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Parent Literacy Meeting Grades 3-5

Parent Literacy Meeting Grades 3-5. September 26th Lovett Library Presented By: Heather Gaines. Agenda. Introduction Goals What Reading looks like at Lovett 1. Whole Group/Shared Reading 2. Read Aloud 3. Guided Reading 4. Literature Circles 5. Book Club Reading Strategies

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Parent Literacy Meeting Grades 3-5

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  1. Parent Literacy MeetingGrades 3-5 September 26th Lovett Library Presented By: Heather Gaines

  2. Agenda • Introduction • Goals • What Reading looks like at Lovett 1. Whole Group/Shared Reading 2. Read Aloud 3. Guided Reading 4. Literature Circles 5. Book Club • Reading Strategies • Grade Level Expectations 1.Third Grade 2.Fourth Grade 3.Fifth Grade • Testing Procedures • Student Expectations • Parent Expectations • Teacher Expectations • Door Prizes

  3. Goals • At Lovett, we feel that we should meet every child’s instructional needs. We do this by pulling small groups for reading instruction. 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 4th grade student begins the school year on a level 44 (which is above expectations) we would expect them to end the school year on a minimum of a level 54.

  4. What Reading Looks Like at Lovett • Small groups of children will be reading together based on their shared reading level • The classroom teacher will pull 2 to 3 small groups a day and focus on specific reading strategies • Students will be partnered with another student and will work through literacy based workstations

  5. Whole Group/Shared Reading • Everyday during your child’s reading block 20 to 30 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 about in Social Studies or Science. The teacher and students will think aloud about the text, have discussions and unknown vocabulary will be discussed.

  6. What is a 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.

  7. What is Guided Reading? • Guided Readingis 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.

  8. What are Literature Circles? • Literature Circles are small groups of students who gather on a regular basis (3 to 4 times a week) to discuss a book on their reading level. The classroom teacher will pull 2 to 3 groups a day to discuss what is being read and to work on specific reading strategies and skills. Literature Circle groups will be working on vocabulary, thick questions and comprehension strategies. Students will learn to make connections while reading a text. They will make text to self connections, text to text connections and text to world connections.

  9. What is Book Club? • Book Clubs are small groups of students who gather on a regular basis (3 to 4 times a week) to discuss a chapter book on their reading level. Book Club groups will meet with the classroom teacher at least twice a week to have open discussions about the current chapter or pages they have read. Book Club students will keep an on going journal where they will have specific topics or questions to discuss and research such as: vocabulary, thick questions, comprehension strategies (such as main idea, inferencing, context clues and cause & effect), literary devices (such as onomatopoeia, alliteration, imagery, etc…) and an opportunity to reflect in writing about what has been read. Students will also make text to text, text to self and text to world connections. This collaborative and student-centered learning environment provides a way for students to engage in critical thinking and reflection as they re-read, discuss, and respond to different genres of literature.

  10. Reading StrategiesWhat Good Readers Do Preview: • Look at the cover and title • Look at some of the pictures and read some of the text Question: • Ask who, what, when, where, why and how • Decide if what you’ve read makes sense Predict: • Wonder about what will happen next • Make guesses and read ahead to see if your predictions are correct Infer: • Imagine the details • Use what you’ve read to understand Connect: • Relate what you’ve read to what you know, and to your thoughts and feelings • Compare what you’ve read to other texts and to the world around you Summarize: • Organize and connect the details • Draw your own conclusion Evaluate: • Think about what you’ve read • What did you learn? • Was it important to you? Why or why not? • Did you like it ? Why or why not?

  11. Grade Level Expectations Third Grade Minimum Expectations: • DRA 28/30 to 38/40 • AR Level 3.0 to 3.8/4.0 • Lexile Level 600 to 700 • Fourth Grade Minimum Expectations: • DRA 38/40 to 48/50 • AR Level 4.0 to 4.8/5.0 • Lexile Level 700 to 800 Fifth Grade Minimum Expectations: • DRA 48/50 to 58/60 • AR Level 4.8/5.0 to 5.8/6.0 • Lexile Level 800 to 900

  12. Testing ProceduresHow do we find your child’s reading level? • At Lovett we use three main ways to determine your child’s instructional reading level • DRA (Developmental Reading Level) - a reading assessment that gives teachers your child’s instructional reading level • STAR Test – given 3 times year 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 Standford and STARR reading scores

  13. Student Expectations • Read 20 to 30 minutes a night • Find a quiet, cozy spot at home to read • Do any reading homework assigned • Pick and read books that are with-in y AR your child’s AR range/their instructional level • Enjoy reading assigned text • Become a life-long reader

  14. Parent Expectations • Find a quiet, cozy spot in your home for your child to read 20 to 30 minutes a night • Have discussions with your child about what they are reading • Read to your child so they learn what reading (fluency) is supposed to sound like • Monitor their reading progress • Stay in touch with your child’s reading teacher

  15. 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

  16. Thank you for coming! • Enjoy your day! • Keep in touch with your child’s teacher • Email any questions or concerns to hgaines@houstonisd.org • Read, Read, Read!

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