Parents’ Read-at-Home Plan1 Okaloosa County Parent’s Read-at-Home Plan Parents, You are your...

Parents’Read-at-HomePlan

WORKINGTOGETHERFORSTUDENTSUCCESSKINDERGARTENTHROUGH5THGRADE

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OkaloosaCountyParent’sRead-at-HomePlan

Parents,Youareyourchild’sfirstteacherandreadingwithyourchildisaprovenwaytopromoteearlyliteracy.Helpingtomakesureyourchildisreadingongradelevelbythirdgradeisoneofthemostimportantthingsyoucandotopreparehim/herforthefuture.Byreadingwithyourchildfor30minutesperdayandmakingafewsimplestrategiesapartofyourdailyroutine,youcanmakeapositiveimpactonyourchild’ssuccessinschool.WearehappytoprovideyouwiththisRead-at-HomePlan,whichincludesresourcesandstrategiestohelpyourchildbecomeamoreproficientreader!Sincerely,OkaloosaCountyCurriculumandInstruction

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Parents’Read-at-HomePlanTableofContents

DidYouKnow? Page3WhatCanIDotoSupportMyChild? Page4SuggestionstoHelpBuildYourChild’sReadingSkills Page5PhonologicalAwareness Page6PhonologicalAwarenessistheunderstandingthataspokenwordismadeupofdifferentpartsandthateachofthesepartsmakesasound.Thisisanessentialbuildingblocktolearninghowtoread.Phonics Page7Phonicsinstructionteacheschildrenhowtoconnectthesoundstheyhearinspokenwordstotheletterstheyseeinwrittenwords.HighFrequencyWords Page9HighFrequencyWordsarethewordsthatappearmostofteninwhatchildrenread.Fluency Page11Fluency(oralreading)isthestudent’sabilitytoreadtextaloudaccuratelyandattheappropriatespeed.Vocabulary Page13Vocabularyisthenameforthewordsastudentknows.Comprehension Page14Comprehension:Literaturedescribesastudent’sabilitytounderstandanddrawmeaningfromtext.ResourcesforRead-at-HomePlan Page17Comprehension:InformationalTextdescribesastudent’sabilitytounderstandtypesofwritingthataretrue.Textsaboutscienceorhistoryareexamplesofinformationaltext,asarenewspaperarticlesormagazinearticles.

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DidYouKnow?

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WhatCanIDotoSupportMyChild?

Readbooksdailyathomewithyourchildthattheyenjoy.Somewaystodothis:• Listentoyourchildread• Readoutloudtoyourchild• Readtogetheratthesametime• Rereadorretellfavoritestories• Talktoyourchildabouttheirreading• Echoread(youreadaline,thentheyrepeatwhatyouhaveread)

Asyoureadwithyourchild:

• Talkaboutyourfavoriteparts• Askquestionsaboutwhatisbeingread• Talkaboutwhatyouhavelearnedfromreadingthetext• Askyourchildtotellwhattheyrememberaboutthetext• Talkabouthowthepicturesinthebookconnecttothewordsonthepage• Talkabouttheconnectionsyouandyourchildcanmakefromreadingthetext

TheParents’Read-at-HomePlanprovidessuggestionsandstrategiestoassistyouinhelpingyourchildastheylearntoread.

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ReadingBeginsatHome

StrongparentalinvolvementisakeycomponentoftheRead-at-HomePlan

SuggestionstoHelpBuildYourChild’sReadingSkills

Kindergarten• Readpredictablebookstoyourchild.Teachhim/hertohearandsayrepeatingwords,suchas

namesforcolors,numbers,letters,andanimals.Predictablebookshelpchildrentounderstandhowstoriesprogress.

• Practicethesoundsoflanguagebyreadingbookswithrhymesandplayingsimplewordgames(e.g.,Howmanywordscanyounamethatrhymewiththeword“bat”?)

