Encouraging the Family Literacy Circle with Your Kindergartner’s Language Skills

Welcome to the Family Literacy Circle’s Kindergarten Series

This year is a HUGE one for your 5-year-old ! Kindergarten is one (yes, another one) of your child’s milestones. Many preparations for changes are needed for a successful launch into his/her first, big school year.

Five of the major Literacy Acts influencing this new Play are: Language Skills, Play Power, Choosing a School, Reading Skills , and Writing Skills. So, I am dividing this incredibly important year into a series of 5 separate blog posts.

You should listen to even the smallest voice; someday it could be the one that makes a difference. ~ Crystal Marcos

ACT ONE : Language Skills

Your lively, spirited, and VERY curious 5-year-old child is SO ready to embrace theEncouraging the Family Literacy Circle with Your Kindergartner's Language Skills wonders of the world !   Those tools s/he has so diligently been working on and with are beginning to show some mastery. Frustration levels are lessening and confidence levels are rising. S/he is even amazing him/herself. “Look what I can do !” & “Wanna see me……?!?” are  frequent expressions now.

Within just one year, from age 4 to age 5, s/he has experienced tremendous growth in his/her gross & fine motor skills (moving & grasping) , language skills (understanding & speaking), cognitive skills (thinking & learning), and social skills (feeling & relating).

Here are some “new ” Motor & Social Skill developments you might be seeing during this incredible year:

Gross Motor Skills

  •  throws a ball overhead
  • jumps over low objects
  • rides a 3 wheeler with skill
  • skips ~ a thrilling  moment
  • catches bounced balls ~ another thriller
  • can change the direction, speed & quality of movements

Fine Motor Skills

  • shows a right or left hand preference
  • controls & uses a fork & knife
  • dresses oneself with little help
  • can manage zippers & buttons
  • can lace shoes, but not tie yet
  • cuts on a line with scissors
  • uses pencils & crayons in a more exacting way

Social Skills

  • is eager to try new things & take risks
  • makes decisions for oneself
  • notices the feelings of others
  • likes to feel grownup, especially when relating to younger children
  • has a basic understanding of right & wrong
  • understands & respects rules
  • enjoys giving & receiving
  • wants to collect things
  • needs to have a “hide-away” place for alone time

Encouraging Your Child’s Motor & Social Skills

Tired 0r Bored? Blake-Meyer
Tired 0r Bored? Blake-Meyer

Iowa State University’s Extension & Outreach program suggests these teaching & learning opportunities:

Gross & Fine Motor Skills

  • using a broom
  • pouring from a pitcher
  • playing “Follow the Leader” with skipping, galloping, hopping
  • tossing a ball at a target
  • helping to ride a bicycle with training wheels. if your child expresses an interest
  • cutting out coupons

Social Skills

  • setting the family table
  • providing that comfortable “hide-away” place
  • helping him/her understand strong feelings
  • giving her/him words to cope with strong feelings
  • praising specific behaviors specifically

Loving & Learning Language (with Some Deletions)

Believe it or not, your 5-year-old can understand between 4000 & 5000 words AND will gain 3000 more words within the year. Many new words will be learned through new experiences with new books, particular areas of interest (animals, plants, community helpers), and category names (weather, planets, cooking).

S/he has a speaking vocabulary of between 2200 and 2500 words with few pronunciation or grammatical errors. S/he is constructing 5-8 word complex & compound sentences, including conditional “If” statements!

I know you might be thinking, “Do we even say that many different words when speaking to him/her ?!?”

And now you’re saying, “Where did you hear / learn that word (or those words)?!?!?”

Your directed speech to your child may not contain a big variety of words, but s/he is listening to  and watching a LOT more language than your expressions from a LOT of different sources. Think ~ other people, young & old, everywhere…….

If your child  listens to what s/he hears,  understanding what is being said may, or may not be part of his/her language experience. Remember spelling certain words around certain ears….. 

You’ll know what s/he knows as the words (like them or not) come tumbling out of your “babe’s mouth”……

The Difference Between Understanding & Speaking Skills

Understanding Language Skills

  • follows 3-step directions without cues*
  • makes sense of what is said at home & at school (most of the time)
  • comprehends short stories &  answers question with accuracy

*Problems with Following Directions? Check out Meeting the Following Directions Challenge in my Resource Library : https://www.bizzylizzybiz.com/resources/meeting-following-directions-challenge/

Speaking Language Skills

  • speaks in multiple sentences at a time
  • enjoys conversations/dialogues with adults
  • likes to tell stories, riddles & jokes
  • will argue, debate & occasionally bargain
  • makes direct requests, using cause & effect reasoning

A major perk at this time of your child’s speech & language development is his/her ability learn a second or third language ! This will improve how quickly your child understands and, then, applies new information as well as using it in creative ways.

Encouraging Your Child’s Language Skills

Using 5 Senses for Language-Abigail Keenan
Using 5 Senses for Language -Abigail Keenan

During the last 5 years (and even before that- in utero), you have been engaging & interacting with your child. This is why his/her language skills are developing so nicely.

The “Ages & Stages” content for a 5-year-old in  Iowa State University’s Extension & Outreach program and I suggest continuing your productive work with these teaching &  learning opportunities. They will encourage your child’s   language growth  in  listening, understanding & speaking :

Listening & Understanding Skills

  • talk with your child as s/he learns & practices new tasks
  • ask your child to create new & different endings to familiar stories
  • help your child memorize his/her address & phone number
  • discuss community helpers & their jobs
  • have your child give you directions on how to do something

Speaking Skills

  • ask your child to tell you a story
  • encourage your child to recount an  adventure and/or outing
  • urge your child to use her/his 5 senses when describing an experience and/or object
  • engage your child in a conversation using questions
  • have conversations that promote your child’s curiosity

Carrie Clark, a speech pathologist, has LOTS of wonderful resources, tips, ideas & games on her website to promote your child’s growth & development in her/his language skills. Click on this link: https://www.speechandlanguagekids.com/

Speaking of Language & Literacy….

Understanding and using language to speak are building blocks for the reading component of Literacy. The beginning skills included in Phonological Awareness are followed closely by Phonemic Awareness and, then, Phonics.

Sound like the same stuff???

They are related, but skill specific. (See “Phonology, Phonemes & Phonics….Oh My !” in Reading & Writing with Your I Am Four !) Click on the link: https://www.bizzylizzybiz.com/building-reading-writing-skills-with-your-preschooler/

During your child’s 4th year, s/he really showed an enjoyment for rhyme (can, fan, man, pan, ran) and alliteration (Freddy found forty fossils).

Between 5 & 6 years old, s/he can learn to:

  • recognize and produce rhyming words: bug, hug &_______?
  • clap and count syllables: cat (1), rabbit (2)
  • blend a beginning sound with a rime:  /m/ /at/ (mat)
  • identify a beginning sound: in “dog” /d/

This last component bridges into the Phonemic Awareness realm of  The 41 English Sounds. More on the Land of Phonemes the Family Literacy Circle post for age 6.

“J” Is the First Sound in ………….

 Starts with a J-Anissa Thompson
Starts with a J-Anissa Thompson

Wondering how  your child’s Phonological Awareness skills are progressing?

Jen, a K-12 Reading specialist, & Kathi, a K-6 Literacy coach are “hellotwopeasinapod”. They have combined their expertise and graciously freebied a great Phonological Awareness Assessment, which, also, tests Phonemic Awareness. This diagnostic will help you identify what your child’s skills are.

This verbal & audio assessment comes with teacher directions and is aligned with reading curriculum expectations. It  includes rhyme, syllable counts, & Phoneme objectives. Use it as a discovery tool every few months to help you & your child know which skills are mastered and which skills need review.

Click on this PDF link below for this thorough diagnostic tool:

https://www.sess.ie/sites/default/files/Temp_Upload_Files/2014-1/8%20Pg%20PhonologicalAwarenessAssessmentAFoundationalReadingSkillsDiagnosticTool.pdf

Remember Phonemic Awareness is the ability to hear & manipulate individual sounds. Your child may not be ready to distinguish, identify & play with all 41 sounds yet, but s/he will as the year progresses.

