Thank you for attending my Parent Training Night!!!

Thank you for attending my Parent Training Night!!!
We will be discussing: Volunteering logistics The BASICS of writing/spelling and reading Ways to volunteer/help in the classroom and at home

Volunteering Logistics
Volunteers come in MON-FRI from (approximately) 10:45-12…with the option to take their child out to lunch from 12-1 *You must sign IN AND OUT at the OFFICE AND pick up a VISITOR’S BADGE*

When you arrive, you will find this form on the table in the little room next door. *You can place your things (jacket, coat, purse, etc.) on the table as well. The activities I need your help with will be checked off.

10:45-11 – we will STILL be eating our snack/reading a nonfiction book…so you will help me with “teacher-ly” tasks such as: clean paint palettes/brushes rinse laminated sheets and hang to dry separate Let’s Find Out magazines separate Scholastic Book Order forms collate/staple book order forms to send home cut out lamination hole punch password cards

11-12 – work with students Working With Words Lessons PLUS Read with students Read with students Assess children (usually around report card/conference time) *Occasionally, I might introduce a new game to the class and ask you to play it with them

12-1 – option to leave for lunch

Sign-ups will always be available outside our classroom, attached in weekly s and are posted online/my webpage that can be accessed through the district webpage/staff directory If there is an open date that you are interested in signing up for… just me with dates you are interested in unfortunately, the calendars are not interactive It is OK if we do not have a volunteer every day!!! PLEASE DO NOT WORRY ABOUT FILLING YOUR SLOT IF YOU ARE UNABLE TO ATTEND!!! We do review volunteers every morning however, so your child will be expecting you…so please me if you are unable to make it so that your child does not worry unnecessarily.

Understanding the BASICS of Reading and Writing
Children go through A LOT of stages as their skills are honed…and then used in conjunction with one another. Phonemic Awareness Comprehension Phonics Kindergarten/Phonetic vs. Dictionary/Conventional Spelling

The BASICS: Phonemic Awareness… is mainly an “oral/auditory skill”
that helps children understand things like: syllables/(or “parts”)…“say it like a robot” beginning sounds middle and/or vowel sounds ending sounds and/or rhyming words/word families Developing this skills helps to fine tune listening skills… …which lays the groundwork for comprehension... …prepares children to decipher the length of a word/#of syllables in preparation for reading AND writing… …helps to isolate certain sounds within word so that they can hear sounds (and later determine the letters) needed to WRITE them… …helps to blend sounds together (rather than saying them in isolation) when sounding words out to READ them DIBELS assessments – 3x a year

The BASICS: Comprehension… that is required for successful READING
is also an “oral/auditory skill” but mainly a “thinking skill” that is required for successful READING where children need to ask themselves… What “goes together”? (matching words/pictures AND thoughts) What makes sense? (MAIN IDEA - it MUST be cohesive and relate in some way) What do I already know about this topic/how does it relate to my current knowledge? (activating prior knowledge solidifies that which is already known and lays the groundwork that which is to be learned) Developing this skill comes from READING with your child AS OFTEN AS POSSIBLE while PAUSING to discuss the story, how it connects/relates to your child’s life as well as how it connects/relates to other books/stories read. Authentic conversations, answering literal questions, making predictions and encouraging connections between text-to-text and text-to-self.

The BASICS: Phonics… Children must try to remember…
is both a “reading skill” AND a “writing skill” where children are expected to link a letter or group of letters to a specific sound. Overall – it is TRICKY, TRICKY, TRICKY - vowels ESPECIALLY - and is actually a VERY temporary skill. Also… PHONICS rules (and rules within the English Language) are EXTREMELY INCONSISTENT! Children must try to remember… What sounds do letters make individually? What sounds can be made by combining letters? When DO the rules work and when DON’T they work?

