Transcript Helping Your Child Read At Home

Helping Your Child Read At
Home
Kim Amos
RtI Lead Teacher
Fourth Grade Teacher
[email protected]
What Research Says About Reading: The Big
Five
Phonemic Awareness
 Phonics
 Fluency
 Comprehension
 Vocabulary

Variation In Amount of Independent
Reading
Percentile
Rank
Minutes
Per Day In
Books
Minutes Per Words
Day in Text Read Per
Day in
Books
Words
Read Per
Day in Text
98
65.0
76.3
4,358,000
4.733,000
90
21.2
33.4
1,823,000
2,357,00
50
4.6
9.2
282,000
601,000
20
0.7
2.4
21,000
134,000
10
.1
1.0
8,000
51,000
Anderson, Richard D., Wilson, P. T., Fielding, L.D. Growth in Reading and How Children Spend Their Time
Outside of School, Reading Research Quarterly, #23, pp. 285-303
Read Aloud To Your Child
Goal:
- Model good reading behaviors
- Use expression and fluency
- Involve the child
- Attend to the meaning of the text
Reading Aloud With Younger
Children
 Always read the title and author’s name.
 Look through the pictures in the book and
talk about what’s happening. Attend to the
details in pictures.
 Point out one or two words and/or phrases
that may be repeated in the story.
 Ask child to predict what might happen next
in the story.
 Ask them to read a repeated word or
phrase in the story while you draw their
attention to it by pointing to the words.
 Talk about the story when you are done.
Reading Aloud With Older Children
Have children predict based on the title of the
story or chapter, what might happen in the story.
 Read with expression stopping at punctuation.
 Think aloud about what you are picturing or
thinking in your head about the character, plot or
theme of the story.
 Stop occasionally and let the child predict what
may happen next and tell why they think that.
 If the child is able to read a part of the book
allow them to do so.

Tips for Listening To Younger
Children Read
Goal:
- To feel success through praise and
reinforcement
- Stay with books which your child can read
most of the words.
- Support independence when possible.
How: Help them by asking questions at two
important points that may occur during
reading.
Stop At Difficulty
 Give
them wait time and encourage them to
give it a try.
 Check the picture
 Look at the first letter of the word and think,
what would make sense or sound right here.
Have the child check beginning and ending
sounds for confirmation.
 If they still don’t know what to say “Could it
be ___ or ___? (Make sure one alternative is
the correct word).
After an error…
“ You said____. Does that make sense
and sound right here? Does that look
right.
 Reread that and check to see if what
you read makes sense, sounds right
and looks right.
 There was a tricky part. Can you find
it?

Reading At Home For Older
Children
Have a set time each night that your child
reads. At least 30 min.
 Ask questions about the book when they
are done reading a chapter/book.
 Let them choose books that they can read
independently.
 Have them read their favorite part aloud
and listen for expression, phrasing and
fluency.

Examples of Three Types of Questions
to ask while reading Narrative Text
Within the Text
Talk
about what happened first in the story.
Then
what happened?
What
is happening now?
What
happened at the end?
Beyond
the Text
Why
did the character do that?
How
is the character feeling? Why do you think that?
What
is changing for the characters?
What
was the biggest change for the main character and why do you think that?

About
the Text
What
is the author setting up here?
What
does the author want us to know?
Why
did the author include this scene?
How
does the author connect the ending with the rest of the story?
Books Everywhere: How do I help my child
choose a book that is appropriate?
Five Finger Rule
Read the title and author. Are you familiar with
them?
 Check the size of the print and number of pages
to see if you are comfortable with them.
 Get book recommendations from friends,
teachers, bookstores and book lists.
 Read the description of the book on the back or
on the jacket to see if your are interested in the
subject or plot.
 Read the first couple of pages to see if you can
read the book like you talk. Faster if you are
reading it to yourself.


Through Independently Reading
Books of Child’s Choice:
Increase vocabulary
 Build content knowledge that will be helpful in reading
informational text
 Increase fluency
 Build reading stamina
 Build knowledge of how texts are organized
 Learn how to select appropriate text
 Choose independent reading books according to
interest rather than level
(Fountas & Pinnell Benchmark Assessment System)

Every book tells a story but not every book
is a story…so try these.
Books, Books, Where to look…
International Reading Association: Children’s and Teacher’s Choice
Book List
http:// www.reading.org/resources/tools/choices.html
Leveled Book List
http:// home.comcast.net/
Dakota County Public Library Catalogue
http;//ipac.dakota.lib.mn.us/##focus
http://boysread.com
http://readinga-z.com
Also search…
Book lists [grade level] and summer reading list [grade level]
Reading at home…final thoughts…
•Reading that is phrased and fluent is important, praise your child
for “reading like we talk”
•Work at getting your child hooked on reading.. Unplug electronic
devices and pick up print.
• Keep lots of books everywhere and take them with you wherever
you go.
• Let baby hold the book.
• Help your child make their own books.
• Start a children’s book club.
• Talk to your children about what they are reading.
• Subscribe to magazines
• Take your children to the library… even your big kids.
• Read all kinds of print including maps, travel brochures, how to
books… DVD direction, recipes etc…