Transcript Reading in the Reality of Life:

Hollis’ Parent Literacy Night
Practical Tips for Parents to Help Your Child
Develop Literacy
Oral Language
Oral language (listening and talking) is the
foundation for literacy.
Writing
Writing
Writing
Reading
Listening
Talking
Listening Skills
• In Kindergarten, your child:
- follows 1-2 step oral directions
- listens to understand age-appropriate stories read aloud
- follows simple conversation
• In First Grade, your child:
- follows 2-3 step oral directions
- remembers facts taught in class
• In Second Grade, your child:
- follows 3-4 step oral directions in order
- understands words about place and time (behind, next to, before,
after, yesterday, tomorrow)
- answers questions about a story
ASHA (2012)
Listening Skills
• In Third Grade, your child:
- listens well in groups
• In Fourth Grade, your child:
- gives an opinion based on facts
- listens for important details in discussion/stories
• In Fifth Grade, your child:
- Listens and makes conclusions about different
subjects such as math and science
ASHA (2012)
Tips to Develop Listening Skills
• Encourage active listening while following directions,
listening to stories, forming opinions, and making
connections to daily life
• Help your child listen to sound patterns in words (e.g.,
rhyming words and beginning/middle/end sounds
within words)
• Use sequence and time words like first/next/ last or
before/after when giving directions and talking about
daily activities
• Do daily activities with your child like folding the
laundry and making dinner. As you do them, talk about
what you are doing and give them directions to follow.
ASHA (2012)
Talking Skills
•
In Kindergarten, your child:
- answers simple yes/no questions (Did you have fun today?) and openended questions (What did you eat for lunch?)
- retells parts of stories/events
- talks about things that happened during the day
- asks/answers questions, asks for information, makes comments
- shows interest in talking with others
•
In First Grade, your child:
- says all speech sounds clearly
- tells and retells a story in the correct order
- uses complete sentences to talk about ideas
- uses most parts of speech or grammar correctly
- asks and answers wh-questions (who, what, where, when, why, how)
- starts conversations with others, takes turns and stays on topic when talking
ASHA (2012)
Talking Skills
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In Second Grade, your child:
- use oral language to inform, persuade, and entertain
- starts conversation, stays on topic, takes turns, uses appropriate eye
contact, and ends conversation properly
- asks and answers more complex questions
- explains words and ideas
- uses more complex sentences when speaking
•
In Third Grade, your child:
- asks and answers questions
- uses words taught in subjects such as math, science, & social studies
- stays on topic and introduces new and related topics
- retells a story correctly
- knows how to talk in different ways in different places (quiet voice in
library vs. outside voice on playground)
ASHA (2012)
Talking Skills
• In Fourth Grade, your child:
- understands and uses figures of speech (“It’s raining
cats and dogs!”)
- summarizes information in the correct order
- uses words and ideas learned in subjects such as
math, social studies, & science
• In Fifth Grade, your child:
- participates in discussions about different subjects
- tells about information gathered in group activities
- gives a summary with main points during discussions
- makes inferences based on given information
ASHA (2012)
Tips to Develop Talking Skills
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Talk to your child often
Ask your child to tell you 1 or 2 things that happen each day
Talk about what your child is reading and ask questions
Discuss connections between what’s read and heard at school, home
and other daily activities
Talk about how things are the same and different
Talk about new words your child hears
Use drawings, wordless picture books and/or cartoons to tell a story or
describe concepts
Use figures of speech (idioms, similes, metaphors) when opportunities
arise and talk about its meaning
Ask opinion (“what do you think?”), prediction (“what do you think will
happen next?”) and inference (“why do you think that?”) questions
when reading or during daily activities
ASHA (2012)
Key Areas for Reading Instruction
1. Phonemic Awareness
2. Phonics
3. Fluency
4. Vocabulary
5. Text Comprehension
NIL (2006)
Phonemic Awareness
• Phonemic Awareness is the ability to hear,
identify and manipulate the individual sounds
or phonemes in spoken words.
• Before children learn to read print, they need
to understand that words are made up of
speech sounds or phonemes.
Why is Phonemic Awareness
important?
• It improves students’ word reading and
comprehension.
• It is essential to learning to read in an
alphabetic writing system because letters
represent sounds.
• It helps students learn to spell.
• It is a strong predictor of children who
experience early reading success.
What are examples of Phonemic
Awareness skills?
• Rhyming – identifying and producing rhymes
• Segmentation – isolating the first sound, the
last sound, and finally all the sounds in a
word.
• Blending – combining the separate sounds in
a word in order to say the word.
• Sound Manipulation – changing sounds in a
word.
Phonics
• The basic reading instruction that teaches
children the relationships between letters and
sounds.
• Knowing these relationships helps children to
read familiar words, analyze new words and
write words.
Phonemic Awareness and Phonics
work together!
• Phoneme awareness instruction linked to
systematic decoding and spelling instruction is a
key to preventing reading failure!
• At home parents can:
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Practice the sounds of language.
Take spoken words apart and put them together.
Point out letter-sound relationships.
Read every night and model the use of phonics to
read unfamiliar words by “thinking aloud”.
Reading Fluency
Reading fluency can be defined as the
ability to read accurately, with
proper pace, and effortlessly, using
appropriate expression and creating
understanding. Fluent reading
“sounds good” to our ears.
Fluent Readers
Read with Accuracy
Fluent Readers
Read with Smoothness
Fluent Readers
Read with Proper Volume
Fluent Readers
Read at a “Just Right” Pace
Fluent Readers
Adhere to Punctuation
“ ? ! .
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Important Fluency Activities
• Repeated Readings
 Reread of short texts
 Poetry Readings www.gigglepoetry.com
• Fluency Phrases
• Scooping Phrases
• Reading Aloud
• Being Read Aloud to by a Grown Up
Sight Words/High Frequency Words
Sight Words- The most frequently used
words in the English language, "sight words"
are words that a reader automatically
recognizes without decoding or using picture
clues.
High Frequency Words- Words that
appear often in printed material.
Comprehension Strategies
• Ask wh- questions (who, what ,where, when, why and how)
when reading
• Make connections to yourself (This reminds me of or when ...)
• Visualize (What do I picture in my mind?)
• Draw a picture
• Label pictures, look for new vocabulary (What does this word
mean?), and use the words in a sentence
• Ask opinion (“what do you think?”), prediction (“what do you
think will happen next?”) and inference (“why do you think
that?”) questions when reading
Comprehension Strategies Continued…
Monitor
Being aware of miscues, the pronunciation of unknown words, and
comprehension processes during reading to develop the ability to correct
oneself.
Clarify
If it doesn’t make sense, reread the part that didn’t make sense and clarify
understanding.
Read to Your Child
Reading aloud to your child is one
of the most effective approaches
to helping them learn to read.
References
• “Put Reading First: The Research Building Blocks for Teaching
Children to Read-Third Edition.” 2006. National Institute for
Literacy.
• “Building Your Child’s Listening, Talking, Reading and Writing
Skills: Kindergarten to Second Grade.” 2012. American
Speech-Language-Hearing Association.
• “Building Your Child’s Listening, Talking, Reading and Writing
Skills: Third Grade to Fifth Grade.” 2012. American SpeechLanguage-Hearing Association.
• Vacca, J.A.L., Vacca, R.T., Gove, M.K., Burkley, L.C. Lenhart, L.A.
& McKeon, C. A. (2009) Reading and learning to read. Boston:
Pearson Education, Incorporated.