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

2. 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.

3. 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.

4. 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

5. 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

6. 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

7. 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

8. 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.

9. 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.

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

11. 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?

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

13. 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?”

14. 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).

15. 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.

16. 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?

17. Questions?
Thank you
for coming!