Home ReadingHelping Families to Support Their Children

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The Kindergarten Home Reading Program

• Every Thursday your child will bring a special reading book home with them

• These books are for the students to read to you

• They should read this book to you once a day and at the end of the week you are to record your feedback on the reading log

• Every Wednesday the reading package comes back to school

• Leave your child alone to read the book to themselves

• Read the book to your child

• Let them struggle alone over words

• Leave the book outside of the ziplock bag when not being read

• Send the reading package to school on days other than Wednesdays

Do Nots:

• Make your home reading time a special and cherished time

• Display your own excitement and enthusiasm with reading

• Model and encourage one to one finger tracking

• Have your child start reading with the title

• Give prompts when they are stuck on a word

• If he/she has unsuccessfully tried the word several times give them the word

• Praise their efforts!

Dos

• Done the first time reading the book

• Look at the cover and predict (wonder out loud) what the book will be about

• Starting at the beginning have your child turn the pages of the book and tell you what they see in the pictures

• If they are stuck use prompting questions

• Ask leading questions to identify difficult words in the story

• Encourage them to connect the pictures instead of listing individual items

• Encourage and praise their comments and predictions

What is a “Picture Walk”?

• Look for picture clues

• Try using the beginning letter sounds

• Sound the word out: blend, don’t fragment!

• Look to see if there are any parts of the words they know (little words inside of big words)

• Skip the word, read to the end of the sentence then come back to the word.

• Ask “Does that word make sense?”

Reading Strategies

Reading is:Decoding &

Comprehension

• Decoding is when your child deciphers the word and can read it out loud

• Comprehension is when your child understands what he/she has read

• Some children can decode many levels higher than they can comprehend

• Reading is when a child can both decode and comprehend adequately

• With the book closed ask what happened in the story.

• Can he/she recall what happened in sequence?

• Does he/she refer to the characters by names or does he/she use pronouns?

• Can he/she give the beginning, middle and end of the story?

• Does he/she recall details?

• Can they do this things with 2 or less prompting questions?

How do I know my child is really comprehending?

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Comprehension Continued...

• Talk about the book:

• What did you like?

• What did it make you think of?

• What was your favourite part?

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• Look for words:• Can you point to the word ‘dog’?

• Can you point to a word that has 3 letters?

• Can you point to a word that begins with the letter ‘d’?

• Can you point to word that ends with the letter ‘g’?

• Can you point to a word that rhymes with ‘bat’?

• Count how many times a word appears in the book.

My child has mastered the book, now what?

• Continue to read pictures books to/with your child

• Visit the library.....often!

• Read on the run: signs, packaging, grocery lists, etc.

• Educational Websites eg. Starfall.com

• Have fun!

Should I do anything else to support their

reading? development?

‘Kid Writing’

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What is “Kid Writing”

• Kid Writing (Inventive Spelling) is when a child writes down a word by using the letter sounds they identify in the word

Why not focus on spelling?

• When they have to worry about spelling, they become fearful what they are writing down is wrong, this causes frustration, frustration leads to avoidance and negative feelings towards writing

• Focus on spelling will happen later in their literacy development

The single graphemes need to be strong!!!!

How does it work?

• Initially you model to your child how to sound the word out

• Elongate the word. DO NOT fragment

• Have your child say it with you

• Gradually have them do this more and more independently

continued....

• What’s the first letter sound you hear?

• What do you hear after that?

• Continue to work through all the sounds in the word.

Examples

• Initially they might hear only 1 or 2 letters in the word

• Vowels are hardest to identify

• Might also add additional letters

“I picked a pumpkin. I see a rainbow.”

What’s your role?• Be close by to help them sounding

• Scribe below their writing

• Ask “Tell me about what you’ve written” vs. “What does that say?”

• Remind about finger spaces

• Remind about periods at the end of a sentence

• Remind about using an upper case letter at the start if the sentence

• Praise and encourage their efforts!

The most important goal is for your child to see themselves as readers

and writers!