  Phonological Awareness Skills Teaching Sequence

Language & Speech research agree on the following recommended order for teaching children these skills. The latter parts of the skill sequence are the beginnings of Phonemic Awareness. Dr. Rhea Paul, an expert in Psycho-linguistics, has published many books in this field. Here are her recommendations:

  1. Rhyming words
  2. Dividing words into syllables
  3. Combining syllables into words
  4. Identifying words with the same beginning sound
  5. Identifying words with the same ending sound
  6. Counting the individual sounds in words
  7. Identifying the different sounds in words
  8. Blending individual sounds into words
  9. Manipulating sounds in words
  10. Identifying the sounds each letter makes

This may all “sound” like a bunch of “hair-splitting mumbo-jumbo” to you, but being able to play with   word sounds  is a critical part of how your child will make sense of the words s/he is reading.

Teaching your child these skills doesn’t need to be a “sit down and do” affair. Informal, everyday, anywhere practice is a very productive way for learning the sounds of words. Oral interactivity is the only material needed.

Okay….So, Where & When Do I Teach These Skills?

Sounds of Ball-Baphael Biscaldi
Sounds of Ball-Baphael Biscaldi

You can practice Phonological Awareness skills with your child while standing in a line, sitting in a waiting room, shopping for groceries, driving in the car, watching your child bathe, picnicking  in the park, eating meals/snacks, reading books, looking at environmental print, reading cereal or juice boxes, playing in the pool, and/or walking the dog.

And How Do I Teach These Skills?

Carrie Clark, the speech pathologist @speechandlanguagekids offers some tips and ideas:

Rhyming words : point out rhyming words when reading rhyming books; make up rhyming word lists together

Dividing words into syllables : clap, stomp, jump & count syllables together and/or alone

Combining syllables into words : say syllables of words with pauses in between & ask your child to put them together to make the word; start with 2 syllables

Identifying words with the same beginning sound : help your child come up with a list of words with the same beginning sound (like in his/her name or favorite toy)

Identifying words with the same ending sound : help your child come up with a list of words with the same ending sound (like in his/her name or favorite toy)

Counting the individual sounds in words : start with a short word (dog) & divide the words, slowly,  into its individual sounds (d…o…g);  ask your child to count the different sounds

Identifying the different sounds in words : have your child choose a word, divide it into each sound, and repeat it to you

Blending individual sounds into words : say the separate sounds of a simple word (c….a….t) & ask your child to say the word

Manipulating sounds in words : remove the first letter of a word ( say the word “cup” without the “kah” sound); substitute letters in words (take off the “m” in “mop” & put in “t” to make the word……”top”)

Identifying the sounds each letter makes : reverse sound and letter (what letter has the sound “muh” / what sound does the letter “t” make); point out letters & print in books and everywhere

Click on Carrie Clark’s website link (speechandlanguagekids) found in the Speaking Skills section of “Encouraging Your Child’s Language Skills” for more tips & ideas.

 

I hope you found some useful Language Skill tips & strategies to help you & yours prepare for this eventful step in your family’s lives. Let me hear how you are ….

Any questions &/or comments?  Just fill in the Contact Me form below……(and she’s still talking…..). You will NOT be subscribing. 

Otherwise, fill in the BLB Exclusive form as a FREE subscriber!

Copyright©2018BizzyLizzyBiz

 

Encouraging the FLC with Your Kindergartner’s Reading Skills

This is Part 4 of the Family Literacy Circle’s Five ~ Part Kindergarten Series

This post’s main focus is on developing & engaging the Reading Skills of your 5-year-old, Part One of this Series ~ Your Kindergartner’s Language Skills ~  offers key content regarding the growth & development of your child’s Phonological Awareness Skills, which is a major component for pre-reading skills. You can read the Language post by clicking on the link below:

https://www.bizzylizzybiz.com/5-year-olds-language-skills/

ACT FOUR : Encouraging Your Kindergartner’s Reading Skills

Reading is to the mind what exercise is to the body. ~ Richard Steele

As I stated in the first few sentences, your child’s oral language FLC K Reading Skillsskills in both understanding, or receptive, and speaking, or expressive, is beginning to extend into the written language of reading. Rhyming words play a big part in this progression. I put together a 50-word rhyming list for you & yours. Click on the PDF link below:

50 Beginning Rhyming Words

Understanding a variety of  letters in words represent a variety of sounds helps your child comprehend the purpose of the written language in stories & books.

Environmental print has given her/him clues for several years now. Still working on matching uppercase letters to lowercase letters? Here’s a PDF Literacy Game for learning that skill. Click on the link below:

We Go Together

This specific understanding is how s/he learns how to “sound out” letters and “smush” them into printed words ~ READING!!!!! It is such an exciting accomplishment for your child and kudos to you, their First teacher, who has been the springboard of this New World!! 

WOW ! How Did I Do That?!?

Reading with your child since the beginning of his/her life ~ maybe in utero? ~ has provided a great many stepping-stones onto the path of learning how to be an independent reader. Here are just a few of the lessons taught by example that your child has  learned through your patient,  gentle, fun & interactive persistence:

  • Books have a title, author & illustrator.
  • Books are read from left to right & top to bottom.
  • Stories have a beginning, middle & ending.
  • Some stories are make-believe, or fiction & some stories are real-life, or non-fiction.
  • Words in stories are made up of letters & sounds, some of which your child may be able to identify.
  • S/he loves to retell some favorite stories.
  • S/he wants to “read” picture books from memory.
  • S/he might be able to recognize some words by sight.

However, learning to read is not a natural skill. Our five senses can help, but the brain does not have a “reading area”.

Reading & The Brain

Reading & The Brain-Public DomainPics
Reading & The Brain-Public DomainPics

Jan Bernard@dragonsdencurriculum.blogspot.com has some suggestions for brain-based reading instruction in her blog post:  “Seven Ways to Use the Brain to Make Reading Easier”.

National Reading Panel

Research supports that good phonics development is critical to effective reading. Playing with words, knowing the sounds of letters, and  manipulating these sounds are the foundation skills of understanding print.

Personal Connections

Using memories and personal life experiences to relate with the text increases the comprehension of the  text being read.

Reflection Connection

Engaging your reader in hands-on activities centered around the read gives him/her time to process  the content and discover meaning within it.

Pace

Teaching several points instead of many will ensure your reader is understanding the content s/he is reading.

Fun & Movement

Making the lesson entertaining and providing opportunities for physical change, such as group work, partner activities and/or games helps the brain retain information.

Interaction

Turn & Talk, group discussions, and student-teaches are all  effective  ways to engage readers when learning the content.

These ideas, also, promote Critical Thinking skills.

What Are Critical Thinking Skills?

Asking “what if” & “why” questions are  great ways to encourage and inspire expansive, creative thinking. For example, what if you found a dragon’s egg? What if you found a genie in a lamp? What if a neighbor of the 3 Bears knocked on the door while Goldilocks was there? 

You may already ask “big thinking” questions during a read with your child. Heidi Butkus @ heidisongs does a nice job of presenting how to engage critical thinking in young children.

Some of the beginning interactive questions are:

  • Connecting Text to Self : Has anything like _________ ever happened to you or someone you know?
  • Compare & Contrast: How are _______&_______the same? How are they different?
  • Form an Opinion: How did you feel when________?
  • Evaluate: Do you think __________was a good or bad idea?
  • Prediction: What do you think will happen next?

The next set of questions are a bit more “thought-provoking”.

  • Cause & Effect: Because ________began, ___________is what happened next.
  • Hypothesize: Since__________is always happening, __________is probably why it happens.
  • Develop a Logical Argument: I think___________is true/not true, because_____________and____________.
  • Infer: What is happening and why?
  • Draw a Conclusion: What do you think about the WHOLE story?

How about using these questions with a story you’ve read to your child a few hundred times, like…….?

 Critically Thinking About Chester’s Way by Kevin Henkes

This author & illustrator of numerous award-winning books has created many well-loved picture books as well as a “cast” of mice characters for his mouse stories collection. I’m sure you’ve heard of Owen, Julius, Chrysanthemum & Sheila Rae. Chester & Wilson,  two of the main mice in Chester’s Way, like to do things a certain way everyday, until Lily moves into the neighborhood with her own way of doing things every day…..

