Reading is the key! - Friends of MIP

Reading is the key! - Friends of MIP

HOW PARENTS CAN SUPPORT ENGLISH LITERACY AT HOME Mandarin Immersion Program, Bergeson Elementary MIP Coffee Talk, October 30, 2014 English Language Arts & Literacy in History/Social Sciences, Science, & Technical Subjects Reading Standards Reading Literature Reading Informational Texts Foundational Skills Major Shifts Writing Standards Opinion pieces Informational/Explanatory pieces Narrative pieces

Speaking & Listening Standards Comprehension & Collaborations Presentation of Knowledge & Ideas Language Standards Conventions How Language Works Vocabulary Acquisition & Use Regular practice with complex texts & its academic language. Reading, writing, & speaking grounded in evidence from text, both from literary & informational. Building

knowledge through content-rich nonfiction. Reading is the key! The one conclusion most supported by researchStudents that are given more time to read do better than students who have little time to read. (Krashen, 2004) Students who read the most not only develop mature vocabularies, they also perform better on reading exams. (Anderson, Wilson, & Fielding, 1988) Foundational Literacy Skills Concepts of Print The Alphabetic Principle Basic Conventions of the English Writing System Resource: Common Core Standards, Appendix A, Foundational Skills (17-22).

www.corestandards.org Foundational Skills: Kindergarten & First Grades Name and write letters Recognize and produce rhyming words: learning about patterns Play rhyming gameswhat rhymes with cat? (hat, mat, pat, sat) Play phonological word games Segment words (cat broken down into individual sounds /k/ /a/ /t/ Blend letters into words (parts to whole) Model reading books with your child tracking left to right, top to bottom, and page by page. Point out that spoken words are represented in written language on the page.

Know spelling of consonant sound digraphs, read words with inflectional endings, rhyming words, vowel team conventions Bingo Games Recognize and produce rhyming words: Read rhyming books and poetry Rhyming games online: http://pbskids.org/games/rhyming

Rhyming cards/jars Create poetry with rhyming words. Play phonological word games: Give a word & have child identify the initial sound, final, medial sounds. Add or substitute individual sounds in simple, one-syllable words to make new words. Model reading books with your Rhyming Books: Understanding & playing with language Rhyming Books Title Giraffes Cant Dance Parts Madeline Granny Went to Market

Goodnight Moon Bear Snores On Is There Really A Human Race? Brown Bear, Brown Bear, What Do You See? Panda Bear, Panda Bear, What Do You See? Chicka Chicka Boom Boom Zin! Zin! Zin! A Violin Green Eggs & Ham Author Giles Andreae Tedd Arnold Ludwig Bemelmans Stella Blackstone Margaret Wise Brown Karma Wilson Jamie Lee Curtis Eric Carle Bill Martin Archambault Lloyd Moss Dr. Seuss Jr.

& John Foundational Skills: Second & Third Grades Become word detectives, search out words when reading books, viewing a website, or driving around town. Searches can be for: Become word detectives, search out words when reading books, viewing a website, or driving around town. Searches can be for: Long vowel and short vowel words Two-syllable words with long vowels Words with prefixes or suffixes

Play phonological word games found online, such as: PBS Kids: http://pbskids.org Play word games found online, such as: When reading point out words based on the foundational skills for second grade. Prefixes and derivational suffixes (-ful, ation, -ity, -ous) Latin suffixes Multisyllabic words Irregularly spelled words

PBS Kids: http://pbskids.org When reading together point out words based on the foundational skills for third grade. Reading Literature & Informational Texts Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Most importantlycultivate the joy of reading. Reading: Kindergarten & First Grades Read with your child every day. Discuss the story, asking questions about ideas and details in the story. Discuss the sequence of events. When reading literature, discuss the characters, setting, and major events in the story. Use

complete sentences when talking about the content. Talk about the parts of a book: the front cover, back cover, table of contents, glossary, and title page of the book. Discuss the information that can be found in each of these parts. Before reading identify the author and illustrator. Discuss their contributions to creating the book you are about to read. Read recipes and cook together. Read two books on the same topic (informational texts) or adventure stories (literature) and compare and contrast the basic similarities and differences. Use technology to enhance your childs interest in reading. OC Library, BookFlix: www.ocpl.org, click on Kids, then Read, then BookFlix. Reading: Second Grade Read with your child every day. Discuss the story or informational text, asking questions about ideas and details. (who, what, when, where, why questions) Read fables and folktales from diverse cultures, and discuss the central message, moral, or lesson. When reading literature, discuss the differences in the points of view of characters.

When reading informational texts, discuss the main purpose of the text and what the author wants to answer, explain, or describe. Use technology to enhance your childs interest in reading. OC Library, BookFlix: www.ocpl.org, click on Kids, then Read, then BookFlix. Reading: Third Grade Read with your child daily. When reading informational texts Have your child distinguish their own point of view from that of the author of a text Compare and contrast information from two different texts on the same topic

When reading literature Discuss the story, asking questions about ideas & details in the story or informational text answering question referring explicitly to the text as a basis for answering questions. Describe the characters in a story (their traits, motivations, or feelings) & explain how their actions contribute to the sequence of events Have your child distinguish their own point of view from that of the narrator or those of the characters Compare and contrast the themes, settings, and plots of stories written by the same author or similar characters (books in a series) Have your child read and recount stories, including fables, folktales, and myths from diverse cultures. Texts Illustrating the Complexity, Quality, and Range of Student Reading K3 Grad Literature: Informational Texts: Stories, Dramas, & Poetry Literary non-fiction, & historical,

e scientific, & technical texts K Over in the Meadow by John Langstaff (traditional) (c1800)* A Boy, a Dog, and a Frog by Mercer Mayer (1967) Pancakes for Breakfast by Tomie DePaola (1978) A Story, A Story by Gail E. Haley (1970)* Kittens First Full Moon by Kevin Henkes (2004)* 1st Mix a Pancake by Christina G. Rossetti (1893)** Mr. Poppers Penguins by Richard Atwater (1938)* Little Bear by Else Holmelund Minarik, illustrated by Maurice Sendak (1957)** Frog and Toad Together by Arnold Lobel