Phonics while READING…
The BASICS: Phonics while READING… Phonics seems to cause the most difficulties due to the fact that it is really only a “stepping stone” that can only be developed so much. Other strategies are FAR more important AND while some children will learn to read without using phonics at all, others will try to use it too much and fail to incorporate other - more important - strategies.

"I cdn'uolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdanieg: the phaonmneel pweor of the hmuan mnid. Aoccdrnig to a rseearch taem at Cmabrigde Uinervtisy, it deosn't mttaer in waht oredr the ltteers in a wrod are, the olny iprmoatnt tihng is taht the frist and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can sitll raed it wouthit a porbelm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Scuh a cdonition is arppoiatrely cllaed Typoglycemia . "Amzanig huh? Yaeh and you awlyas thguoht slpeling was ipmorantt."

I take it you already know Of tough and bough and cough and dough?
HINTS ON PRONUNCIATION FOR FOREIGNERS I take it you already know Of tough and bough and cough and dough? Others may stumble, but not you, On hiccough, thorough, laugh and through. Well done! And now you wish, perhaps, To learn of less familiar traps? Beware of heard, a dreadful word That looks like beard and sounds like bird, And dead: it’s said like bed, not bead- For goodness’ sake, don’t call it “deed”! Watch out for meat and great and threat (they rhyme with suite and straight and debt). A moth is not a moth in mother Nor both is bother, broth is brother, And here is not a match for there Nor dear and fear for bear and pear, And then there’s dose and rose and lose – Just look them up- and goose and choose, And cork and words and card and ward, And font and front and word and sword, And do and go and thwart and cart – Come, come, I’ve hardly made a start! A dreadful language? Man alive. I’d mastered it when I was five! From Beginning to Read, by Marilyn Adams Originally published in The London Sunday Times, January 3, 1965, With on the author’s initials, T.S.W.

Phonics while WRITING…
The BASICS: Phonics while WRITING… Children transition from “Kindergarten” to “Dictionary” Spelling “Kindergarten”/Phonetic Spelling Use your mouth to say the word, your ears to hear the word and your hands to write the letters that match the sounds “Dictionary”/Conventional Spelling requires you to use your eyes to determine whether or not the word is spelled correctly DEVELOPS OVER TIME as READING EXPERIENCES INCREASE 100 high frequency sight words/password poems

WHAT ARE THE 8 STAGES OF WRITING/SPELLING???
TRANSITIONING from “Kindergarten”/phonetic to “Dictionary”/conventional Spelling… In order to make this transition from KINDERGARTEN spelling to DICTIONARY spelling, children need to have authentic individual/independent as well as supported opportunities to READ, WRITE and “CREATE” words. While reading and writing, there are TOO MANY other skills being used at once…so volunteers will help with WORKING WITH WORDS lessons that help to isolate just the BASIC phonetic skills. They also help to solidify the concepts and allow children opportunities to make comparisons and connections between words and rules of the language. WHAT ARE THE 8 STAGES OF WRITING/SPELLING???

Kindergarten Dictionary: Stage 1
Scribbling-looks like random assortment of marks on a child’s paper. Sometimes the marks are large, circular and random, resembling drawing. Although the marks do not resemble print, they are significant because the young writer uses them to show ideas.

Letter-like Symbols These emerge, sometimes randomly placed, and are interspersed with numbers. The children can tell about their own drawings or writings. Spacing is rarely present.

Strings of Letters —children write some legible letters that tell us they know more about writing. Children are developing awareness of the sound-to-symbol relationship, although not matching most sounds. Mostly capital letters, no spacing yet.

Beginning Sounds Emerge Children see differences between a letter and a word, but they may not use spacing. Their message makes sense and matches the picture, especially when they choose the topic.

Consonants Represent Words Children begin to leave spaces between their words and may often mix upper- and lowercase letters in their writing. Usually they write “sentences” that tell ideas.

Initial, Middle and Final Sounds Children in this phase may spell sight words correctly, siblings’ names, and environmental print, but other words are spelled the way they sound. Their writing is readable.

