Transcript Tools For New Readers

Tools For New Readers
A Parent Workshop
What Do TPRI Scores
mean?
• Phonemic Awareness deals with hearing sounds
• No visuals (letters or words) included
• 4 out of 5 correct considered “developed”
• Onset and rime
• /C/-/at/ makes cat
Ideas to Practice
Blending Word Parts
• Oral practice- make it a game
• Using cut up pictures
• Stick ‘em game
• Using individual sounds to make a word
• /c/-/a/-/t/ makes cat
Ideas For Blending
Phonemes
• Choo Choo Train
• Pushing Pennies
• Rubber banding
• Student is asked to manipulate sounds by
taking the first sound off a word
• Say /cat/. Now Take off the /c/. What is
left? (at)
Ideas For Deleting
Initial Sounds
• Oral practice (again make it a game)
• Cut up pictures
• Practice words with blends (stop
becomes top, etc)
• Same premise as before, but removing last
sound
• Say /goat/. Now take off the /t/. What do
you get? (go)
Ideas For Deleting Final
Sounds
• Oral practice (again make it a game)
• Cut up pictures
• Practice words with blends (past
becomes pass, etc)
• What most call “phonics”
• Connecting sounds to letters and making words
• 4 out of 5 considered “developed”
• Student is given __at and asked to choose
a letter that will make cat
• Student is given ca__ and asked to choose
a letter to make cat
• Student is given c__t and asked to choose
the letter that will make cat
• Students are given ___op and asked to
choose the letters that make stop
• Students are given pa___ and asked to
choose letters to make past
Strategies For Developing
Graphophonemic Knowledge
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Magnetic letters
Stretch and write
Word families
Roll a word game
Don’t spell FOR your child, assist
them in spelling on their own (stretch
and write)
• Tested words are mostly phonetic
• Sight word knowledge still important
• 4 out of 5 considered “developed”
First 200 Words
• Words from this list necessary for
success in reading
• Pretest child
• Study unknown words 7 at a time until
mastered
• Must be able to say the word within 3
seconds
• Personal Word Wall for success
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A measure of how many words child read accurately
IND- can read on own
INS- can read with help
FRUS- is not successful in reading selection, considered
“still developing”
• A measure of how many words the student read
correctly per minute
• The slower the reading, the less comprehension
• Must be at 60 wpm by end of first grade
Tips to assist with
fluency and accuracy
• Spend time reading to your child. Ask your
child to follow along as you read.
• Do not give a child a word until multiple
attempts have been made to decode.
• Guide your child to decode the word.
• Look for parts or “chunks” they recognize
and use that to help figure our the word.
• Ask your child to read the same book many
times over a period of days and weeks.
• Questions asked after reading of a text
• If child on FRUS, teacher read story aloud to
student before asking questions
• 10 out of 12 questions is considered “developed”
• Details lifted directly from the story.
• What color was the dog?
• What did the boy see?
• Putting multiple ideas from the story together.
• If the story said there was a dog in the backyard
and that dad took the boy to the backyard, they
might ask “Why did dad take the boy in the
backyard?”
• Why questions, predictions
• Why was the main character sad/happy/angry?
• What do you think the girl will do next?
• Looking for word meaning in context
• “The story said he fed the ducks at the
pond. What is a pond?”
Last Tips
• Focus on one or two areas where your
child needs help
• Work for 10 or 15 minutes each night
• Change focus when child masters a
skill
Thank you for your
participation!
We want to work together to help
your child succeed.