Welcome To Title One Literacy Night

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Welcome To Title One/ Literacy Night
Family Pizza and

Title 1 Coordinator Melinda Smith Deborah
Malachowski, Secretary 721-3300 x 215
February 1, 2007 600 -730
Northern ELC
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The Title I Literacy Program

• What is it?

Home and School Working Together
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Title 1/ Literacy Parent Involvement

• We will work to
• Inform parents of the reasons why their child is
  participating in the Title I/ Literacy program
• Support the efforts of parents, both as teachers
  and as learners
• Train teachers to work effectively with parents
  of participating students
• Consult with parents on an ongoing basis
• Provide a range of opportunities to become
  informed about the program design, operation and
  evaluation
• Ensure opportunities for participation of parents
  who lack literacy skills or whose native language
  is not English

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The Goal of the Title 1/ Literacy Program is to

• DEVELOP COMPETANCY IN READING BY
• Enriching background knowledge
• Building upon strengths
• Developing student potential
• Supporting students and teachers for maximum
  growth

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Reading Scores
1Word ID Vocab 2 Literacy Text 3 Informational
Text 4Comprehension (Individual Understanding)
5Comprehension (Analysis and Interpretation)
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Phonemic Awareness
Why teach Phonemic Awareness?
How is Phonemic Awareness taught?
What is Phonemic Awareness and Phonics?
Phonemic Awareness is basically oral in nature.
Meaningful interactive games and activities give
children the best practice in phonemic awareness.
Individual progress will vary and improve as
children repeat a variety of activities at each
level.
Children must first be able to hear the sounds
and patterns in words before they can identify
what letters represent those sounds. Children
must be given many opportunities for learning
phonemic sounds and applying them.Children who
recognize the connection between oral language
and print become successful readers. Phonemic
Awareness is the first essential step in this
process.
Phonemic Awareness focuses on the sounds used to
form spoken words. Phonics associates the sound
with the written symbol. Reading programs that
include both phonemic awareness and phonics lead
to higher achievement in word recognition and
spelling.
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Five Levels of Phonetic Awareness

• 1-Rhythm and Rhyme
• Hearing and identifying similar word patterns
  and listening for and detecting spoken syllables.

• 2-Parts of a Word
• identifying onset and rhyme, and blending
  individual sounds to form a word.

• 3-Sequence of Sounds
• Identify where a given sound is heard in a word,
  and identify beginning middle and ending sounds
  in a word.

• 4-Separations of Sounds
• Count the number of sounds in a word and identify
  individual sounds in a word.

• 5- Manipulation of Sounds
• Substituting beginning, middle and ending sounds
  of a word and omitting beginning middle and
  ending sounds of a word.

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Picture of book
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How to Use Your Keys to Unlock Your Childs
Understanding

• Before Reading
• During Reading
• After Reading

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Create Mental Images

• B Get a picture in your head of what you think
  is going to happen in the story.
• D Get a picture in your head of what is
  happening in your story.
• A Get a picture in your head of what the story
  was about.

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Background Knowledge

• B Tell me what you already know about (text
  topic).
• D Does the text remind you of anything? How does
  this connection help you create a mind picture?
• A What did you learn about (text topic)?

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Questioning

• B Do you have a question before you begin to
  read this book?
• D Do you have any questions you expect the
  author to answer? Is there one question that
  seems to be following you through the book?
• A Do your questions make you stop and think?

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Inferring

• B Before you read, what predictions can you
  make?
• D Is your thinking changing? Do you still have
  the same predictions?
• A Now that youve finished reading, what
  predictions can you correct?

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Determining Importance

• B Why do you think the author wrote that?
• D What has the author done to signal what is
  important to remember?
• A What is the most important thing that you
  learned?

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Fix-up Strategies

• B When you dont understand what youve read,
  what should you do?
• D Do you remember what you just read?
• A How do you understand what youve read?

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Synthesizing

• Why are you going to read this?
• D Today lets pick out the big ideas as we read.
• A Tell your thinking about the texts big ideas.

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Lets Turn OFF the TV and Get Reading!!

• Go grab a book!!

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Introducing A New Book

• Introducing a new book should be fun and
  exciting.
• Introduce the story Discuss what the story is
  about.
• Point out new or difficult words.
• Discuss characters, places, and things relevant
  to the story.

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Pictures and Illustrations Are Extremely Important

• Do not ignore or cover them up.
• Allow the child time to look at the pictures and
  talk about them.
• Discuss them with the child.
• What is happening?
• Relate to the childs experiences-has this ever
  happened to you? Would you do something like
  this?
• Ask- what might happen next? Lets see if this
  happens?

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When You Come to a Word You Dont Know, Do What
Good Readers Do!

• Stop and reread the sentence.
• Look at the picture.
• Think about the story and what happened so far.
• Read again and get your mouth ready for the first
  few sounds.
• Look for chunks you know, ex er, ch, sh, ing,
  look for small words within bigger ones ex spin
  or stop.
• If you are still stuck, ask for help.

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Beginning Readers (Some, Not All)

• Can recognize some letters of the alphabet.
• Can write their first name and maybe their last
  name.
• Can draw a picture and dictate a story.
• Can write some, or part of a story.
• Can write with invented spellings.
• Can use known words in their writing.

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Writing Activities

• Make a personal dictionary and ask your child
  about a new word they have learned and draw a
  picture if possible.
• Write notes and read them to your child.
• Write important events on the calendar and
  discuss them with your child.
• Make a shopping list with your child.
• Have your child to draw a picture and dictate a
  story for you to write.
• Have your child write their own story.

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Make a Writing Box!

• What to use
• Cover and decorate a shoe box
• Tupperware container
• Plastic storage bin
• Dishpan
• Basket

• Suggestions to put in it
• Paper-all sizes, shapes, colors and with and
  without lines
• Markers, scissors, crayons, pencils, colored
  pencils, pens, and wiggle cut
• Rulers
• Glue stick, glitter blue
• Tape
• Mini stapler
• Stickers
• Picture cutouts
• Duplicate photographs, friends, pets, family,
  events
• Stencils
• Sequins or other decorations

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• Keep the writing box in the same spot or use a
  notebook.
• Hold your child responsible for cleaning up.
• Keep finished work in a separate container to
  share with friends and relatives and reread many
  times.
• Places to write
• In the car keep a pad, pencil or crayons
• Make a map write license plate states make
  rhymes from license plates list the signs you
  see take an order for a drive through
  reminder notes list places you went

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• In your pocketbook keep a pad pencil
• Waiting at the doctors office
• Waiting for dinner at a restaurant
• Try writing with (put plastic wrap down first
  for easy clean up)
• Shaving cream
• Pudding
• Finger paints
• Salt
• Sand at the beach
• Write on
• Paper
• Easels
• White boards
• Chalkboards