Kindergarten Parent Reading Workshop By the end of Kindergarten your child should be reading at a Level D book independently.

Today’s Goal To shed some light on what types of books your child should be reading when they leave Kindergarten and how you can level the books you have at home to coincide.

What do these levels look like? Level A Simple, factual texts Picture books Text and concepts highly supported by pictures. One line of text on each page Repeating language pattern Short, predictable sentences Almost all vocabulary familiar to children.

What do these levels look like? Level B Two lines of text Sentences increase in length Repeated words or pattern Includes more basic sight words Simple dialogue Pictures are highly supportive Focus on a single idea

What do these levels look like? Level C Increased number of words and lines of text. Sentences increase in length Most books are about eight pages Pictures are highly supportive Includes more basic sight words and some compound words. Opportunities for decoding simple words Dialogue is frequently included

What do these levels look like? Level D Longer, more complex stories Topics are familiar but may include unfamiliar Texts range from ten to twenty pages Text layout is easy to follow but font size may vary. New punctuation may be included Larger number of high frequency words/greater variety. More opportunities for decoding words with familiar patterns

Reading Over Time Emergent Readers (age 2 to 7) Use mostly information from pictures May notice how print is used May know some words Respond to texts by linking meaning with their own experiences Are beginning to make links between their own oral language and print

Reading Over Time Early Readers (age 5 to 7) Rely less on pictures and use information from the print Have increasing control of early reading strategies Know several frequently used words automatically Read familiar texts with phrasing and fluency Exhibit behaviors indicating strategies such as monitoring, searching, cross-checking, and self-correction.

Reading Over Time Transitional Readers (age 5 to 7) Have full control of early strategies Use multiple sources of information while reading for meaning Integrate the use of cues Have a large core of frequently used words Notice pictures but rely very little on pictures to read the text For the most part, read fluently with phrasing Read longer, more complex texts.

Reading Strategies Eagle Eye Lips the Fish Stretchy Snake Chunky Monkey Flippy Dolphin Skippy Frog Tryin’ Lion

Ways to Support Your New Reader Remind them of early reading behaviors Examples: Read with your finger. Did it match? Did you run out of words?

Ways to Support Your New Reader Help them self monitor Example: You said__fish__, if that word were __fish__ what would it start with?

Ways to Support Your New Reader Help them self correct Example: “Something wasn’t quite right. Read it again and see if you can fix it.” “You said ________. Does that look right?”

Reading Comprehension Before Reading Discuss what the cover looks like. Talk about what they hope to learn (if a non-fiction text). Complete a picture walk (discuss unfamiliar words at this point).

Reading Comprehension During Reading Discuss what has happened so far. Ask what they wonder about. Do they have questions? Ask why they think certain story plots are happening. Discuss character emotions. Make predictions.

Reading Comprehension After Reading Ask Your Child… Retell the story. What questions do you still have? What did you learn about? Why do you think_____________? What was the author’s purpose?

Questions? Thank you for coming!