AGENDA 1) Introduction 2) Why reading is so crucial in 2017

1. Reading at Home: The Importance of Parental Involvement(Primary Grades)(Lakewood Elementary School Library) An Interactive Session for Parents/GuardiansOctober 12, 2017 6:00 to 7:15 pm Ceilidh Deichmann Paul Pantaleocdeichmann@sd62learns.org ppantaleo@sd61.bc.ca

2. AGENDA 1) Introduction 2) Why reading is so crucial in 2017 3) Practical prompts to encourage comprehension and word identification 4) Word Work 5) Thank you and conclusion

3. We love reading!

4. For readers, one of life’s most electrifying discoveries is that they are readers – not just capable of doing it (which Morris already knew), but in love with it. Hopelessly. Head over heels. The first book that does that is never forgotten, and each page seems to bring a fresh revelation, one that burns and exalts: Yes! That’s how it is! Yes! I saw that, too! And, of course, That’s what I think! That’s what I FEEL! (Finders Keepers, Stephen King p. 207)

5. “What is possible?”

6. Results of Paul’s Learning Support Groups at Sir James Douglas From September 27, 2011 to June 22, 2016, 104 students (97%) at the Sir James Douglas School (Grades 1 – 5) reached the average band of instruction in reading. All groups received 30 minutes of instruction, 4 to 5 days a week per term (each term was 10 to 12 weeks in duration).

7. What will work in your home situation? How much time do I spend on home reading?

8. In the early grades, school success is synonymous with reading success.

9. A top predictor of reading achievement is the amount read at school AND home. (Rasinski, 2017)

11. Ten Ways to Become a Better Reader

13. Consider the power of setting the closed captions option on your TV.

14. I can't emphasize how important routine and repetition are .... The brain changes in response to patterned, repetitive experiences: the more you repeat something, the more engrained it becomes. *ML (Unknown)

15. “When a child is anxious it is much more difficult to form a positive relationship, the true vehicle for all …change.” (Perry, 2006) Please avoid undue anxiety by making the reading experience enjoyable and engaging.

16. Effective reading programs should provide children with books they can read. (Allington, 2001)The amount of books read will vary as reading levels increase.

17. Easy/Independent 95% Instructional 90 - 94% Hard/Frustrational Below 90% The evidence available has convinced me that lots of easy reading is absolutely critical to reading development and to the development of positive stances towards reading. (Allington, 2001)

18. Children learn to read only by reading. Therefore, the only way to facilitate their learning is to make reading easy for them. (Smith, 1983)

19. All teaching should be done in context as this makes memory and the transfer of learning much easier. Learning sight words, developing fluency, comprehension, word identification, vocabulary etc. should all be done in the moment during real reading experiences.

20. Take a moment and share your thoughts about home reading.A few questions to help your reflections …1. What are you wondering about in regards to home reading ? 2. Is there something different that you are thinking about trying?

22. USEFUL PROMPTS

23. - Prompt - Wait (slow count to 3) • Teach • (At times telling is fine)

24. To support the readers use of self-monitoring or (cross)-checking behaviour: *ML Were you right? It could be _________, but look at ____________. Check it. Does it look right and sound right to you? Try that again. Try that again and think about what would ....   make sense (M). fit there (S). sound right (V). look right (V). (or any combination of these 4)

25. To support the reader’s self-correction behaviour: Something wasn’t quite right. Can you find it? I liked the way you found out what was wrong all by yourself. *ML

26. To support a reader’s searching for all sources of information: M S V *ML Does that make sense? (M) Can you say it that way? (S) Does that sound right? (V) Does that look right? (V) You said . . . Does that make sense? (M) Does it look right? (V) Can we say it that way? (S) What do you know that might help?

27. Helpful ways to prompt attention to visual features *ML After success in word solving. Say “How did you know it said “____”?” When the child stops at a new word, prompt him to “look”. Say “Do you know a word that starts with those letters?” Or “Look for something that would help you.” Or “What can you see that might help?” Or “Do you know a word that looks like that?” Or “What can you hear that might help?”

28. Don’t slow down a child’s reading by overemphasizing strategies as this can make it tedious for the reader and lead to disengagement.

29. To support phrased, fluent reading: “Put the words together so it sounds like talking.” Fluency is reading orally with appropriate a) expression b) volume c) speed and d) phrasing. *ML (Clay)

30. Repeated readings of a text helps children develop confidence, leading to higher reading achievement, and increased fluency.

31. Children develop fluency by practicing reading. A lot. Read, read, and read. (Rasinski, 2017)

32. USEFUL RESEARCH-BASED COMPREHENSION STRATEGIES  *ML • Activating prior knowledge • Summarizing • Story grammar (structure) lessons • Imagery • Question generating • Thinking aloud (Allington, 2005)

33. orHow Words Work *ML

34. The home/school connection is an important aspect of learning to read and collectively we are creating a community of readers/learners. Together we are all stronger and we all care!