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Parent reading information night

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This is the slideshow that was created by First Grade teachers and the School Librarian for a parent night. The slidde show discusses what Reading Workshop, Guided Reading, and Word Work look like in the first grade classrooms. Helpful hints about how to read with your child were also presented.

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Parent reading information night

  1. 1. Parent Reading Information Night First Grade ~ Kirby’s Mill September 30, 2014
  2. 2. Welcome Parents
  3. 3. Reader’s Workshop Philosophy  The basic philosophy behind the Reading Workshop is to allow students to spend an extended amount of time reading authentic texts that interest them on a daily basis and to provide opportunities to talk about literature. The ultimate goal of a Reading Workshop is always to develop life-long passionate readers.
  4. 4. Reader’s Workshop  Reader's Workshop helps children develop strong reading skills through the use of a mini-lesson, shared reading, read aloud, conferencing, independent reading, paired reading, literature response, and a time to share what they have read.
  5. 5. Creating a Climate for Reading Find a quiet, comfortable place to read Provide different types of reading materials Be sure your child sees you reading Read aloud to your child Reread favorite stories Talk about what you and your child read
  6. 6. Read Everything Rebus Books Predictable Books Rhyming Books Poetry Books Sing Along Books Easy Reader Books Cereal Boxes Comics Highway Signs
  7. 7. Ways to Practice Reading Pair Reading Echo Reading Choral Reading Reading Aloud Reading Silently
  8. 8. Guided Reading What does Guided Reading Look like? A small group of readers (4-5 students) About 20 minutes long Teachers instruct students on their instructional level.
  9. 9. Grouping Students and Assessment Students are grouped with others students that are on their instructional reading level and that have similar reading behaviors. We use the Fountas and Pinnell Benchmark system to identify a student’s instructional reading level.
  10. 10. Our Reading Strategies
  11. 11. Pace of Levels First grade levels – D-J Through these levels instruction focuses on decoding and comprehension. At some levels decoding is not the main focus and the comprehension piece become center stage. The author’s purpose and genre are acknowledged. How does the author show passage of time? What is this genre? How do you know? What are some details that help you get the big ideas in the book? What language does the author use to establish the mood or tone of the story.
  12. 12. Understanding of the Text Response Logs Some students will be responsible for responding to the prompt in the response log. Sticky Note Responses All students will use the Sticky Notes to check for understanding a respond to the text
  13. 13. Prompts for Making Connections Text to World Does this remind you of anything going on in our neighborhood? Remember when we visited… Text to Text Does this remind you of another story? What do these characters have in common? Text to Self Has this happened to you? Do you remember when…
  14. 14. Word Study Phonological Awareness: Students will learn to blend, segment, and manipulate sounds in words. Phonemic Awareness and the Alphabetic Principle: Tap and sweep each sound /m/ /a/ /p/. Later in the year we move away from tap and sweep Sound Mastery: Co-articulation of sound- For example the letter is not /tu/ but /t/ Forming Key Linkages: Letter name, formation, and sound becomes automatic
  15. 15. Alphabet Chart
  16. 16. Word Study continued… High Frequency “Trick Words”- Students will learn 107 trick words, not including those reviewed from Kindergarten. These are words that are used frequently in the English Language and need to be recognized and spelled quickly. These are words that are found on the word ring. Fluency- Students do echo and choral reading of stories to develop fluency. Spelling, Punctuation, and Capitalization Spelling- Fundations focuses on letter/sound association. Students are expected to spell the words correctly Punctuation and Capitalization-Students learn the beginning concepts of punctuation: Capitals and Punctuation
  17. 17. Target Skills Target Skills are supported through Read Alouds Beginning, Middle, End Main Idea Cause and Effect Author’s Purpose Compare and Contrast Drawing Conclusions Making Inferences Graphic Features
  18. 18. KMS Library Children come to the library once a week for a formal library lesson and the opportunity to get new books. They may check out two books this year. With a five day program, children can come to the library each day to get a new book. They do not have to wait for their weekly lessons. A new book every day! First graders will also come to the library for collaborative lessons to support the first grade curriculum. Habitats “Just Right” books Writing All About Books
  19. 19. Library Books The Library is “Real World” - Not a leveled library We gradually open up library sections to our K-5 students. Junior Nonfiction, Early Reader books, Picture books Some books will be Read To Me Read with Me Listen To Me Read Prompting Sheet 7 Keys of Comprehension
  20. 20. At Home Reading Prompts
  21. 21. Questions?