Pre K Kindergarten Grade 1 Grade 2 Grade 3 ELL Learning Support Anytime throughout the day

Transcription

1 APPENDIX IV COMPONENTS OF THE READING BLOCK ACROSS THE Interactive Read Aloud & Literature Discussions Read Aloud conducted whole group or small group. Teacher: Reads from texts of all genres: literature, magazines, newspapers, poems, letters, and informational text to model fluent, expressive Promotes reading as a learning and thinking tool, provides models of the English Develops and encourages active listening, shares information and builds background knowledge. Demonstrates problemsolving strategies readers use. Provides exposure to a variety of genres and purposes for reading; focuses on meaning or Selects texts that are above the students instructional level. GRADES Pre K Kindergarten Grade 1 Grade 2 Grade 3 ELL Learning Anytime throughout the day Texts have simple plots with easy to understand problems and solutions. Books can have rhyme, rhythm, and repetition with sentences or dialogue that is simple and easy for children to follow. Illustrations are large, clear, and colorful and add to the meaning of a Illustrations offer high Informational texts have simple illustrations or sometimes labels. Teacher notices when - acquire new words, - use words in discussion of the text, - understand and talk about interesting information from a text or retell a story using the pictures after hearing several times. Anytime throughout the day Text can be short poems, nursery rhymes, and songs, traditional folktales, memoirs, realistic fiction, factual texts with language and word play, familiar topics, everyday events, and a few topics beyond children s immediate experiences. Illustrations offer high Plots will be simple with easy to understand problems and solutions. - acquire new vocabulary from listening and use in discussion, - follow the events and remember the plot, - notice and derive information from pictures and mimic intonation, - acquire an understanding of new words from context, use words in discussion of text, understand and talk about simple problems or interesting information learned from text, - can retell a story using the pictures after hearing several times, - show awareness of a topic from a text and make connections. Anytime throughout the day Text can be short poems, nursery rhymes, songs, traditional tales, animal fantasy, realistic fiction, factual text, informational books with a simple sequence description sometimes repeating patterns. Illustrations offer high - follow the events of the plot with multiple events, use important information from the story in discussions, - acquire understanding of new words from content, - acquire new vocabulary from listening, and use in discussion, - recall the events of a story and remember after reading, - mimic teacher s intonation on refrains or repetitive text, notice and respond to stress and tone of voice, - use details from illustrations to support points in discussion, - understand simple problems and talk about them, - show awareness of a topic and make related comments or pose related questions. Anytime throughout the day Text can be poems, traditional literature, fantasy, traditional folk and fairy tales with repeating patterns, realistic fiction, informational text with simple description, simple biographies, memoirs, factual texts with a sequence that includes description, compare and contrast, etc. Illustrations have details and add more to the meaning of the text. Chapter books have few black and white illustrations, texts center on problems related to family, friends, and school. - remember facts, concepts, or ideas from a text, -provide an oral summary of a text, - remember story events in sequence, understand the problem and solutions, - self monitor, - ask questions when meaning is lost, - recognize new meanings for known words and use them in discussion and in writing, - follow multiple events in stories to understand the plot. Anytime throughout the day Text can be poems, traditional literature, fantasy, traditional folk and fairy tales with more repeating patterns, realistic fiction, simple biographies on well-known subjects, memoirs, mysteries, informational text with simple descriptions and factual texts with sequence and clearly defined categories, compare and contrast, etc. Text structure and text features help readers understand / navigate through non-fiction texts. Some illustrations are complicated with many details and require interpretations, some needing description while the teacher is - recognize and work to solve new vocabulary words, use new vocabulary words in discussion and in writing, - recognize and actively work to learn the meaning of complex, specialized, and technical vocabulary words, - follow multiple events and multiple characters in a story, - understand how one event builds on another throughout the text, - access information and develop new concepts and ideas from Anytime throughout the day Generate background knowledge with picture walks, talk about the meaning of pictures, and make predictions. Review parts of the book, front-load vocabulary by presenting pictures or oral definitions of key words from the story, list words and have students decide with a partner which words might be in the book. Make connections with the story and students lives. Partner students to maximize learning and language development, and assess understanding by listening to their conversations. Think aloud and provide opportunities for conversation, e.g., turn and talk. Prompt students to use thumbs up when pre-taught vocabulary is heard. Gesture actions in the book to explain words without having to stop the After reading: Recap the story or ask questions that extend, have students make personal connections to the story or with characters. Students can draw or write in a journal about their favorite part, character, or setting from the story independently, with a partner, or in a group.. Level 1 ELLs can be paired with two partners for extra linguistic support. Anytime throughout the day All disabilities have an IEP. Please read the IEP at a glance to review each child s specific reading needs. Always begin where the child is After the teacher reads the story aloud with discussion of the vocabulary, characters and plot, (s)he may: First, provide the student with the opportunity to follow the text through audio tape or CD or internet. Next, provide the student with the opportunity to subvocalize along with the text being read. Last, provide the student with the opportunity to read and reread the text. The teacher should stop often to check for understanding and

