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SlideShare utilise les cookies pour améliorer les fonctionnalités et les performances, et également pour vous montrer des publicités pertinentes. Si vous continuez à naviguer sur ce site, vous acceptez l’utilisation de cookies. Consultez notre Politique de confidentialité et nos Conditions d’utilisation pour en savoir plus.
Our goal for tonight is to give you some quick tips that can help you support your child while reading and writing at home.
Yes, 85% of all learning relies on being able to read effectively!!! Now, I would ask you if you want to know how to help, but I already know the answer because you are here! So let’s get to it.
So what are some things that you read EVERY day that you could point out to your child so they take notice? (Directions, signs, newspaper, books, magazines, letters, etc) Established routines enable your child to know what is expected, what is coming without surprises. You should have a quiet place for reading. You may instinctively say that you should read to your child daily for enjoyment and you are RIGHT! We want our little ones to develop a love for reading. In addition there are things that your child learns by watching and listening to you read that you may have not thought about before (Book language, vocabulary development, fluency, concepts of print) Finally, the last two are equally important and that is what we will talk about this evening!
You may also hear the terms “emergent” or “early” reader. Have parents look through books ranging from level 1-18 (level A/1, D/5-end of K beg of 1st, E/8, G/12, J/18). Determine what books were for beginning readers. Discuss the amount of learning that takes place between K-1st grade and how much a beginning reader has to process.
We are glad your child is excited about reading and wants to read harder books, just remember that it is OK to read harder books such as AR, library books, or other small books aloud to your child.
REFER TO POSTER Library/classroom a/the Tiled (concept)
Have parents try to “sound out” words. We can see patterns in words because our brain is already wired this way. We are readers. Using “sound it out” can be confusing, especially for struggling readers. At this point in learning how to read, students are not really able to determine the difference in letter-by-letter sound analysis, chunking, and using patterns in words. They must be taught how to do this. Using meaning as the primary source is the easiest way to do this. Some students can cope with this prompt to help them. We have some other things you can do to help!
Alternatives to Sound it Out Prompting Card Be careful not to interrupt the reading too often. Instead of saying sound it out or giving a told, think about other things you can do or say to help your child be successful at solving the word.
Not all letters and sounds must be known in order to begin reading. This builds over time. Alphabet Games: Match the C card with the cat picture. www.starfall.com Alphabet books—include the letters that your child knows (letter name or sound)
Demonstrate procedures that help with sight words.
Everything must be an equal balance (accuracy, word-solving/decoding, comprehension/retelling).
K-1 Parent Workshop: How to Help with Reading
How to Help Your Child with Reading
Chocowinity Primary School 2014-2015
Lauren Buck & Lisa Silva
Reading Recovery® Teachers & Early Literacy Specialists
“There is no skill on Earth that
children want to acquire more
~Dr. Marion Blank
The Power of Reading
What percentage of ALL learning do you think
relies on the ability to read?
Ways Parents Can Support
Every Child With Reading
• Serve as a role model and let your child see you
reading AND writing.
• Create a positive learning environment
with established routines.
• Read TO your child daily.
• Read WITH your child daily.
• Take the time to talk about books.
Now…let’s think about some
questions you may ask yourself
while working with your child at
home and discuss SPECIFIC
ways to help in reading and
Is My Child a Beginning Reader?
Most often, students in K and part of 1st
considered “beginning readers”.
What to Look For in the Text:
• Strong picture support
• Some patterned text
• Less words on a page/in a book
• Repetition of several basic sight words
• Few new vocabulary words or concepts
• More natural language vs book language
Look at the books on your table and think about
the grade level expectations for your child. 6
Supporting Your Child
Complete a Picture/Story Walk.
Especially with any new book.
It seems as though my child just memorizes the
books he brings home. Last night, he told me he
can read it with his eyes closed. Is this okay?
1. Encourage your child to check the picture
each time he/she turns the page, before
reading the words.
2. Tell your child to point
UNDER the words if
needed (at the 1st
3. In order to read the words,
your child must be looking
My child is bringing home books that are too easy. He can
read books that his older sibling has. Why are we wasting
time reading easy books?
1. Books that are sent home should be easy so
your child builds confidence as a reader.
2. Reading easy books or known books multiple
times also helps build fluency (rate of reading).
3. To avoid frustration we
recommend reading books on or
below your child’s level.
4. If a book seems too hard,
please read it to your child.
What do I say or do when my child gets stuck on a
word? I want to help. Do I just give my child the
1. Provide wait time if he/she gets to an unknown word.
2. Point to the picture and let your child think.
3. Prompt your child to reread.
4. After rereading, ask your child to make
the first sound of the tricky word.
5. Provide two choices of possible
words that make sense.
6. Let minor meaningful mistakes go
during the reading.
7. Tell your child unknown vocabulary/concepts. 10
Does saying “Sound it Out” work?
• This is a “go-to” strategy most of the time,
however, there are other prompts that can be
used to make it easier for your child.
• Can you sound out…?
– Said, to, my (sight words)
– Lizard, Bear, Hedgehog (concepts)
– James, Harry, Sally (names)
Let’s see how this parent supports
her child while he reads.
• Think about prompting for what
makes sense, sounds right,
and looks right.
1. Children can begin to read without knowing all
the letters and sounds.
2. Read books aloud to your child.
3. Discuss Letter NAME and Letter SOUND.
4. Alphabet Games (letter/picture)
5. Alphabet Websites (www.starfall.com)
6. Make an Alphabet Book and Practice!
7. Writing! This might even be
through pictures at first. Help
your child stretch unknown
words and listen for sounds. 13
My child still doesn’t know all letters and sounds.
What can I do at home to help?
My child seems to know a word one day, but then
forgets it the next day. Should I put all the words on
cards and drill them?
1. It takes many times for a child to learn a new
2. It is best to expose children to known sight words
and new words through reading books.
3. Caution: Too much “flash card”
practice may lead your child to
believe that reading is all about
4. Limit the number of words you
“flash” with the cards (5-10 at a time).
5. Have your child write them to build reciprocity! 14
How do I practice Sight Words with my child
• My Pile/Your Pile (word cards)
• Flash the Word and Hide It (word cards)
• Uncover the Word (Left-Right Slide)
• Mix & Fix (magnetic letters)
• What’s Missing (whiteboard)
• Write the Word (sandpaper, sand,
table, chalkboard, shave cream, air)
• Spell the Word (verbal)
• Punch the Word (add movement)
I remember a bunch of phonics rules such as: “when 2
vowels go walking, the first one does the talking.” Why isn’t
this being taught more?
1. Learning how words work through phonics is
2. Phonics is integrated throughout the day during
3. Phonics rules are applicable about
50% of the time and there are
4. Phonics rules make sense to
people who can already read.
This can be confusing to young
or struggling readers. 16
Shouldn’t my child learn the phonics rules and sight
words first, then worry about comprehension later?
1. Comprehension is taught hand-in-hand with word solving
since making meaning is what reading is all about!
2. Allow your child to talk about, draw or write about his/her
favorite part of the story.
3. Talk with your child about story elements
(characters, setting, problem and
3. Use Response Journals
(written comprehension questions)
4. Use the Five Finger Retell.
Praise, Praise, Praise not just
for correct responses, but for
your child’s thinking and effort!
Please enjoy dinner.
Thank you so much for