Children’s ReadingChildren’s Reading

Beaverton School District Leveled Book Database – this site will help Beaverton School District Leveled Book Database – this site will help you find out the level of particular books you find out the level of particular books http://registration.beavton.k12.or.us/lbdb/default.htmhttp://registration.beavton.k12.or.us/lbdb/default.htm

Houghton Mifflin Education Place – this site has online books with Houghton Mifflin Education Place – this site has online books with related activitiesrelated activitieshttp://www.eduplace.com/rdg/hmr06/http://www.eduplace.com/rdg/hmr06/

Interactive Games – this site has literacy learning gamesInteractive Games – this site has literacy learning gameshttp://www.woodlands-junior.kent.sch.uk/interactive/http://www.woodlands-junior.kent.sch.uk/interactive/

Reading Skills Rocket – this site has learning activities that correlate Reading Skills Rocket – this site has learning activities that correlate with the stories read from the basal reader in first gradewith the stories read from the basal reader in first grade

http://www.harcourtschool.com/menus/trophies/activities/reading_skhttp://www.harcourtschool.com/menus/trophies/activities/reading_skills/gr1.htmlills/gr1.html

Starfall – this site has activities to enhance reading skills in word Starfall – this site has activities to enhance reading skills in word work and comprehension at different ability levelswork and comprehension at different ability levelshttp://www.starfall.comhttp://www.starfall.com

ReferencesReferencesCalkins, L.M. (2001). Calkins, L.M. (2001). The Art of Teaching Reading, The Art of Teaching Reading, NewYork: Longman.NewYork: Longman.Clay, M.M. (1993a). Clay, M.M. (1993a). An observation survey of early literacy An observation survey of early literacy

achievementachievement. Portsmouth, NH: Heinemann.. Portsmouth, NH: Heinemann.Elley, W.B. (1989). Vocabulary acquisition from listening to stories. Elley, W.B. (1989). Vocabulary acquisition from listening to stories.

Reading Reading Research Quarterly, Research Quarterly, 24, 174-187.24, 174-187.

Fountas I.C. & Pinnell, G.S. (1996). Fountas I.C. & Pinnell, G.S. (1996). Guided Reading: Good First Guided Reading: Good First Teaching For All Chldren. Teaching For All Chldren. Portsmouth, NH: Heinemann.Portsmouth, NH: Heinemann.

Juel C. & Minden-Cupp, C. (2000). Learning to read words: Linguistic Juel C. & Minden-Cupp, C. (2000). Learning to read words: Linguistic units and instructional strategies. units and instructional strategies. Reading Research Quarterly.Reading Research Quarterly. 35, 35, 458-492.458-492.

Miller, D. (2002). Miller, D. (2002). Reading With Meaning. Reading With Meaning. Portland, ME: Stenhouse.Portland, ME: Stenhouse.Murphy, S. (1998). Remembering that reading is “a way of happening”. Murphy, S. (1998). Remembering that reading is “a way of happening”.

The Clearing HouseThe Clearing House, 72, 89-96., 72, 89-96.Owocki, G. (2003). Owocki, G. (2003). Comprehension: Strategic Instruction for K-3 Comprehension: Strategic Instruction for K-3

Students. Students. Portsmouth, NH: Heinemann. Portsmouth, NH: Heinemann. PBS Kids. (2005). Retrieved July 3, 2006.PBS Kids. (2005). Retrieved July 3, 2006.Pressley, M. (2001). Comprehension instruction: What makes sense Pressley, M. (2001). Comprehension instruction: What makes sense

now, what might make sense soon. now, what might make sense soon. Reading Online.Reading Online. 5, Retrieved 5, Retrieved from: Retrieved July 1, 2006 from http://www.readingonline.org.from: Retrieved July 1, 2006 from http://www.readingonline.org.

Senechal, A. & Cornell, E.H. (1993). Vocabulary acquisition through Senechal, A. & Cornell, E.H. (1993). Vocabulary acquisition through shared reading experiences. shared reading experiences. Reading Research Quarterly,Reading Research Quarterly, 28, 361- 28, 361-374.374.

help your child learn to read this workshop will give you the tools to help you help your child

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