Family Literacy Sessions Presented by Karisa Marcy, Piney Branch Reading Specialist

What a Guided Reading lesson looks like…

By the end of Kindergarten, your child will be reading books that: Have increased number of words and lines of print Have large spaces between words Have sentences increase in length and may include some embedded clauses Have sentence structure that is similar to students’ language May have repeated words or pattern Are about eight pages (most books) Have pictures that are highly supportive (Students cannot rely on patterns and pictures to read with accuracy.) Include more basic sight words and some compound words Include word endings (e.g. s, ed, ing) Have opportunities for decoding simple words Contain punctuation that includes periods, question marks, exclamation marks, and commas Frequently include dialogue Contain topics familiar to children Have straight forward characters and story plot Are experiential books-events and artifacts of everyday life

Books for Kindergarteners (Levels A- C) Do You Want to Be My Friend? by Eric Carle Have You Seen My Cat? by Eric Carle Count and See by Tana Hoban (series) One Hunter by Pat Hutchins Now We Can Go by Ann Jonas Rain by Robert Kalan Brown Bear, Brown Bear by Bill Martin Have You Seen my Duckling? by Nancy Tafuri Applebird by Brian Wildsmith All Fall Down by Brian Wildsmith My Dream by Brian Wildsmith What a Tale by Brian Wildsmith Elephant and Piggie by Mo Willems (series)

By the end of First Grade, your child will be reading books that: Have highly elaborated multiple episodes and can not be read in one sitting Have texts up to fifty pages, and with smaller print size Use a large amount of dialogue Contain pictures that enhance meaning but provide little support for precise word solving and meaning Provide opportunities for complex word solving with multi-syllabic words Have longer sentences and paragraphs with full range of punctuation and adjectives/adverbs Are first chapter books Have characters in series books that expand reading interest and increase the amount of time reading Are narrative (realistic fiction, fantasy, and folktales) with a plot and solution Are informational books that are shorter than narrative but have more difficult content Have characters and story events that require interpretation

Books for First Graders (Levels D-H) Bears in the Night by Stan/Jan Berenstain Bears on Wheels by Stan/ Jan Berenstain Inside, Outside, Upside-down by Stan/Jan Berenstain How Many Bugs in the Box by David Carter In a Dark, Dark Wood by David Carter Five Little Monkeys Jumping on the Bed by Eileen Christelow Flying by Donald Crews School Bus by Donald Crews Go Dog Go by P.D. Eastman Where's Spot? by Eric Hill Where Can It Be? by Ann Jonas Herman the Helper by Robert Kraus Blue Bug Goes to School by Virginia Poulet (series) It Looks Like Spilt Milk by Charles Shaw Just Like Daddy by Frank Asch Dear Zoo by Rod Campbell Oh Dear by Rod Campbell More Spaghetti I Say by Rita Goldman Gelman SHHH by Kevin Henkes Rosie’s Walk by Pat Hutchins Two Bear Cubs by Ann Jonas Herman the Helper Lends a Hand by Robert Kraus All By Myself by Mercer Mayer My Kitchen by Harlow Rockwell Each Peach Pear Plum by Janet and Allan Ahlberg Old Hat, New Hat by Stan and Jan Berenstain Goodnight Moon by Margaret Wise Brown The Very Hungry Caterpillar by Eric Carle (look for his other books, too) Are You My Mother? by P.D. Eastman Spot’s First Walk by Eric Hill (look for other Spot books) Happy Birthday, Sam by Pat Hutchins Titch by Pat Hutchins (series) The Quilt by Ann Jonas (look for her other books, too) Boris Bad Enough by Robert Kraus The Carrot Seed by Ruth Krauss (look for her other books, too) If I Had an Alligator by Mercer Mayer (look for his other books, too) Toolbox by Anne Rockwell (look for her other books, too) Sheep in a Jeep by Nancy Shaw (series)

Prince William County Benchmarks At the end of Kindergarten, all students should be reading level 4 text. Students can read at least 40 sight words. At the end of First Grade, all students should be reading level 18 text. Students can read high frequency sight words consistently in text.

What to do at home to support reading Have your child read the books in their bag from the teacher. Ask them basic questions about the book (wh-) and make connections with reading. If they get stuck on a word, wait until they finish the sentence before helping them to correct the error. High frequency sight words should not be sounded out—they should just be known in the text. Practice high-frequency sight words at home with your child. These can be done in many ways: writing in sand, in shaving cream, building words out of yarn, using magnetic letters, drawing the words in the air, on a table, or even on the iPad. (There is a free app called Doodle Buddies you can use to write.) There are also additional iPad apps that are free and teach sight words. Read to your child and talk about the book with them. Ask them questions and model how make connections—then ask them to do the same. Jim Trelease has great resources for read-alouds: His Read-Aloud handbook is full of suggestions and how-to’s for teachers and parents.

What research shows about reading and your child at home… Correlation Between Minutes Read per Day and Testing Scores! READING (Minutes per day) TESTING % 15 70% 30 90% 67 95% Anderson, Richard: Reading Research Quarterly, Volume 3, 1989

Any questions???