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Welcome to Parent University High Point School October 21 st, 2008 6:3 0 – 8:00 p.m.

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Presentation on theme: "Welcome to Parent University High Point School October 21 st, 2008 6:3 0 – 8:00 p.m."— Presentation transcript:

1 Welcome to Parent University High Point School October 21 st, 2008 6:3 0 – 8:00 p.m.

2 Decoding Decoding is the ability to recognize words quickly and be able to figure out new words. Website gives students the opportunity to decode new words.

3 Decoding Words Multi-sensory Strategies Making Words Tapping Words Look for the largest chunk- word within a word Context Clues

4 Decoding Words Word Families/ Rhyming Words – Good readers recognize patterns within words rather than sounding out each letter – If you know Jack, you should know the words snack or tack – Help your student find these word families within words

5 What is fluency? Fluency is the ability to read text accurately and quickly. Reading words accurately and quickly helps students comprehend text A fluent reader adjusts reading rate for periods or commas. Expression is another component of fluency

6 Why is fluency important? Less fluent readers spend more time decoding words = less time understanding what the text means. Fluent readers will spend less time decoding words = more time focusing on what the text means

7 How to improve fluency Practice decoding words; help your child see word patterns within words Allow time for your child to re-read sentences, pages, or stories. Timed Readings Flashcards Listen to books on tape

8 How to improve fluency Model Reading Choral Reading- read a page together, try to stay at the same pace Echo Reading- read a sentence, partner reads it after you at the same pace and in the same expression ( use poetry! )

9 5 Reciprocal Teaching Strategies 1.Predicting 2. Questioning 3. Clarifying 4. Summarizing 5. Visualizing

10 Comprehension - Questioning Questioning allows students to – - identify important information - monitor understanding - apply higher level thinking skills

11 Comprehension - Questioning What can you do – - Model how to make up a question and answer based on what you read. Create questions using who, what, when, where, why, how, what if. - Create a question for one page, have your child create a question for the next page. - Ask different level questions.

12 Comprehension- Predicting Occurs when students guess what the author will talk about next. Students must use background knowledge to help create predictions. Sets a purpose for reading.

13 Comprehension- Predicting What can you do? Show how to look at the cover and make predictions based on visual clues. "I predict… because…" While reading, stop and show how to use clues from the words and pictures to make new predictions. Draw or write predictions Discuss your predictions. Was your prediction correct? Do you want to change your prediction?

14 Book Selection 5 Finger Rule 0 or 1 finger: too easy 2, 3, or 4 fingers: just right 5 fingers: too hard

15 Being able to read the words, does not mean you understand what you read: The dodlings were tiljing ruft. When the ruft was polting, the dodlings grented hust then yotted pudge. The preeden dodlins only tiljed muft so that the ruft was krettile. At the end of cupa the dodlings nuted sos then ported crist. This was done to hopple set. The preeden dodlings were always hirty and lopy unlike the dodlings who were foly and jist

16 Find accelerated reader books on - can search be lexile score and subject area - Keep in mind, High Point does not have all AR tests - search for books by lexile score Accelerated Reader

17 Monarch Award The Monarch Award is a children's choice award giving annually to a K-3 book. Read all 20 books to earn a certificate!

18 Unity by Cleo V. Swarat I dreamed I stood in a studio And watched two sculptors there, The clay they used was a young child’s mind And they fashioned it with care. One was a teacher: the tools she used were books and music and art; One was a parent With a guiding hand and gentle loving heart. And when at last their work was done, They were proud of what they had wrought. For the things they had worked into the child Could never be sold or bought! And each agreed she would have failed if she had worked alone. For behind the parent stood the school, and behind the teacher stood the home!

19 Questions and Evaluations Our next Parent University session will be in January. See you then!

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