2 Shared Reading Learning Grades Prek-8 Shared Reading is when students read from a common text. It can be enlarged such as a big book, chart or projected text, or students can have their own copy of the text. The teacher leads the group or reading can be in unison. The teacher shares the reading with the students. Allows everyone to participate and feel successful as a reader, make accessible text that may be too difficult for students to read alone. Lays the foundation for reading and writing skills, strategies, and behaviors. Teaches the structure and organization of different genres of text to help with Serves as a bridge between read aloud and independent reading and as the foundation for teaching skills further reinforced during guided Provides opportunities for reinforcing and developing oral Provides opportunities for students to cite evidence from the text when responding to a prompt (some prompts may require students to provide a written response). Develops reading fluency and aids in learning decoding skills. Pre K Kindergarten Grade 1 Grade 2 Grade 3 ELL Learning Texts have simple plots that are easy to understand. Texts can have language and word play, rhyme, alliteration, short, simple sentences that are easy to understand. Illustrations are bright, clear, colorful and provide high and Teacher notices when - recognize simple punctuation, notice some letters, remember and use repeating language patterns, - mimic teacher s expression, talk about story, make predictions, express personal connections with texts, - recognize and talk about the beginning and ending of story, understand and begin to use the term illustrator talk about whether or not they liked a book, talk about favorite parts. Texts have predictable plots with some figurative language that is easy to understand. Stories are simple with a clear beginning, middle, and end. Text can have simple rhyme and rhythm with some memorable characters, and simple dialogue. - can recognize a few high-frequency words, remember and use repeated language, - ask questions, notice information in pictures, talk about characters, problems, and events, - recognize and use simple punctuation, make predictions, use background knowledge, - use details from illustrations, recognize and identify beginning and ending, recognize when texts are realistic, fantasy, or true informational texts, - notice how layout of pictures or print affects the way you read it for example, larger font or bold, - check information in the text against their own experiences. Texts have predictable plots and stories with some figurative language that is easy to understand. Stories are more complex with a definite beginning middle, end. - can track print, acquire understanding of new words, participate in more complex reading with alternate parts, - read aloud with fluency, talk about characters, problems, and events, express personal connections, make connections between texts that they have read, heard read, or read in unison with others, - use details from illustrations to support points made in discussion, predict what a character, infer a character s feelings or motivations, - understand and discuss title, author, and illustrator, - notice and understand texts are based on established sequences such as numbers, days of the week, or seasons. Texts have predictable plots and stories with some figurative language and play on words. Stories with multiple episodes offering selection for readers theatre. Text with rhyme and rhythm and characters who learn and change. - use high frequency words to monitor accuracy, read aloud with fluency, self-correct, - show interpretation of character s intentions or feelings in the voice while reading, express personal connections, infer a character s feelings or motivations, - recognize and identify parts of stories, begin to understand the subtle changes in meaning that a writer can convey through word choice, - notice when the writer has used words with different connotations and reflect understanding in the voice. Texts have predictable plots and stories with figurative language and play on words. Stories with multiple episodes offering selection for readers theatre. Text with rhyme and rhythm, poetic texts that do not rhyme, characters who learn and change. - understand the meaning of words, - notice that words have multiple meanings, - read with accuracy, fluency, and phrasing in unison with others and in solo parts, - reflect meaning with the voice through pause, stress, and phrasing, - self-correct intonation, phrasing, and pausing while reading aloud, - automatically recognize and use a full range of punctuation, reflecting it in the voice while reading, - make connections between texts that they have read before and use knowledge to inform oral reading, - begin to understand the subtle changes in meaning that a writer can convey through word choice, - demonstrate mastery of written response using the Short Answer Response Rubric. Select texts with familiar topics to draw on students prior knowledge. Take a picture walk, make predictions, and ask questions to tune the students into the text. Build vocabulary lists and use pictures to promote topic discussion. Provide explicit strategy lessons. Initially read the story from beginning to end. Model aspects of English grammar to build ability to use structural cues, allow for exploration of