(1971)** Hi! Fly Guy by Tedd Arnold (2006) A Tree Is a Plant by Clyde Robert Bulla, illustrated by Stacey Schuett (1960)** Starfish by Edith Thacher Hurd (1962) Follow the Water from Brook to Ocean by Arthur Dorros (1991)** From Seed to Pumpkin by Wendy Pfeffer, illustrated by James Graham Hale (2004)* How People Learned to Fly by Fran Hodgkins and True Kelley (2007)* 2-3 Who Has Seen the Wind? by Christina G. Rossetti (1893) Charlottes Web by E. B. White (1952)* Sarah, Plain and Tall by Patricia MacLachlan (1985) Tops and Bottoms by Janet Stevens (1995) Poppleton in Winter by Cynthia Rylant, * Read Aloud, by **Read Along (2001) illustrated Mark Teague

My Five Senses by Aliki (1962)** Truck by Donald Crews (1980) I Read Signs by Tana Hoban (1987) What Do You Do With a Tail Like This? by Steve Jenkins and Robin Page (2003)* Amazing Whales! by Sarah L. Thomson (2005)* A Medieval Feast by Aliki (1983) From Seed to Plant by Gail Gibbons (1991) The Story of Ruby Bridges by Robert Coles (1995)* A Drop of Water: A Book of Science and Wonder by Walter Wick (1997) Moonshot: The Flight of Apollo 11 by Brian Floca (2009) Source: California Common Core State Standards, Page 42 Writing Narrative Informational Opinion Writing: Kindergarten & First Grades Create a family journal and write about special events together.

Scrapbook your school year and write captions together about memorable events. Create shopping lists together before going to the grocery store. Spell simple words phonetically, using letter/sound correspondences. Draw with your child and tell a story about it. Model how to add details to your drawing and story. Create stories with your child or write informational pieces together about something your child learned & publish them using digital tools. With your child, write about book you just read stating your opinion about the book and a reason why others should read it or not. Writing: Second & Third Grades

Have your child create a family journal & write about special events. Talk about writing, adding details to strengthen writing as needed. Have them include detailed descriptions, a clear sequence of events, and dialogue. E Each story should have a sense of closure. (These could be written over the course of days.) Scrapbook your school year & write detailed descriptions & speech bubbles to show dialogue. Create a research project on an area of interest. Support your childs research through digital tools, visits to the library, & excursions. Write movie reviews after viewing a movie together uses examples from the movie to support the opinion. Create a blog recommending books & movies others should read or watch.

Have your child state their opinions & supply reasons for the opinion then conclude the opinion piece. Speaking & Listening Comprehension & Collaboration Presentation of Knowledge & Ideas Speaking & Listening: Kindergarten & First Grades Listen to your child talking about the books they read & ask questions. Ask them to tell you about their day at school and tell them about your day. Share stories, events of the day or future plans at the dinner table. Speaking & Listening: Second & Third Grades

Listen to your child talking about information they learn from books and other media. Have your child record him/herself telling a story or recounting an experience with appropriate and relevant, descriptive details using digital media. Listen to your child talking about information they learn from books and other media. Ask questions about the main idea and key details. Using digital media have your child record him/herself presenting information from a research project. The presentation should include ideas organized around major points of information, a logical sequence, supporting details and a strong conclusion. Ask them to tell you about their day at school and tell them about your day and share stories at the dinner table. Language Conventions of Standard English

Knowledge of Language Vocabulary Acquisition and Use Language: Kindergarten & First Grades When writing, discuss and model the following conventions: use of upper- and lower-case letters, capitalization of the first word in a sentence, and punctuation (. ! ?) Play sorting games. Sort common objects into categories (e.g., shapes, food) to develop a sense of the concepts the categories represent. Play games around the concept of opposites (antonyms) and the same (synonyms). Talk about unfamiliar words encountered in the environment, speech, and books. Language: Second & Third Grades

When writing, discuss and model the following conventions: Grade 2-capitalization of holidays, product names, and geographic names; commas in greetings & closing letters; apostrophe to form possessives and contractions. Grade 3-capitalization of titles, commas in addresses, commas and quotations marks in dialogue, possessives, spelling patterns. Talk about unknown and multiple-meaning words encountered in the environment, speech, and books. Use glossaries and beginning dictionaries, both digital and print, to determine and clarify the meanings of words and phrases. Play games around the concept of using root words as clues to the meaning of an unknown/unfamiliar word. (addition, additional) Talk about unfamiliar and multiple-meaning words and phrases encountered in the environment, speech, and books. Discuss literal and non-literal meanings of words and phrases in context. Play games around the concept of parts of speech (nouns, pronouns, verbs,

adjectives, and adverbs), regular and irregular plural nouns, abstract nouns (childhood), simple verb tenses, comparatives and superlatives. Resources California Common Core State Standards: http://www.cde.ca.gov/re/cc/ Common Core Standards: www.corestandards.org Council of Great City Schools-Parents Roadmap: http:// www.cgcs.org/Domain/36 PTA Resources for Parents: http:// www.capta.org/sections/programs/e-standards.cfm Sacramento City Unified District Parent Guides: http://williamland.scusd.edu/parents

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