1. LITERACY PRESENTATION
Presented by Christine Cidoni
SAC Meeting--October 10, 2018

2. LITERACY Literacy encompasses both reading and writing.
Reading is a visual language skill that encompasses both receptive and expressive parts.
Receptive = understands sounds, words, sentences
(accurate and fluent identification of printed word =decoding)
Expressive = speaking, writing, spelling
(process of using letter/sound knowledge to write = Encoding)

3. LITERACY
You can decode what you cannot comprehend….BUT You cannot comprehend what you cannot decode.

4. Successful readers use……….METACOGNITION
READING
Reading is a complex, cognitive process that involves decoding symbols to derive meaning from text.
Successful readers use……….METACOGNITION
Main strategies to use when reading: Does it look right, does it sound right, does it make sense

5. READ, READ, READ 20 minute rule
Starting in kindergarten, if a student reads 20 minutes a day at home, they will hear 1.8 million words per year.  They will have read for 851 hours by 6th grade and on standardized tests, they will likely score better than 90% of their peers.
Children benefit when teachers and parents reinforce the same concepts and ideas. For this to happen, parents must have some knowledge of what happens in the classroom and what happens at home that supports reading acquisition. 
Justtake20 campaign. FLDOE
Neuroscientist Sally Shaywitz presents noteworthy statistics about the benefits of reading a minimum of 20 minutes/

7. Comprehension (literature and informational)
Components of Reading
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension (literature and informational)
Books offer almost three times as many interesting or complicated words outside the general vocabulary of a sixth grader, compared to even the most educated speakers. Simply relying on conversation to increase vocabulary falls short of what can be gained through reading.

8. DECODING strategies

9. Phonemic awareness is the foundation of reading and spelling.
Phonemic Awareness Phonemic awareness refers to the ability to focus on and manipulate individual sounds (phonemes) in spoken words. 
Phonemic awareness is the foundation of reading and spelling.
“Phonemic awareness is both a prerequisite for and a consequence of learning to read.”
It’s all auditory...examples of strategies to help improve P.A.:
Rhyming, songs, poems, alliteration
Blending and segmenting sounds
Manipulating sounds
Onset and rime
Syllables
Make up silly sentences with words that begin with the same initial sound. For example, you could say
“Nobody was nice to Nancy’s neighbor.”
• Play simple rhyming or blending games with your child, such as taking turns coming up with words that
rhyme (go – no) or blending simple words (/d/, /o/, /g/ - dog).

11. Phonics The relationship between letters and sounds
Phonics The relationship between letters and sounds. It is the link between what we say and what we can read and write.
Primary
Sound bingo
Concentration (finding words with same vowel sound)
Practice with CVC words
Practice nonsense words
Read decodable books
Use magnetic letters to build words
Sort words by long/short vowels
Secondary
Help children decode larger words by breaking them into smaller chunks
Play spelling and word games like Scrabble and Hang Man. 
Compound words
Prefixes/suffixes
Greek/Latin roots
Separate multi-syllabic words

12. Fluency Fluency in reading is the ability to read continuous text with appropriate momentum, phrasing, attention to conventions, and stress.
Primary
Sight words
Re-reading text (4 times)
Model fluent reading
Echo reading
Fluency phrases 
Predictable books/rhythmic pattern
Secondary
Model and provide feedback on proper tone, pausing, and emphasize on conventions
Practice with magazines, comics, etc.
Find books with varying genres

13. Vocabulary Vocabulary is the knowledge of words used in language and their meaning. As children begin to read more difficult texts, they must learn vocabulary outside of their oral language.
Primary
Rich Conversations
READ DAILY
Select a new word each week to learn and use in every-day language. Create a point system with family members on who uses the word the most in a given week.
Concentration games with words/meanings
Interact with word…draw meaning, act it out, categorize it
Secondary
Exposure to a variety of genres
Multiple meaning words
Synonyms/Antonyms/Homophones
Context clues
Word wizard
Charades with vocabulary words:
“pensive”
Give children ample time to learn the meaning and uses of new words before moving onto other words.
Typically, a child needs to hear a new word 4 to 12 times before it is added to their vocabulary.

14. Comprehension The ability to process and draw meaning from text(s) on many levels. Students must understand and make meaning of information read in various texts to expand their knowledge of the real world.
FICTION
Story elements
Theme
Point of view
Evidence
Genre (historical fiction, realistic fiction, poems)
Author’s craft (Figurative language, sarcasm, humor, foreshadowing)
NON-FICTION
Text features (glossary, footnotes, index, captions, charts, diagrams)
Evidence
Point of view
Genres (biography, autobiography, recipe, magazines, journals)
Text structure (compare/contrast, sequence, time order)
We went away from just answering questions to interacting with text
To be able to understand written material:
1) decode what was read
2)Make connections
3) Combine reading with thinking and reasoning
Talk about the book together!!! Children benefit from structured conversations with an adult in response to texts. Needs to be more of an interaction with the text…a conversation type that increases their thinking more deeply, understanding author’s craft, analyzing text, and to be able to discuss and make judgements and connections
Text features are to non-fiction what story elements are to fiction. 

15. BEFORE, DURING, AFTER

17. Students need to have strong literacy skills to be able to write.
Writing
Students need to have strong literacy skills to be able to write.
When students write about texts they read, their comprehension of science, social studies, and language arts texts is improved, specifically when they:
􀁕  Respond to a Text in Writing (Writing Personal Reactions, Analyzing and Interpreting the Text)
􀁕  Write Summaries of a Text
􀁕  Write Notes About a Text
􀁕  Answer Questions About a Text in Writing, or Create and Answer Written Questions About a Text .
Should complement and support each other in a reciprocal fashion
***Purpose, focus, organization
***Evidence and elaboration
***Conventions
Grammar, voice, dialogue, spelling, figurative language, author’s craft

18. “It only takes one really successful, thrilling, joyful, wonderful, losing oneself in the magic reading experience to captivate a child’s imagination.” - Emma Walton Hamilton

19. Online Resources for Parents
Parent toolkit
Helping Your Child Become a Reader - U.S. Department of Education
Reading Tips for Parents - Florida Department of Education
Reading at Home: 10 Simple Strategies for Parents
Reading Tips for Parents
Reading Tips for Parents (in 11 Languages)
Scholastic’s Reading Tips for Parents

20. Reading Online Resources for Parents (Continued)
Reading Tips for Parents - Florida Department of Education
Strategies Packet for Parents and Students for Improving Reading, Writing and Mathematics
Reading Tips for Parents of Middle School Students
Tips for Helping Children with Reading Comprehension Difficulties
Reading Comprehension Tips for Parents
A Parent’s Little Guide to Helping Children Read