  • Connecting Text to Self : Do you like to do some things the same way every time you do it?
  • Compare & Contrast: How are Chester / Wilson & Lily the same? How are they different?
  • Form an Opinion: How did you feel when the older mouse boys circled Chester & Wilson ?
  • Evaluate: Do you think Lily squirting those boys away was a good or bad idea?
  • Prediction: What do you think will happen when Victor moves into the neighborhood?
  • Cause & Effect:  Because Lily “squirted” those big boy mice way,  ___________is what happened next.
  • Hypothesize: Since Chester & Wilson are  always playing together, __________is probably why it happens.
  • Develop a Logical Argument: I think Victor will/will not become friends with them  because_____________and____________.
  • Infer: Although Chester & Wilson enjoy doing things differently from Lily, they still enjoy her differences because____________? Will they feel the same way about Victor?
  • Draw a Conclusion: What do you think about the WHOLE story?

Are you and/or your child Visual Learners/Teachers? Check out your “Style” in the FLC post: Choosing A School for Your Kindergartner: Learning & Teaching Styles by clicking on the link below:

https://www.bizzylizzybiz.com/choosing-a-school-for-your-kindergartner-learning-teaching-styles/

I have, also, included 3 beginning- to- read comprehension graphic organizers for you and yours to use on a BIG sheet of paper. Click on the PDF link below:

K Rdg Comp GOrgs

How Will I Know If My Child Is Ready To Read ?

Certain common concepts can be woven throughout a story. Does your 5-year-old understand near/far, same/different, through/over/under? Here’s a PDF checklist to help review positional & directional words.

 Beginning Directional & Positional Words

Understanding, using, and applying Time concepts  continues to be developmental since the  “language of time” is such an abstract idea.    Emphasizing words such as soon, later, early, yesterday, today, tomorrow, next week, morning, noon and evening when doing concrete activities will help to give meaning to these ideas.  Even my Third Graders struggled with defining “when” in the Setting story element.

BLB Shop has a Calendar Kit you can use as a daily activity lesson at home. You can view it by clicking on the link below:

https://www.bizzylizzybiz.com/shop/blb-press-writing-collection/my-calendar-corner-daily-prek-thru-3rd-grade-literacy-activities/

The expectations for Kindergartners has changed A LOT within the last 15 years. Previously,  objectives revolved around interactive, hands-on learning centers, like blocks, kitchen, painting, etc. Currently, those are preK objectives with Kindergartners expected to be emerging readers, writers & math problem solvers. Here’s a list of pre-reading skills  your 5-year-old needs to know when ENTERING Kindergarten.

  Beginnings : A Book Tells A Story

Open A Book-Comfreak/CCOCreativeCommons
Open A Book-Comfreak/CCO

If you & yours are a family of readers, these book skills are already in place:

  • Books have parts: front & back covers with a title page.
  • Books are held safely & pages are turned from left to right.
  • Books’ words are read from left to right & top to bottom.
  • Groups of letters can make words.
  • There are spaces in between complete words.
  • A sentence is a group of words “strung” together with different ending marks that are not letters.
  • Letters & words on a book’s page are spoken with meaning & messages.

You have taught these skills by:

  • Making read-alouds a routine part of each day
  • Promoting the above skills & concepts each time a book is read
  • Finger-pointing the words as you read.
  • Helping your child become aware of environmental print, such as building & road signs, food labels, billboards, etc
  • Reading interactively with your child by asking questions, making connections, explaining unknown words, & having her/him retell the story
  • Identifying story elements, such as  beginning, middle & end; characters & setting; main idea & details; problems & solutions

During your child’s Kindergarten year, s/he will learn many more specifics about books being read.

Kindergarten & Book Growth

Your child’s “book knowledge” will include several new aspects as well as preferences.

As non-fiction books become a more important tool when teaching curriculum objectives, s/he will learn about the Table of Contents, a glossary & an index. Engaging in longer discussions as content is being shared will, also, be part of your child’s growing knowledge within books.

Having  extensive libraries in the classroom & as a media center available to your 5-year-old will provide opportunities for growing interests in specific authors, fiction verses non-fiction, and entertainment independence.

The attention span of your young listener will expand into chapter books, more in-depth discussions & responses, and greater  comprehension of specific content details.

You will notice your child pointing to words  as s/he “reads”. This strong characteristic shows a progression from his/her Phonological Awareness to Phonemic Awareness ~ yes, READING!!!!

What Are Phonemic Awareness Skills ?

S0, is your child ready to master the Phonemic Awareness Skills? This set of skills includes your child’s ability to hear, identify & manipulate the sounds letters make.

BLB Shop has two games ready to help your child learn these powerful reading skills. S Says SSSSSS has Beginning Letter & Sound Games. M Says MMMM has games for learning the Ending Letter & its Sound.  Just click on the links below to access a view:

https://www.bizzylizzybiz.com/shop/blb-press-writing-collection/beginning-letter-word-sound-games/

https://www.bizzylizzybiz.com/shop/blb-press-writing-collection/ending-letter-word-sound-games/

Modeling As A Teaching Tool

Let us read and let us dance ~ two amusements that will never do any harm to the world. ~ Voltaire

Throughout the years you have read countless books countless times. Your little pupil wants to read how you have been reading to him/her for the past 5 years. You have probably noticed how dear this time is with your loved one, even if s/he is squirmy. Benefits of read-alouds are:  sharing quality time, especially at night; being a book resource for sharing different stories; thinking together; and getting an insider view into your child’s interests, humor & comprehension.

There are a few Read-Aloud Tips, courtesy of readingeggs.com, heatherhaupt.com & I to further your modeling/teaching tools when reading aloud to your young listener.

Kinder Listening-Anissa Thompson
Listening-Anissa Thompson
  • Make time to read interactively every day without distractions.
  • Choose well-written & beautifully illustrated books (not too easy/difficult) with your child’s interests in mind without a lot of dialogue.
  • Be ready to read favorite books again & again & again because your child is learning sounds and words through repetition.
  • Try to read using lots of expression & animation without imposing your own thoughts onto your child.
  • Opt for books related to your child’s current learning experiences.
  • Finish a book once you have started it unless you discover your child is not engaged in the story/subject.

The Complex Worth of Simple Wordless Picture Books

Wordless picture books are NOT just for toddlers & pre-schoolers. Some of those books you “read” to your “baby” might continue to be interesting, but in a very different way. (See    https://www.bizzylizzybiz.com/blb-resource-library/wordless-picture-books/

Their amazing, detailed illustrations offer numerous opportunities for imaginative & creative thinking. Not only do they emphasize the power of illustration, but they, also, encourage verbal & vocabulary skills, promote point of view recognition, and develop your child’s confidence as s/he “tells” the story.

Spend some time asking comprehension questions about the Story Elements:

  • Setting – place, time, unusual/familiar, things to do
  • Characters – thinking, feelings, desires/needs
  • Plot – problems/solutions
  • Predictions – next, opinions, choices
  • Lessons – themes, if/then, symbols

As a Family Literacy Circle activity, have each family member and/or friend , choose a page to tell the story and, then, pass the book to the next person.

Need some Wordless Picture Book ideas for your older “reader”? Check out More Wonderful Wordless Picture Books for Readers, Ages 5-8   in BLB’s Resource Library. Just click on the link below:

  https://www.bizzylizzybiz.com/blb-resource-library/wordless-picture-books-older-readers/

“Just One More Chapter, PLEEEEEZE!!!”

Reading an interesting & entertaining chapter book aloud is one of the pleasures you can share in your Family’s Literacy Circle. It is SO MUCH FUN!!!

Whether it is part of your night-time ritual, a rainy afternoon past-time or a vacation ride diversion, your captive audience will usually want just one more chapter read.

