1. Invite Reading Into Your Home

2. How To Invite Reading Into Your Home? Welcome to the second presentation in our workshop! Now that you know the characteristics to look for that indicate difficulty with reading, and you know how to support the development of necessary skills in fun ways, let’s look at how we can make our home a supportive environment for reading. It involves more than just a pile of comfortable pillows in a corner! Let’s get started...

3. Cuddle Up and Read! Invite quiet opportunities with your child, to bond and to read! When parents read with and to their children, it helps them develop a lifelong habit of reading. Make it exciting! Take turns with each page, use drama in your voice. Talk about what you have read, ask questions and connect to personal experiences.

4. Make Reading a Whole Family Event! In this video podcast, the Reid family reads a book together, with each person taking a different part in the story. The parents act as reading role-models and ask probing questions; they encourage the children to solve problems, and get involved in the story. Click on the following link to watch an example of the Reid family reading together: Ministry of Education http://www.edu.gov.on.ca/abc123/eng/podcast/bedtimePod.html

5. Tell Stories Any Time! When on a trip with your child (the grocery store, waiting for the bus, out for a walk) tell stories. Use family members as the main characters. Stories can happen anytime, anywhere. Allow your child to tell part of the story. When you return home, write it down to enjoy another time.

6. Add new words! When describing something, use a new word that your child doesn’t know. Use this opportunity to increase their vocabulary!

7. Go to your Local Library! Libraries are free to the community. Speak to your librarian about what programs are available to your child.

8. Words are Everywhere! Take everyday opportunities to read with your child. Your child's world is filled with words – on cereal boxes, street signs, stores, posters, subway ads, etc. Wherever you go, you can always find new words and point them out.

9. Subscribe to a magazine! Let your kids subscribe to their favourite age-appropriate magazine! It’s so fun to receive mail…and strengthen reading skills at the same time!

10. Be a Reading Role Model! When your kids see you read, they will want to as well. Make reading a part of daily life.

11. Have books everywhere! If books are visible, kids will be interested in reading them. Books should be visible everywhere in the house: the bedrooms, living room, kitchen (cookbooks), and basement. Books should even be in the car for those long trips!

12. Sign up for Reading Challenges! Make reading a fun challenge! Sign up for reading challenges and win prizes! iVillage Summer Reading Community Challenge: http://www.ivillage.com/challenges/summerreading/signup Scholastic Summer Challenge http://www.scholastic.com/summer/

13. How Do I Know What Books My Child Should Be Reading?

14. 4 Levels of Readers Information taken from the website http://www.readinga-z.com/guided/stages.html Early Emergent Readers Emergent Readers Early Fluent Readers Fluent Readers

15. Characteristics of Early Emergent Readers Just beginning to grasp the basic concepts of book and print. Understanding the alphabet with the ability to recognize and name upper- and lowercase letters. Developing many phonological awareness skills, such as recognizing phonemes, syllables, and rhyme. Are beginning to learn sound/symbol relationships. Are able to read CVC (consonant-vowel-consonant) words. Are able to read a number of high-frequency words. Information taken from the website http://www.readinga-z.com/guided/stages.html

16. Books at this level have the following characteristics: Strong picture support Carefully controlled text Repetitive patterns Controlled, repeated vocabulary Natural language Large print Wide letter spacing Familiar concepts Limited text on a page Information taken from the website http://www.readinga-z.com/guided/stages.html

17. Characteristics of Emergent Readers Have developed an understanding of the alphabet, phonological awareness, and early phonics. Have a significant number of high-frequency words. Are developing a much better grasp of comprehension strategies and word-attack skills. Can recognize different types of text, particularly fiction and nonfiction, and recognize that reading has a variety of purposes. Information taken from the website http://www.readinga-z.com/guided/stages.html

18. Books at this level have the following characteristics: Increasingly more lines of print per page. More complex sentence structure. Less dependency on repetitive pattern and pictures. Familiar topics but greater depth. Information taken from the website http://www.readinga-z.com/guided/stages.html

19. Characteristics of Early Fluent Readers Reading is more automatic, with more energy devoted to comprehension than word attack. Are approaching independence in comprehending text. Are experiencing a greater variety of text and are able to recognize different styles and genres. Independence often varies with the type of text being read. Information taken from the website http://www.readinga-z.com/guided/stages.html