• Practicereadingthefirst92HighFrequencySightWordsbothinisolationandinbooks.Talkwithyourchild’steacherabouteachquarter’ssightwordsfocus.

• Praiseyourchildfortheirreadingefforts.FirstGrade

• Pointouttheletter-soundrelationshipsyourchildislearninginschoolonlabels,newspapers,magazines,andbooks.

• Listentoyourchildreadthewordsandbookstheyarelearninginschool.Bepatientandlistenashe/shepractices.Letthemknowyouareproudoftheirreading.

• Helpyourchildrereadtheirfavoritebookstopracticefluencyor“readinghowtheytalk.”SecondandThirdGrade

• Buildreadingaccuracybyhavingyourchildreadaloudandpointoutwordshe/shemissedandhelphim/herreadwordscorrectly.Ifyoustoptofocusonaword,haveyourchildrereadthewholesentencetobesuretheyunderstandthemeaningofthewordinthatsentence.

• Buildreadingcomprehensionbytalkingwithyourchildaboutwhathe/shejustread.Askaboutnewwords.Talkaboutwhathappenedinthetext.Askaboutthecharacters,places,andeventsthattookplace.Askaboutnewinformationhe/shelearnedfromthebook.

• Echoandrepeatedreadingsofaportionoftextwillimprovefluencyandincreasecomprehension.

FourthandFifthGrade

• Buildreadingaccuracybyhavingyourchildreadaloudandpointoutwordshe/shemissedandhelphim/herreadthewordscorrectly.Ifyoustoptofocusonaword,haveyourchildrereadthewholesentencetobesurehe/sheunderstandsthemeaningofthewordinthatsentence.

• Continuetobuildreadingfluencybyhavingyourchildrereadfamiliarbooks.• Continuetobuildreadingaccuracybyhavingyourchildreadaloudandpointoutwordshe/she

missedandhelphim/herreadthewordscorrectly.Ifyoustoptofocusonaword,haveyourchildrereadthewholesentencetobesurehe/sheunderstandthemeaningofthewordinthatsentence.

• Continuetobuildreadingcomprehensionbytalkingwithyourchildaboutwhathe/shejustread.Askaboutnewwords.Talkaboutwhathappenedinthetext.Askaboutthecharacters,places,andeventsthattookplace.Askaboutnewinformationhe/shelearnedfromthebook.Encouragehim/hertoreadindependently.

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PhonologicalAwareness

WhatisPhonologicalAwareness?Phonemicawarenessistheabilitytofocusonandmanipulatesounds.Thismayinclude:

• recognizingsounds,bothaloneandinwords• addingsoundstowords• takingwordsapartandbreakingthemintotheirdifferentsounds

PhonologicalAwarenessActivities:• Tohelpyourchildsegment(separate)soundsintowords:

o Giveyourchild4-7blocks,beads,bingochips,orsimilaritems.Sayawordandhaveyourchildmoveanobjectforeachsoundintheword.

o Play“Head,Shoulders,Knees,andToes”withsounds.Sayawordandhaveyourchildtouchhis/herheadforthefirstsound,shouldersforthesecondsound,andkneesforthethirdwhilesayingeachsound.

o JumpforSounds:Sayawordandhaveyourchildjumpforeachsoundinthewordwhilesayingthesound

• Practicesoundingoutwords.Writea5+letterwordonapieceofpaperwiththelettersspacedapart.Haveyourchildmovetheirfingerovereachlettersayingthelettersound.Haveyourchildbeginmovingtheirfingeroverthelettersslowlyandthentryagainslightlyfaster.Continueuntilthewordissaidatagoodrate.

• Demonstrateclappingawordintoitssyllables.Askyourchildtoclapwordsintosyllables.• Maketallymarksforthenumberofsyllablesinthenamesofpeopleinyourfamily,favorite

foods,etc.