Did you know there are benefits to reading aloud chapter books to your young and older one(s) ? Here are some of them shared by readingeggs.com:

  • Develops stronger vocabulary through listening & hearing new words in a new context
  • Builds connections between spoken & written words
  • Strengthens thinking by exposing your child to sophisticated language
  • Improves attention span & concentration through listening
  • Provides enjoyment &, then, views reading as a positive experience
  • Allows a safe way of exploring strong emotions of oneself & others
  • Promotes bonding & strengthens relationships
  • Helps your child develop his/her social, communication & interpersonal skills

I can tell you from my experiences as a parent & educator, all of the above are true. Plus as a lover of reading, it is FUN, FUN, FUN!!!

Here is a list I compiled as a Resource in BLB’s Library of some captivating chapter books I have shared with children. Just click on the link below:

 https://www.bizzylizzybiz.com/blb-resource-library/read-aloud-chapter-books/

You Can Help Your Child Become A Reader

The greatest good you can do for another is not to share your riches, but to reveal to him/her his/her own. ~ Disraeli

I Can Read You A Story-Jill111
I Can Read You A Story-Jill111

Your 5-year-old is becoming aware of book type diversity. S/he knows the difference between real & make-believe stories. S/he realizes some  made-up stories that could really happen, or realistic fiction.  Some books are all about facts, or nonfiction. Some are ABC books & some are song books.

Making sure your child has immediate access to books -everywhere at home- s/he enjoys will encourage lots of reading. Bring books on car trips, the store & visits. Hand him/her a book instead of a device. Ask teachers, librarians & other parents for book suggestions.

Create an “I Am A Reader” poster together to hang up in his/her room. Or use the one I created  for you to make with your budding reader. Just click, download & print on the link below:

  I Am A Reader poster

The 5 Components of Reading

Before beginning to teach someone to read, it is important to administer a Reading Inventory. Throughout my decades as an educator, I have given a wide variety of assessments. Click on the Reading Rockets link below for an example:

http://www.readingrockets.org/article/informal-reading-assessments-examples

My successful tried & true method of teaching a child -who wants to learn how to read- how to read consists of 5 major elements:

  • a solid Sight Words, or High Frequency Words base
  • a strong, developmental phonics program
  • an ongoing receptive & expressive vocabulary list
  • a reliable group of comprehension strategies for fiction & nonfiction reads
  • a daily opportunity for reading aloud to improve fluency

You can work with your child’s teacher to assist in your child’s reading  progression. S/he will know specifically in which of these 5 areas your beginning reader needs more practice. 

Otherwise, continue reading interactively with your child every day.

HELP!!!! My Child Is A NON-Reader!

If a child is not learning the way you are teaching, then you must teach in a way the child learns. ~ Rita Dunn

Lost in Kindergarten -Cole Stivers
Lost in Kindergarten -Cole Stivers

Your bright, energetic 5-year-old has waited all summer to enter the exciting new world of Kindergarten with all of his/her friends. New clothes, shoes &  a cheerful lunchbox have been carefully selected. Lots of colorful school supplies have been purchased & tucked away into his/her new, hand-picked backpack. The first few weeks of school, s/he comes home happy & exhausted. By week 3, s/he is not as thrilled with Kindergarten. S/he is becoming more confused & almost reluctant to go to school…..

During Meet the Teacher night, her/his teacher gently pulls you to the side and quietly urges you to schedule a conference as soon as possible. You swallow back some tears, replying, “Of course…” as the teacher reassures you, “We can work this out together.”

Do I Have a Resource for you!!!!

Just click on this link below for Guiding Your NonReader Into The Reader’s World:

 https://www.bizzylizzybiz.com/blb-resource-library/guide-nonreader-readers-world/

YOU GOT THIS!!!

 Any Questions? Concerns? Shares?

Just fill in the Contact Me form below. You will NOT be subscribing. 

Otherwise, fill in the BLB Exclusive form as a FREE subscriber!

Copyright©2018BizzyLizzyBiz

 

Enriching the FLC with Your First Grader’s Reading Skills

 Greetings! You have arrived at Part Four of The FLC  First Grader’s Series: Enriching the FLC with Your First Grader’s Reading Skills

Depending on the expectations of your First Grader’s campus, s/he may or may not be reading grade level text.

Most public school systems want their Kindergartners reading at a certain level before going into First Grade. Some private schools feel the same way.

Other  schools offer a different approach entirely when preparing a child to read. There are MANY different methods you can try, especially if your child is a reluctant reader.

Reading Rockets cited Understood.org’s article, which  listed 11 Methods for teaching reading, especially if your child is struggling with this all-important skill. You can check them out by clicking on the link below:

 https://www.readingrockets.org/article/11-methods-teaching-reading-help-struggling-readers

As a trained Special Education teacher, I used a variety of methods, even when I was teaching in the Gen Ed classroom.

PART FOUR: Enriching Your First Grader’s Reading Skills

So it is with children who learn to read fluently and well:They begin to take flight into whole new worlds as effortlessly as young birds take to the sky. ~ William James

I was, and am, a book eater, I mean reader. I have been devouring books since I was 5 or 6 years old. Not that I didn’t enjoy other recreations as most children do, but reading is a Passion for me. It is one I love to share, especially with children. Teaching a child how to read is one of the most exhilarating things in the world that I can share…..

And like Mr. James says, it’s not just about the actual reading & understanding of the letters, words, sentences, paragraphs & pages. It’s more about the participation in and the inspiration of thoughts, imaginations, inventions, and, yes, “worlds”. 

As a child, and now, as an adult, my inquiring nose can usually be found in one of many genres of books.

How I Learned to Read

The other day I read an interesting & nostalgic memory shared by Theresa, a teacher & fellow-lover of reading. She has a site called Theresa’s Teaching Tidbits. While introducing her great nephew’s reading progressions, she, also, offered her ” Becoming A Reader” experiences as a child. Here’s the link to her post:

https://theresasteachingtidbits.blogspot.com/2018/09/becoming-reader.html

It sparked some recollections in me as well. My parents were both avid readers. My mother, especially, loved reading to us ~ we, who could sit still long enough, loved it, too. She read patiently, deliberately, interactively, and always with lots of expression. Lots of books, both novels & informative as well as STACKS of comic books were always in our home. Saturday trips to the library (a favorite of mine) were a frequent part of our errands.

And let me be clear……this reader-nurturing environment does NOT guarantee you’ll raise a Book-Lover. Several of my siblings (and my child), bright as they are, had “better things to do than sit around and read a book!”

However, college & life influenced changes in that opinion…….

Reading at my school was taught with the Dick, Jane, Puff & Spot primers (yes, I’m that old) in small reading groups named Bluebirds, Red Robins, etc. ;  spelling lists with sentences & book reports~written with oral presentation (YIKES!).

My parents’ expectations & participation with teachers ensured all of their children were reading on or above grade level. No foolishness allowed!

Teaching methods have changes A LOT since then (more on that later), except, of course,  within the setting of your child’s First Classroom ~ at home.

My Child Can Read……When S/He HAS TO DO IT

I Can Read Anywhere! -Madalin Calita
I Can Read Anywhere! -Madalin Calita

Feel fortunate s/he can read. Promoting ENJOYMENT during the read, especially with a very, physically-active child & the instant gratification of tech EVERYWHERE can be a challenge….

To quote Dr. Frank Serafini, a professor of Literacy Education & Children’s Literature~

There is no such thing as a child who hates to read; there are only children who haven’t found the right book.

In addition to reading with your child since in utero, having lots of different types of reading material (yes, magazines & comic books count) lying around, visiting the library, and reading yourself (WHEW!!), there are a few other things you can do (as if that’s not enough…). Dr. Tiffani Chen, the author of School Sense & creator of the site edboost.org has some other suggestions (with a few of my ideas thrown in). Just click on the PDF link below:

Encourage Reading for Pleasure

You know you can always ask your child’s classroom teacher and/or your school’s media specialist for some assistance as well.

well….I Don’t Always Understand What the Teacher’s Reading Terms Mean…

As teachers we get very comfortable with our “environmental language.” Met with the blanks stares of our students usually gives us the visual clues we need to re-state and/or define some of the vocabulary words we educators  use constantly all day long.

Do NOT hesitate to ask your child’s teacher to do the same for you. There are quite a few of them, like Fluency, Tracking, High Frequency Words, etc. So, instead of being shy and/or confused during a parent-teacher conference regarding his/he reading progress…..

