1.  Mrs. Doedens  Mrs. Goebel  Mrs. Farrenkopf  Mrs. Westfahl October 11, 2012

2.  READING  Shared Reading Read Aloud  Reader’s Workshop Guided Reading  WRITING  Writer’s Workshop Interactive Writing  Guided Writing Handwriting  WORD WORK  Spelling Phonics Work Making Words  High Frequency Words

3. Shared Reading: Teacher and students read text together  Demonstrate awareness of text  Develops sense of story or content  Promotes reading strategies  Develops fluency and phrasing  Increases comprehension  Encourages politeness (listening and speaking skills)

6. Reading Aloud- teacher reads/models fluent reading  Provides an adult model of fluent reading  Develops a sense of story/text  Develops vocabulary  Encourages predictions  Develops active listening  Builds a community of readers

9. Reader’s Workshop: Instructional framework that differentiates reading instruction to meet the needs of individual students  Demonstrates strategies of good readers  Encourages strategic reading  Extends experience with a variety of text  Promotes reading for enjoyment  Provides opportunities to use mistakes as learning opportunities  Meets students at their individual level

14. Guided Reading: Teacher introduces a selection at a student’s instructional level supporting the student in a small group  Promotes reading strategies  Increases comprehension  Expands belief in our own ability

16. Writer’s Workshop: Instructional framework that differentiates writing instruction to meet the needs of individual students  Demonstrates strategies of good writers  Encourages use of six trait writing  Extends experience with a variety of types of writing  Promotes a love of writing  Provides opportunities to use mistakes as learning opportunities  Meets students at their individual level

20. Interactive/Shared Writing: Teacher and students compose together using a “shared pen” technique which students do some of the writing  Provides opportunities to plan and construct texts  Increases spelling knowledge  Creates opportunities to apply what they have learned  Develops concepts of print and writing strategies  Models the connection among and between sounds, letters, and words

22.  Phonics Work  Making Words  High Frequency Words  Spelling

25.  I can show how words and letters work in books.  I can recognize and make rhymes.  I can show how syllables help me with words.  I can show how sounds help me with words.  I can read and talk about kindergarten books.  I can listen to a non-fiction book and share my thinking about the book with others.  I can listen to a fiction book and share my thinking about the story with others.  I can talk and listen to others in partnerships and groups.  I can share my thinking so that other people hear and understand me.  I can write many upper- and lowercase letters.  I can share my feelings about something using pictures and writing.  I can show what I know about something using pictures and writing.  I can tell about something that happened in the order it happened using pictures and writing. (retell)  I can tell how I feel about something that happened using pictures and writing.

26.  The single most important activity for building the knowledge required for eventual success in reading is reading aloud to children --Becoming a Nation of Readers, 1985  Read! Studies have shown that a child who has been read to grasps the idea early on, that print contains a message. Storybooks have a language all of their own. So the more stories that are read to your child, the better for him.

27.  Encourage your child to bring books home from school.  Visit the public library and choose books your child can read independently as well as books for you to read to your child.  Set aside time every day for your child to read.  Turn off the T.V.—there is a clear connection between over-viewing of TV and underachievement in the classroom. --Jim Trelease,The Read- Aloud Handbook

28.  When it is clear to you that your child is not experiencing success with a particular reading task, simply offer to read the text to him/her. Always remember that asking children to struggle through a difficult text can do more harm than good.

29. When your child comes to an occasional tricky word, please consider using a strategy called, Pause, Prompt and Praise. 1. Pause to give your child time to figure out the word. 2. After about 10 seconds, suggest an appropriate strategy for solving the difficulty. 3. After the reading is finished, praise your child for the specific strategies used to unlock the difficult words. Be specific!

30.  Look at the picture.  What would make sense?  Look at the first letter. What word could it be?  Go back and read it again.  Think it through. Pull the word apart.  Look for something that you know in the word.  Read ahead.  Ask for help.

31. We encourage you to have a conversation about books you are reading or your child is reading. You’ll want to have a conversation…. ▪Before reading ▪During the reading ▪After reading

32. … your child to read to you as well! Have him look at the pictures of the book first and make a prediction about what will happen next. Get your reader involved with the story by reading the pictures. This helps your child to think about the story. And remember, words and letters are everywhere! Cereal boxes, store signs, and road signs can be a window of opportunity for young readers.  FILL YOUR CHILD’S BACKPACK WITH EXPOSURE TO BOOKS!

33. Our goal is to develop Life-long strategic readers, So… Keep it positive Praise often And enjoy this special time together!