A Poem for U! I

1
A Poem for U!Im learning how to spell
todayIm doing very well,I know that exit
starts with xAnd elephant with l.Theres
k for cape and cane and cake,And q is for
cucumber.Forest starts with 4 I think,But
isnt 4 a number?Birthday ends with the
letter a.And easy ends with z,O comes
last in scarecrow,Baby ends with b.It gets
harder, I suppose,As you go along,But spelling
seems quite simple now,PerhapsI could be rong!
2
The Five Big Ideas in Reading Instruction

• (and what you can do to help)

3
Big Idea 1Phonemic Awareness
4
Phonemic Awareness is an awareness of the sounds
in language. It is one of the best predictors of
success in learning to read.
5

• Phonemic awareness has to do with the sounds that
  letters make. Students do not need to know the
  letters in order to practice phonemic awareness.

6
Ways to help your child enhance their phonemic
awareness
7

• Reading Nursery Rhymes (Old Mother Hubbard,
  Jack Jill, etc.) to practice rhyming.
• Helping children realize that sentences are made
  up of words.
• Combining syllables to make words and separating
  words into syllables.
• Blending sounds together to make words.
• Stretching a word apart into its individual
  sounds.
• These activities can all be played like a game.
  Make participating in
• phonemic awareness activities
• a fun experience for you and your child.

8
Big Idea 2Phonics
9

• Phonics is the relationship between the sounds of
  language and the letters and spellings that
  represent those sounds.

10
THE BASIC PHONICS RULES

• Rule 1
• Sometimes the rules dont work!

11

• Rule 2
• There are 26 letters in the English alphabet.
  The vowels are a, e, i, o, u and sometimes y.
  All other letters are called consonants.

12
The Rules continued
Rule 3 The letter y is a consonant when it is
the first letter of a syllable that has more than
one letter. If y is anywhere else in the
syllable, it is a vowel.
y as a consonant y as a vowel
yes gym
yellow my
yogurt baby
13
The Rules continued
Rule 4 Every syllable in every word must have
at least one vowel. Ex. Cat me my kit/ten pe
a/nuts base/ball
14
The Rules continued
Rule 5 When two or more letters appear
together sometimes you hear the sounds of both
letters and sometimes they make their own special
sound. Ex. slide flu chew smart snap thump
drive frog why
15
The Rules continued
Rule 6 When a syllable ends in a consonant and
has only one vowel, that vowel has a short
sound. Ex. cat bug leg fish spot luck
16
The Rules continued
Rule 7 When a syllable ends in silent e, the
silent e is a signal that the vowel in front of
it has a long sound. E on the end makes the
other vowel say its name. Ex. make kite rope
17
The Rules continued
Rule 8a When a syllable has two vowels
together, the first vowel is usually long and
says its name, while the second vowel is
silent. There are exceptions to this rule (like
oi in oil). Ex. rain eat res/cue
18
The Rules continued

• Rule 8b
• There are some special vowel combinations that
  blend together to create a single sound.
• Ex. oil loud brown wood
• boy flaw audio

19
The Rules continued
Rule 9 When a vowel is followed by an r in
the same syllable, that vowel is r-controlled.
It is not long or short.
20
Examples of activities that can be done at home
to increase phonics skills

• Searching for sounds in magazines or newspapers.
  Your child can cut out the sounds or pictures
  that begin with a given sound and make a collage.

21
Examples of activities that can be done at home
to increase phonics skills

• Making words with letter tiles, magnetic letters,
  or sound cubes.
• Word slides.
• Internet games.
• Playing phonics board games
• (store bought and homemade).

22
Examples of activities that can be done at home
to increase phonics skillsthe most important
activity
Reading with your child.
23
Big Idea 3Vocabulary
24
Definition

• Vocabulary refers to words we must know to
  communicate effectively.
• Vocabulary includes oral vocabulary and reading
  vocabulary.
• Oral vocabulary refers to words we use in
  speaking or recognize in listening.
• Reading vocabulary refers to words we recognize
  or use in print.

25
Why is vocabulary important for young students?

• Beginning readers use the words they have heard
  to make sense of the words they read.
• Readers cannot understand what they are reading
  without knowing what most of the words mean.
• Vocabulary knowledge is important for reading
  comprehension and overall academic achievement.

26
Ways we can help students become independent word
learners

• Teaching children to figure out meaning using
  words they know and pictures from the story.
• Helping children use prefixes, suffixes, and
  other words to figure out meaning.
• Teaching children how to use a dictionary
  effectively.

27
What does it mean to know a word?

• 4 stages of word knowledge
• Stage 1 Never saw/heard it before
• Stage 2 Heard it/saw it, but doesnt know what
  it means
• Stage 3 Recognizes it in context as having
  something to do with ____________.
• Stage 4 Knows it well

28
Things we do at school to improve vocabulary
29
How some first grade classes are teaching
vocabulary
30
(No Transcript)
31
(No Transcript)
32
We use lots of thinking maps and graphic
organizers to help students make connections
among vocabulary terms.
33
(No Transcript)
34
(No Transcript)
35
Things parents can do at home to improve
vocabulary
36
Fill your home with books that are loved and
frequently read. Show your child that you think
reading is important by being a good reading
role-model.
Examples of books that children usually
enjoy Goodnight Moon Owl Moon Curious
George Dr. Seuss Nursery Rhymes
Poetry Frog Toad series The Magic Tree House
series The Boxcar Children series The
Chronicles of Narnia Harry Potter
37