I created a PDF list of the Literacy terms educators use to define reading elements with explanations for you, written in the sequence I use in my Reading Program. Click on the link below:

 Literacy Terms

Your First Grader has a long, on-going list of Reading Goals to achieve by the end of the year…….

TARGET: Your Child As An Independent Reader

I Am A Reader! Lutfi-Gaos
I Am A Reader! Lutfi-Gaos

If your child attends a  school, public or private,  that has adopted the Common Core, you’re probably familiar with the academic objectives & expectations his/her teacher uses to guide instruction.

Although your BIG First Grader continues to enjoy being read to, s/he is becoming more interested in the actual skill of how-to read. Soon, you will be read to by her/him!

His/her listening & speaking language skills are growing at an almost accelerated pace. S/he understands opposite concepts & how things are the same & different. S/he uses adjectives, adverbs &  prepositions when expressing thoughts. 

LinguiSystems, Inc. compiled a Communication Milestones Guide as a general growth & developmental reference for reading & writing during your child’s year in First Grade.

Beginning of First Grade

  • Identifies more & more sight words with accuracy
  • Begins to decode new words with more independence
  • Uses a variety of reading strategies to increase comprehension
  • Reads aloud & retells familiar stories easily

End of First Grade

  • Recognizes 100 sight words
  • Understands words make up sentences
  • Reads & comprehends grade level material fluently

Common Core basics for Reading is divided into 3 areas:

  • Understanding & locating Key Ideas & Details when reading grade level Literature (Fiction) & Informational Text (Nonfiction)
  • Identifying & explaining the content structure of Literature & Informational Text
  • Knowing & applying the reading skills of phonological awareness, phonics (spelling), word recognition & fluency

The National PTA has written a downloadable PDF Parents’ Guide to Student Success, which you can access by clicking on the link below:

https://www.pta.org/home/family-resources/Parents-Guides-to-Student-Success

Keep reading for how~my~students~learn~to~read “skeleton” formula……

My “Skeleton” Reading Skills Formula Sequence

Reading a book is like looking through a window. ~ Zetta Hupf

Or  the “bare bones”……. in baseball lingo:

The Warm-Up/On Deck

  • Sight Words & Phrases
  • Fluency Phrases
  • Phonetic Structures

The Pitch/In the Box

  • Picture Walk
  • Silent Read with Vocabulary Search
  • Vocabulary Definitions

At Bat/The Swing

  • The Read
  • Fluency Check
  • Student Inquiry

In Scoring Position

  • Student Retell/Key Elements included?
  • Comprehension Q & A if any missed on the retell
  • Independent, Hands-on project

Sound like a lot???? Actually it depends on the levels of each reader. After assessment, I use the areas of strength to support & promote the areas that need more stability.

A Quick Beginning

I Know Some of These Words- PublicDomainPictures
I Know Some of These Words- PublicDomainPictures

Prepare your emergent reader’s  brain with his/her current, leveled Sight Word review. Whether you’re pointing to the word(s) or s/he is handing you known Sight Word cards, this “warm up” activity is a effective way to begin the Reading Circle.  Each word should be recognized in seconds without needing to be decoded. I use Dolch’s Sight Words & Phrases. This PDF link  includes Sentences as well.

 https://education.yourdictionary.com/for-teachers/dolch-sight-words-in-phrases.html

Liz, a teacher, parent & creator of the site “The Happy Teacher” shares lots of sight word games you can play with your child as a “practice” for these words. Here’s the link to these activities:

http://www.thehappyteacher.co/2017/09/sight-word-activities-for-parents.html

The next quick, beginning warm-up addresses 2 skills together: Fluency & High Frequency Words. Here’s a downloadable, copy & print PDF list: 

Kindergarten & First Grade HFW

The Curriculum Corner offers reading-leveled Fluency sentences  choices, using Fry’s 500 High Frequency Words list as a downloadable PDF. An assessment tracker is included. Here’s the link to this very helpful resource:

https://www.thecurriculumcorner.com/thecurriculumcorner123/2015/09/fry-fluency-sentence-resources/

BLB Shop has a collection of High Frequency Word games. Just click on the link below:

https://www.bizzylizzybiz.com/shop/blb-press-writing-collection/yes-i-am-reading-high-frequency-words-games/

What Is Fluency?

Fluency is the skill affected by the speed, accuracy & expression of your child’s oral reading. Here’s a downloadable PDF resource for A Parent Guide to Understanding FLUENCY as a Reading Skill:

 Parent Guide to Understanding FLUENCY

The accuracy of words being read is built on your child’s ability to use these  2 skills: decoding & context clues.

 What Are Decoding Skills & How Are They Used?

Your child’s Decoding Skills rely heavily on her/his Phonological Awareness Skills. How s/he tries to figure out a new, unknown word during reading depends on what s/he has mastered regarding the letters & their sounds.

Need to know what your child knows in the phonological realm?

An educational site, Heggerty, has created a group of serious, Phonemic Awareness Assessments, complete with how-to-administer instructions. It  has downloads for grade levels PreK and above. Just click on the link below to select a downloadable PDF:

 https://heggerty.org/downloads/

BLB Shop has several games & activities for strengthening your First Grader’s Phonological Awareness Skills.

  • Beginning & Ending Letter Sounds in Words:

https://www.bizzylizzybiz.com/shop/blb-press-writing-collection/beginning-letter-word-sound-games/

https://www.bizzylizzybiz.com/shop/blb-press-writing-collection/ending-letter-word-sound-games/

  • Word Families

https://www.bizzylizzybiz.com/shop/blb-press-writing-collection/i-am-jam-reading-word-families-games/

Becky, a parent, reading specialist & author of the Fabulous Reading Resource site: “This Reading Mama” shares a BUNCH of Phonological Awareness tools on the link: https://thisreadingmama.com/ultimate-list-free-phonics-activities/

Helloooooo…….Are We Reading A Story Yet?!?

Picture Walk-Samueles
Picture Walk-Samueles

I know this sounds like A LOT of prep before getting to the book, but all this groundwork is building confidence in your young reader.

Once you form a “getting ’round to reading” routine, this predictable~prep pattern will become a successful stepping stone your beginning reader expects. S/he, even, looks forward to its repetition & will remind you if you forget something.

Okay…….time for a Picture Walk. This is a confidence & comprehension builder. Your child will actually delight in his/her ability to predict & understand a new story just by carefully studying the pictures. Here’s downloadable PDF guide for Going on A Picture Walk with Your Child: A Pre-Reading Tool :

 Going on A Picture Walk

Onto understanding & defining the Vocabulary element……

Solving the Mystery of Those New Vocabulary Words

A book is like a garden, carried in the pocket. ~ Chinese Proverb

Many new vocabulary words can be understood using context clues, that is, reading the understood words before & after the unknown word to solve its meaning.

I have found that after the Picture Walk, some readers enjoy reading silently to see if the predictions they made are true.

As another pre-reading strategy for understanding, I make a list of vocabulary words I think may be new & challenging. Of course, a new word in isolation can be difficult to define, but you’d be surprised to learn what your First Grader knows.

A vocabulary word can be heard & correctly understood, spoken with accuracy, and, even, read exactly. Applying, or using the word during  writing or as an answer to comprehension questions is another skill altogether.

Organizing words into groups can be an effective way to understand vocabulary words. BLB Shop has a game for learning this Critical Thinking skill. Check it out by clicking on the link below:

 https://www.bizzylizzybiz.com/shop/blb-press-writing-collection/category-word-sort-groups/

I, also, created a downloadable PDF Parent Guide for helping your beginning reader learn & use New Vocabulary Words:

Solving the New Vocabulary Words Mystery

Need some other ideas for keeping those big, new words in your child’s usable vocabulary? Lisa Van Gemert, teacher & author of the site, “Gifted Guru” has some fun ideas.

http://www.giftedguru.com/21_ideas_for_teaching_vocabulary/

THE READ

Time To Read- Public Domain
Time To Read- Public Domain

Now for the FUN part!!!!!

