 Tips for offering Reading Support Patience and positive attitude: respond positively to the child’s frustration. Show your enthusiasm for the book/story and the experience of reading. Create a cozy learning center with fluffy pillows and minimal distractions. Use a variety of instructional approaches (see below). Pay attention to Teacher feedback, assessments etc. Let the child choose what she wants to read. Know when to stop. Don’t push the child too far. Allow breaks. REWARD effort, do-overs, & improvement (verbal praise, stickers etc) Instructional Approaches You can select one or two of these approaches for each session. No need to try to do too much all at once! Fluency-oriented reading instruction (FORI) Reading the same text over and over in different modalities. Partner Reading Take turns reading/listening. The listener can ask comprehension questions. You can read the same paragraph to each other. Tutor goes first. This preloads new vocabulary and models fluency. Choral Reading Read aloud at the same time. Make it a game to stay synchronized. Reading Aloud Child reads aloud while you listen. Ear Reading Listen to an audio book while reading along (Raz kids etc.) Fill in the Blank Tutor reads while child follows along. The tutor will stop at certain words and the child has to read that word. You’re the Author Take turns making up sentences and create a paragraph or story. Record this on lined paper or type it. Read this to the child and have the child read it to you. The child can illustrate the story as well. New Vocab Note Cards Create note cards with the word and a picture/image to represent the word. Keep adding to your list of vocab and you can use these for flash cards or make this into a game. These can also be added to a word wall. Word Wall Fun, craft project for new vocab. Can be on the child’s bedroom door etc. Decorate this! Physical Gesture This is paired with a difficult word. Example: child is struggling with the word “neighbor”. Wave your hand (like you are saying hi to the neighbor) each time the child encounters this word. Comprehension Checks Ask thoughtful questions, you can make them funny as long as the answer reflects what is happening in the story. What are the key details? Charades Ask the child to act out what happened in the story. Annotated Reading Photocopy or print an excerpt and have child annotate the text. Diction-Pictionary Tutor reads a page to the child. The child draws out what she thinks is happening in the story or the key points. This promotes auditory comprehension. Record the Child Use this strategy only if the child seems excited. It is not meant to make them feel bad. Tape record your child as they read. Play it back and have them point to the words as they listen to themselves. Cut-up Sentence This activity includes active learning about words as part of a sentence. Teachers prepare a sheet of simple sentences printed out with a large-size font. Students cut apart the words from a sentence, and then move the individual word cards around, manipulating the words to re-create the sentence in proper order. This helps encourage students to recognize that each word is a separate entity, has meaning, and is separated by a space within each sentence. Tools to Play with: Sight Words Flash Cards These can be made into a game for prizes or reward. Buy two sets and play Memory. Letter Tiles Build (spell with tiles) new vocab or practice words the child is struggling to pronounce. Start by giving her the correct letters to build a word. She can put them in order. Dry Erase Jumbo Lined Paper Write out funny sentences or fun paragraphs and do choral reading, fill in the blank reading etc. Mad Libs This is a great motivator for children to reread paragraphs. Terminology Reading Decoding Spelling Encoding Sight Words Words, like come, does, or who, that don’t follow the rules of spelling or the six syllable types. These words have to be memorized because decoding them is really difficult. High Frequency Words Words that are most commonly found in written language. Although some fit standard phonetic patterns, some do not. Phonemic Awareness The ability to notice, think about, and work with the individual sounds in spoken words. Phonological Awareness Allows one to attend to, discriminate, remember, and manipulate sounds at the sentence, word, syllable, and phoneme (sound) level. Fluency The ability to read a text accurately, quickly, and with expression. Fluency is important because it provides a bridge between word recognition and comprehension. Phonemes The smallest units of speech sound that can convey a unique meaning. There are 44 English phonemes. Phonogram A letter or combination of letters that represent a sound Phonics Approach Teaches word recognition through learning grapheme-phoneme (letter-sound) associations. The student learns vowels, consonants, and blends, and learns to sound out words by combining sounds and blending them into words. By associating speech sounds with letters the student learns to recognize new and unfamiliar words. Linguistic Method This method uses a "whole word" approach. Words are taught in word families, or similar spelling patterns, and only as whole words. The student is not directly taught the relationship between letters and sounds, but learns them through minimal word differences. As the child progresses, words that have irregular spellings are introduced as sight words. Learn more! https://www.readingrockets.org/ https://www.edutopia.org/discussion/7-strategies-use-struggling-readers https://blog.allaboutlearningpress.com/break-the-word-guessing-habit/ https://www.edutopia.org/article/6-elementary-reading-strategies-really-work https://www.edutopia.org/article/driving-deep-reading-comprehension-k-5
0 Comments
Your comment will be posted after it is approved.
Leave a Reply. |