Transitional Phases This writing is readable and approaches conventional spelling. The writing is interspersed with words that are in standard form and have standard letter patterns.

Standard Spelling Children in this phase can spell most words correctly and are developing an understanding of root words, compound words, and contractions. This understanding helps students spell similar words.

Support Strategies – IN CLASS AND AT HOME - to use when children are unsure of LETTER SOUNDS (when READING OR WRITING) Use the ABC Chart. When a student is trying to figure out an unknown letter sound, have them go through the pictures to find a something that begins with the same sound.

USE plastic letters for another layer of support!!!!
Support Strategy – IN CLASS AND AT HOME - for “Kindergarten”/Phonetic Spelling when WRITING WORDS Pick a word Count how many syllables are in that word by putting one finger up for each syllable while saying it like a robot Draw a line with that many “parts” Say the first syllable in SLOW MOTION/stretching it out and write the letters that match those sounds Repeat for all syllables in the word USE plastic letters for another layer of support!!!!

**REREADING WHILE YOU WORK IS CRITICAL!!!**
Support Strategy – IN CLASS AND AT HOME - for “Kindergarten”/Phonetic Spelling when WRITING SENTENCES 1. Think of a sentence. 2. Using your fingers, count how many words are in the sentence. 3. Draw that many lines on your paper. The length of EACH line should be indicative of how many syllables are in that word and there should be spaces between each of the lines. 4. Add punctuation to the end of the sentence. 5. Beginning with the first line/word, write each word phonetically (USE plastic letters). All sight words, however, that have been introduced so far should be spelled correctly (see slides 26-27). 6. Repeat the sequence for each word in the sentence. **REREADING WHILE YOU WORK IS CRITICAL!!!**

”100 Wacky Words We Will Wemember”
Support Strategy – IN CLASS - for spelling words that are NOT PHONETIC (a.k.a. high frequency/sight words) ”100 Wacky Words We Will Wemember” One word is introduced daily for 100 days The word is introduced through a poem that uses the word repeatedly The new word is posted on the door (in the form of a 100’s board for ease of finding - #34 is “come”) and the word becomes a “password” (to be said while coming in and going out of the classroom) Each child gets a copy of the poem, completes the work/highlighting independently and then places it in his/her “Poem binder” to re-read for additional practice later at Workboard time Children also create a “word ring” to house cards so that they can be practiced nightly – please return EVERY DAY Once introduced, “passwords” are expected to be spelled correctly in all independent writing and recognized easily in all independent reading Sight word knowledge is assessed every 25 words (“quarters”) and word rings/poem binders are cleaned out

Working With Words and Plastic Letters
Support Strategy – IN CLASS WITH VOLUNTEERS - for spelling words that ARE PHONETIC …but mostly NOT PHONETIC (a.k.a. passwords/high frequency/sight words) Working With Words and Plastic Letters Volunteers will work with small groups of children on Working With Words lessons in the little room next door. Groups may consist of 2, 3 or 4 children depending on the parent’s comfort level and the abilities of the children pulled. While reading and writing, it is difficult to focus strictly on phonetics…so the WORKING WITH WORDS lesson are the PERFECT way to help to isolate and teach just the phonetic skills.

VOLUNTEERS: Working With Words and Plastic Letters…
…AND…because these lessons use the same plastic letters that I use in class when children ask “How do you spell_____?”, they provide significant STRUCTURED PRACTICE manipulating the plastic letters and help develop the skills necessary for children to progress through the stages of “Kindergarten”/Phonetic and “Dictionary”/Conventional spelling mentioned earlier…as well as the different levels of reading which will be discussed later

55 lessons in all that focus on: rhyming/word families (cat, hat, bat) short vowels long vowels vowel blends consonant blends endings such as -ed, -ing, -ight, etc.

