Literacy Night (Please Read Before coming on Thursday)
I have emailed a power point about Literacy. On Literacy Night, please bring any
questions you have. We will have a question and answer session along with
more activities and modeling ideas to share.
• Date: Thursday, November 29
• Time: 6:00-7:00 p.m.
• Location: West Elementary, Building D, in your child’s classroom
• The BOOK FAIR will be open in each building beginning at 5:00 p.m. Literacy Night
presentations begin promptly at 6:00 p.m. The Book Fair will re-open in each building
for students/families to shop from 7:00-8:00 p.m.
• If you have multiple children scheduled the same evening, please choose one
presentation to attend. You are welcome to bring siblings that are school age (PreK4th) only! We look forward to seeing you!
Welcome to Literacy Night!
Kindergarten Team!
Guided reading groups
• On the next few slides, you will notice a few pictures of your child participating
in a guided reading group. A guided reading group is led by a teacher and it
consists of a word work activity and an activity centered around a book. The
book is usually one to two levels higher than their independent reading level
since they are receiving support from a teacher. Sometimes the group will reread a book so students can gain fluency (and eventually read the book with no
support.) Other times, a new book will be introduced. The word work activity
generally focuses on letters, letter sounds, and building words. A readers
response is when students are asked to write/draw evidence of their thinking.
Tracking
(pointing to each word as you read it)
Using picture clues
Picture walks
(looking through a book before you read it so view the pictures and predict what
the book may be about)
Word Work and readers response
Reading at a
Glance!
This is a snap shot of
what our reading
time may involve
during the week.
Whole Group Instruction
Listening Center
Phonics
Anchor Charts
Comprehension
Computer
Guided Reading
Writing/Book Making
Secret Stories
Sight Word Games
Songs
Read the Room/Write the
Room
Daily Five/Literacy
Centers
Word Wall
Big Books
Phonics Games
Word Work
Individual Conferences
Pocket Chart
Share New Learning
Read to Self/Buddy Reading
Turn and Talk
Reading Curriculum
• Adopted series: The
Comprehension Toolkit and Fountas
and Pinnell Phonics
• Hearing good literature-several stories
and poems each day.
• Have phonic and word attack skills
instruction.
• Participate in activities that extend the
literature that has been read.
• Vocabulary and comprehension.
• Literature and author appreciation.
• Independent reading.
• Small group and individual reading
with teacher guidance.
• Skills including- beginning and ending
consonants, short and long vowel
sounds, phonics, reality and fantasy,
cause and effect, making inferences,
rhyming words, opposites, main ideas,
compound words, predicting outcome.
Reading
• Independent Reading/Just Right Reading Level96% to 100% accuracy decoding words with
comprehension.
• Instructional/Guided Reading- 90% to 95%
accuracy decoding words with comprehension.
Typically one to two levels higher than just right
reading level because students are receiving
support.
Common Language
• Tracking-Pointing to each word as you read.
• Connections-Text to Self (Text reminds you how it relates to your life.),
Text to Text (Text reminds you of another book, movies, magazines, ETC.)
• Chunking-Look for parts of words. Decode the word.
• Tap it out-Touching each sound as you say the word. (Tactile Strategies)
• Background Knowledge-Information that is already known.
• Picture Clues-Looking at the picture to help with words of the story.
• Inner Voice-This is what you are thinking while you are reading. Being mindful of what your
brain is saying while you are reading. The picture in your head.
• Making Predictions- Using clues to foretell what may happen throughout the story.
• Turn and Talk-A way to actively engage students as the teacher checks for understanding.
Volume
• Reading and re-reading lots of books
that are at their just right reading level
• Independent Reading/Just Right
Reading Level- 96% to 100% accuracy
decoding words with comprehension.
Three Ways to Read
• Read the pictures
• Read the words
• Retell the story
Secret Stories
•
You will hear your student talking
about Secret Stories. These are stories
that help students learn sounds that a
group of letters make (phonics). This
helps build our balanced reading &
writing program.
Visualizing
• Each day, our students are bombarded
with the visual images of TV and video
games. In contrast, most students view
reading as a passive activity. But a simple
technique-visualization-can transform
students of all ages from passive to active
readers: visualization can help students
cross the boundary to improved
comprehension.
• As you read a short passage, describe
images you see in your mind. For
example, you might use the following
quote from Where the Wild Things Are:
“That very night in Max’s room a forest
grew and grew and grew until his ceiling
hung with vines and the walls became the
world all around.”
• After reading that quote, share with your
child the images you visualized as you
read it…”As I read that passage, I thought
about the words and I imagined what the
characters looked like, what they were
doing, and what their surroundings were
like. I imagined a window with a moon
shining through it. Saplings began to
sprout and quickly grew leaves and stems.
(The scene was like those time-lapse
photography images you see on the
Discovery Channel). I saw little vines
spreading their tendrils down the walls
and across the ceiling. Before I knew it,
the entire room was green and leafy, and
much darker than before.”
• After several times doing this, let your
child tell you what they are picturing in
their own minds.
Inner Conversations
(Thinking While Reading)
• Inner conversation is probably the most
important strategy for children to
develop. It is essential for them to begin
comprehending the text they read, rather
than merely running their eyes over the
words and pages. Inner Conversation is
essentially the conversation that takes
place in your head during reading or
hearing a story being read to you.
• Sometimes we ask ourselves questions
about the text, sometimes we laugh or
maybe we get confused by what we
just heard. Whatever the inner
conversation may be, we want our
children to become aware of these
thoughts and communicate them with
us. As a parent you can encourage
these thoughts by asking your child
questions, before, during, and at the
end of the story, while you read to
them. The good news is when we
notice our thinking we are more apt to
learn! Let’s start thinking!
Web Sites for Literature
• www.raz-kids.com
• (Our School Media Website)
http://www.jenksps.org/vnews/display.v/SEC/West%20Elementary
• http://kids.tulsalibrary.org/
• www.starfall.com
• http://www.seussville.com/
• http://kids.nationalgeographic.com/kids/
• http://www.abcya.com/
• http://www.abcmouse.com/
• http://www.scootpad.com/
Thank you for
coming!
Please visit the
Scholastic Book
Fair!