* Demonstrate how you find information in the story (or pictures) to support your ideas about the story. * Ask your child, “How does the story go?” * Periodically stop and ask questions such as, “what are you thinking?”, “what happened?” and “what do you think will happen next?” (Show them how to think about this by talking through how you would think about each part and/or significant event to tell about the whole book, if needed) * Prompt your child to tell what the whole book is about. If your child needs help with understanding a book: * Read a question and show how your voice goes up at the end of a question. * Read a sentence and show your child how your voice goes down when you reach the end of the sentence and how you pause when you get to a period. * Compliment your child when they read in a voice slow enough to demonstrate crisp pointing under each word without long pauses. * Encourage your child to touch under a word, read it, and move quickly to the next word. (You may need to show them how to do this) * Tell your child that when they come to the end of one line, move to the beginning of the next one. * Show your child how to point under words, if needed. * Encourage your child by saying “get your mouth ready for the first sound.” If your child needs help with reading fluently: You could say something like, “You can get your mouth ready to read this word.” Then show them how you would read the first sound *Show your child how to read the sentence and start reading a challenging word. If you notice your child needs help with using the letters and the sounds they know to read a word: * Expect and compliment instant recognition of easy high-frequency words. If your child needs more support, you can write it on a piece of paper or make it with magnetic letters and then have them locate it in the book. * Tell your child a high-frequency word and have your child find it and put their finger on it. If you notice your child needs help with reading words they already know: * Encourage them by saying something like, “Try that again and think about what would make sense.” * Show your child how to reread a sentence and think about what would make sense or sound right. If you notice your child needs help rereading to find information or read a word correctly: * Make sure your child understands how you use these things beyond simply saying “this is the cover, this is the title, this is the title page.” Identifying these are important, however, it is even more important that kids know how to use them. Help them refine their ideas about the book based on this information (if available). * Encourage your child to look on the back of the book to see if there is a back blurb (or preview) of the book. * Encourage your child to follow these steps when they begin reading a new book (read the title, look at the images, and think “What might this book be about?”) * Tell your child to watch and listen as you read the title (on the cover and the title page), look at the images (illustrations, photographs) and describe what you see, and ask yourself “What might this book be about?” and describe (aloud) what you are thinking. To learn more about their work check out the Literacy Continuum (2016) This reading level information is based on the work of Irene Fountas and Gay Su Pinnell. They also begin to notice a range of punctuation marks. Readers at level D, can now read 2-6 lines per page without using their finger to point. Children reading books at this level will use their understanding of letter-sound relationships to read and monitor their reading accuracy. They also begin to move away from needing to point to each word as they read. Readers reading books at this level begin reading with expression. When children begin reading books at level C, they automatically read from left to right across a page and know to sweep back to the left at each new line of print. They are also learning to make meaning from pictures and how to construct stories. They will read and recognize some high frequency words and words that are familiar. Children reading books at levels A and B are just beginning to learn the relationship between sounds and letters and how print works.
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