Transcript Parent Literacy Meeting Grades 3-5

Parent Literacy Meeting
Grades K-2
September 25, 2012
Lovett Library
Presented By: Heather Gaines
Welcome
Parents, please sign in at the Library
desk. Put your name on a slip of paper
and place it in the container next to the
slips of paper for door prizes. Please
take a hand out.
Agenda
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Introduction
Goals
What Reading looks like at Lovett
Whole Group/Shared Reading
Small Group Instruction/Guided Reading
Workstations
Read Aloud
DEAR Time/Independent Reading
What reading looks like in each grade level?
-Kindergarten
-First Grade
-Second Grade
What is Guided Reading ?
Reading Focuses and Strategies
-Fluency
-Vocabulary
-Phonics
-Phonemic Awareness
-Comprehension
Agenda Cont...
• Strategies to use at home if your child gets stuck on a word?
• Grade Level Expectations
-Kindergarten
-First Grade
-Second Grade
• Testing Procedures
• What is the DRA?
-Independent Level
-Instructional Level
-Frustrational Level
• Student Expectations
• Parent Expectations
• Teacher Expectations
• Door Prizes
Goals
• At Lovett, we feel that we should meet every
child’s instructional needs. We do this by
pulling small groups for reading instruction,
guided reading. Our goal is for every child to
at least meet end of the year reading
expectations or to make at least a years
growth. For example, if a student in
Kindergarten begins the school year on a level
8 (which is above grade level expectations) we
would expect them to end the school year on a
minimum of a level 16 to 18.
What Reading Looks Like at Lovett
• Whole Group Instruction/Shared
Reading
• Small Group Instruction (Guided
Reading)
• Workstations
• Read Aloud
• DEAR Time/Independent Reading
Whole Group/Shared Reading
• Everyday during your child’s reading
block 10 to 20 minutes will be spent in
whole group. The teacher will be reading
aloud a text to the students. The text
being read will usually tie into what the
students are learning in Social Studies
or Science. The teacher and students
will think aloud about the text, have
discussions and unknown vocabulary will
be discussed.
Small Group Instruction/
Guided Reading
• Small groups of children will be reading
together based on their shared,
instructional reading level
• The classroom teacher will pull 2 to 3
small groups a day and focus on specific
reading strategies or letter/sound work
• Classroom teachers will pull groups at
least 4 times a week doing running
records on the 5th day
Workstations
• Workstations are literacy based activities
that students rotate through
• Students will be partnered with another
student
• Together students will complete activities in
each workstation from an “I Can” list
• For example: At the Spelling WS students
could make their spelling words using
magnetic letters, give one another a spelling
test, use flash cards to read spelling words,
circle spelling words in a poem or chart, etc…)
Read Aloud
• Read aloud is a strategy used by
teachers to engage students in the
reading process. In an interactive read
aloud, the teacher reads a book or short
text stopping at predetermined points
to ask students questions. Read aloud is
done every day for about 10 minutes.
DEAR Time/
Independent Reading
• DEAR stands for “Drop Everything and
Read”
• Students read silently for 5 to 15
minutes a day
• The teacher walks around and
conferences with students about what
they are reading
Kindergarten
In Kindergarten students need to be able to:
-identify the letters and sounds of the
alphabet
-use one to one correspondence
-understand and apply concepts about print
-sound out words
-identify and produce rhyming words
-read Kindergarten sight words
-read pattern sentences
-read longer texts with sight words
First Grade
In First grade students need to be able to:
-use one to one correspondence
-sound out words
-produce blends (such as bl, ch, sh…)
-identify and produce rhyming words
-read Kindergarten and First grade sight words
-use reading strategies to figure out unknown words
-read pattern sentences
-read longer texts with sight words
-read with fluency
-have adequate comprehension (should be able to
retell a story using characters, setting, beginning,
middle and end)
Second Grade
In Second grade students need to be able to:
-sound out words
-produce blends, digraphs and endings (such as bl, ch, sh, ed, ing,
es…)
-identify and produce rhyming words
-use context clues to define new vocabulary words
-read Kindergarten, First and Second grade sight words
-use reading strategies to figure out unknown words
-read longer texts with sight words
-read with fluency
-have adequate comprehension (should be able to retell a story
using characters, setting, beginning, middle and end and recall
details from the text)
-make text to text, text to self and text to world connections
What is Guided Reading?
• Guided Reading is a program where students
will work in small groups with the teacher to
improve their reading abilities based on their
current reading level. Groups will change
throughout the year based on individual
student’s progress. Our focus during small
group instruction will be reading strategies
such as comprehension, vocabulary, phonics,
phonemic awareness and fluency.
Reading Focuses and Strategies
-Fluency
-Vocabulary
-Phonics
-Phonemic Awareness
-Comprehension
Fluency
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Can decode unknown words quickly
Uses intonation and expression while reading
Knows HF words
Can dialogue about text
Uses punctuation correctly (stops at a period,
pauses at a comma)
• Adjusts reading rate (doesn’t read too fast or
too slow)
• Reads in phrases
Vocabulary
• Identifies unknown words and figures out meaning
• Uses word parts (such as prefixes and suffixes) to
figure out unknown words
• Uses pictures or meaning from text to discover new
words
• Can identify and apply features of non fiction text
• Uses words with multiple meanings correctly
• Uses new words correctly
• Uses book language and idioms correctly (For example
say “The moon climbed higher in the sky” instead of
“The moon is way up in the sky.”) (“Don’t let the cat
out of the bag.”)
