Home Reading
Home reading is designed to promote fluency and
comprehension in reading as well as to foster and encourage a love for reading.
The more children read, the better they read and the more they enjoy reading. Please reference this page as needed to help your child succeed with home reading practice.
The
students will be changing their books once a week; therefore, they will be
choosing a variety of books to read for the week. If you feel that your child
is having difficulty reading a certain book, just read it to him/her. Home reading
should be an enjoyable experience for your child.
Please
remember to fill in the reading log. Thank you for your cooperation in the home
reading program.
In addition to the books, students are encouraged to use Raz kids at home!
In addition to the books, students are encouraged to use Raz kids at home!
Thank- you!
Home Reading tasks for books at levels C and D :
1. Child and Parent look at the pictures in the book and talk about them. Parents points to objects in the picture and asks what the first sound or letter would be (make sure they are consonants). When that becomes easy, start asking what the last consonant sound or letter would be.
2. Child reads the book on his/her own. Start encouraging the child to read without pointing at the words. At unknown words ask: What is the first sound? What would make sense? Parent supplies unknown word after a couple of tries.
3. Child reads book again alone. If possible, have child read to others to increase practice.
4. Child practices instant recognition of sight words. Continue gradually adding new words until 50 are recognized instantly.
Home Reading tasks for books at levels E to G :
1. Child reads the book on his/her own. When the child is stick you could say:
Look at the picture. Think about the story.
Get your mouth ready for the first sound. Start from the beginning again. It may just pop out.
What would make sense?
Do you know a word that looks like that?
Read on and see if there's something else to help you.
Go back to the beginning of a line or sentence and try again.
Parent supplies unknown words after a couple tries.
2. Ask child to retell the story in his/her own words.
3. Child reads boom again alone. Child should be pausing at periods and commas. Child should be practicing reading with fluency (like we speak, without choppiness). If possible, have child read to others to increase practice.
Home Reading tasks for books at levels H and beyond :
1. Child reads the book on his/her own. When the child is stick you could say:
Look at the picture. Think about the story.
Get your mouth ready for the first sound. Start from the beginning again. It may just pop out.
What would make sense?
Do you know a word that looks like that?
Read on and see if there's something else to help you.
Go back to the beginning of a line or sentence and try again.
Parent supplies unknown words after a couple tries.
2. Continue to encourage fluency and expression.
3. Ask child to retell the story in his/her own words.
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Reading Strategies and Suggestions that we will be talking about in class are:
Look at the Pictures:
Look closely at the picture to find clues.
Children need ideas when trying to figure out a word, we suggest looking for a clue in the picture. This strategy can also be a way to confirm the word you were working on makes sense. Look closely at the pictures use your eagle eye!
Look at the Pictures:
Look closely at the picture to find clues.
Children need ideas when trying to figure out a word, we suggest looking for a clue in the picture. This strategy can also be a way to confirm the word you were working on makes sense. Look closely at the pictures use your eagle eye!
Lips of the Fish:
Get your mouth ready to say the first sound in the word. Say the sound out loud.
Children find strength in the base foundation of knowing the letter sounds. Don't forget to check for blends as well!
Children find strength in the base foundation of knowing the letter sounds. Don't forget to check for blends as well!
Tryin' Lion:
Try the word again.
Try the word by rereading the word and the sentence and then even try it again. Continue by then try a word that would make sense. Keep trying for a word that would fit. Children have a good understanding of comprehension of the story line and often will try a word that makes sense due to comprehension clues from the story.
Try the word again.
Try the word by rereading the word and the sentence and then even try it again. Continue by then try a word that would make sense. Keep trying for a word that would fit. Children have a good understanding of comprehension of the story line and often will try a word that makes sense due to comprehension clues from the story.
Stretchy Snake:
Stretch out the word slowly. Listen to the sounds you hear. Put the sounds together to figure out the word.
Children are familiar with this concept as we use this strategies when trying to write words too! Take your time to stretch out the word. Listen closely and put the sounds together.
Chunky Monkey.
Chunk the word.
Look for pieces that you know with in the word. Root words, known prefixes or suffixes, any chunk can help! Check for sight words or blends that may be hiding with in.
Chunk the word.
Look for pieces that you know with in the word. Root words, known prefixes or suffixes, any chunk can help! Check for sight words or blends that may be hiding with in.
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