Reading a new story is a very exciting activity. Using picture clues & context clues gives your beginning reader the tools s/he need to recognize words accurately, fluently & with understanding.

Decoding Skills play a huge part in the flow and comprehension of the text. Like a mystery, a new, unknown word can be daunting (YIKES!) or challenging (WAIT~I GOT THIS!). There are several ways your young (and older) reader can “attack” and succeed.

And, YES, I created a downloadable PDF Parent Guide for Helping Your Child Use Decoding Skills:

Cracking the Code of Decoding Skills

Does your child want to reread the story? How about taking turns, page by page? This activity will reinforce the understanding of the text as well as give you the opportunity to model fluency & expression.

Was S/he Thinking About What S/he Was Reading?

Understanding the question is half the answer. ~ Socrates

WOW! What a beautiful read!

Most emergent readers take great pride in the ability to “read” & decode all the words in a story. However……

Some readers struggle with Thinking While Reading….

Is your child asking questions before, during & after reading the story? If so, YAY! That means s/he is Thinking While Reading.

If s/he has been thinking & understanding what s/he is reading, his/her  re-tell of the story should be fairly accurate.

Re-telling the story in a sequence might be a little difficult, so, listen, first. Jumping into the plot, or actions of the story may be where s/he begins.

You can use prompting questions, such as: What happened at the beginning of the story? Then, what happened? Why did that happen? and so on.

Need a little guidance? Here’s a downloadable PDF you can use to help your child  understand what s/he is reading:

Tell Me A Story Abt the Story Read

Here are some great Post-Reading ideas shared by Alison, a literacy specialist, consultant & author of the website: “Learning at the Primary Pond.”

https://learningattheprimarypond.com/blog/12-post-reading-activity-ideas-for-shared-reading-k-2/

AND…….. here are 50  book-reads for First Graders recommended by Lindsay Barrett on the site, “We Are Teachers”:

https://www.weareteachers.com/first-grade-books/

My Child…….Almost…..HATES to Read….

You can find magic wherever you look. Sit back and relax, all you need is a book. ~ Dr. Seuss

There are MANY reasons your child, or anybody, is reluctant to read, even, though you’ve been reading to him/her since s/he was born and s/he likes listening to you read….

Does s/he:

  • Start misbehaving when it is her/his turn to read ?
  • Say reading gives him/her a headache or makes her/his eyes hurt ?
  • Think  reading and/or its assignment is stupid ?
  • Say reading is boring ?
  • Get confused and/or lost during his/her reading ?
  • Say s/he doesn’t understand the content being read ?

Here’s a Help! My Child HATES to Read downloadable PDF list of tips & ideas for you to try with your Reluctant Reader:

Help! My Child Hates to Read

BLB’s Library has a Resource that might help you navigate your Non-Reader into the Reading World:

 https://www.bizzylizzybiz.com/blb-resource-library/guide-nonreader-readers-world/

Sometimes, it’s the book, NOT the reader.

I Want to Read THIS Book to You !

You'll Like This Book !-Tim & Annette
You’ll Like This Book !-Tim & Annette

Most children, Reluctant Readers included, LOVE to read a book to another, usually younger, child.

Offering a variety of choices within a genre can spark your Reluctant Reader’s interest. Check out these options from BLB’s Resource Library:

https://www.bizzylizzybiz.com/resources/creative-arts-book-list/

https://www.bizzylizzybiz.com/blb-resource-library/read-aloud-chapter-books/

Repetitive pattern books with predictable text can coax the most reluctant reader into reading. Here’s a list from BLB’s Resource Library:

https://www.bizzylizzybiz.com/resources/repetitive-predictable-pattern-books-for-emergent-readers/

Here are another Predictable Book List: 

http://marcialmiller.com/wordpress/2010/12/predictable-books-for-emergent-readers/

AND, if you & your child prefer a more DIY approach to books, I created a downloadable PDF with Sentence stems to get you started:

I Can R, W & D Bks Repetitive Prompts

 

If you’ve read to the end of this post ~ Thank You! I hope you found some information that was helpful. Your First Grader deserves every opportunity to continue his/her education in the excited way s/he has approached learning this year. Reading is a MAJOR key to his/her success ! Let me know if I can help!

  Questions? Concerns? Shares?

Just fill in the Contact Me form below. You will NOT be subscribing. 

Otherwise, fill in the BLB Exclusive form as a FREE subscriber!

Copyright©2018BizzyLizzyBiz

 

 

 

Upgrading the FLC with Your Second Grader’s Reading Skills

Upgrading The Family Literacy Circle with Your Second Grader

You may have noticed a BIG difference in your soon-to-become-a-Second-Grader’s speaking, listening & reading skills over the summer.

Not only is s/he listening for the meaning of discussions & conversations, s/he is, also, participating with his/her ideas clearly expressed in complete sentences AND is following multi-step directions with accuracy.

These are some of the “perks” her/his progress with reading comprehension skills : Main Ideas, Details, Sequence.

S/he is very excited about his/her ability to read some text independently.

And, although, s/he wants to transition from an Emergent/Beginning Reader into an Independent Reader, s/he still LOVES your time together reading together, especially those wonderful Chapter Books.

This is Part Four :

Upgrading the FLC with Your Second Grader’s Reading Skills

Your Second Grade Reader

The more that you read, the more you will know. The more you learn, the more places you’ll go. ~ Dr. Seuss

Here’s a brief checklist of other Reading Skills your child is preparing to use in Second Grade. S/he can:

  • Recognize & understand new words by using phonics & context clues
  • Use a basic sight & high frequency words vocabulary with accuracy
  • Speak the beginning, middle & end sounds within a word
  • Add, omit or change sounds in a word to make a different word
  • Read & make words in word families
  • Read some compound words & contractions
  • Understand & interpret  stories or short passages
  • Answer the 5 Ws & How questions accurately
  • Retell the Main Idea, Characters, Setting & the Sequence of Events with accuracy
  • Use a story’s elements to make a plausible prediction
  • Follow simple, written directions correctly

Your child will continue to develop and extend these skills during Second Grade as well as adding just a “few” more….

How’s your Literacy ~ Rich Home Environment coming along?

From Playroom to Study Nook

Is there a place in your home, near the “library ” bookcase for bean bags & large floor pillows?

If your child has a bookcase  in his/her nook, make sure to include other reading materials besides fiction & nonfiction books, like pamphlets, catalogs, comic books, magazines.

You may want to set up a special “display” area for current study materials as well as a calendar/schedule on a cork board.

Include infographics, labeled/captioned  posters, and/or maybe an “anchor chart” regarding specific skills ~ your child’s teacher may help with that resource.

Here’s an I AM A READER Poster you can make with your soon-to-be-an-Independent-Reader : I Am A Reader poster

Oh, and a dry erase board with multi-colored dry erase markers is a great tool for planning, vocabulary word of the day, graphic organizers, and, of course, a brain-break doodling session.

Need some other ideas?

Check out this Resources in BLB’s Library :

https://www.bizzylizzybiz.com/blb-resource-library/your-educational-home-environment-activities-to-boost-your-childs-literacy-growth/

And here’s A Materials & Activities List Freebie to download & print:

A Materials & Activities List for the Home~Learning Experience

Your Home is your child’s first classroom and can continue to provide an on-going Literacy Space. It will  encourage and build  her/his academic success with Reading accuracy as its foundation.

Second Grade’s Reading Expectations

Reading becomes more complex in its vocabulary within much longer content. The words have more syllables, common prefixes & suffixes, irregular spellings & complex phonetic rules. Synonyms, antonyms, compound words & adjectives are part of word definitions.

  The variety of fiction & nonfiction genres as well as poetry types expands into:

FICTION

  • Realistic
  • Historical
  • Fantasy
  • Science
  • Mystery
  • Traditional: Folklore, Fables, Fairy Tales, Tall Tales, Legends & Myths

NONFICTION

  • Autobiography
  • Biography
  • Informational

POETRY

  • Acrostics
  • Limericks
  • Haiku
  • Cinquains
  • Sensory & Shapes

Story Structure (beginning, middle & end) with  its Elements (Main Idea, Character, Setting, Problem/Solution, Lesson)  are explored in greater detail. Emphasis of comprehension can be done by comparing & contrasting similar stories, characters’ response, and   cultural definitions. Why the author wrote the story is, also, part of the comprehension discussion.