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Phonics

WhatisPhonics?Phonicsistheabilitytounderstandtherelationshipbetweenlettersandthesoundstheyrepresent.Thisincludes

• recognizingprintpatternsthatrepresentsounds• syllablepatterns• wordpartssuchasprefixes,suffixes,androotwords

CommonConsonantDiagraphsandBlends:

bl,br,ch,ck,cl,cr,dr,fl,gh,gl,gr,ng,ph,pl,pr,qu,ac,sh,sk,sl,sm,sn,sp,st,sw,th,tr,tw,wh,wr

CommonConsonantTrigraphs:nth,sch,shr,spl,spr,squ,str,thr

CommonVowelDiagraphs:

ai,au,aw,ay,ea,ee,ei,eu,ew,ey,ie,oi,oo,ou,ow,oy

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PhonicsActivities:• Makeblendsoundsandhaveyourchildwritethelettersthatmatchthesounds.• Playwordgamesthatconnectsoundswithsyllablesandwords(forexample,iftheletters

“l-a-t-e-r”spelllater,howdoyouspellhater?Howmanysyllablesareinlater?)• Writingwords-Manychildrenenjoysendingandreceivingnotes,andwritingisagreatway

toreinforcephonicsskills.Sendyourchildnotesinhis/herbackpack.Havearelativeorfriendsendaletteroremailtoyourchild.Wheneveryourchildreceivesanote,havehim/herwriteback.Don’tbeconcernedaboutspelling.Instead,haveyourchildsoundoutthewordstothebestofhis/herability.

• Huntingforwords-Chooseablendandhaveyourchildhuntforfiveitemsbeginningwiththatsound.Aseachobjectisfound,helpyourchildwritethewordonalist.Forexample,ifthetargetsoundis“bl,”thechildmightfindandwriteblanket,blue,etc.)

• Hintsforhelpingyourchildsoundoutwords:o FirstSound:Haveyourchildsaythefirstsoundinthewordandmakeaguessbased

onthepictureorsurroundingwords.Double-checktheprintedwordtoseeifitmatchesthechild’sguess.

o SoundandBlend:Haveyourchildsayeachsoundseparately(example:sssaaat).Thisiscalled“soundingitout,”andthensaythesoundtogether(example:sat).Thisis“blending.”

o FamiliarParts:Whenyourchildstartsreadinglongerwords,havehim/hernoticethepartsofthewordthathe/shealreadyknows.Forexample,inawordsuchas“presenting,”yourchildmayalreadyknowtheprefixpre-,theword“sent,”andthewordending-ing.

o Play“Memory”or“GoFish”usingconsonantandvoweldiagraphs,trigraphs,andblends.

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High-FrequencyWords

WhatareHigh-FrequencyWords?High-FrequencyWordsappearofteninorientedEnglish,butarenotreadilydecodableintheearlystagesofreadinginstruction.Thesewordsareessentialtofluentreading.Repeatedexposureandmemorizationarecrucialforstudentstoreadquicklyandfluently.

ExampleofHigh-FrequencyWordList

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High-FrequencyWordActivities:• WordBooks:Childrencankeepawordbook.Foldedandstapledconstructionorwhite

paper,pencils,andcrayonsareallthatisrequired.Addhigh-frequencywordstothebook.Theymayusethebooksasareferencewhenreadingnewtexts.

• WordDetective:Invitechildrentobehigh-frequencyworddetectives.Theycanlocateassignedwordsinprintmaterialstheyencounterintheirdailylives.

• WordGames:Bingoisaconsistentfavorite.Whileplayingbingo,asyoucallouteachword,monitortoensurethattheyrecognizethehigh-frequencywordsandplacechipsonthemwhenappropriate.Othersimplegamesthatcanhelpteachwordsincludecommonfavoriteslikehangman.

• FlashcardActivities:Createflashcardsforthehigh-frequencywords(seepreviouspageforanexampleforhigh-frequencywordsbygradelevel).