20. Books at this level have the following characteristics: More pages Longer sentences More text per page Richer vocabulary Greater variation in sentence pattern Less reliance on pictures More formal and descriptive language Information taken from the website http://www.readinga-z.com/guided/stages.html

21. Characteristics of Fluent Readers Have successfully moved from “learning to read” to “reading to learn.” Reading is automatic and is done with expression and proper pauses. Energy is devoted to understanding, and they have good command and use of the various comprehension strategies. Read a wide range of text types and do so independently. Continue to refine and develop their reading skills as they encounter more difficult reading materials. Are capable of improving their reading skills and selection of materials independently through increased practice. Information taken from the website http://www.readinga-z.com/guided/stages.html

22. Books at this level have the following characteristics: More text Less familiar, more varied topics Challenging vocabulary More complex sentences Varied writing styles More description Information taken from the website http://www.readinga-z.com/guided/stages.html

23. Use an Online Bookfinder to help find appropriate books PBS Parents Visit the following website to use their “Bookfinder.” It will suggest appropriate books for your child’s developmental level. Simply type in your child’s age, the genre of book your child would enjoy, and hit SEARCH! http://www.pbs.org/parents/education/

24. What Are Some Characteristics of Skilled Readers?

25. Before Reading Activates prior knowledge or seeks information to help establish some background Predicts possibilities Uses text features Determines possible schema Previews photos, captions, diagrams, etc. Sets a purpose for reading All information taking from OISE – Special Education Part 2 Course 2012. Unknown Author

26. During Reading Predicts and confirms. Builds comprehension. Uses graphics to assist with comprehension. Is aware of textual forms and structures. Uses context to determine connotations of words, idiomatic expressions, etc. Uses language to determine meaning. Shows engagement with text: chuckles, nods, smiles, ignores surroundings. Restructures and reorganizes data as text is processed. Recognizes literary forms, devices. Reads recursively to extend understanding. Adjusts reading rate and self-corrects regularly. Makes personal connections with characters. All information taking from OISE – Special Education Part 2 Course 2012. Unknown Author

27. After Reading Retells accurately Can summarize accurately Can recognize intended audience Makes personal connections with the main ideas of the text Reflects on effectiveness of literary devices or styles Reflects on content (written/oral) Rereads sections for a specific purpose Applies information in various ways Conducts research voluntarily Knows own strategies Is aware of, and can articulate, the broader message All information taking from OISE – Special Education Part 2 Course 2012. Unknown Author

28. Useful Reading Strategies When Reading at Home Look at the pictures. Get your mouth ready. Start again. Does that make sense? Read the word slowly. Skip it, read on, then go back. Look for chunks Where have I see that before? All information taking from OISE – Special Education Part 2 Course 2012. Unknown Author

29. What Are Some Websites I Can Use to Access Books? World Wide Index of E-TEXT: http://www.digitalbookindex.org/about.htmhttp://www.digitalbookindex.org/about.htm Free E text books: http://www.gutenberg.org/wiki/Main_Pagehttp://www.gutenberg.org/wiki/Main_Page E-text of Aesop fables: http://aesopfables.com/http://aesopfables.com/ Free e-text available in PDF: http://www.munseys.com/http://www.munseys.com/ More free e-text: http://www.fullbooks.com/http://www.fullbooks.com/ Free e-text: http://etext.library.adelaide.edu.au/http://etext.library.adelaide.edu.au/ Free e-text: http://digital.library.upenn.edu/books/http://digital.library.upenn.edu/books/ Free e-text: http://www.bibliomania.com/http://www.bibliomania.com/ More free: www.arthurwendover.comwww.arthurwendover.com More free books: http://www.google.ca/books?hl=enhttp://www.google.ca/books?hl=en Tumblebooks: http://www.peterborough.library.on.ca/kids.htmhttp://www.peterborough.library.on.ca/kids.htm

30. Thank you for viewing our second presentation! Please move on to the Review Activity, and read the article entitled: “Strategies for Engaging Parents in Home Support of Reading Acquisition”