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Reading with your Child

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by

Tara White

on 18 February 2013

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Transcript of Reading with your Child

What you can do at home Reading with your Child Value Reading Comprehension Strategies to help your child succeed Reading with Beginning Readers Once your child has control over some of the decoding strategies, we begin to ask them to really focus on the meaning of a book. To do this, we teach them a variety of strategies that keeps them thinking while reading! Does it make sense? As your child begins to get control over a range of strategies, it is important that their reading be fluent and 'sound like talking'. To do this, make sure a lot of your reading time together is oral, to help your child build a good reading rate. If a book is too difficult for your child, their fluency will slow down because they will be focusing too much on decoding words. Fluency is a great indicator to show us if a book is just right for our child! Building Fluency Understanding a book is so much more than just retelling the events
in the text. Talk to your child about their favorite part of the book,
what they liked and didn't like, and ask them to make connections to
the story. We teach our students to make 3 types of connections. If your children see that reading is valued in their home, they will want to become readers too. Show your child that reading is important to you! Learn to Love Reading Establish a Routine Reading Culture Reading Spaces Find time everyday to show your child how important reading is to you. Whether it be reading the newspaper, or curling up with a good book, children will notice! If they see you as a reader, they will want to become one too. Just as adults thrive off of routines, so do children. Make reading part of their daily routine! At the earliest of ages, this will mean you reading to them, but as they begin to build their own literacy skills, they can start reading to you. Make this time special for you and your child. One of my favorite things to do with children is to make a special reading space for us to enjoy a book. For many people, this might become part of a bedtime routine, but for others, this might take the form of a special reading tent, or room in your house. Be creative! Watching children learn to read is an amazing experience! To help support your child in reading beginning texts, take a look at some of the strategies we have been working on in the classroom. Decoding
Strategies Matching 1:1 Picture Cues Popping Out Sounds End Sounds It is important for beginning readers to understand that the number of spoken words must match the number of printed words in a text. To help children 1:1 match, ask your child to place their finger below each word as they read, and jump their finger to the next word when ready. In beginning books, children will quickly realize there is a simple pattern to follow on each page. Typically, only one word in the pattern changes per page. To help your child figure out this new word, ask them to look at the picture for a clue. Once children have begun to use 1:1 matching and picture cues, they are ready to look at the initial sounds in a word. When your child comes to an unknown word, ask them to get their mouth ready for the first sound, and 'pop it out'. Using this strategy along with picture cues is one of the most helpful strategies for beginning readers to use. When your child appears to have the other 3 strategies under control, they will begin to attend to ending sounds. These sounds are often blends (letters that go together to make a single sound) such as er, ed, tion, es, etc. It is helpful to talk to your child about these sounds, and to look for them in other places. Having these conversations will help your child transfer this knowledge into other books! Making Sense of Texts Does that Sound right? Did that make sense? Does it look right? If your child finishes a sentence with an error that affects the meaning of the passage, ask them 'Did that make sense?' If it didn't, ask them re-read it, correcting the word that didn't make sense. Sometimes a student might make a simple grammatical mistake when reading. For example, a child will often say 'runned' instead of 'ran'. When this happens, ask your child, 'does that sound right?' Often, they will make this correction quickly, but if not, help them through it! Children will often substitute a word that makes sense, but doesn't look like the authors word. For example, using picture cues for help, students will often use the word 'bunny' instead of the printed word 'rabbit'. Ask them to take another look, and check for the word that the author wanted to use in his/her story. Types of Connections Text to Self Text to Text Text to World Does this text remind you of
anything in your life? Does this text remind you of
another book, movie, or t.v. show? Does this remind you of
anything in the real world? Happy Reading!
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