2.  Raise hands  A little about myself… *Credentials *Family *Why do I choose to teach reading all day, every day?

3. RTI Process- Response To Intervention Whole School Benchmark Assessments- Aimsweb ** National Norms AIMS and Stanford 10 Results Other Title 1 Assessments Teacher Input (current and last year)

5.  30 minutes a day  5 days a week  Reinforces classroom reading instruction  Small group, focused learning

6.  Your child’s reading program focuses on the following skills as they pertain to their particular grade level: Phonemic awareness Phonics Sight Words Fluency Comprehension Vocabulary

7.  The ability to hear, identify, and manipulate individual sounds in words  Before kids learn to read print, they need to become more aware of how sounds in words work.

8.  The system of relationships between letters and sounds: b = /b/ tion = /shun/ Phonics will help kids read and spell. Written language is like a code and knowing the sounds of letters and combinations will help kids decode words.

9.  Words found most frequently in text  Often they are the smaller words that cannot be decoded  Must have at least 100 in memory for fluency to take off

10.  Understanding the meaning of a large number of words  Understanding, identifying with, and extending text

11. My Sidewalks-Scott Foresman Soar To Success & Early Success Programs Great Leaps Read Naturally Other Research-Based Materials

12. Weekly progress monitoring Read aloud stories/questions Communication with the classroom teacher Progress monitoring reports sent home with report cards Parent-Teacher Conferences

15.  Practice reading 20 minutes nightly and ask your child questions about what they are reading.  Encourage your child to sound out words and ask them, “Does that make sense?” or “What does that mean?”  Practice sight words with your child  Encourage them to re-read books. This creates automaticity of words.  Read to your child. This models fluency and voice.

16.  Talk about what you are thinking when you read a story. “I wonder….” “I think….” ‘I really like when….”  Give your child extra opportunities to read. Let your child read the directions for that new game or for putting model airplanes together. Ask your child to "help you" by reading the cookie recipe or traffic signs.  Introduce the pleasures of the public library. Let your child browse. Get a library card. Let your child choose books of interest.  Let your child see you reading frequently, sharing choice passages with others, referring to books for answers.  Have a daily family reading time.