What is reading and why is it important? Presented by: Eileen Surovich Kathy Gasienica 2/16/2012

What is your first memory of learning to read? Where do you remember learning to read? With whom?

What does reading look like in our classroom? Process based and structured around literature based books with teacher modeling different approaches Expectation: text on reading level that promotes teacher student discussions Structure: Mini-lesson Workshop – Guided reading, Independent Reading, Partner Reading Share

What is reading? –Children progress at different rates... walking, talking, potty training! In the same way, not all children learn to read at exactly the same time. –Product of decoding and comprehension Importance of Reading Where does reading take place? What can you read? Where should children be at this point?

Strong picture support One line of print per page Signs, labels, songs, and poems Pattern Books Knows all letter names and SOME sounds Uses pictures to tell stories Illustrations clearly support text Print placement always is consistent

Books have simple patterns Reads independently for 10 minutes Has Book Talks Knows most letter sounds and blends Heavily relies on pictures and print Retells story Illustrations still appear on each page Print placement varies

Identifies basic genres Independent Reading minutes Acknowledges punctuation Recognizes sight words and endings Learns and shares info from reading Begins to self-correct Less rhyme and repetition –simple story Clear sequence of events

Easy Chapter Books Reads aloud with fluency Silently for longer periods Summaries and retells stories in order Makes connections to story Illustrations not always present on EVERY page

Repeated practice is KEY Sight Words –Do not follow rules must be learned –Must be automatic Phonics –Relationship between letters and sounds Like a code – if you know combinations you will learn to decode words For example: “tion” sounds like /shun/, digraphs, blends, –Spelling patterns (word family chunks) Phonemic Awareness is NOT PHONICS –Sounds in words (B/U/G) –Understanding that words are made up of sounds –Sounds can be grouped together, moved and changed –Ability to hear, identify, and manipulate individual sounds in words. Prior Knowledge of Subject

Can you figure out the missing words? Sam’s dog Spot was _______ huge dog. Spot always ______ and jumped at people. ______ was just being playful, _______ he scared most people. _____ father said that Sam _______ have to teach Spot _______ be good.

Can you figure out the missing words? A single set of __________ variables was selected for ________ dependent variable by step-wise _________on all predictor variables, _________ of block, that were ________ from the first stage __________ analysis.

Glis was very fraper. She had denarpen Farfie’s mardsen. She didn’t talp a goberter for him. So she conlanted to plimp a mardsan binky for him. She had just sparved the binky when he jibbled in the gorger. “Clorsty mardsen!” she boffed. “That’s a crouistish mardsan binky,” boffed Farfie, “but my mardsan is on Stansan. Agsan is Kelsan.” 1.Why was Glis fraper? 2.What did Glis plimp? 3.Who jibbled in the gorger when Glis sparved the binky?

Comprehension Skills Go hand in hand with decoding Discussion of text Retelling of story Understanding what is read is KEY!! “Reading comprehension is understanding. It is creating meaning and usefulness from text. Reading comprehension is important because comprehension is the reason for reading.”

Just Right Books Goals and expectations should be developmentally appropriate Children need time and practice reading ‘JUST RIGHT’ books How to select Just Right Books JUST RIGHT BOOKMARK

Reading Strategies Picture Clues I saw a cute _________ and wanted to ________ it. Context Clues I saw a cute _______ and wanted to pet it.

Reading Strategies Phonetic Clues I saw a cute p_____y and wanted to p________ it. Visual Clues I saw a cute puppy and wanted to pet it.

How to Help Your Child Read… Board games like scrabble Collect trading cards How to – recipes, magic tricks, creating things Make cards Write messages for your child Read comics, articles, stories, plays, etc Read at home, in car, on vacation, on the computer

Make reading part of everyday (read to your child favorite series) Ask deep questions – not just who, what, where, when and why Be patient – Don’t give the word when stuck Don’t cover up pictures Reading should be enjoyable