soundletter relationships, Involve the students in discussions focused on the language and organizational features of the texts. Pause reading to expand academic vocabulary and allow personal connections with text using turn and talk, stop and jot, or stop and think. Think aloud to remind students of strategies. Quick sketch to aid Make connections between cognates in the first language and English. After reading: Use graphic organizers, sequence events, write responses in journal, have a whole-group or partner discussion, cloze activity focusing on a grammar element. Allow students to reread the text. Considerations: Beginner ELLs may listen or mouth the words as the story is being read and reread. Use highly repetitive texts for exposure to the sounds, rhythm and intonation of English. Ask either-or questions, and questions that require one word answers. All students with disabilities have an IEP. Please read the IEP at a glance to review each child s specific reading needs. Always begin where the child is Many of the strategies listed for ELL can also be used for Provide background students to make a connection to the Read the story multiple times. The first timeread it straight through; the second time- read it and leave out the last word; the third timethe teacher and the child can read the story together. Provide tactile support so that the child can experience the story through multisensory experiences. 116

3 Guided Reading Guided Reading involves the teacher working with a small group of students (4 to 6) for approximately minutes. All students in the group should be at the same instructional level. The same leveled text is used with all students in the group. Before Reading: Develop students background knowledge by providing a strong book introduction that will help students make meaning from the text. Introduce concepts and vocabulary that may cause a problem to the students as During Reading: Listen to, record behaviors and scaffold each student as the student reads text aloud (to the teacher). Teach with a selected focus. After Reading: Discuss with students what skills and strategies they used in order to make meaning from the text. Students who are fluent in grade 3 may engage in small group instruction though literature circles. Pre K Students are beginning to notice print in environment and books. Engage in shared reading and group reading of enlarged texts read with support of teacher. After shared reading of text, students may use pointer to read independently or with partner. Students depend on picture, memory and awareness of Teacher points out directionality, letter formation, spaces, words, and aspects of Teachers notice and encourage emergent literacy behaviors. Build strong oral language foundation, engage students in wide variety of read aloud texts and many opportunities for exploring writing and drawing. Kindergarten Levels Pre-Reading - D The teacher notices when Pre-Reading: - locate words that begin with particular letters - engage in choral reading of texts - track spaces and words - oral language vocabulary is developing LEVELS A & B: - use the picture as a source for information - work on one to one matching - can continue a pattern after reading the first page LEVELS C & D: - similar to Levels A&B - unknown words can be figured out using graphophonic cues (decoding) and longer patterns - sight word bank is developing Grade 1 Levels E-J The teacher notices when LEVEL E: - recognize many high frequency words - look through the word to begin chunking - build by predicting, making connections, synthesizing, inferring, summarizing LEVELS F & G: - build by predicting, making connections, synthesizing, inferring - figure out difficult vocabulary - self monitor by using all cuing system LEVELS H & I: - develop inferencing skills - recognize features of the text - maintain fluency when reading compound sentences LEVEL J: - understand sentence structures that get more complex - decode many words with complex letter sound relationships - continue to refine and master dealing with meaning, structure and visual changes Grade 2 Levels K-M The teacher notices when LEVELS K-L-M: - recall what the problem is across more pages of text - retell a simple, clear plot structure (what happened in the beginning, middle, and end) - recognize one problem and one solution - decode multisyllabic words and deal with context clues - hypothesize about how characters could have behaved differently - recognize dialogue - compare and contrast two or more versions of the same story Grade 3 Levels N-P The teacher notices when LEVELS: N-O-P - recognize that the plot structure has layers - one central problem with smaller problems surrounding it - recognize that characters change from beginning to end - work around figurative language (use visualization) - recognize the author will show not tell about the character - pay attention to character actions, speech, and thinking - pay attention to how secondary characters treat the main character - recognize problemresolution (i.e. problem doesn t get solved, it may just resolve) - draw conclusions from information - notice that graphics provide information to support - use table of contents, glossary, headings, etc. ELL Introduce the text with a picture walk, provide a brief summary from beginning to end, preview key and unfamiliar vocabulary, read the first section of the text for or with students to establish the sentence structure or patterns that will help students make predictions based on prior knowledge. Provide a purpose for reading, using visual strategy cards. Model the use of the strategy. Point out a particular aspect of language ELLs may have difficulty reading such as certain sounds, high-frequency words, or language structures. Provide guiding questions to focus the reading of a selected section of text, listen to students use of strategies, monitor decoding, fluency, and reading Considerations: Look at the features or layout of the text to determine if they might support or confuse the students, including captions, speech bubbles, text is top to bottom, etc. Ensure the illustrations support the text. Students may be familiar with words in their first language, but not English. This limits their ability to draw on semantic cues. Learning Guidelines for Students with IEPs include: Please read the IEP at a glance to review each child s specific reading needs. Always begin where the child is Many of the strategies ELL listed can be also be used for Students with learning disabilities have difficulties with perceiving, storing and recalling information. Therefore preteach all vocabulary especially Tier 2 words and key concepts with multiple exposures. 117

