READ TO SUCCEED

How students learn to read from grades K - 4

Presented by Lisa PapazianInstructional CoachShrewsbury Public Schools

5 BUILDING BLOCKS OF READING Phonemic Awareness Phonics Vocabulary Fluency Comprehension

PHONEMIC AWARENESSThe ability to identify, hear, and work with

the smallest units of sound known as phonemes.

Ex: cat = /c/ /a/ /t/ phone = /f/ /o/ /n/Strong indicator of reading success

HOW CAN I HELP? Play word games out loud – focus on

SOUND Rhyme words – nonsense words are OK

cat, mat, lat, nat, etc.

Change words into other words Say “cat”. Change the /t/ to a /p/. What’s the new

word?”

Have child break words into soundsWhat sounds are in cat? /c / /a/ /t/

Have child blend sounds into wordWhat word does /c/ /a/ /t/ make?

PHONICS The relationships between letters and

soundsEx: /f/ can be made with “f” or “ph”

Usually explicitly taught between K – 2, but revisited at higher grades

HOW CAN I HELP? Notice words that are spelled the same

game, name, same

Help your child to see smaller words or word parts in larger words

Snowboarding = snow, board, -ing

Help your child make connections between known and unknown words

detective, detection

VOCABULARY Increasing word knowledge in speaking,

listening, and identifying the meaning of new words when reading.

Taught throughout the grades as students continuously expand their vocabulary

HOW CAN I HELP? Read to your child books that are a little

above their independent reading level. The language in books is much richer than everyday language.

Help your child figure out what new

words mean by “reading around the word”

Ex: “The colossal building towered over us.”

FLUENCY The ability to read smoothly, with

expression, and for longer periods of time

Strong indicator of reading success. Impacts reading attitude.

Allows the reader to concentrate on the meaning of text.

HOW CAN I HELP? Encourage your child to read “just-right”

texts that can be read easily, quickly, and accurately most of the time

Encourage re-reading of shorter texts like articles, picture books, etc. to practice expression

Like many other things, the more you read, the better you get!

COMPREHENSION The ability to understand what you read

including retelling a story, finding a theme, inferring a character’s feelings, and other strategies.

Becomes more sophisticated over time

Many different strategies are used flexibly, depending upon the type of text

HOW DO WE “UNDERSTAND”? Comprehension Strategies:

Making Connections Creating Images Using Fix-up Strategies Questioning Determining Importance Author’s Message Making Inferences Synthesizing

HOW CAN I HELP? Talk about books with your child Encourage re-reading for meaning Model how you react when you don’t

understand Ask questions about books to check

your child’s understanding Encourage your child to re-tell what they

have read

HOW DO WE KNOW WHERE TO START? DRA (Developmental Reading

Assessment)

Checks for fluency, accuracy, and comprehension

Goal = Find Instructional Level

Teacher determines focus for instruction

WHAT IS INDEPENDENT LEVEL? Student can read BY THEMSELVES with

success

98% accuracy AND student can understand what they read

Slightly below instructional level

This is what they should be reading AT HOME

WHAT IS INSTRUCTIONAL LEVEL? Just above independent

Student may struggle with fluency or comprehension

Need teacher guidance to be successful

CHOOSING BOOKSI PICK

Purpose – Why am I reading this? Interest – Am I interested in this book? Comprehend – Can I understand the

book? Know – Do I know most of the words?

Remember the goal is independence!

WHAT DOES MY CHILD DO TO IMPROVE AT SCHOOL?

Meaningful literacy activities:

Guided Reading Reading to Self Reading to Someone Word Work Work on Writing Listening to Reading

GUIDED READING The teacher meets with a small group

(usually no more than 5) students to work on similar reading skills.

Not like “round robin reading” where students take turns while others listen

Work on many different skills with the same or different books

READ TO SELF Students work on independent level text or

text they have read with a teacher Student may respond to text in writing Goal = practice fluency and build stamina

READ TO SOMEONE Students work in pairs either reading

the same book or reading from different books, taking turns while reading

Students ask questions to check for understanding

Goal = practice fluency and comprehension

WORD WORK Students practice making or writing words that usually follow a spelling pattern or rule Students often write words they are working with Different students may have different words Goal = improve spelling, reading, and vocabulary

WORK ON WRITING Students may respond to poetry, write friendly

letters, respond to reading, or continue writing from writer’s workshop

Goal = Increase writing stamina, develop reading/writing connection

LISTEN TO READING Students listen to texts that are recorded

or listen to an adult reading to them. They may or may not respond to their listening in writing.

Goal = hear fluent reading models, increase listening comprehension, enjoyment of text

TOP 5 TIPS FOR SUCCESS1. Make reading a priority!

2. Help your child choose “just-right” books.

3. Discuss books together.

4. Tell your child about a book you’re reading.

5. Remember there is more than 1 way to “read”.