Tools For New Readers A Parent Workshop

What Do TPRI Scores mean?

Phonemic Awareness deals with hearing sounds No visuals (letters or words) included 4 out of 5 correct considered “developed”

Onset and rime /C/-/at/ makes cat

Ideas to Practice Blending Word Parts Oral practice- make it a game Using cut up pictures Stick ‘em game

Using individual sounds to make a word /c/-/a/-/t/ makes cat

Ideas For Blending Phonemes Choo Choo Train Pushing Pennies Rubber banding

Student is asked to manipulate sounds by taking the first sound off a word Say /cat/. Now Take off the /c/. What is left? (at)

Ideas For Deleting Initial Sounds Oral practice (again make it a game) Cut up pictures Practice words with blends (stop becomes top, etc)

Same premise as before, but removing last sound Say /goat/. Now take off the /t/. What do you get? (go)

Ideas For Deleting Final Sounds Oral practice (again make it a game) Cut up pictures Practice words with blends (past becomes pass, etc)

What most call “phonics” Connecting sounds to letters and making words 4 out of 5 considered “developed”

Student is given __at and asked to choose a letter that will make cat

Student is given ca__ and asked to choose a letter to make cat

Student is given c__t and asked to choose the letter that will make cat

Students are given ___op and asked to choose the letters that make stop

Students are given pa___ and asked to choose letters to make past

Strategies For Developing Graphophonemic Knowledge Magnetic letters Stretch and write Word families Roll a word game Don’t spell FOR your child, assist them in spelling on their own (stretch and write)

Tested words are mostly phonetic Sight word knowledge still important 4 out of 5 considered “developed”

First 200 Words Words from this list necessary for success in reading Pretest child Study unknown words 7 at a time until mastered Must be able to say the word within 3 seconds Personal Word Wall for success

A measure of how many words child read accurately IND- can read on own INS- can read with help FRUS- is not successful in reading selection, considered “still developing”

A measure of how many words the student read correctly per minute The slower the reading, the less comprehension Must be at 60 wpm by end of first grade

Tips to assist with fluency and accuracy Spend time reading to your child. Ask your child to follow along as you read. Do not give a child a word until multiple attempts have been made to decode. Guide your child to decode the word. Look for parts or “chunks” they recognize and use that to help figure our the word. Ask your child to read the same book many times over a period of days and weeks.

Questions asked after reading of a text If child on FRUS, teacher read story aloud to student before asking questions 10 out of 12 questions is considered “developed”

Details lifted directly from the story. What color was the dog? What did the boy see?

Putting multiple ideas from the story together. If the story said there was a dog in the backyard and that dad took the boy to the backyard, they might ask “Why did dad take the boy in the backyard?”

Why questions, predictions Why was the main character sad/happy/angry? What do you think the girl will do next?

Looking for word meaning in context “The story said he fed the ducks at the pond. What is a pond?”

Last Tips Focus on one or two areas where your child needs help Work for 10 or 15 minutes each night Change focus when child masters a skill

Thank you for your participation! We want to work together to help your child succeed.