4 Pre K Kindergarten Grade 1 Grade 2 Grade 3 ELL Learning Independent Reading Students choose books they are interested in to develop a love of Teachers provide students with opportunities to practice and try strategies demonstrated and worked on in class. Teacher provides students with opportunities to build fluency by reading books at their independent level. Students choose any book Excellent classroom library Time is spent looking at books. Students gain confidence as readers by browsing, interacting and enjoying text that they choose. Students choose any book at their just-right-level. Students read mostly just right books Excellent classroom library Teacher may guide selection Daily time to read Time is spent looking at books. Students gain confidence as readers by browsing, interacting and enjoying text that they choose. Students may read with a buddy or partner. Time is used to become familiar with the way books work, concepts of print, informational books, authors, fiction books and poetry to develop positive attitudes about Teacher walks around the room informally assessing students by listening in and making notes as students read. Students choose any book at their just-rightlevel. Students read mostly just right books Excellent classroom library Teacher may guide selection Daily time to read Teaching occurs during a conference Partner Reading Students choose any book at their just-right-level. Students read mostly just right books Excellent classroom library Teacher may guide selection Daily time to read Students keep a reading record Teacher monitors Teaching occurs during a conference Teacher and student set reading goals Partner Reading Students read mostly just right books Students read fluently and enjoy reading Excellent classroom library Teacher may guide selection Daily time to read examine, and critically evaluate narrative and expository texts Students keep a reading record Teacher monitors Teaching occurs during a conference Teacher and student set reading goals Partner Reading Reading Clubs Continue to create a climate that fosters critical reading and personal response Teach children to: - examine ideas in texts - use word identification strategies appropriately and automatically when encountering unknown words Allow students to explore and self-select books at his or her independent reading level. Help student understand what makes a book easy or hard, so they choose just right books. Provide books that relate to students culture and interests. Sit next to students and listen to them read. Talk with student briefly about the text, review a strategy and help the student put that strategy into practice right then while you re sitting side by side. Take notes about what you taught each ELL about reading and about Pair student with a reading buddy, a supportive partner who can model language and literacy. Provide reading materials in students first It will increase knowledge, especially when related to content taught in the classroom, cognitive ability, and will strengthen English language development. All disabilities have an IEP. Please read the IEP at a glance to review each child s specific reading needs. Always begin where the child is Many of the strategies listed for ELL can be also be used for Ensure that leveled text is at students independent level. Provide ample opportunities for student to reread Students with disabilities need explicit strategies taught one at a time. Strategies must be pre-taught, modeled and practiced until mastered. - recognize and discuss elements of different text structures - make critical connections between texts 118

5 Interactive Read-Aloud & Literature Discussion Fountas&Pinnell; The Continuum of Literacy Learning Grades Prek-8 Read Aloud conducted whole group or small group anytime throughout the day. Teacher: Reads from texts of all genres: literature, magazines, newspapers, poems, letters, and informational text to model fluent, expressive Promotes reading as a learning and thinking tool, provides models of the English Develops and encourages active listening, shares information and builds background knowledge. Demonstrates problem-solving strategies readers use. Provides exposure to a variety of genres and purposes for reading, and focuses on meaning or The Text and The Teacher Texts can be short stories, realistic fiction, historical fiction, informational texts, poems, memoirs, satire allegory monologue, some topics that go beyond the listeners personal experience, themes can be complex with multiple perspectives. Texts being read are often beyond the instructional level of the student. Illustrations may have complex graphics requiring study, picture book illustrations that reflect theme, author s tone, and contribute to mood. -add new vocabulary to their own speaking and writing -recognize subtle meanings of words in context -self monitor understanding and ask questions -gather and understand details while listening to the text -keep mental summaries -use evidence from the text to support thinking -use specific vocabulary to talk about the text (plot, character development, etc.) -think critically about historical fiction with accurate reflection of historical events -recognize the narrator of the text and how the choice of 1 st or 3 rd person contributes to the effectiveness