Reading Strategies for the Home Presented by Christina Shpunder LDT-C

Early Reading Behaviors AGES 3-4, PRESCHOOL Enjoys listening to and talking about storybooks. Enjoys listening to and talking about storybooks. Understands that print carries a message. Understands that print carries a message. Makes attempts to read. Makes attempts to read. Identifies familiar signs and labels. Identifies familiar signs and labels. Participates in rhyming games. Participates in rhyming games. Identifies some letters and makes some letter- sound matches. Identifies some letters and makes some letter- sound matches.

Early Reading Behaviors AGE 5, KINDERGARTEN Sounds as if they are reading when pretending. Sounds as if they are reading when pretending. Enjoy being read to. Enjoy being read to. Retells simple stories. Retells simple stories. Uses descriptive language to explain or to ask questions. Uses descriptive language to explain or to ask questions. Recognizes letters and letter-sound matches. Recognizes letters and letter-sound matches. Shows familiarity with rhyming and beginning sounds. Shows familiarity with rhyming and beginning sounds. Understands that print is read left-to-right and top-to- bottom. Understands that print is read left-to-right and top-to- bottom. Begins to match spoken words with written ones. Begins to match spoken words with written ones. Begins to write letters of the alphabet and some words. Begins to write letters of the alphabet and some words.

Early Reading Behaviors AGE 6, First Grade Reads and retells familiar stories. Reads and retells familiar stories. Uses a variety of ways to help with reading a story. Uses a variety of ways to help with reading a story. Reads some things aloud with ease. Reads some things aloud with ease. Identifies new words. Identifies new words. Identify an increasing number of words by sight. Identify an increasing number of words by sight.

Kindergarten Say silly tongue twisters – sing songs, read rhyming words. Say silly tongue twisters – sing songs, read rhyming words. Read it and experience it Read it and experience it Use your child’s name Use your child’s name Trace and say letters Trace and say letters Talk about letter sounds Talk about letter sounds

First Graders Don’t Leave Home without It! Don’t Leave Home without It! Once is not enough. Encourage your child to re-read favorite books and poems. Once is not enough. Encourage your child to re-read favorite books and poems. Dig deeper into the story. Ask your child questions about a story just read. “Why do you think Clifford did that?” Dig deeper into the story. Ask your child questions about a story just read. “Why do you think Clifford did that?” Take Control of the Television. Take Control of the Television. Encourage reading as a free-time activity. Encourage reading as a free-time activity.

First Graders Be patient. Be patient. Pick books that are at the right level. Pick books that are at the right level. Play Word Games. Play Word Games. Help your child sound out the word as you change it from mat to pat; sat to sag, etc. Help your child sound out the word as you change it from mat to pat; sat to sag, etc. Gently correct your young reader. Gently correct your young reader. Talk to your child every day about school. Talk to your child every day about school. I read, you read. I read, you read.

Second Graders Tell family tales. Tell family tales. Be your child’s #1 fan. Be your child’s #1 fan. One more time with feeling. One more time with feeling. Point out the relationship between words. Explain how related words have similar spellings and meanings. Point out the relationship between words. Explain how related words have similar spellings and meanings. Use new words your child has learned on flash cards to help them automatically recognize them. Use new words your child has learned on flash cards to help them automatically recognize them.

Third Grade – Fifth Grade Make Books Special. Take them to the library, read with them, buy them books. Make Books Special. Take them to the library, read with them, buy them books. Crack open the dictionary. Look up unknown words. Crack open the dictionary. Look up unknown words. Talk about what you see and do in order to build your child’s background knowledge. Talk about what you see and do in order to build your child’s background knowledge. Read different types of books. Boys usually prefer non-fiction (real stories). Read different types of books. Boys usually prefer non-fiction (real stories).

MIDDLE SCHOOL STRATEGIES Predicting - Look at the book cover, headlines, subheads, graphics, and pictures. During reading predict what is going to happen next. Predicting - Look at the book cover, headlines, subheads, graphics, and pictures. During reading predict what is going to happen next. Questioning - Create their own questions before, during and after reading. Take statements from the text and turn them into questions, or use prior knowledge to create inferential questions. Questioning - Create their own questions before, during and after reading. Take statements from the text and turn them into questions, or use prior knowledge to create inferential questions. Clarifying/monitoring - Become actively aware of their comprehension. What didn’t they understand. A word, a sentence, or even an entire section. Take action to gain the understanding. Clarifying/monitoring - Become actively aware of their comprehension. What didn’t they understand. A word, a sentence, or even an entire section. Take action to gain the understanding. Summarize - What did you learn. Write it or say it! Summarize - What did you learn. Write it or say it!

HIGH SCHOOL STRATEGIES Tap into prior knowledge and experiences. Background Information. Go over new vocabulary and specialized terminology. Use context clues when reading unfamiliar words. Have child monitor their comprehension. Slow down when reading. Take notes or draw visuals. Summarize the passage after reading. Discuss what they have read. Read high interest books/magazines at your child’s level.