• Jim Trelease, the author of The Read-Aloud
  Handbook, gave 3 Bs that can improve vocabulary
• 1. Book ownership
• 2. Book racks in the bathroom
• 3. Bed lamps

38
Other interesting places where students can gain
word knowledge

• Reading cereal boxes
• Reading road signs and billboards
• Turning on the closed captioning on your TV set

39
Board Games
Game

• There are lots of commercial board games that you
  can play as a family that can have a positive
  effect on vocabulary acquisition.
• Scrabble
• Scatagories
• Apples to Apples Junior
• Boggle

40
Big Idea 4Fluency
41

• There are many different types of fluency in
  everyday life

• Playing music
• Typing
• Athletics
• Math facts
• We use lots of practice to increase fluency.

42
Reading Fluency

• is the ability to read words automatically with
  no apparent effort. It involves reading
  automatically with expression.

43
Why is fluency important?

• It frees the readers attention for constructing
  meaning.
• Fluency is the bridge between word recognition
  and comprehension.
• Children who read too slowly lose meaning before
  they reach the end of a sentence.

44
Fluent reading involves

• Rate reading speed
• Accuracy reading the words correctly
• Prosody variations in pitch, loudness, speed,
  rhythm, and pause which provide the spoken
  equivalent of written text.

45
What causes non-fluent reading?

• Weak knowledge of sight words.
• Slow speed when reading unfamiliar words.
• Only using context to identify unknown words.
• Slow speed when identifying word meanings.
• Pointing to every word after becoming a fluent
  reader.

46

• In Kindergarten we start with letter naming
  fluency.

e
c
a
b
d
47
love
here
mom
see
when
red

• Then, we move on to word fluency.

were

• Core words
• Sight words
• Common nouns

at
dog
was
like
where
down
what
as
48

• And finally, phrase and passage fluency.

49
Ways to increase reading fluency..

• Repeated readings of text at the appropriate
  level.
• Timed readings.
• Reading poetry.
• Reading plays and readers theater performances.
• Tape recording your childs reading and letting
  your child listen to his reading.

50
Big Idea 5Comprehension

• is what reading is all about!

51

• All of the building blocks of reading (phonemic
  awareness, phonics, vocabulary, and fluency) have
  comprehension as their ultimate goal.

52

• When students comprehend text they understand,
  remember, and can communicate with others about
  what they read.

53
Active reading

• Students need to actively engage with the books
  that they are reading. This involves pre-,
  during-, and post-reading activities.

54
Prereading Activities

• Introduce the book
• and
• Set your purpose.

55
Introduce the story

• Talk about the author
• Discuss what the story is about
• Mention new or difficult words that the child may
  come across
• Discuss characters, places, and things relevant
  to the story

56
Pictures and illustrations are extremely important

• Do not ignore them or cover them up
• Allow the child time to look at the pictures and
  talk about them (thats why the pictures are
  there)
• Talk about the people, things, or setting of the
  story
• Look for unusual illustrations

57
During Reading- Discuss with your child

• What is happening (look at the cover or the
  pictures on the page)
• Relate it to your childs own experiences
• Would you do something like that?
• Has anything like that ever happened to you?
• Remember when we went to the beach
• How would you feel if that happened?
• Ask
• What might happen next?
• Lets see if it happens.
• Would you do that?
• Do you think that would happen?

58
During Reading Activities

• Questioning
• Use of special bookmarkers where your child
  records thoughts or questions
• Sticky notes
• Summarizing
• Make connections (text to self, text, and world)
• Sequencing (timeline)
• Checking your own thinking
• Visualizing

59
After Reading Activities

• Retell the story
• Answer questions
• Talk with someone else who has read the book
• Continue to make connections
• Write about the story
• Create an alternate ending
• Write a summary
• Write a book review or recommendation
• Write to the author or a character in the book

60
Retelling a story

• After your child has read have him close the book
  and say, Start at the beginning and tell me what
  happened in the story. Continue prompting to
  push your childs thinking.

61
Your child should at least be able to tell you

• The Title of the book
• Author
• Characters in the book
• The setting (when and where)
• The plot or events in the story
• The problem and how it was solved

62
You can extend your childs thinking by

• Asking him to share his own opinions about the
  book
• Discussing character traits and descriptions of
  character
• Making connections
• Conveying the big ideas from the text

63
Self-questioning

• Most importantly, and most simply, students need
  to ask themselves questions while they read to
  clarify meaning and make sure they understand
  what is happening in the text.
• Examples Did it make sense?
• What does this mean?
• Does this fit with what Im already thinking?

64
Signs that your child may be having difficulty
comprehending a text

• I dont care about the topic.
• I cant relate to the topic.
• I daydream and my mind wanders.
• I cant stay focused.
• I dont understand.
• I just say the words so I can be done.
• I get bored.
• Its too hard.

65
We need to teach students how to read different
types of texts

• Novels
• Newspapers
• Recipes
• Dictionaries
• Almanacs
• Biographies

• Magazines
• Graphic Novels
• Atlases
• Web Pages
• Poetry
• Etc.

66
Thank you for coming out tonight! You are the
most important teachers in your childrens lives.
67