of writing Grades 4 5 ELL Learning Shared Reading The Text and The Teacher Shared Reading is when students read from a common text. It can be enlarged such as a big book, chart or projected text, or students can have their own copy of the text. The teacher leads the group or reading can be in unison. Allows everyone to participate and feel successful as a reader; makes accessible text that may be too difficult for students to read alone. Lays the foundation for reading and writing skills, strategies, and behaviors. Teaches the structure and organization for different genres of text to help with Serves as a bridge between read-aloud and independent reading and as the foundation for preparing students with skills for guided Provides opportunities for reinforcing and developing oral Develops reading fluency and aids in learning decoding. Texts have predictable plots and stories with figurative language and play on words. Stories may have multiple episodes offering selection for readers theatre. Text may have rhyme and rhythm, poetic texts that do not rhyme, and characters who learn and change. Nonfiction texts will have content specific vocabulary and distinctive text features. -understand the meaning of Tier II vocabulary and notice that words have multiple meanings -read with accuracy, fluency, and phrasing in unison with others and in solo parts -reflect meaning with the voice through pause, stress, and phrasing, self-correct intonation, phrasing, and pausing while reading aloud, -automatically recognize and use a full range of punctuation, reflecting it in the voice while reading, -make connections between texts that they have read before and use knowledge to inform oral reading -begin to understand the subtle changes in meaning that a writer can convey through word choice -find a common theme throughout the story -look for structures within a non-fiction text -determine main ideas of a text and explain how they are supported by key details -compare, analyze, evaluate, synthesize literary components in both fiction and nonfiction texts through close reading -demonstrate mastery in written responses to Text Dependent Analysis (TDA) questions using the PDE TDA rubric (Gr.4-8) Interactive Read-Aloud & Shared Reading Generate background knowledge with picture walks, talk about the meaning of pictures, and make predictions. Review parts of the book, front-load vocabulary by presenting pictures or oral definitions of key words from the story, list words and have students decide with a partner which words might be in the book. Make connections with the story and students lives. Partner students to maximize learning and language development, assess understanding by listening to their conversations. Think aloud and provide opportunities for conversation, e.g., turn and talk. Prompt students to use thumbs up when pre-taught vocabulary is heard. Gesture actions in the book to explain words without having to stop the After reading: Recap the story or ask questions that extend, have students make personal connections to story or with characters. Students can draw or write in a journal about their favorite part, character, or setting from the story independently, with a partner, or in a group. Level 1 ELLs can be paired with two partners for extra linguistic support. Shared Reading Select texts with familiar topics to draw on students prior knowledge. Take a picture walk, make predictions, and ask questions to tune the students into the text. Build vocabulary lists and use pictures to promote topic discussion. Provide explicit strategy lessons. Initially read the story from beginning to end. Model aspects of English grammar to build ability to use structural cues, allow for exploration of sound-letter relationships. Involve the students in discussions focused on the language and organizational features of the texts. Pause reading to expand academic vocabulary and allow personal connections with text using turn and talk, stop and jot, or stop and think. Think aloud to remind students of strategies. Quick sketch to aid Make connections between cognates in the first language and English. After Reading: use graphic organizers, sequence events, write responses in journal, have a whole-group or partner discussion, cloze activity focusing on a grammar element. Allow students to reread. Considerations: Beginner ELLs may listen or mouth the words as it is being read and reread. Use highly repetitive texts for exposure to the sounds, rhythm and intonation of English. Ask either-or questions, or questions that require one word answers. Interactive Read-Aloud All disabilities have an IEP. Read the IEP at a glance to review each child s specific reading needs. Always begin where the child is First, provide the student with the opportunity to follow the text through tape, CD or internet. Next, provide the student with the opportunity to sub-vocalize along with the text being read. Last, provide the student with the opportunity to read and reread the text. The teacher should stop often to check for understanding and Shared Reading Many of the strategies listed for ELL can also be used for Provide background students to make a connection to the Read the story multiple times, the first time-read it straight through, the second time- read it and leave out the last word, the third time-the teacher and the child can read the story together. Provide tactile support so that the child can experience the story through multisensory experiences. 119

