1. How to Help With Reading: Pt. 1

2. Learning to read is like learning anything else: it happens with time, with practice and with the help of others.

3. The Big Ideas in Beginning Reading The ability to hear, identify, and manipulate individual sounds (phonemes) in spoken words VocabularyComprehension Accuracy and Fluency Alphabetic Principle Phonemic Awareness

4. The Big Ideas in Beginning Reading The systematic and predictable relationship between written letters and spoken sounds VocabularyComprehension Accuracy and Fluency Alphabetic Principle Phonemic Awareness

5. The Big Ideas in Beginning Reading The ability to read a text accurately, quickly, and with automaticity VocabularyComprehension Accuracy and Fluency Alphabetic Principle Phonemic Awareness

6. Brown Bear, What do you see? I see a red bird looking at me.

7. The Big Ideas in Beginning Reading The cognitive process involving the intentional interaction between reader and text to convey meaning VocabularyComprehension Accuracy and Fluency Alphabetic Principle Phonemic Awareness

8. Mary Had Some Bubble Gum Mary had some bubble gum she chewed it long and slow, and everywhere that Mary went her gum was sure to go. She chewed the gum in school one day, which was against the rule, the teacher took her pack away and chewed it after school.

9. The Big Ideas in Beginning Reading The ability to understand and use words to acquire and convey meaning VocabularyComprehension Accuracy and Fluency Alphabetic Principle Phonemic Awareness

10. The right kind and quality of instruction delivered with the right level of intensity and duration to the right children at the right time. --- Joseph K. Torgesen, Catch Them Before They Fall

11. mCLASS®: Reading 3D Assessment Measurement Tool Reliable Easy Repeatable Sensitive to Growth and Change

12. The Big Ideas in Beginning Reading VocabularyComprehension Accuracy and Fluency Alphabetic Principle Phonemic Awareness ISF PSF NWF ORF WR TRC WR RTF TRC WUF TRC LNF

13. DEDEFICITEMERGING ESTABLISHED

14. “You do an intervention with a second grader, you’re changing direction on a speedboat, but when you do an intervention with a fifth grader, you’re changing direction on an oil tanker.” -Catherine E. Snow, professor of education, Harvard Graduate School of Education

15. Learning to Look and Use Print in Text

16. Reading begins with looking and ends when you stop looking. LL2, p.3 The child must: Learn to attend to some features of print Learn to follow rules about direction Attend to words in a line in sequence Attend to letters in a word left to right in sequence (LL2, p. 3)

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29. A rough early guide is that a child is likely to be scanning print in the way he scans a picture – looking here, there, and everywhere for one or two letters that he knows. LL2, p. 21

30. Attending in a left-to-right sequence when reading English is not something already programmed in the brain. It must be learned. LL2, p. 3

31. The brain and eye must work together. During beginning reading young children give us overt signals about what they are attending to and what links they are making. Our visual experience is a mixture of information coming in from the eyes and prior association.

32. We can train the brain. As quickly as possible the learner should also be expanding a meager knowledge of print so that there are many opportunities for him to find letters and words he knows in the print he is trying to read. LL2, p. 21

33. How to introduce a book to your child Look at the cover of the book and tell the child the title. Make connections to your own lives whenever possible Ask your child what he/she thinks the story is about Give the main idea Look through the pictures and predict what might happen Explain any unfamiliar concept or vocabulary Provide “clues” for your child Your child will be much more successful reading a book for the first time if she knows where the story is headed

34. …if every parent – and adult caring for a child – read aloud a minimum of three stories a day to the children in their lives, we would wipe out illiteracy within one generation. Mem Fox

35. A Village We have to work together in order for our children to grow and succeed so that they may become college and career ready.