• Memory:Createtwoofeachhigh-frequencywordcard.Laythecardsfacedownonatableandtaketurnstryingtomatchidenticalwords.

• FunnyVoices:Flashthecardstoyourchild,andhavehim/herreadawordinarobotvoice,anoldvoice,asqueakyvoice,oramonstervoice.

• MakingSentences:Providehigh-frequencywordflashcards.Encourageyourchildtocombinethevariouswordsinordertomakesentences.

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Fluency

WhatisFluency?Fluencyistheabilitytoreadwithsufficientspeedtosupportunderstanding.Thisincludes

• automaticwordrecognition• accuratewordrecognition• useofexpression

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FluencyActivities:• RepeatedReading:Chooseapassagethatwillnotbeverydifficultforyourchild.Readthe

passagealoudtoyourchild,andthenreadittogether,helpingyourchildfigureoutanytrickywords.Next,haveyourchildreadthepassagetoyouwithafocusonaccuracy.Finally,haveyourchildreadthepassagetoyouagain,payingattentiontofluencyandexpression.Thegoalistosoundsmoothandnatural.

• UseDifferentVoices:Whenreadingafamiliarstoryorpassage,tryhavingyourchildusedifferentvoices.Readthestoryinamousevoice,cowboyvoice,oraprincessvoice.Thisisanotherwaytodorepeatedreading,anditaddssomefuntoreadingpractice.

• ReadtoDifferentAudiences:Readingaloudisawaytocommunicatetoanaudience.Whenareaderkeepstheaudienceinmind,he/sheknowsthattheirreadingmustbefluentandexpressive.Yourchildcanreadtostuffedanimals,pets,siblings,friends,relatives-anyonewhoiswillingtolisten.Thisisagoodwaytoshowoffwhatwaspracticedwithrepeatedreading.

• RecordtheReading:Afteryourchildhaspracticedapassage,havehim/herrecorditwithatapeplayer,cellphone,orMP3device.Oncerecorded,yourchildcanlistentotheirreadingandfollowalonginthebook.Often,childrenwanttorecorditagaintomakeitevenbetter!

• Whenyoureadastory,useappropriateexpressionduringdialogue.Encourageyourchildtomimicyourexpression.Talkwithhim/heraboutwhatthatexpressionmeans.Forexample,ifthecharacterisexcitedaboutgoingtothepark,he/sheshouldsoundlikethatinhis/hervoice.Encourageyourchildtorepeatkeyphrasesordialogue.

• Makeyourownbooksoffavoritesongsforchildrentopractice“reading.”Thisbuildsconfidenceandhelpsyourchildidentifythemselfasareader.

• Taketurnsreadingandrepeatingthefavoritelinesofapoemwithyourchild.He/shewillmimicyourphrasingandexpression.

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Vocabulary

WhatisVocabulary?Vocabularyisthestudents’knowledgeofandmemoryforwordmeanings.Thisincludes

• receptivevocabulary(wordsweunderstandwhenreadorspokentous)• expressivevocabulary(wordsweknowwellenoughtouseinspeakingandwriting).

VocabularyActivities:

• ReadAloud:Continuetoreadaloudtoyourchildevenafterhe/sheisabletoreadindependently.Choosebooksaboveyourchild’slevelbecausetheyarelikelytocontainbroadervocabulary.

• PreviewWords:Beforereadingtoorwithyourchild,scanthroughthebook,choosetwoorthreewordsthatyouthinkmightbeinterestingorunfamiliartoyourchild.Tellyourchildwhatthewordsareandwhattheymean.Asyoureadthebook,haveyourchildlistenforthesewords.

