1. 7/13/05 We cannot think about something of which we are not consciously aware, and we cannot be aware of something not perceived sufficiently at the sensory level to come to consciousness. This presentation was created by Lindamood-Bell for Chapin Street School parents in 2010. Some slides have been omitted for this Wiki.

2. 7/13/05 Tips for Home Strategies for parents to use when reading with their children or helping them with homework

3. 7/13/05 Tips for Home For students receiving instruction in decoding (Seeing Stars ©) –Reading in Context –Sight Words –Spelling For students receiving instruction in comprehension (Visualizing and Verbalizing ©) –Reading in Context –Writing For vocabulary development

4. 7/13/05 Tips for Home Decoding-focus Students Sight Words: Spelling: 1.If your child misspells a word, tell or show him/her the correct spelling. 1.When your child misses a common word, such as though, where, were, etc., have him/her air write or image the letters of the word (your child will name letters while air writing with finger and then will say the word). 2.You might practice with the student by writing the words on 3 x 5 cards and using them as flashcards. 3.This reinforcement can be done with commonly missed words, words from a spelling list, etc. 2.Have your child air write or image the letters of the word (i.e., child will name letters while air writing with finger and then will say the word).

5. 7/13/05 Tips for Home Building Vocabulary: 1.When your child does not know the meaning or usage of a word, it is important for him or her to develop the necessary mental image. Ex. “famished” 2.Use the word in a concrete, easy-to-image sentence so your child can develop an appropriate mental picture. appropriate mental picture. Ex. “Johnny did not eat all day long, and by the end of the day he was Ex. “Johnny did not eat all day long, and by the end of the day he was famished.” famished.” 3.Ask your child, “What does that make you picture for “famished?”

6. 7/13/05 Tips for Home Building Vocabulary Continued: 4.You can reinforce the process by writing the vocabulary word on a blank 3 x 5 card. On the back of the card, write a simple definition and one or two imagery- driven sentences. These words can be practiced regularly until the word is known. The students should use the words in new sentences rather than repeat the same ones. Ex. famished: really, really hungry “Johnny did not eat all day long, and by the end of the day he was famished.” “The kids were famished after hiking up the mountain.”

7. 7/13/05 Tips for Home Decoding-focus Students Reading in Context: When your child is reading aloud, watch for word substitutions and /or miscalling. Handle errors in the following way: 1.Question to your child’s comprehension to see if he or she is able to self-correct: “Did that make sense?” If your child does not self-correct based on comprehension, proceed to the next step. 2.Isolate the specific word that was missed: “Check yourself on this word.” (Indicate the missed word) If your child does not self-correct by isolating the word, proceed to the next step.

8. 7/13/05 Tips for Home Decoding-focus Students Reading in Context Continued: 3.Isolate the specific word and ask one or more of the following questions, as appropriate: “What will the vowel say?” “Divide the word into syllables. Where would you break it?” “Look for known prefixes (beginnings) or suffixes (endings).” “Image this word in the air.” Your child will name letters while air writing with finger and then will say the word. 4.If your child is still not able to self-correct the error, tell him/her what the word says and then have him/her air write the letters and say the word (as above). *Frequently missed common words can be put on blank 3 x 5 cards for practice (see next section).

9. 7/13/05 1.After your child has read a paragraph or section of material, ask questions about the images created by the language. Examples: “How do you see that happening?” “What did you picture for that?” “What did you picture for that?” Tips for Home Comprehension-focus Students Reading in Context: 2.Ask for details in the images by referring to some of the structure words: What, Size, Color, Number, Shape, Where, Movement, Mood, Background, Perspective, When, Sound. (Note: Not all structure words are appropriate for every image.

10. 7/13/05 Tips for Home Comprehension-focus Students Reading in Context Continued: 4.If your child misreads a word in a sentence, question for meaning. Examples: “What are you picturing for ________?” “What is a ______? Do you have a picture for that?” “Does that make sense?” 3.Now ask higher order thinking skills (HOTS) questions to exercise critical thinking. These will usually be main idea, “why,” or “what next? questions: Examples: “What is the main idea? “What do you think happened?” “What do you think happened?” “What do you think will happen next?” “What do you think will happen next?”

11. 7/13/05 Thank you for joining us for Tips for Home!