Reading strategies for parents

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  • 1. Reading StrategiesHow to help your childsreading comprehensionand help him/herbecome a life-longreader.

2. Rule Number 1Read, read,read, read,and readsome morewith yourchildren.Every day. 3. Why? According to the National Center for Education Statistics, reading aloudto your child improves their listening skills and memory functions, aswell as fosters creativity. Reading aloud to children is the single most important activity forbuilding knowledge required for eventual success in reading. NationalAcademy of Educations Commission on Reading (1985) Reading aloud to children is one of the most effective and inexpensiveactivities parents, caregivers and educators can do to promote literacy.Children who are introduced to books early and read to on a regularbasis do better in school. --Herb, S. (1997) Building Blocks for literacy:What current research shows. School Library Journal, 43(7), 23. In addition, according to Science Daily, letting children describe thepictures in books, explain the meanings of stories, ask questions, andtalk about the story will improve not only their social skills, but alsotheir understanding of the world. Reading aloud also gives children a time to bond with parents. 4. More evidenceThe last 30 years of reading research confirms thissimple formula: Regardless of sex, race, nationality, orsocioeconomic background, Students who read the most, read the best, achievethe most, and stay in school the longest. Conversely, those who dont read much, cannot getbetter at it. --Jim Trelease, read-aloud guru and 5. Reading Strategies DetermineImportance, Synthesize, andEvaluateInfer andQuestionBackgroundKnowledge and VisualizeSelf- Monitor 6. Self-Monitor Self-Monitor: Does this make sense?If it doesnt make sense, use fix-up strategies like these: Go back and reread. Read ahead to clarify meaning. Look at the pictures for clues. Summarize whats happenedup until now. 7. 8. Background KnowledgeIs everything your child brings to a book: Their personal history, All theyve read or seen, Their adventures, The experiences of their day-to-day life, Their relationships, and Their passions. 9. Connections: Use what you know That reminds me of . . . because . . . 10. VisualizeMake Sensory Images Make the movie in your mind when you read.smell the bread baking.hear the birds singing. Visualizing is closely connected to background knowledge. (You cant visualize what you dont know.) 11. Readers who do not visualizeGenerally do not enjoyreading and do notcomprehend whatthey are readingeither. 12. Infer Super-important life skill Infer at the relational level, Make predictions, Make inferences on the line (Infer at the word levelusing context clues and word substitution), Read between the lines (Make inferences aboutwhat the author has implied), and Read beyond the lines (Create a unique meaningthat combines background knowledge, the text, andpersonal response). 13. Context clues Look for a synonym. Sally and Susie often get into littleskirmishes, but they dont let these little arguments spoil theirfriendship. Look for an antonym. (Compare and Contrast) Nicho tried toconceal his actions, but his face showed that he was readinganother book at his desk. Look for the definition. Babushka lived in a dacha, a small housein the Russian countryside. Look for words that appear in a series. The dulcimer, banjo, andthe fiddle are popular instruments in the Appalachian Mountains. Look at cause and effect. My husband infuriates me when hethrows away papers that are important to me. Look at general context. He reminded me of Yin. Yin was a kingin China during the 1500s whom I had studied about in school.) 14. Text + Background Knowledge =Successful Inference.This is reading between the lines.Reading between the lines can help us: Predict what will happen, Know what the character is feeling, Determine the characters character, Know when a character is acting in and out ofcharacter, Understand the characters motivation, Reason out the must haves, and Follow jumps in time. 15. QuestionThin and thick questions.The answer to a thin question is right there in thebook. These questions are important to ourunderstanding. Who hit Sammy?The answer to a thick question is not in the book.These questions open the door to deep thinking.Why was that boy so mean? 16. QuestionTwo types of thin questions: Right There questions are formulated with words taken exactly fromthe text. Answers can be found in the same sentence. Think and Search questions ask students to think about the informationthey read and to search through the entire passage to find informationthat applies.Two types of thick questions: Author and You questions require students to have read the text tounderstand the questions; however, the answers are not found in thetext. On My Own questions can be answered by students based on theirbackground knowledge; they do not require reading the text. 17. Question Questions lead readers deeper into a piece, sparking in readers minds what they care about. If you ask questions as you read you are awake. 18. Determine Importance Is the word I dont know importantenough for me to look up? What was important in thatconversation? What sentence is most important inthe paragraph? What was important in the chapter? 19. Determine ImportanceWhen we determine importance: We separate out whats important from whats interesting. We sort out less important details from more importantones. We notice how supporting details come together to helpus get bigger, more important ideas. We use the text features and visuals to get importantinformation. We put our thinking into our own words. We remember that the author and the reader may havedifferent ideas about what is important.-Stephanie Harvey Complete Toolkit p. 66 20. Synthesize To synthesize is the ability todetermine the overall meaning andsignificance. It is closely related to determiningimportance. Have you ever heardsomeone tell you about a movie whodidnt know how to synthesize? Help your child learn how to tell asummary of a story in a few sentences.This book is about . . . 21. Evaluate Evaluation is when a reader decideswhat they like or do not like aboutwhat they have read. Evaluation is the readers chance toassess the book or text. You can also have students evaluate ifthis could really happen or if itspretend. 22. Evaluate Decide if the author was able to makethe story come to life. Why? Decide if the story wasinformative, entertaining or useful.Why do you think so? Think about how well you understoodthe text. What was difficult/easy? Decide if you enjoyed the text. Why? 23. Read with your children