Phonics
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Uses initials letters/sounds
Can identify and uses long vowel sounds
Can produce final letters
Can use vowels + r (ar, er, ir, or, ur, and our)
Can identify and use short vowel sounds
Can identify and produce “funky chunks” (oo, oy, oi,
ow, ou, ough, augh)
• Can blend CVC words (consonant, vowel, consonant) to
read new words such as cat, pig, lip….
• Can read longer words, by breaking words into
syllables to decode
Phonemic Awareness
• Can identify and produce rhyming words
• Can segment a sentence (count the number of words in a
sentence)
• Can blend and segment syllables (clap the number of syllables in
a word)
• Can identify and match sounds
• Can count the phonemes in a word (children hold up a finger for
each sound they hear in a word)
• Can blend phonemes to make a word (\c\a\t\ would read cat)
• Can isolate the beginning phoneme in a word (such as \b\ in big)
• Can isolate the ending phoneme in a word (such as \g\ in big)
• Can isolate the medial phoneme in a word (such as \i\ in big)
• Can substitute one phoneme for another, either the initial,
medial or ending phoneme (changing the \b\ in big to a \d\ to
read dig)
Comprehension
• Monitor the meaning of text
• Summarize (can retell a story including all important
details, beginning, middle and end, setting and
characters)
• Uses schema/prior knowledge to understand a text
• Understands text structure (fiction/non-fiction)
• Asks questions
• Can use a graphic organizer
• Visualizes a story (creates a picture in their head)
• Uses deeper meaning (text to text, text to self and
text to world connections)
Strategies to use at home if your child gets stuck on a word
What Good Readers Do
• Uses one to one correspondence (points to each word
as reading)
• Uses the pictures to figure out unknown words
• ASKS: “Does it make sense?” or “What would make
sense?”
• Looks for chunks in the word that one knows (instead)
• Gets their mouth ready and sounds out the word
• Makes connections between words you know and
words that are similar (look, hook, took…)
• Rereads the sentence
• Reads ahead and then rereads the sentence
Grade Level Expectations
Kindergarten Minimum DRA Expectations:
• Beginning of the Year: Level A/1
• Middle of the Year: Levels 1/2
• End of the Year: Levels 3/4 preferably 4 or higher
First Grade Minimum DRA Expectations:
• Beginning of the Year: Levels 3/4
• Middle of the Year: Levels 8/10
• End of the Year: Levels 16/18
Second Grade Minimum DRA Expectations:
• Beginning of the Year: Levels 16/18
• Middle of the Year: Levels 22/24
• End of the Year: Levels 28/30
Testing Procedures
How do we find your child’s reading level?
• DRA (Developmental Reading Assessment) - a reading
assessment that gives teachers your child’s
instructional reading level, given 3 times a year
(beginning of the year, middle of the year and end of
the year)
• STAR Test – given at the end of the year in first
grade, 3 times year in second grade (BOY, MOY and
EOY) in the computer lab, which gives us your child’s
AR range, a range of library books that meet your
child’s instructional reading level
• Lexile Level – a reading score based on your child’s
Stanford reading scores
What is the DRA?
• The DRA (Developmental Reading
Assessment) is an assessment tool that
teachers use to find your child’s
instructional reading level, their
accuracy rate, fluency rate and their
comprehension score.
Independent Level?
• An independent reading level is when a
child can read a text with an accuracy
rate of 95% or higher and with good
comprehension, a score of 18 or higher.
• Meaning the child does not need the
teachers or parents help to read the
text.
Instructional Level?
• An instructional reading level is when a child
can read a text with an accuracy rate of 90
to 94% and with good comprehension, a score
of 16 or higher.
• This is where we want your children to be for
instructional small groups.
• Meaning the child will need some reading help
from the teacher or parent to read the text
(approximately 10 errors per 100 words).
Frustrational Level?
• A frustrational reading level is when a
child can not read a text with an
accuracy rate of 89% or higher and with
comprehension score of 16 or lower.
• Meaning the child will need a lot of the
teachers or parents help to read the
text.
• This text is too hard.
Student Expectations
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Read 10 to 20 minutes a night
Find a quiet, cozy spot at home to read
Read to a parent nightly and discuss text
Bring home Guided Reading bag or envelope
daily
Work on High Frequency Words
Discuss pages or chapters read with a parent
(if applicable)
Read with-in their AR range/which is their
instructional level (if applicable)
Become a life-long reader
Parent Expectations
• Find a quiet, cozy spot in your home for your
child to read to you, 10 to 20 minutes a night
• Read the book in your child’s reading bag
• Sign the parent log nightly that the book has
been read and discussed
• Have discussions with your child about what
they have read to you
• Monitor their reading progress
• Stay in touch with your child’s reading
teacher
Teacher Expectations
• Pull small groups everyday (2 to 3 groups a day)
• Have students reading in small groups based upon
their instructional reading level
• Have open discussions about what students are
reading in their small groups
• Focus on specific strategies based on level and need
• Keep in touch with parents to inform them of
students progress
• Send reading bag or envelope home nightly with text
to be read
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Thank you for coming!
Enjoy your day!
Keep in touch with your child’s teacher
Email any questions or concerns to
[email protected]
• Read, Read, Read!