Transcript Level 15-16 Fiction- End of 1 st grade expectations.

Parent University
A parents guide to reading and
writing with your child.
Deer pair ants,
Ur stoodnt wil b brnging hom riting,
doo not b skaird ov the speling. The inglish
langwij is kunfewxing two lern. Cidz us
“phonetic” speling in thair wrk to xpres thair
thouts. Foursing cidsz too us cunveshunal
speling reedooss thair dezir and abilite to
rite. It iz mi job 2 teech ur child two uz
reesorsis and lerning to beecum a “Smartie
Writer”.
U can hlp ur child bi incoruging thim at
eech divelupmentil stag. Axks ur child to
reed and esplane thair riting to u. Az yor
child lerns about the inglish langwij tha will
mak the tranzishun to “Adult Writing”.
Thank u four ur saport,
The Kindergrden Tem
Developmental Stages of Writing
• Letter strands
ASDk0w20mas/opdsmapGso.
• Beginning sounds only
Vhszbandbk.
•
Beginning and ending sounds
with some high
frequency words
The hs iz bg and blk.
• Phonetic Spelling
The hows is big and blak.
•
•
•
•
Strategies for sounding
out words…
Stretch and Snap
Chomp and Slide
Tap it out
Stretch like a rubber band
Whatever strategy you use, remember that your
child should only write the letters of the sounds
that THEY hear. Although it is very helpful for
you to stretch out the words for them, do not
force them to “hear” sounds they don’t.
High Frequency Words Vs.
Phonetic Spelling
High Frequency Words
and Spelling Patterns
• High frequency words should
be spelled correctly once the
child has learned the word.
• High frequency words are
taught because the are
frequently read and written.
Most high frequency words
cannot be sounded out.
• Only certain spelling
patterns are taught in the
early years (Kindergarten
and 1st grade).
Why is phonetic spelling
important?
•
•
•
Without phonetic spelling,
students would be greatly
limited in their writing.
If the child does not know the
high frequency word you
cannot expect them to spell it
correctly. They will need
phonetic spelling. (Ex. “of”
might become “uv”)
Students feel empowered
when they can express
themselves through writing.
Phonetic spelling allows them
to safely do so without feeling
as if they must spell the word
correctly.
Why is your child writing?
Writing for a purpose
Handwriting
• Does the writing make sense?
• Is it telling a story (fictional
or nonfiction), a thought or
feeling, a poem, etc?
• Is your child using high
frequency words and
phonetic spelling?
• Are capital and lowercase
letters in the correct spot?
• Is there proper punctuation?
• Writing from the top to the
bottom and the left to the
right.
•
•
•
•
Proper letter formation
Writing on the lines correctly
Tall letters, short letters and
letters with a tail
Able to distinguish between
capital and lowercase letters
(even the one that look the
same, ex. Cc).
* We have expectations for
handwriting, however it is
important to remember why
the child is writing, to write
for a purpose or to practice
handwriting.
Reading Strategies
Before Reading
• Review the title and cover
• Take a “book walk” or “picture walk”
• Ask your child, “Do you have any questions
about this story?”
• Make predictions
– What do you think this book is about?
– What do you think will happen?
– What do you think about the characters?
During Reading
• Point to the words while reading.
• Have the children sound out words and think
about the story when making a guess.
• Encourage and refer to strategies chart if the
child struggles with a word.
• Try to refrain from just telling the word-instead
show them how you would figure out the word.
• Re-read the sentence to regain meaning after
sounding out the word.
What do I do when I come
to a word I do not know?
• Look at the picture.
• Look at the beginning letter of the word and get your mouth
ready to stretch it out.
• Blend the sounds together.
• Look for chunks- ex: sit has the sight word it inside.
• Think about what would make sense, what would sound right,
and what looks right.
• Make a guess and check it.
• Go back and re-read the sentence with the new word.
Remember to praise the children on their effort and what they
are doing to figure out the words. The process is just as
important as the end product!
• Example:
I see a dancer.
After Reading
• TALK about the book!
• Reading is not only reading the words but gaining meaning
from what is read or comprehension of the book.
• Think about the predictions that were made. Were there
any correct predictions or surprises?
• Discuss the characters, the setting, and the events that
happened in the story.
• Discuss with your child their favorite parts or characters
and any connections they may have… Does this story remind
you of anything?
• Comprehension Strategies
After Reading Activities
• Act out the story (with or without props.
• Make up a sequel to the story.
• Draw pictures that show the events in the story then
use them to retell the story.
• Read the book again and again!
• Write about their favorite part or a connection they
may have!
• Learn about the author and/or illustrators
– Talk about his/her life.
– Look at his/her other books.
– Draw a picture of the character in these books.
Stages of Reading
Kindergarten and 1st grade
Expectations
Level 2-3 NonfictionEnd of Kindergarten expectations
Strong picture support, consistent placement of texts (at the
bottom), predictable, simple sentence patterns, familiar topics.
Level 3-4 FictionEnd of Kindergarten expectations
Moderate picture support, consistent placement of texts (at
the bottom), may include dialogue, varied sentence structure,
familiar topics.
Level 5-6 NonfictionEnd of 1st 9 weeks expectations for 1st grade.
Moderate picture support, 2-3 repeated sentences, familiar
topics, sight words appear frequently,
Level 15-16 FictionEnd of 1st grade expectations.
Less picture support, 3 or more sentences on each page, varied
sentence patterns, sophisticated vocabulary, background
knowledge needed.
Level 15-16 NonfictionEnd of 1st grade expectations.
Less picture support, 3 or more sentences on each page, varied
sentence patterns, sophisticated vocabulary, background
knowledge needed.
Reading Aloud
Why is reading to your child
important?
We read to children for all the
same reasons we talk with
children:
• to reassure
• to entertain
• to bond
• to inform or explain
• to arouse curiosity
• to inspire
But in reading aloud, we also:
• Condition the child’s brain to
associate reading with pleasure
• Create background knowledge
(schema)
• Build vocabulary
• Provide a reading role model for
fluent reading