• HotPotato:o Playhotpotatowithsynonyms(wordswithsimilarmeanings).Chooseaword,andthen

yourchildhastothinkofanotherwordthatmeansthesamething.Taketurnsuntilneitherplayercanthinkofanotherword.Forexample,youmaysay,“cold,”andyourchildmightsay,“freezing.”Thenyoucouldsay,“chilly,”andsoon.Trythegameagainwithantonyms(opposites).

o Playhotpotatowithprefixesandsuffixes.Theprefixesdis-,ex-,mis-,non-,pre-,re-,andun-arecommon.Commonsuffixesinclude-able/-ible,-ed,-er,-est,-ful,-ish,-less,-ly,-ment,and-ness.

o Playhotpotatowithcategories.Foryourchildren,thecategoriescanbesimple:pets,clothes,familymembers.Forolderchildren,thecategoriescanbequitecomplex:astronomy/space,mathterms,communityhelpers,etc.

• WordCollecting:Haveeachfamilymemberbeonthelookoutforinterestingwordsthattheyheardthatday.Atdinnerorbedtime,haveeveryonesharethewordtheycollectedandtellwhattheythinkitmeans.Ifthechildsharesanincorrectmeaning,guidehim/hertothecorrectmeaning.Trytousesomeofthewordsinconversation.

• Play“Categories”withyourchild.Nameatopicsuchas“ecosystems”andaskyourchildtothinkofallthewordshe/shecanrelatetothattopic.Thisisagreatwaytobuildwordknowledge!

• Whenyoureadabookaboutatopic,askyourchildtotellyouallthewordsrelatedtoit.Forexample,ifyoureadabookaboutdinosaurs,he/shemightsayTyrannosaurusRex,paleontologist,herbivore,carnivore,fossil.Addotherwordstohelpexpanduponwhathe/sheknows.

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Comprehension

WhatisComprehension?Comprehensionistheabilitytounderstandanddrawmeaningfromtext.Thisincludes

• payingattentiontoimportantinformation• interpretingspecificmeaningsintext• identifyingthemainidea• verbalresponsestoquestions• applicationofnewinformationgainedthroughreading

ComprehensionActivities:

• SequencingComics:ChooseacomicstripfromtheSundaynewspaper.Cutouteachsquareandmixthesquaresup.Haveyourchildputtheminorderanddescribewhatishappening.Encourageyourchildtousewordslikefirst,second,next,finally,etc.

• EverydayComprehension:Askyourchildwho,what,when,where,why,howquestionsaboutaneventintheirday.Onceyourchildiscomfortableansweringthesequestionsabouttheirexperiences,tryaskingquestionsaboutabookyouhavereadtogether.

• ReadingFictiono BeforeReading:Pointoutthetitleandauthor.Lookatthepictureonthecoverandask,

“Whatdoyouthinkisgoingtohappeninthisstory?Why?”Thiswillhelpyourchildsetapurposeforreading.

o DuringReading:Stopeverynowandthentoaskyourchildtotellyouwhathashappenedsofarorwhattheypredictwillhappen.Youmightalsoaskforyourchild’sopinion,“Doyouthinkthecharacterdidtherightthing?Howdoyoufeelaboutthatchoice?”Explainanyunfamiliarwords.

o AfterReading:Askyourchildtoretellthestoryfromthebeginning,andaskforopinions,too.“Whatwasyourfavoritepart?Wouldyourecommendthistoafriend?Why?”

• ReadingNonfictiono BeforeReading:Pointoutthetitleandauthor.Lookatthepictureonthecoverandask,

“Whatdoyouthinkyou’lllearnaboutinthisbook?Why?”Thishelpsyourchildconsiderwhattheyalreadyknowaboutthetopic.Lookatthetableofcontents.

o DuringReading:Donotforgetthecaptions,headings,sidebars,oranyotherinformationonthepage.Youngreaderstendtooverlookthese,soitisagoodideatoshowthattheauthorincludeslotsofinformationinthese“extras.”

o AfterReading:Askyourchild,“Whatwasitmostlyabout?Whatdoyoustillwhattoknow?Wherecouldyoufindout?”

