1. S.T.A.R.S. Strategies to Achieve Reading Success November 2014 Sarah Lacourciere, Lisa Martin, Jessica Minnaar, Marianne Monbleau

2.  Understand early literacy development  Ways to support your child as he/she becomes a reader  Reading Aloud  Phonemic Awareness  Fundations  Independent Reading  How to choose a just right book?  Sight Word Books  Raz-Kids Goals for the Evening

3. Early Literacy Development

4. Ways to support your child at home when he/she is learning to read.

5. Reading aloud to young children, particularly in an engaging manner, promotes emergent literacy and language development and supports the relationship between child and parent. (Arnold DS, Whitehurst GJ. Accelerating language development through picture book reading. A summary of dialogic reading and its effects. In: Dickinson DK, ed. Bridges to literacy: children, families, and schools. Cambridge, MA: BasilBlackwell, 1994:103–28.)  Enhances Vocabulary Growth  Stimulates Oral Language Skills Why is Interactive Read Aloud Important?

6. LiteratureInformational Read Title Picture Walk through first few pages Share Predictions about characters, problem, setting Read Title Share what you already know about topic Share what you would like to know about topic Before Reading

7. LiteratureInformational Share what you learn about the setting, characters, problem, solution Share and discuss new words Share text-text, text- self, connections Notice text features: bold words, caption, photograph, labels Share and discuss new words Share new learning about topic During Reading

8. LiteratureInformational Retell story with Retelling Hand Rate Book ( 1 – 3) Share opinions characters Go back to text to share favorite part Share what you learned about topic Share what you still want to find out Go back to text to find one new fact. After Reading

9.  Phonemic awareness is the ability to hear, identify, and manipulate individual sounds- phonemes--in spoken words.  It helps students with reading and spelling  Activities to Help Develop Phonemic Awareness  Rhyming games  Identifying beginning sounds  Manipulating beginning sounds  Blending and segmenting Phonemic Awareness

10.  Keyword poster  Tapping words  Trick Words / Sight Words was/in  Handwriting / Letter Formations Fundations

11.  Guided Reading Levels  Reading books by themselves  Pointing to words  Running finger under words  Using eyes to guide when reading  Memorized book  Pattern in book, student realizes the pattern broke  Reading and rereading independent text  Choosing a ‘Just Right Book’ (5 Finger Rule)  Reading Strategies Independent Reading

12. Reading Strategies

13. Example of Book

14.  Trick word  Tried all of reading strategies  After 3 to 5 seconds  Frustrated  After you told them the word, go back and reread the sentence.  No need to correct every error of a fluent reader. When should you tell your child the word?

15.  Books sent home weekly  Designate a special place to keep books.  Repeated readings  Read to at least 3 people.  Reread often.  Point to words on first few readings.  Provide support as needed.  Work on FLUENCY. Sight Word Books

16. Example of Sight Word Book

17.  Students have access to books at their instructional reading levels as well as books one level above and below.  Students must listen to, read, and take a quiz on each book at their level before moving on to the next level.  Students earn points to make a robot.  Parents can access reports on their students’ reading. Raz-Kids

18. Question?