While working in small groups in the little room next door, you will also need: the binders containing the lessons and follow-up/take home activities The set of cards that corresponds to the lesson a letter box the supply bin containing items needed to assemble the follow-up/take home activities: Pens, highlighters, metal brads, a stapler a student checklist indicating which children are to complete which lessons

Let’s try a lesson together!!! 

In addition to (or rather than) WWW lessons, you will READ with children…
P1 P2 P3 P4 1 Goal 2 3 4

Understanding our Leveling System for READING
Just as children progress through stages of writing/spelling, children also progress through different stages/levels of reading. Providing a systematic/sequential approach is EXTREMELY beneficial. Therefore, we have created different reading LEVELS that align with the First Grade Leveling System. It is color coded in the order of the rainbow. Other leveling systems – or systems between publishers – (while getting better) are EXTREMELY inconsistent and unreliable which is why we created our own system. P1 P2 P3 P4 1 Goal 2 3 4

Reading LEVELS RED LEVEL books are wordless books so children
P1 Reading LEVELS RED LEVEL books are wordless books so children learn to read by using the pictures. develop comprehension children should be telling the story through the pictures encourage as much detail as possible insist they use complete sentences

P2 P3 Reading LEVELS Orange and Yellow books require children to find a balance between using the pictures and the words. Children often read through them very quickly once they’ve identified there is a repeating line and will often revert back to looking only at the pictures to read the remaining pages. Errors often occur when there are two words that mean the same thing (i.e. trash vs. garbage, seesaw vs. teeter-totter, etc.) and so they will need to be redirected to read the words after getting clues from the pictures.

Reading LEVELS Orange books (P2)
usually 2 words per page including one sight word (“a” or “the”) and one changing word per page example: “A swing, A slide, A teeter-totter, etc.” word count is important in these books – If they say “I like to swing” help them count the words on the page and count the number of words they just said (1-1 correspondence) encourage using the pictures and the first letter (beginning sound) of the word to read the word – “teeter-totter” could not say “seesaw” because it begins with the letter “t”

Reading LEVELS Yellow books (P3)
short 3-5 word sentences including a combination of sight words and 1 word that changes on each page; may also have a change on the last page examples: “I like the bear, I like the tiger, etc.” or “Bears are big, Tigers are big…so, so big!” introduce the concept of a REPEATING line and children should be able to identify the portion of the text that repeats

P4 1 Reading LEVELS Green and Blue books require children to pay more attention to the words and less attention to the pictures in order to follow along with the changes from page to page.

Reading LEVELS Green books (P4)
short 4-6 word sentences with repeating lines containing a combination of sight words and 2 changing words per page often with a change at the end as well example: “The dog is brown, The cat is black…I like pets!”

Reading LEVELS Blue books (Level 1)
longer sentences using two repeating lines to introduce the concept of a PATTERN example: “I like the dog, The dog is brown, I like the cat, The cat is brown, etc. patterned pages force the children to break away from the repeating line and focus more on looking at the words

Goal 2 3 4 Reading LEVELS Purple, Pink, White and Star books become increasingly more difficult and move away from repeating lines and patterns altogether and move toward basic stories with basic sentence structures.

Reading LEVELS Purple (Level 2 – the goal for the end of K)
contain longer sentences that begin to introduce the idea of a basic story sentences include several sight words, but do not use repeating lines or patterns thus requiring children to rely more heavily on comprehension and less on the pictures

Reading LEVELS Pink (Level 3) and White books (Level 4)
get progressively more difficult through the introduction of new vocabulary, new punctuation and even dialogue.

Reading LEVELS Star Books (levels 5-30)
continue to get more and more challenging and span a wider range of levels. Books with one star cover levels 5-16 (First Grade Levels), books with two stars cover levels (Second and Third Grade Levels) and books with three stars cover levels (Fourth and Fifth Grade Levels). While the boxes have a wider range of levels within the same box, the children are better aware of their abilities as a reader at this stage making them capable of selecting books that are appropriate for them. Also, by this point, they have had a wealth of successful reading experiences so their confidence levels are high enough for them to seek out more challenging books without feeling disappointed if a book is legitimately too challenging.

