Second Quarter T1dbits from Title 1
As we delve into the second quarter of our school year, all students from
kindergarten through fifth grade can be found working hard to master the key
components of reading. In the most comprehensive, evidence-based research on
how children learn to read, the National Reading Panel concluded that the best
approach to instruction incorporates five factors for success:
1. Phonemic awareness: teaching children to break apart and manipulate the
sounds in words
2. Phonics: blending letters of the alphabet together to form words
3. Fluency: defined as rate, accuracy and proper expression
4. Vocabulary: loosely defined as “word knowledge”
5. Comprehension: regarded as the essence of reading. It’s really our goal
because it allows children to get meaning from texts.
We believe that reading is the foundation to learning. Because so much is rooted
within literacy, starting early to support language learning can make a substantial
difference in students’ reading success. Similarly, the earlier we intervene with
students who are struggling readers, the more likely they’ll be able to catch up. Our
title students work in small groups where they receive individual attention and
frequent monitoring to improve reading skills.
Common Core Standards require that students comprehend written material
through ‘close reading’ of text. This can include multiple readings to analyze an
author’s purpose, evaluate the author’s use of language, and construct deeper
meaning of what is read.
Your children are currently strengthening these comprehension skills in
numerous ways to include:
 Relating the text to their personal experiences. This adds interest and
understanding, and helps to create a mental picture.
 Comparing likenesses and contrasting differences. Organizing information
really gets them thinking!
 Analyzing story elements. Children should be able to recognize and
describe the characters, setting, problem, and major events leading to the
solution.
 Making sensible predictions and drawing reasonable conclusions and
supporting these ideas.
 Using pictures, captions, headings, subheadings, differing fonts or chapter
titles to organize information in both fiction and nonfiction texts.
These are crucial strategies your children are required to apply in order to
demonstrate a thorough understanding of their reading. Our aim is to get children
thinking while they are reading and about what they are reading.
You can support your child’s growth in word attack, fluency, and comprehension
skills by practicing these strategies at home in several ways.
 Read aloud to your child, breaking at ‘talkable moments’ where your child
can apply the skills listed above. Research shows that reading aloud to
children is the most significant factor in determining success in reading.
Make sure a time for reading is part of your child’s daily schedule.
 Ask your child to “Tell you the story of” regarding a book they may be
reading. Listen to see whether all of the story elements are included and
prompt this response when necessary. Get your child talking about what
they are reading.
 Go beyond the printed material to find ways to get your child thinking about
what is read. Ask questions which evoke ‘reading between the lines’
responses and ideas which support them. (Would you want this character for a
friend? Why?) These kinds of questions require children to analyze what has
been read and help to develop higher level thinking skills.
For more information and a list of resources to support literacy, please visit our
webpage on the Roosevelt home page, teacher webpages, Rita Bassett. Here you
will find games, online stories, interactive reading programs, and state and
Common Core test practice. Also, look for news of our Title 1 Literacy Night
coming early in 2016! Happy Reading!
Your Roosevelt Title 1 Staff,
Mrs. Bassett, Mrs. Snyder