PICTURE INFERENCES

General Tips Echo reading Echo reading Choral Reading Choral Reading Paired reading Paired reading Books on tape or CD – Check with local library. As they listen have them point to the words. Books on tape or CD – Check with local library. As they listen have them point to the words. TV captions – Practice reading and fluency TV captions – Practice reading and fluency Repeated reading for fluency Repeated reading for fluency

Accuracy Strategies Cross checking unknown words. Does it match up with pictures, sound right, make sense? Cross checking unknown words. Does it match up with pictures, sound right, make sense? Tap out the word – Children still learning phonics Tap out the word – Children still learning phonics Flip the sound – Used when learning long vowels. “cak” for “cake”. Say the word with the long vowel. Flip the sound – Used when learning long vowels. “cak” for “cake”. Say the word with the long vowel. Find chunks in the word - Smaller words or parts in the larger word. Find chunks in the word - Smaller words or parts in the larger word.

Accuracy Strategies Play with rhyming words – Cat, mat, sat Play with rhyming words – Cat, mat, sat Identify compound words – Break it down, cupcake Identify compound words – Break it down, cupcake Skip the word and come back – read the rest of the sentence for possible context clues. Skip the word and come back – read the rest of the sentence for possible context clues. Know trick words or sight words - Should recognize automatically. Know trick words or sight words - Should recognize automatically.

Fluency Strategies Choose good fit books – Like picking shoes. Choose good fit books – Like picking shoes. Children should be able to read books independently. Children should be able to read books independently. Read and read again – Teach it’s ok to reread a passage so it’s not robotic. Read and read again – Teach it’s ok to reread a passage so it’s not robotic. Read and talk like the characters – This will help to work on expression. Add emphasis on different characters. Read and talk like the characters – This will help to work on expression. Add emphasis on different characters. Read to the end of the sentence – Make it a game to read to the end of a sentence without stopping. Read to the end of the sentence – Make it a game to read to the end of a sentence without stopping.

Expand Vocabulary Tune into interesting words – Keep a journal of new words to refer back to. Tune into interesting words – Keep a journal of new words to refer back to. Use a tool – Dictionary, Thesaurus, or glossary Use a tool – Dictionary, Thesaurus, or glossary Use other words to help – Context clues Use other words to help – Context clues Play “I Spy” game. Play “I Spy” game. Keep a journal. Keep a journal.

Print Concepts An understanding about the conventions of literacy. An understanding about the conventions of literacy.Strategies *Point out the title and author’s name *Talk about where reading begins *Play games to match lower and upper case letters *Make a book with your child using large print and illustrations

Phonemic Awareness Improves children’s word reading, reading comprehension, and spelling. The hearing of sounds. Improves children’s word reading, reading comprehension, and spelling. The hearing of sounds.Strategies * Sing alphabet songs * Read stories your child selects * Help your child to clap the beats/syllables * Point out letters. Especially those in their name * Sing songs that manipulate phonemes, such as The Name Game

Phonics Improves your child’s word recognition, spelling, and comprehension. Letter-sound relationship. Improves your child’s word recognition, spelling, and comprehension. Letter-sound relationship.Strategies *Encourage child to point to words and say them out loud when writing them. *Listen to your child read *Help child sort words with long and short vowel sounds *Break larger words into smaller chunks *Play spelling and word games like Scrabble/Hang man

Fluency Can be developed through modeling fluent reading. Can be developed through modeling fluent reading.Strategies *Read out loud often. *Let your child choose books to read and reread. *Model reading for fun. *Act out a book or story. *Read a sentence out loud and let your child read it next. *Help your child read new words and talk about the meaning.

Vocabulary Vocabulary can be built with everyday oral language. Vocabulary can be built with everyday oral language.Strategies *Talk to your child about daily events. *Talk about how illustrations and text in a book support each other. *Help your child learn new vocabulary based on hobbies or interests. *Discuss books being read in school.

Comprehension Comprehension is the reason for reading. Comprehension is the reason for reading.Strategies *Ask your child to predict what might happen next in a story. *Ask who, what, when and why questions. *Ask your child about the topic of a book before reading it. *Ask your child about the main idea or message of a book might be.

Comprehension Play board games. Games require putting into action everything that is read. Play board games. Games require putting into action everything that is read. Cook or bake with a recipe. Find a lengthy recipe for something that your children love to eat and make it together. Cook or bake with a recipe. Find a lengthy recipe for something that your children love to eat and make it together. Play Hangman. The simple word game is a good way to build your child's vocabulary. Play Hangman. The simple word game is a good way to build your child's vocabulary.

Sight Word Bingo

Long “e” Blends

Synonyms and Antonyms

Teach Rhyming

Sight Word Fishing

Reading Companion