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Reading Readiness CVES

Reading Readiness CVES. Welcome! Thanks for coming this evening… Sign in sheet going around Packets being distributed. Introductions…. Jan Formisano & Jay Jay Ross TOSA: teacher, mentor, trainer, coordinator, facilitator, LOVE reading!. Goals for Workshop.

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Reading Readiness CVES

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  1. Reading ReadinessCVES Welcome! Thanks for coming this evening… Sign in sheet going around Packets being distributed

  2. Introductions… • Jan Formisano & Jay Jay Ross TOSA: teacher, mentor, trainer, coordinator, facilitator, LOVE reading!

  3. Goals for Workshop • Increase your awareness of reading components • Add strategies to your “Parent Toolbox” • Provide answers to your questions/concerns

  4. Remember Kindergarten?Not your Mother’s kindergarten! Higher expectations • Social & academics • Reading Readiness • Writing • By 1st grade … reading!

  5. Remember First Grade? • Expectation is that the students come in as readers… • Much more content • Much more seat time • Much higher expectations – pushed down from grades above…

  6. Reading is Developmental! It is done at a developmental pace… just like learning to walk…

  7. Reading is so complicated! • Brain research & technology improvements • PET Scans & MRI – brain functions • 4 processors of the brain that impact reading Phonological Processor (sound) Orthographical Processor (visual) Content Processor (context) Meaning Processor (comprehension)

  8. This is your brain… This is your brain on “books…”

  9. 5 Components of Learning to Read Phonemic Awareness Phonics Fluency Vocabulary Comprehension

  10. Phonemic Awareness • Learn that words are made up of a combination of individual sounds • Can hold on to the sounds, blend them successfully, and take them apart • Acquired through exposure to print

  11. Strategies for Word Play • Letters – magnetic • Scrabble letters • White board • Chalk board • Magic slate

  12. Strategies… • Isolating and blending – use 3 chips, buttons, etc. • Expose your child to lots of rhyming books – nursery rhymes, Dr. Seuss stories, Go Dog Go, etc. – listen for rhyming sounds • Play word family games – sorting, make as many words as you can (-an, -ap, -ell, etc.)

  13. Phonics • Relationship between a specific letter and its sound • Knowledge that there are patterns within words such as rhyme and beginning and ending sounds • Used by readers to identify unknown words • Used in writing to spell words

  14. How to model the letter sounds… • http://search.yahoo.com/search?fr=chr-greentree_ie&ei=utf-8&ilc=12&type=937811&p=correct+sounds+of+letters&vm=r

  15. Strategies… • Phoneme addition: “What happens when you add /s/ to the beginning of ‘park’?” “spark” • Phoneme deletion: “What is ‘cat’ without the /k/?” “at” • Phoneme manipulation: “What word would you have if you changed the /t/ in ‘cat’ to an /n/?” “can” • Phonemic segmentation: “What are the sounds in ‘cat’?” “/k/ /æ/ /t/ “ • Phoneme identity: “What words begin with /s/?” “snake, sit, saucer” • Categorization: “What word does not belong with the others: ‘cat, mat, bat, ran’?” “ran” • Blending: Saying sounds together quickly (e.g., blending) produces a word (e.g., “What word is made up of the sounds /k/ /æ/ /t/?” “cat”)

  16. Strategies… • Syllables: Work with syllables as a first step before isolating individual sounds. For example, syllable splitting: Clap for each syllable in a word “ba-na-na” – three claps • Rhyming: What words rhyme with “cat”? “bat, rat, sat, mat, fat”. Play word family games – sorting, make as many words as you can (-an, -ap, -ell, etc.) • Phoneme isolation: What is the first sound in pig? “/p/” – the onset (i.e., initial sound). What is the rest of the word? “ig” – the rime (e.g. the rest of the syllable). Work with word families that share onsets or rimes (e.g., for onset: “rat, run, round, race, rub, rocket”; for rime: “ball, fall, small, tall, call”).

  17. Fluency • Ability to read text accurately and smoothly with expression and pacing like speaking - prosody • The more fluent you read, the more you will understand because you are not trying to decode • Decoding is an issue for many students – they lack strategies besides “sounding out” – use bookmarks

  18. Decoding is often what slows down our students Check out bookmarks for tips

  19. Sight words • 220 words – divided into grade level lists • Comprise 75% of words your child encounters in early reader books • Important to internalize – start with list that is sent home by teachers • Sight word rings – work on just a few at a time – don’t overwhelm your student

  20. Games for Sight Words • Concentration • Go Fish • Stack ‘em up! • Dominoes • Speed Racer • Bingo • Spotlight • Cookie sheet games • Sight Word Slap

  21. Vocabulary • The more words you know and understand, the better you will understand what you read • Vocabulary is increased through both direct and indirect instruction and in content areas like science and social studies • Low vocabulary is correlated to low fluency and low comprehension

  22. Why can’t Iskip my 20 minutesofreading tonight? Student “A” reads Student “B” Student “C” reads 20 min. each day 5 min. each day reads 1 min. each day (3,600 minutes in a (900 minutes (180 minutes In a school school year) in a school year) in a school year) 1,800,000 Words! 282,200 words 8,000 words 90th percentile 50thpercentile 10th percentile By the end of 6th grade Student “A” will have read the equivalent of 60 whole school days! Student “B” will have read the equivalent of only 12 school days. Which student would you expect to have a better vocabulary? Which student would you expect to be more successful in school? … and in life? (Nagy and Herman, 1987)

  23. Strategies… • Read aloud to your student • Texts above their grade level • Goal: expressive, beautiful language, vocabulary • Book Lists in your packets

  24. Comprehension The interaction between reader and text with an intentional thinking process using comprehension strategies • Monitoring understanding • Using prior knowledge and making connections • Making predictions and inferring • Questioning • Summarizing • Visualizing • Evaluating

  25. Checking in strategies… • Asking about the book • Making connections to the child’s life • Helping them with main characters, setting, beginning, middle and end • Modeling! Using a “We Both Read” book

  26. Good books • Book lists in packet • Check in with school librarian, public library • Kits - Books to Grow On! - KCPL

  27. Questions? • Anything you want to ask? • Exit Slip – please share your thoughts, concerns, how I can help, etc. • Thanks & Gift from us…

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