LACY LITERACY NIGHT

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LACY LITERACY NIGHT
LACY LITERACY NIGHT Welcome to Kindergarten
Open House

• Welcome Families!

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• Reading
  Terminology
• Phonological Awareness a series of skills
  ranging from easy to difficult which includes
  spoken
• 
  words, syllables, rhyming, and phonemes
• Phonemes individual sounds
• Print Concepts/Reading Behaviors what a child
  knows about books and print
• 
  
• Fluency reading with flow and expression for the
  purpose of comprehension
• Strategies behaviors used when reading
• Benchmarks Wake County Public Schools quarterly
  expectations the indicate proficiency for a
• typically developing
  child at his/her grade level.
• mCLASS/DIBELS assessments given three times a
  year
• Text Reading Comprehension (TRC) a teachers
  record of a childs oral reading and oral and

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• Phonological Awareness
  Skills Sequence
• Phonological Awareness includes a series of
  skills, ranging from easy to difficult.
• The main components include
• 1. Concept of Spoken Word (sentence segmentation)
• The ability to distinguish words in a sentence
• Example I like apples. (three words)
• 2. Rhyme
• The ability to recognize rhyme, complete rhyme,
  and produce rhyme
• Examples Does pick rhyme with stick?
• Complete this rhyme Humpty
  Dumpty sat on a wall.
• 
  Humpty Dumpty had a great ____.
• What word rhymes with ball?
• 3. Syllables
• The ability to blend, segment, and delete
  syllables
• Examples Foot-ball together says football
• Clap the parts in rainbow. (two
  claps)
• Say out side without side.
  (out)
• 4. Phonemes
• The ability to recognize initial and final sounds
  in words

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• Print Concepts/Reading Behaviors
• Front of the book
• Back of the book
• Title of the book
• Where to begin reading, first word
• Left-to-right directionality, return sweep
• One letter, two letters

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Common Core Standards

• Nation-wide incentive for all students to
  graduate high school
• college and career ready.
• Building knowledge through content-rich non
  fiction and
• fiction texts
• Reading and writing is grounded in evidence from
  text.
• Regular practice with complex text and academic
  vocabulary.
• Increased rigor and grade level
  expectations/benchmarks

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DIBELS
Dynamic Indicators of Basic Early
Literacy DIBELS First Sound Fluency (FSF)
Hearing and using sounds in spoken words,
measured by Can your child...
...identify the first sound in moon? (mmm)
...identify the middle sound in rain? (ay)
...identify the last sound in fish?
(shhh) DIBELS Letter Naming Fluency (LNF)
Recognizing letters of the alphabet by
name DIBELS Phoneme Segmentation Fluency (PSF)
Knowing sounds of letters and sounding out
written words We will start measuring
phonics in the middle of kindergarten. TEXT
READING AND COMPREHENSION (TRC). Reading
for comprehension, the ultimate goal of reading,
is measured by Text Reading and
Comprehension (TRC). Print Concepts (PC)
Reading Behaviors (RB) Instructional
reading level (TRC) is determined by oral reading
and oral and written comprehension
mClass Literacy Assessments
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mClass Home Connect Letters
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Reading At Home
Reading Aloud (You read to your
child.) Rereading (Your child reads to
you.) Reading Together (You and your child read
together.)
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• Students who spend time reading at home do better
  in school.
• The more students read, the better readers they
  become.