Nonfictional reading is used for Research Projects with attention given to text features such as labels, caption, diagrams, glossaries, indexes, etc. Click on my previous post for A LOT more info:

https://www.bizzylizzybiz.com/second-grade-research-skills/

So ~ reading at grade-level includes word recognition accuracy at a steady pace with expression. Using Comprehension strategies to locate evidence and self-correction skills are benchmarks for your Second Grade reader.

Here’s a List of the Reading Literacy Terms such as Decoding  Skills & Fluency Rate,  your child’s teacher will be using during The Conference : Literacy Terms

Let’s Begin At The Beginning

Blast Off ! - RDBrittliff
Blast Off ! – RDBrittliff

You and your child have been “working” on Word Attack Skills since, really, s/he was in-utero. Letters, sounds & their combos are the building blocks of beginning to read ~ think the hearing & speaking skills of Phonological Awareness to Phonemic Awareness and, now, Phonics ~ the written version.

Second Grade currently introduces more of those Phonetic structures to increase your child’s ability to Decode all those BIG, unknown vocabulary words s/he is experiencing while reading more complex content. 

Along with blending 2 or more consonant sounds together at the beginning and/or ending of a word, here are some other graphemes (written letters) & phonemes (spoken sounds), your child will be learning this year:

  • Consonants Digraphs: ch, sh, th, wh, qu, ng
  • Hard & Soft c & g
  • Silent Consonants: wr, kn, lk, mb
  • Long Vowels: silent e &  teams
  • Vowel Patterns: igh, y 
  • Diphthongs: ou, ow, oo, aw, au, oi, oy
  • R-controlled Vowels
  • Inflectional Endings: s, es, ies, ves, ed, ing

BLB Shop has TONS of games for teaching some of these specific skills:

https://www.bizzylizzybiz.com/shop/blb-press-writing-collection/consonant-blends-learn-beginning-ending-blends/

https://www.bizzylizzybiz.com/shop/blb-press-writing-collection/one-sound-consonant-combos/

https://www.bizzylizzybiz.com/shop/blb-press-writing-collection/variety-vowel-sounds/

Here’s a short Parent Guide with Verbal Prompts to use while listening to your child read until s/he needs to Decode: 

Cracking the Code of Decoding Skills

Malia Hollowell from Playdough to Plato created & shared several Reading Roadmap “Sheets” for meeting some of readers’ challenges. Among her suggestions are:

  • Does that sound in the word: Make sense, sound right, look right?
  • Skip the word & come back to it during the re-read
  • Stretch out the word slowly; then saying it again fast (kids love this one & it can be very effective)
  • Make a good guess

Decoding Skills go hand-in-hand with the speed & flow of your child’s reading.

The Ebb & Flow of Fluency

Fluency, or Fluent Reading is the ability to read without stopping to decode words. Decoding occurs in a quick, mental, self-check way.

Speed, Word Recognition Accuracy, Comma Pauses, End Punctuation Inflections, and Expression are all components of Reading Fluency.

Getting stuck can be disruptive to his/her thought process & comprehension, although, it doesn’t always affect understanding.

For example, a child may read the words accurately without stopping in an even pace, but NOT understand anything s/he read. Just as another child may read and decode more slowly, but understands exactly what s/he read.

Click here for a Parent Guide on Fluency :

Parent Guide to Understanding FLUENCY

Malia Holloway ( The Reading Roadmap) and Emily@ Education to the Core along with her Facebook Group Teachers shared these suggestions for building Fluency:

  • Model a comfortable fluency pace with your daily read-aloud.
  • Make sure your child is choosing a just-right book to read.
  • Create some flash cards with short, silly sentences or phrases, using Sight & High Frequency words.
  • Use poetry as an effective way to teach & improve fluency.
  • Speak with different voices for different characters.
  • Monitor punctuation pauses  : short for comma / longer for a period / voice up for a question / excitement for an exclamation.
  • Remember informational, or nonfiction text is usually read more slowly that fiction.

And, speaking of Sight & High Frequency Words…..

Words, Words & More Words

Lotsa Words-159556Pixabaycco
Lotsa Words-159556Pixabaycco

Memorizing Second Grade Level Sight Words &  High Frequency Words can definitely improve your child’s Fluency Rate.

I combined Dolch’s Sight Word List with Fry’s High Frequency Word List as your Second Grader will view them from the beginning of the year onward. Here’s the List with some Activities:

2nd grade HFW Lists & Games

Here’s a great site for DIY Sight Word Games including links:

https://thelettersofliteracy.com/27-awesome-sight-word-activities/

And, it’s not just Sight Words & High Frequency Words your Second Grader is learning…..

WOW! Those Are Really BIG Words!

Using those Decoding Skills to read those BIG, new Vocabulary words can, also, help with Fluency and, more importantly,  Comprehension.

Hopefully, my Freebie Parent Guide can shed some light on this Word Study subject : Solving the New Vocabulary Words Mystery

I, also, created a few Noun/Verb Freebie Games for you & yours to play:

One Frog Hops uses Sight Words for matching Plural Nouns and their corresponding Verbs.

Collective Nouns includes picture/word matches for groups of  living & nonliving things.

BLB Shop has more than a few Games & Activities to engage your Second Grader in Word Study:

https://www.bizzylizzybiz.com/shop/blb-press-writing-collection/second-grade-wow-words-vocabulary/

https://www.bizzylizzybiz.com/shop/blb-press-writing-collection/category-word-sort-groups/

https://www.bizzylizzybiz.com/shop/blb-press-writing-collection/compound-words-connections-ten-file-folder-games/

https://www.bizzylizzybiz.com/shop/blb-press-writing-collection/contractions-prefixes-suffixes-activities/

Finally, I organized my Reading Strategies into a Mini-Poster & Flip Cards Sequence Guide   ~ Ready To Read ~ for your Second Grade Reader when solving the “I’m STUCK on this word!” dilemma : Reading Success Sequence

The Vocabulary in the MANY different books s/he is reading this year is GINORMOUS!!!

So,  What Books Are on My Second Grader’s Level?

A book is a dream you hold in your hand. ~ Neil Gaiman

Reading on the Moon-MysticArtDesign
Reading on the Moon-MysticArtDesign

Before I get into actual Reading Comprehension Strategies, I thought I’d go on a bit more about the “newer” book genres your child will be sharing with you from the classroom (according to the Second Grade Core Expectations).

Within the Fiction Genre, there is an emphasis on stories created that could happen in real-life, have a historical basis,  contain mysteries to be solved as well as inventive futuristic stories and imaginary fantasies. Books & stories about the Creative Arts can be very engaging to your aspiring artists.

BLB Library has a Book Resource for you & yours:

https://www.bizzylizzybiz.com/blb-resource-library/creative-arts-book-list/

S/he will be reading a large selection of Traditional Literature, which are 100s-of-year-old tales passed from one generation to another. BLB Library has a Book List Resource : https://www.bizzylizzybiz.com/blb-resource-library/fables-folktales-from-around-the-world-k3-book-lists-websites/

Exploring the many types of Poetry is another on-going genre in Second Grade. Here’s BLB’s Library Resource link for this genre:

https://www.bizzylizzybiz.com/blb-resource-library/poetry-collection-book-lists/

You may have noticed your child’s developing sense of humor. Funny chapter books are a wonderful way to read-aloud while guiding & sharing & laughing out loud:

And, yes, BLB’s Library has a Resource for you:

https://www.bizzylizzybiz.com/blb-resource-library/20-funny-books/

Don’t forget Joke & Riddle Books, too.

Now for the NOT funny side of your Second Grader’s reading experience….

Non~Fiction Readers

Although these books may not be as entertaining as fictional reads, they will capture your child’s fascination for the real world and all it real-life wonders.

