WELCOME PARENTS!  WE ARE SO GLAD YOU ARE HERE! YOUR THIRD GRADE TEACHERS WENDY CAIN KELLIE CASH BRIDGIT HANEY STEPHANIE MILLER CATHY NELSON

How Can Parents Help Children to BECOME BETTER READERS? Introduction to workshop facilitators and others helping to run the program. Ice breaker activity Introduce yourself to person on right and person on left. Elicit responses from group members about a question like: what was your favorite book when you were growing up? What is the best thing that happened to you this week? Who was the biggest help to you when you went to school? Why? Of the books shown on this page, which one could tell the story of you right now?

Building Blocks of Reading Phonemic Awareness Reading Ability Vocabulary Phonics Comprehension Fluency Reading Readiness Listen Read Print Talk

Phonemic Awareness A Phoneme is the smallest unit of sound in a spoken word. Phonemic Awareness is the ability to hear, identify, and manipulate the individual sounds in spoken words. cat – how many phonemes?/c/ /a/ /t/ cake – how many phonemes? /c/ /a/ /k/ manipulating sounds Beginning sounds - bat /b/ …. Ending sounds - bat /t/ Rhyming /b/ /a/ /t/ … /c/ /a/ /t/ Hearing syllables – clapping, etc.

Phonics Phonics is the predictable relationship between phonemes (sounds) and graphemes (letters). Systematic and explicit instruction Connecting sounds to symbols Consonants and vowels Combinations and patterns Assists in decoding efforts to make reading less of a struggle

Fluency Fluency is the ability to read a text accurately, quickly, and with expression. Bridges word recognition and comprehension. Different than speed reading. Changes with stage of development, familiarity with words, amount of practice Ways to improve fluency: Modeling good reading Repeated reading Adult-child reading Choral reading Tape-assisted reading Partner reading

Vocabulary Vocabulary: the words we use and understand in reading, listening, and writing. We have a harder time reading and understanding those words whose meaning we do not know. oral – speaking and listening reading – recognize in print Sometimes taught directly through word learning strategies like dictionary, word lists and parts, context clues However, most vocabulary is learned indirectly through everyday experiences talking, listening, reading repeated exposure to words – read, write, say

Comprehension Comprehension is understanding what we read. It’s the reason for reading. Good readers think when they read: Purposeful – know why they are reading Use background knowledge – decode, recall, compare Active – think while reading Monitor comprehension and use strategies Identify where the difficulty occurs Identify what the difficulty is Restates in own words Look back through text Look forward for info that helps resolve difficulty Able to use graphic organizers Able to ask and answer questions Use prior knowledge, predict and summarize

READING AT SCHOOL … WHOLE CLASS LESSONS WITH READ ALOUD SMALL GROUP LESSONS INDEPENDENT READING TIME SUCCESSMAKER AR

Model Good Reading Read aloud (NO…they are not too big!) Let them see you read. Show children purpose for reading and to ask questions during reading. Show how there’s always more information to read about a subject.

Parent’s Role in Reading Provide support Read and have your child read – get them thinking and talking Help them find interesting sources of reading Visit the library and other places – give them background knowledge Don’t make reading time at home a chore: be positive - “Now we get to read” instead of “You have to get your reading done.” Read, read, read…

Parent’s Role in Reading Provide support Read and have your child read – get them thinking and talking (HAND OUT) Help them find interesting sources of reading Visit the library and other places – give them background knowledge Don’t make reading time at home a chore: be positive - “Now we get to read” instead of “You have to get your reading done.” Read, read, read…

ACCELERATED READING ONLINE ASSESSMENT EACH 9 WEEKS SETS A STUDENT’S READING LEVEL- GIVES THEM A RANGE OF LEVELS OF BOOKS TO READ THAT WILL BE IN THEIR ZPD! STUDENTS SHOULD BE READING AND TAKING AR TESTS EACH WEEK. KEEP TRACK IN THEIR FOLDER BOOKS ABOVE THEIR LEVEL READ TO THEM! 

WAYS TO HELP WITH HOMEWORK 1. HAVE A SET TIME 2. HAVE A SET PLACE- TURN OFF THE TV 3. SUPPORT AS NEEDED 4. TREAT IT AS IMPORTANT 5. DON’T DO IT FOR THEM 6. REQUIRE IT BEFORE PLAY 7. RESPECT THE IMPORTANCE

WHY DO THEY HAVE HW? 1. PRACTICE 2. RESPONSIBILITY 3. PARENT INVOLVEMENT *HW SHOULD NOT TAKE TOO LONG. IF IT IS TAKING MORE THAN 30 MIN EACH NIGHT LET US KNOW!

WHAT SHOULD STUDENTS BE DOING EVERY DAY? 1. WRITE HW IN AGENDA. 2. PUT HW IN BINDER 3. COMPLETE HW AND RETURN IT THE NEXT DAY 4. READ EVERY NIGHT 5. PRACTICE MATH FACTS & HIGH FREQUENCY WORDS,

Homework…WHAT CAN PARENTS DO to help? 1. CHECK & SIGN AGENDA EACH NIGHT FOR HW. 2. HELP YOUR CHILD WHEN THEY NEED IT. 3. REMIND THEM ( THEY ARE STILL LITTLE) 4. What does STUDY mean? 5. CHECK THEIR HOMEWORK FOR COMPLETION AND UNDERSTANDING! 

Questions??

SHARE STUDENT DATA SHEETS

Thank you for coming! EXIT SHEET – FILL OUT AND TAKE TO LUNCHROOM FOR DRAWING FOR DOOR PRIZES!