Reading with children as a VOLUNTEER:
1. Use the black PARENT BINDER IT CONTAINS: A checklist of students Directions/suggestions for you to follow a tab for each child (with a list of titles to be crossed off) 1. Select a child and/or tell the child you’ve finished reading with to send out the next child. Make sure he/she brings his/her “book bag” with three books in it. 2. Following “rainbow order”, begin with the first color dot which will be the “too easy book”. The next book will be the “just right book” and the last book will be the “challenge book. red, orange, yellow, green, blue, purple, pink, white, 1 star, 2 star, and 3 star. Locate each child’s tab and cross off the titles after the child reads them to you.

2. GET A STUDENT Children do not have the option to skip reading with you so please do not ASK them to read with you…tell one child to “go get _______; it is his/her turn to read with me.” children will bring out their “reading bags” containing three different books When finished, just ask the child to send out the next student. 1. Select a child and/or tell the child you’ve finished reading with to send out the next child. Make sure he/she brings his/her “book bag” with three books in it. 2. Following “rainbow order”, begin with the first color dot which will be the “too easy book”. The next book will be the “just right book” and the last book will be the “challenge book. red, orange, yellow, green, blue, purple, pink, white, 1 star, 2 star, and 3 star. Locate each child’s tab and cross off the titles after the child reads them to you.

3. You will read the title/author/illustrator before the child READS his/her books to you Have the child read the books in the color order – (red, orange, yellow, green, blue, purple, pink, white or star book) as the first dot/color will be considered his/her “too easy” book, the middle dot/color will be the “just right” book and the last dot/color is the “challenge” book. 1. Select a child and/or tell the child you’ve finished reading with to send out the next child. Make sure he/she brings his/her “book bag” with three books in it. 2. Following “rainbow order”, begin with the first color dot which will be the “too easy book”. The next book will be the “just right book” and the last book will be the “challenge book. red, orange, yellow, green, blue, purple, pink, white, 1 star, 2 star, and 3 star. Locate each child’s tab and cross off the titles after the child reads them to you.

4. Cross off the titles that the child reads to you (if the titles are already crossed off, instruct him/her to select new books). Locate each child’s tab and cross off the titles after the child reads them to you.

5. Offer CLUES if a child gets stuck on a word…try NOT to give the child the answer!!! Ask the child to start reading on the first page of the story. If a child is stuck on a word, try your best not to give them the word. Give clues such as: Use the picture. What word would makes sense? Try to sound it out (ONLY if it is phonetic). Try reading just the first three letters/first syllable. It rhymes with__. It sounds like___. Its another word for ___.

6. Ask questions to ENHANCE learning. Purple, Pink, White and Star books: What was the main idea of the story? Who was/were the characters? What happened the beginning/middle/end of the story? How would you change the ending? Did this story remind you of another story you’ve heard before? If you wrote this story, what would you have done differently? Can you borrow any ideas from this book or this author? Red, Orange, Yellow, Green and Blue books: What was the main idea of the book? Tell me three details that supported that main idea. If you were able to add a page, what would it say? Did this book remind you of anything? If you wrote the book, what would you have done differently? Can you borrow any ideas from this book or from this author?

Reading at HOME There are very few (if any) good texts available on the market for parents to purchase for children to use while progressing through these beginning stages. Therefore, as the children advance levels, I will be sending home copies of the books in the level/levels they have mastered; they will, however, need to be cut/stapled/assembled. Children that struggle the most progressing through the levels are the same children that openly admit to NOT practicing these books at home!!!

Reading at HOME Also, EVERY publisher uses their own leveling system so there is NO consistency between our leveling system here at school and the systems you may see indicated on other books and/or in Scholastic Book Orders.

Thank you for attending my Parent Training Night!!!

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