BLB’s Library has a Resource to help meet those Informational Text needs:

https://www.bizzylizzybiz.com/blb-resource-library/nonfiction-independent-second-grade-reads/

Oh, BTW ~ Research Projects are an on-going part of Second Grade….. So, here’s a Freebie to help your child learn about those Informational Text Features :

I Understand Informational Text Features

BLB’s Shop has a few products to help you & yours with this huge step, well, written step that is now an, again, on-going part of her/his academic life.

https://www.bizzylizzybiz.com/shop/blb-press-writing-collection/research-project-toolkit/

https://www.bizzylizzybiz.com/shop/blb-press-writing-collection/interactive-informational-text-features-learning-tool/

Here are five sites with fiction & nonfiction Book Lists, summaries, opinions & locations collected by teachers, librarians, parents & kids:

https://www.weareteachers.com/second-grade-books/

https://www.greatschools.org/gk/book-lists/favorite-books-for-second-graders/

https://www.readbrightly.com/9-superb-chapter-books-second-graders/

https://imaginationsoup.net/read-aloud-books-second-grade/

https://www.bcls.lib.nj.us/best-books-second-grade

There’s A LOT to understand…..

YIKES!! That’s A TON of Text to Understand !

I Understand-Pezibear
I Understand-Pezibear

Comprehension Skills can be mastered by using a variety of Reading Strategies.

You have been teaching your child many of these during your read-alouds with him/her throughout the years. You did this by:

  • pointing out specific details & key ideas/facts in the illustrations on the Picture Walk and throughout the story (click on this link for the Parent Guide to the Picture Walk : Going on A Picture Walk)
  • asking & answering the 5 Ws
  • defining time & place regarding present, past ,future & fantasy vs reality
  • retelling the story by including important details, such as the characters, setting & plot (click on this link for the Parent Guide to Tell Me A Story : Tell Me A Story Abt the Story Read)
  • using descriptive language & lots of expression
  • explaining new vocabulary words
  • making personal connections to the story
  • discussing lessons & morals of the stories
  • sharing both fiction & nonfiction books

Your child’s teacher uses similar strategies during read-alouds to encourage comprehension.

Guided reading promotes an effective way to teach how-to-understand-the-read  strategies during one-on-one time.

Guided Reading Comprehension Strategies

In Second Grade many of the following Story Elements Comprehension Questions are discussed orally with maybe a short prompt or two for written responses.

However, as the year progresses, written responses to these questions begin to occur more frequently. This Comprehension Q & A can help your child understand & answer those questions with accuracy: Primary Rdr’s Comp Q & A

Filling in Graphic Organizers (Click on this Reading Graphic Organizers link: K Rdg Comp GOrgs ) are easy ways to engage your child’s understanding of texts read. Here’s a Comprehension Freebie example using  Aesop’s fable ~ “The Crow and the Pitcher” : I Understand the Story

Take a breath ~

Although your Second Grader may feel overwhelmed at certain times, s/he is totally capable of learning all these things AND MORE!!! You and yours have got this!!!

OMG!!!! How Can I Help!?!?!

Now that you’ve taken a deep breath…or several….

Remember, there are several ways you can help your child read and listen to stories with a purpose in mind, which you have probably been doing for years.

Dr. Michael Gurian, a brain scientist, family therapist & author of the book, Nurture the Nature, offers these suggestions:

  • Engage discovery in nature
  • Encourage imagination with physical & mental play
  • Include morals & values in family discussions
  • Foster positive relationships with peers
  • Show support of the school environment

There are many DIY Comprehension games you can make together &  play with your child to keep learning fun. Here are a few links:

https://www.weareteachers.com/second-grade-reading-comprehension-activities/

https://www.themeasuredmom.com/10-diy-reading-games-for-kids/

http://www.readingrockets.org/article/six-games-reading

https://www.word-game-world.com/reading-games-for-kids.html

I Can Read Anywhere-Victoria Borodinova
I Can Read Anywhere-Victoria Borodinova

Keep reading anything everywhere with your child everyday and encourage her/him to read  to other children. Listen to books on tape while driving. Record your child reading a story. Act out stories.

And… if your child struggles with reading…….

  Teaching Your Child to Read WITHOUT Words

For some children Reading is a challenge…..for a number of reasons.

Does your child “freeze” at the sight of words on a page you are not reading?

Wordless Picture Books are not just created for “babies”. They are, also, “written” for older children ~ like me ~ and may be the way to actually engage your child into reading. Really….

 They can inspire your child’s creativity & imagination while building reading comprehension skills, vocabulary AND critical thinking.

Nicole Clevenger@playfullearning.net and I  have some  suggestions for fun activities with Wordless Picture Books:

  • Use Post It notes to write down thoughts or dialogue of the characters & place them directly on the book pages beside them.
  • Use Post It notes to write down observations, questions, predictions, and/or inferences about what’s happening in the illustrations.
  • Ask your child to write a book review that includes the story elements: Main Idea, Characters, Setting, Problem/Solution.
  • Encourage your child to create a Wordless Picture Book and narrate it as it is being read. Write down those thoughts & attach them to the backs of the illustrations. Hopefully, your child will want to read those words.

I, also,  compiled a Wordless Picture Books list for older children:

https://www.bizzylizzybiz.com/blb-resource-library/wordless-picture-books-older-readers/

Please know ~ it’s not that s/he can’t read or doesn’t want to read. S/he may just not be ready to read.

Well…S/He Can Read…. A Little…..

Check out this little Freebie: Help! My Child Hates to Read

A few questions, regardless of your child’s reading level:

  • Is the reading material  interesting to your child?
  • Are you reading together & talking about what’s being read?
  • Is your child tracking the words as s/he reads?
  • Does s/he use the pictures in the story to help?
  • Is your child trying to sound out unknown words with some accuracy?
  • How many sight words can s/he read quickly?
  • Can your child retell the story accurately?

If you answered yes to most of these questions, keep doing what you’re doing with lots of repetition & review. Soon, his/her reading level will increase.

Here are some other Resources in BLB’s Library I hope will help:

https://www.bizzylizzybiz.com/blb-resource-library/guide-nonreader-readers-world/

https://www.bizzylizzybiz.com/blb-resource-library/read-aloud-chapter-books/

https://www.bizzylizzybiz.com/blb-resource-library/repetitive-predictable-pattern-books-for-emergent-readers/

And a little follow-up Freebie to go with Repetitive Readers : I Can R, W & D Bks Repetitive Prompts .

A more in-depth approach to this reading strategy can be found in BLB’s Shop:

https://www.bizzylizzybiz.com/shop/blb-press-writing-collection/read-write-draw-books/

One more VERY effective Reading Strategy for engaging a Reluctant Reader is Partner, or Paired, Reading ~ usually with a peer, friend or slightly older “mentor”.

Reading Together-KOMUnews
Reading Together-KOMUnews

I used this reading strategy every year with my struggling readers and found this approach to be highly effective for building confidence, improving reading skills, and encouraging a love for reading ~ for pleasure. A definite Win ~  Win ~ Win !!!

Click on this Reading Rockets link below for more information:

http://www.readingrockets.org/strategies/partner_reading

And now with summer coming….

Your Summer Reading Program

Reading……a vacation for the mind. ~ Dave Barry

No, I’m not talking about Summer School….more like a Summer Camp….with an emphasis on Reading.

Summer Reading- Sondich
Summer Reading- Sondich

I’m creating a Summer Literacy Handbook, so stay tuned…..

SO~UPDATE~ here’s the link to my TpT shop where you’ll find, among other freebies & products ~ my Summer Literacy Camp Handbook:

https://www.teacherspayteachers.com/Product/Summer-Literacy-Camp-Handbook-for-K-3-4620902

It’s JAM-PACKED!!!

In the meantime, here’s a few suggestions to Encourage Reading for Pleasure :

Encourage Reading for Pleasure

WHEW!!!

If you’re still reading this post, Faithful Reader ~ thank you !!!

Hopefully, you have read some useful information regarding your child’s Reading Literacy.

Part Five on Writing Skills is my next & final post on the FLC’s Second Grade Series.

Questions? Concerns? Shares?

Just fill in the Contact Me form below. You will NOT be subscribing. 

Otherwise, fill in the BLB Exclusive form as a FREE subscriber!

Copyright©2019BizzyLizzyBiz