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• OtherIdeaso Discusswordsrelatedtostoriessuchascharacters,problem,andsolution.Forexample,

“HowdidtheWrightBrothersfindasolutiontohelptheirplaneflylonger?”Ifthechilddoesnotknow,showthepictureorrereadthepagewheretheanswercanbefound.

o Askquestionsaboutcharactertraits.Forexample,“Whatcharacterdoyouthinkwaskind?Whichcharacterwasbossy?Howdoyouknow?”Ifyourchilddoesnotknow,giveyouranswer.Youmayneedtodothismanytimesbeforeyourchildcandoit.

o Encouragedeeperthinkingbyasking,“Ifthestorykeptgoing,whatdoyouthinkwouldhappennext?Why?”

o Helpyourchildmakeconnectionstohis/herlifeexperiencewhilereading.Youcouldask,“Isthereanythingyoureadinthestorythatremindsyouofsomething?”

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AdditionalLiterary/FictionQuestionsSetting:*Whatisthesettinginthestory?(time,place)*Howisthesettingimportanttothecharactersandthesequenceofevents?Describeindepththekeydetailsaboutthesetting.Characters:*Howwouldyoudescribethecharacter(s)?*Whatwasthecharacter’smotivationto______?*Whatwasthecharacterdoing?Whatwasthecharacterthinkingand/orfeeling?*Howdidthecharacter’sactionscontributetothesequenceofeventsinthestory?*Howdidthecharacterrespondtothechallenges?SequenceofMajorEvents:*Whatwerethemajoreventsinthestory?*Describeindepthabouttheeventsinthestoryordrama.Usekeydetailstodescribetheevents.Plot:*Whoarethecharacter(s)?*Whatdidtheywant(theirgoals)?*Whatwastheproblem?*Howdidtheysolvetheproblem?*Howdidthestoryend?Summarize.Conclusions:*Recountthestory.Beaccurate.*Whatisthecentralmessage?Theme?*Howdidillustrationscontributetothestory?Author’sPurpose:*Whatwastheauthor’spurposeinwritingthisstory?Supportyouranswer.*Whatdidyounoticeabouttheauthor’swordchoiceindescribingthecharacters,setting,events,andplot?*Whatwasthemood/tone?Connections:*Compareandcontraststoriesinthesamegenre.(themes,characters,setting,wordchoice,plot,majorevents)

AdditionalInformational/NonfictionQuestions

MainTopic:*Whatisthistextmostlyteachingorinformingusabout?*Howdidthetextfeaturessupportyourunderstanding?*Whatisthemaintopicofthistext?*Whatarethekeydetailsthatsupporttheimportantfactsaboutthemaintopic?*Summarizethetext.SequenceofInformation:*Whatorderdoestheauthorgiveusinformationaboutthetopic?(Beginning,Middle,End)*Compareandcontrasttheoverallstructureofevents,ideas,concepts,orinformationin2ormoretexts.KeyVocabulary:*Whatarethemostimportantwordsinthetext?Why?Author’sPurpose:*Whydidtheauthorwritethistext?*Whatistheauthor’spointofview?*Whattextfeaturesdidtheauthorinclude?Why?*Explainhowtheauthorusedreasonsandevidencetosupportpointsmadeinthetext.Connections:*Compareandcontrastthemaintopictoothertopics.*Explaintherelationshiporinteractionbetweentwoormoreindividuals,events,ideas,orconcepts.

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ResourcesforRead-at-HomePlan

Theresourcesbelowprovideyourchildwithonlinelinkstotop-ratednational,state,andlocalonlineresources.TheseresourcessupportandcomplementourRead-at-HomePlan.

The Okaloosa County Public Library System delivers quality services, including print and digital format of children’s books reflecting the informational, educational, and recreational needs of our community.

Just Read, Families! http://www.fldoe.org/academics/standards/just-read-fl/families/

PBSParentshttps://www.pbs.org/parents

ReadWriteThinkhttp://www.readwritethink.org/parent-afterschool-resources/