1. If your child:Then: Does not recognize word that rhyme Sing nursery rhymes with your child. Does not recognize most letters of the alphabet.Play with words and letters using alphabet magnets on the refrigerator. Cannot say the common sounds of most letters.Say words that begin with the letter sounds and say the sounds and words: “B is for bear- /b/ /b/ bear.” Stumbles through wordsUse flashcards to practice sight words and label household objects Reads very slowly with many pausesRead stories several times while keeping track of how long it takes to read. Try to read the same story in fewer minutes each time. Reads too fast, blurring words, rushing through information Practice pausing at periods and commas. Also use correct expression with exclamation marks, question marks, and quotation marks. Reads words but can’t answer questions about what he/she read Practice retelling a story a page or chapter at a time, either orally or in writing. Does not believe he/she is a good reader.Build confidence by encouraging reading and good book choices that are on the child’s reading level (not necessarily grade level). Does not enjoy readingHelp your child select books that interest him/her, such as books about ballet, space, motorcycles, etc. Visiting the school or public library will expose your child to a variety of books. Appears to have difficulty using science, math, or social studies textbooks to complete assignments and/or does not appear to put much effort into reading assignments Point out the ways that non-fiction reading is different than story reading. Practice using bold print words, captions, headings, highlighted phrases, etc. when determining meaning.

2. Phonemic Awareness- Recognizing and using individual sounds to create words. Phonics- Understanding the relationship between written letters and spoken sounds. Reading Fluency- Developing the ability to read a text with ease, rhythm, and expression. Vocabulary Development- Learning the meaning and pronunciation of words, including prefixes, suffixes and base words. Reading Comprehension Strategies- Acquiring strategies to understand, communicate, and remember what is read: Asking questions, discussing, and writing about text. This document is adapted from Duval County Public Schools’ Parent Guide for Elementary School Reading.

3. Hearing and distinguishing sounds (all auditory) Activities: Play rhyming games Break words apart according to sounds and syllables Push sounds together using beans, buttons, or pennies.

4. Saying the sounds (visual) Activities: Have child write word family words on a cookie sheet in sugar, pudding, or shaving cream. Ex: “at” word family…sat, pat, mat Write consonants on index cards. Say several words that begin with the same consonant. Have the child pick up the index card that all the words began with. Do the same with ending sounds. Secret Stories

5. Reading smoothly If it sounds choppy have child reread so it sounds smooth Echo read-I read, you read Read together I read a page then the child reads a page Slide finger under words as reading (do not pick up)

6. Understanding what is read Utilize comprehension cube Summarize story (in own words) Connect to own life or previous books read Indentify beginning, middle, and end Infer- bringing past experiences/knowledge together with clues from the story Predict what is going to happen in the story

7. Understanding meaning of words Activities: Write several words at the top of a page. Have your child write a story using the new vocabulary words. Place vocabulary words around the house and have your child use the word in a sentence. Ex: Boastful on the refrigerator. Before they can open it they must use the word in a sentence.

8. What do I do if I’m stuck on a word???

10. KindergartenRange of levels: A-C Semester Target: B (0.5) End of Year Target: C (1.0) First Grade Range of levels: D-J Semester Target: G (1.5) End of Year Target: J (2.0) Second GradeRange of levels: K-N Semester Target: K (2.3) End of Year Target: N (3.0)