Title I

It is the goal of the Title I program to bring all students to grade level achievement in reading and writing. In order to meet that goal, trained teachers meet daily with small groups for 20-30 minutes. During that time, these teachers used research-based strategies that focus on skills and will enable the students to work toward grade level expectancy.

Helpful Websites for parents:

www.literacyconnections.com

www.storynory.com

www.readingrockets.org/helping/target


More tips:


Make a prediction.


Take the character’s perspective or relate to the character’s feeling.

Read it like a sentence. If your child reads haltingly, have them re-read the same sentence to get the fluency (and confidence!) aspect of reading. It’s hard to comprehend disjointed sentences

Image result for kids reading

Some of these research-based strategies are:

  • Student activities from the Florida Center for Reading Research facility that focus on the 5 BIG ideas of reading: Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension. Each of these ideas is a piece of the puzzle that helps your child become a better reader and writer.

  • Leveled Literacy Intervention (LLI), a program that uses books to teach students to expand their knowledge of language and words and how they work.



Reading Comprehension Strategies to use at Home!!!


Instead of simply telling him or her to “sound it out,” try these tricks:


  • Say nothing. Give him a chance to figure it out.

  • Say, “Look at the picture.”

  • Say, “Let’s get the first sound.”

  • Say, “What would make sense?” Even if he gets the wrong word, you can say “Yes, it’s a kind of house, but the author chose a different word.

  • Say, “Chunk it.” Are there smaller words in the bigger ones?

  • Say, “Let’s re-read.” Before you tell your child the word, see if he can re-read the sentence and get it with a “running start.”

  • Say, “Close your eyes. Now look again.” Have him close his eyes, open them, and see if his brain can just “get” the word as a sight word, without trying to sound it out.

  • Say, “Say it like a word.” Country can be sounded out as “cow-n-try” or “count” “try.” But if they “say it like a word,” they are more likely to get to country. You can use a slinky to help them literally “see” what it looks like when they say stretched out sounds. Have them collapse the slinky as they “say it like a word.”

  • Skip the word and come back when they have the context of the sentence (be sure they do).

  • Look at word families. If your child knows ‘at’, they will more easily be able to identify ‘hat.’

  • Get the main word first, then add on prefixes or suffixes. You can use your finger to cover up parts of the word while your child gets the main word.

  • Tell them the word. You do not want to hinder the comprehension of a story by belaboring a single word.


To facilitate comprehension/thinking strategies, have your child:

  • Ask a question about what he has already read (to themselves, or to you).

  • Infer what is going on or might happen, based on what they already know and what they have read.

  • Make a text-to-text connection where he relates this book to another he has read.

  • Make a text-to-world connection where he relates the book to an experience going on in our world (e.g., truffula trees being chopped down and our own struggles with deforestation).

  • Make a text-to-self connection where he relates the book to himself or an experience he has had (e.g., remembering a time he was not listened to, even when he knew better than the other person).

  • Visualize: Encourage your child to create a mental image or play the scene like a movie in her head

  • Evaluate: Determine the importance of characters, events, or details.

  • Synthesize information means taking the information you learn along the way and combining it with the information you know.


If your child misreads a word:


Tell them to:

  • “Check it:” Does it look/sound right, make sense?

  • “Make a picture in your head.” What word doesn’t fit?

  • “Flex it.” This is the way to tell your child to try the other sound the letter makes (e.g., long vs. short a, or ‘j’ for g, as in giraffe).

Ask them:

  • “Does it fit the picture/story?”

  • “Does that sound like a word you know? Say it like a word.”

  • “What is happening here and how does this sentence fit in?”


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