6 (Guided) Small Group Instruction Teacher works with a small (4 to 6) group of students using the same leveled text or adapted anthology resources. Spend approximately 20 minutes per group. Before Reading: Develop students background knowledge by providing a strong book introduction that will help students make meaning from the text. Introduce concepts and vocabulary that may cause a problem to the students as During Reading: Listen to, record behaviors and scaffold each student as the student reads text aloud (to the teacher). Teach with a selected focus. After Reading: Discuss with students what skills and strategies they used in order to make meaning from the text. Fluent readers may participate in Literature Circles or Book Clubs using a common text. The Text and The Teacher Content of the text is carried mostly by print, not pictures. Content in most informational texts is supported or extended by illustrations (diagrams, maps, scales with legend). Some texts have deeper meaning and require reader to take on diverse perspectives. Texts have multiple points of view revealed through characters behavior. Texts have many words with prefixes, suffixes, multisyllable proper nouns. The teacher notices when - monitor accuracy and understanding, self-correcting when meaning is interrupted, - apply problem solving strategies to technical words or proper nouns that are challenging, - search for information in graphics, - process long sentences, - form implicit questions and search for answers while reading, - demonstrate phrasing, fluent oral Grades 4 5 ELL Learning Independent The Text and Reading The Teacher Fountas&Pinnell; The Continuum of Literacy Learning Grades Prek-8 Students choose books they are interested in to develop a love of Teachers provide opportunities to practice and try strategies demonstrated and worked on in class. Teacher provides opportunities to build fluency by reading books at their independent level. The just right text will have been self selected by students. The text should be at least one grade level below the students instructional level. The texts should have strong interest for students. When conferring with students during independent reading, the teacher will notice: - how students apply strategies for new vocabulary and, - how students interact in peer teams as they share their reading, asking questions and finding evidence, - if students are making progress with various genre as recorded in their reading logs. Guided Reading Before Reading: Introduce the text with a picture walk, provide a brief summary from beginning to end, preview key and unfamiliar vocabulary, read the first section of the text for or with students to establish the sentence structure or patterns that will help students make predictions based on prior knowledge. Provide a purpose for reading, using visual strategy cards. Model the use of the strategy. Point out a particular aspect of language ELLs may have difficulty reading such as certain sounds, high-frequency words, or language structures. During Reading: Provide guiding questions to focus the reading of a selected section of text, listen to students use of strategies, monitor decoding, fluency, and reading Considerations: Look at the features or layout of the text to determine if they might support or confuse the students, including captions, speech bubbles, text is top to bottom, etc. Ensure the illustrations support the text. Students may be familiar with words in their first language, but not English. This limits their ability to draw on semantic cues. Independent Reading Allow students to explore and self-select books at his or her independent reading level. Help student understand what makes a book easy or hard, so they choose just right books. Provide books that relate to students culture and interests. Sit next to students and listen to them read. Talk with student briefly about the text, review a strategy and help the student put that strategy into practice right then while you re sitting side by side. Take notes about what you taught each ELL about reading and about Pair student with a reading buddy, a supportive partner who can model language and literacy. Provide reading materials in students first It will increase knowledge, especially when related to content taught in the classroom, cognitive ability, and will strengthen English language development. Guided Reading Guidelines for Students with IEPs include: Please read the IEP at a glance to review each child s specific reading needs. Always begin where the child is Many of the strategies listed for ELL can also be used for Students with learning disabilities have difficulties with perceiving, storing and recalling information. Therefore pre-teach all vocabulary especially Tier 2 words and key concepts with multiple exposures. Independent Reading Many of the strategies listed for ELL can also be used for Ensure that leveled text is at students independent level. Provide ample opportunities for student to reread Students with disabilities need explicit strategies taught one at a time. Strategies must be pretaught, modeled and practiced until mastered. 120

7 Home Connections Pre K Kindergarten Grade 1 Grade 2 Grade ELL Learning your child on a Let your child pretend to read to you. Let your child listen to recorded stories and retell what they heard. your child on a Talk about the characters and the setting in a story that your child has heard or read. use pictures and words to understand a retell a story in the order that they heard or read. your child on a retell a story in the order that they heard or read that includes important details. talk and write about what happened at the beginning, the middle and the end of a story that they heard or read. make predictions about what might happen next in a read aloud to you your child on read aloud to you on a regular basis. talk about the big ideas in the stories and books that make connections between new information from a story or book and what the child already knows about the subject or another book, movie or television program. read aloud to you read silently most of the time and then talk about what identify the main idea and important events and details in a story or book. read a wide variety of stories, books and magazine articles. read to siblings. Read to your child read aloud to you. talk about what write about what Read to your child Read with your child nightly. Talk with your child about the stories read. read to you or their siblings. retell a story in order. 121