Transcript Reading Readiness

Reading Readiness
CVES
Welcome! Thanks for coming
this evening…
Sign in sheet going around
Packets being distributed
Introductions…
• Jan Formisano & Jay Jay Ross
TOSA: teacher, mentor, trainer,
coordinator, facilitator, LOVE reading!
Goals for Workshop
• Increase your awareness of reading
components
• Add strategies to your “Parent Toolbox”
• Provide answers to your questions/concerns
Remember Kindergarten?
Not your Mother’s kindergarten!
Higher expectations
–Social & academics
–Reading Readiness
–Writing
–By 1st grade … reading!
Remember First Grade?
• Expectation is that the students
come in as readers…
• Much more content
• Much more seat time
• Much higher expectations – pushed
down from grades above…
Reading is Developmental!
It is done at a developmental pace… just like
learning to walk…
Reading is so complicated!
• Brain research & technology improvements
– PET Scans & MRI – brain functions
• 4 processors of the brain that impact reading
Phonological Processor (sound)
Orthographical Processor (visual)
Content Processor (context)
Meaning Processor (comprehension)
This is your brain…
This is your brain on “books…”
5 Components of
Learning to Read
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
Phonemic Awareness
•Learn that words are made up of a
combination of individual sounds
•Can hold on to the sounds, blend
them successfully, and take them
apart
•Acquired through exposure to print
Strategies for Word Play
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Letters – magnetic
Scrabble letters
White board
Chalk board
Magic slate
Strategies…
• Isolating and blending – use 3 chips, buttons,
etc.
• Expose your child to lots of rhyming books –
nursery rhymes, Dr. Seuss stories, Go Dog Go,
etc. – listen for rhyming sounds
• Play word family games – sorting, make as
many words as you can (-an, -ap, -ell, etc.)
Phonics
• Relationship between a specific letter
and its sound
• Knowledge that there are patterns
within words such as rhyme and
beginning and ending sounds
• Used by readers to identify unknown
words
• Used in writing to spell words
How to model the letter sounds…
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http://search.yahoo.com/search?fr=chr-greentree_ie&ei=utf-8&ilc=12&type=937811&p=correct+sounds+of+letters&vm=r
Strategies…
• Phoneme addition: “What happens when you add /s/ to the beginning of
‘park’?” “spark”
• Phoneme deletion: “What is ‘cat’ without the /k/?” “at”
• Phoneme manipulation: “What word would you have if you changed the
/t/ in ‘cat’ to an /n/?” “can”
• Phonemic segmentation: “What are the sounds in ‘cat’?” “/k/ /æ/ /t/ “
• Phoneme identity: “What words begin with /s/?” “snake, sit, saucer”
• Categorization: “What word does not belong with the others: ‘cat, mat,
bat, ran’?” “ran”
• Blending: Saying sounds together quickly (e.g., blending) produces a word
(e.g., “What word is made up of the sounds /k/ /æ/ /t/?” “cat”)
Strategies…
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Syllables: Work with syllables as a first step before isolating individual sounds.
For example, syllable splitting: Clap for each syllable in a word “ba-na-na” –
three claps
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Rhyming: What words rhyme with “cat”? “bat, rat, sat, mat, fat”.
Play word family games – sorting, make as many words as you can (-an, -ap,
-ell, etc.)
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Phoneme isolation: What is the first sound in pig? “/p/” – the onset (i.e., initial
sound). What is the rest of the word? “ig” – the rime (e.g. the rest of the
syllable). Work with word families that share onsets or rimes (e.g., for onset:
“rat, run, round, race, rub, rocket”; for rime: “ball, fall, small, tall, call”).
Fluency
• Ability to read text accurately and smoothly with
expression and pacing like speaking - prosody
• The more fluent you read, the more you will
understand because you are not trying to decode
• Decoding is an issue for many students – they lack
strategies besides “sounding out” – use
bookmarks
• Decoding is often what slows down our
students
Check out bookmarks
for tips
Sight words
• 220 words – divided into grade level lists
• Comprise 75% of words your child encounters
in early reader books
• Important to internalize – start with list that is
sent home by teachers
• Sight word rings – work on just a
few at a time – don’t overwhelm your
student
Games for Sight Words
• Concentration
• Go Fish
• Stack ‘em up!
• Dominoes
• Speed Racer
• Bingo
• Spotlight
• Cookie sheet games
• Sight Word Slap
Vocabulary
• The more words you know and understand, the
better you will understand what you read
• Vocabulary is increased through both direct and
indirect instruction and in content areas like
science and social studies
• Low vocabulary is correlated to low
fluency and low comprehension
Why can’t I skip my 20 minutes of
reading tonight?
Student “A” reads
Student “B”
20 min. each day
(3,600 minutes in a
school year)
5 min. each day
(900 minutes
in a school year)
1,800,000 Words!
90th percentile
282,200 words
50th percentile
Student “C” reads
reads 1 min. each day
(180 minutes In a school
in a school year)
8,000 words
10th percentile
By the end of 6th grade Student “A” will have read the equivalent of 60
whole school days!
Student “B” will have read the equivalent of only 12 school days.
Which student would you expect to have a better vocabulary?
Which student would you expect to be more successful in school?
… and in life?
(Nagy and Herman, 1987)
Strategies…
• Read aloud to your student
– Texts above their grade level
– Goal: expressive, beautiful language, vocabulary
– Book Lists in your packets
Comprehension
The interaction between reader and text with an
intentional thinking process using comprehension
strategies
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Monitoring understanding
Using prior knowledge and making connections
Making predictions and inferring
Questioning
Summarizing
Visualizing
Evaluating
Checking in strategies…
• Asking about the book
• Making connections to the child’s life
• Helping them with main characters, setting,
beginning, middle and end
• Modeling! Using a “We Both Read” book
Good books
• Book lists in packet
• Check in with school librarian, public library
• Kits - Books to Grow On! - KCPL
Questions?
• Anything you want to ask?
• Exit Slip – please share your thoughts,
concerns, how I can help, etc.
• Thanks & Gift from us…