SWMS SD6 BC

WES HOME READING PROGRAM

As an integral part of the WES School Plan we are creating a focus on School and Home Reading to support our Literacy Success Plan approach. The attached document provides insight and directions for parents and staff alike. Please download this document for support.
PDF Facts and Smart Reading help for Home Reading

How a Child Learns to Read

Signs of Emergent Literacy
-children “pretend to read”/memorize books
-they “write” and can read what they wrote even if no one else can
-they can “track print” – point to the words
-recognize some concrete words: their names, names of family & friends, favourite words
-they recognize if words rhyme and can make up rhymes
-can name many letters and can tell you words that begin with the common initial sounds

Primary Program

Looking at the whole child over time (4 years from K-3).
Primary Program=a growth continuum
Transition to Intermediate and beyond
Believe that all kids will learn over time
We take kids from where they are and move them along the continuum
Challenging those who may be further along (broadening not necessarily pushing forward)

Wide range of experience (combined classes)

Kindergarten

Literacy focus is phonological awareness (ABC), developing oral language skills both speaking & listening (attending is critical for learning)
awareness of print, awareness of text & of stories
Social and play experiences with literacy activities
Orally sharing information as we explore literature – using right brain (purple side of card)
Why we stress to not cover the picture – explain “picture walk”

Grade One

A very significant year for reading development – from knowing the letters of alphabet to reading early chapter books
Building on phonemic knowledge and starting to sound out words, tracking text, and decoding for understanding
Leveled books and characteristics / variances within each level, not an exact science
Just Right Texts for home practice = 98% accuracy only 2 words incorrect out of 100
Also practicing fluency & reading with expression
Sight words = fluency

Growing Reading Strategies

Showing up at the job site with only one tool is like giving a child only one reading strategy!
Reading behaviours that help solve the problem when you ‘bump’ up against an unknown word – moving from just using ‘sound it out’ (tryin’ lion/eagle eye, etc.) PROFICIENT READER CHART
Does it make sense? What would make sense?
Does it sound right?
Does it look right?
Using the left & right brain to understand what we read. (Green side of the coaching card: thinking in words) – retelling after reading

Importance of Re-Reading

Simple picture books can be used to have children read and reread
First time through to “work it all out”
Second time through to increase fluency (speed of speech)
Third time through to read with expression and to gain more confidence and comprehension
As level of books increase the books become too long to go through 3 readings but a small section can be focused on (using voices for characters)

Grade Two/Three

Still growing from K & 1 : still practice phonetic word development, decoding skills
Moving into more non-fiction reading (science/socials) by the end of Grade 3 a switch from ‘learning to read’ TO ‘reading to learn’ – preparation for Intermediate and beyond
Exploring complicated and deep text – now a heavier focus on representing learning through writing
Stamina/Persistence & Independence

Grade Four & The intermediate years

Reading independently with fluency, accuracy and with deep comprehension. Stamina to stay focused on longer text.
More non-fiction reading: reading to learn through textbooks and other sources
Interacting and Thinking with text:
Asking questions, generating images and ideas, generating predictions, inferences, drawing conclusions, generating & justifying perspectives
Assessing the adequacy, accuracy and authenticity of the information

Home Reading

Proficient Reader Research shows that children who are successfully reading by age 9 will continue to be successful throughout their school years and beyond
Grade 2 & the Read Naturally Program/learners grouped according to needs
We greatly value the importance of daily reinforcement at home. We begin home reading in K right through to gr.3 (and beyond) reading to and with them
Benefits of children who have consistent HR make greater gains than those who do not
Establishing a routine benefits your child – being aware of timing

Effective Home Reading Practices

The joy of reading – instilling the love of reading by modelling it (whole family)
Establishing a routine
Develops confidence, fluency and accuracy
Taking time to talk: asking questions ensures your child is comprehending, and increases enjoyment
Use reading as a tool for learning

Importance of Retelling/Comprehension

‘Word Reading’ vs Comprehending
COMPREHENSION STRATEGIES:
Connections/Prior Knowledge
Imaging/Visualizing
Predicting
Questioning
Inferring

Prompts that may help

Does that make sense? What would make sense?

Does that sound right?

Does that look right?


Focus on the reading making sense

For the JOY & LOVE of reading

You are your child’s first teacher and you know your child best.
Looks different in every home.
Simply reading to your child can be an enjoyable experience.
Resistance is natural. Set them up for success.
Routines and attitudes that are established in the home are carried on throughout their school career will promote a positive relationship between school and home. Important to us all.