Created by: Stacey Darchicourt

Parent Reading Night

Reading

Writing

Speaking and

Listening

Language

Created by: Stacey Darchicourt

Need help finding Appropriately Leveled Books?

Ask the classroom teacher for your child’s independent reading level and secure books at this level for their child to read. Two good websites to find lists of leveled text are: 

http://home.comcast.net/~ngiansante/

This web site provides a list of books leveled by guided reading level. Refer to the chart below to convert DRA levels to the corresponding guided reading level.

http://bookwizard.scholastic.com/tbw/homePage.do

This web site provides the reading level of all scholastic books. Specify the reading level system "DRA" in the upper right corner of the page; do a "quick search" of a title to check the DRA level. Customize a search for books by DRA level, subject, and genre or search for similar books at the DRA level needed.

Created by: Stacey Darchicourt

Five Finger Rule! https://www.youtube.com/watch?v=XuxgbzttvOI

Created by: Stacey Darchicourt

Strategies to build sight word recognition

Race Car Track

Paper Plate Toss: Write sight words on paper plates. Use like Frisbees to throw after reading the word.

Concentration: Make a duplicate set of word cards and play “Concentration.”

Tic Tac Toe: Write words in the tic tac toe spaces. Take turns selecting a space to read. If read correctly, an X or O is placed on the space until someone wins.

Go Fish: With a duplicate set of word cards play “Go Fish.”

Word O: This is played just like BINGO. Fill in a card with the words that you are working on. Call out the words and mark the spaces. The first one with a card covered calls out the word “WORDO!”

Word Hunt: Look for target words in books or in the newspaper. If using the newspaper your child can highlight or circle the word ring words that he/she finds.

SNAP: You put the sihgt words you want them to practice on flash cards and put the flash cards into a jar (maybe like an oatmeal jar). Also, you write the word SNAP! On a few flash cards and put them into the jar. Take turns pulling a card out of the jar. If he/she says the word on the card automatically with no struggle, they get to keep the card. If he/she struggles, they have to put it back. If he/she pulls out one of the cards that says SNAP! he/she has to put back all of the cards he/she has drawn.

Magnetic Letters/Play-Doh: Have he/she build his/her sight words using magnetic letters/play-doh.

Created by: Stacey Darchicourt

Strategies to build sight word knowledge:

Bowling for Sight Words

Sight Word Target Practice

Toss for a Word

Created by: Stacey Darchicourt

Developing ComprehensionWhen Do I Use the

Strategies?Before

Reading

Prior Knowledge

Predicting

Visualizing

Questioning

Making Connections

During Reading

Prior Knowledge

Predicting

Visualizing

Questioning

Making Connections

Summarizing

After Reading

Visualizing

Questioning

Making Connections

Summarizing

Created by: Stacey Darchicourt

Predicting Prompts! What do you think will happen next?

Based on what has already happened, I think…

After looking at the cover and reading the title, what do you

think this book will be about?

What clues do the pictures provide?

I predict this because…

Was this prediction accurate? Why or why not?

I learned…

I’m wondering…

What would happen if…?

Created by: Stacey Darchicourt

Visualizing Prompts! What picture do you see in your head?

What do you feel, see, smell, hear?

How do the words or pictures make you feel?

Can you connect the words to your own experiences?

Does this text remind you of another text?

Created by: Stacey Darchicourt

Making Connections

As readers respond to text, they make connections. It is these connections to the

text, to the world, to background information, and to experiences that make readers feel like the characters, connect to the story, or

remember similar experiences.

Ketch, A. (2005). Conversation: The comprehension connection. The Reading Teacher, 59, 8-13.

Created by: Stacey Darchicourt

Text to Self You are connecting the story to your own life,

experiences, and feelings.

• This reminds me of ……• I understand how the character feels because

……• The setting makes me think about another place

…..• I experienced this myself……• The text says _____ this reminds me of ……• If that happened to me …. I would …

Created by: Stacey Darchicourt

Text to TextYou are connecting the characters, setting, events, and

information from one story to another.

• The character in this story is like the character in …..• The setting in this story is the same as the setting in

……• This event is like the event in ……• These two stories are alike……• The information in this story is similar to the

information I

learned in ……..• This book reminds me of ________ because …..

Created by: Stacey Darchicourt

Text to WorldYou are connecting the story to world history and events.

• This happened in real life …..• This is like something I heard on the news….• This happened when …..• This story is similar to….• This reminds me of the real world because ……

Created by: Stacey Darchicourt

Summarizing Prompts

What was the text about?

What happened in the beginning, middle and end?

Who are the characters? Where does the story take place?

What is the problem and solution?

What is the author trying to tell me?

What is the main idea of the text and the supporting details?

First, Next, Then, Finally

What did you learn from this text? (nonfiction)

How would you tell someone about what you just read?

Created by: Stacey Darchicourt

Summary Star1

wordfor anewtitle

2 words about how it made you feel

3 words to tell about thesetting

4 words to state the problem

5 words to tell about the conclusion

Created by: Stacey Darchicourt

Somebody, Wanted, But, So

Somebody (Character)

Wanted (what the “somebody wanted)

But (something happened)

So (the result or solution)

Created by: Stacey Darchicourt

Story Glove

Created by: Stacey Darchicourt

Directions for Story Glove

Thumb: Stick people- represents the characters in the story. Who is this story mostly about? Who are the characters in this story?

Index finger: House – represents the setting of the story. Where and when did the story take place?

Middle finger: Lock – represents the problem in the story. What is the problem in this story?

Ring finger: Key – represents the solution to the problem in the story. How is the problem solved in this story?

Pinky finger: Ladder – represents the beginning, middle, and end of the story.

Front of hand middle of palm: Light-bulb – represents the main idea of the story. What is this story mostly about? What did the author want you to think about?

Back of hand in middle: Heart – represents personal connections to the story. Does this story remind you of anything that you know about? Does this story remind you of anything that you have experienced?

Created by: Stacey Darchicourt

http://www.storylineonline.net/

Created by: Stacey Darchicourt

Into the Bookhttp://reading.ecb.org/student/index.html

Created by: Stacey Darchicourt

Websites / Resources http://elaparentsupport.weebly.com/

http://www.storylineonline.net/

http://www.spaghettibookclub.org/

http://www.readingrockets.org/audience/parents

http://www.scholastic.com/parents/

http://pbskids.org/games/reading/

http://gws.ala.org/category/literature-languages