JUMP START YOUR
CHILD’S READING
A WORKSHOP FOR
PARENTS
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Welcome
Thank you for caring!
Thank you for coming!
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We are your partners in
your child’s education.
This is why we are
hosting this workshop.
We care and want
your child to succeed.
Sincerely,
Miss Cuthbert, Mrs. Donnelly,
Mrs. McAdam & Mrs. Waugh
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Children vary greatly - in size, in
interests, in abilities!
Even in the same grade!
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The same is true of reading.
•There are some children in grade one who are
emerging readers, there are some children who are
fluent readers.
•Wherever your child is at, you can help him or her
develop the reading skills he or she needs to
succeed!
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Some children are at this stage
of reading ( PM Benchmark 1 )
• Look at me.
• I am reading..
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A few children are reading at this
level ( PM Benchmark 21 ).
Once upon a time, the wind said to the sun, “ I am
much stronger than you! I can blow leaves from
the trees, and I can make clouds move across
the sky!”
“Ah, yes,” answered the sun. “But I can melt the
snow on the mountains and turn it into water.”
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So how is a parent to know ???
At this workshop we will let each parent
know their child’s reading level, and give
you an example of what a page in a book
would look like at that level. This will
help you borrow books from the library,
or purchase books for your child that are
at his/her level.
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REPORT CARDS:
A – Ahead of expectations
B – At expectations
C – Slightly below expectations
D – Significantly below expectations
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To reach a “benchmark level,” a student
must be able to read the words (decode)
with a 90 percent accuracy rate, retell and
understand the text he or she has read.
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By the end of the first term of grade one, a
child should be reading (and
comprehending) text at this level ( PM
Benchmark level 4 ) in order to obtain a “B”
grade on his or her report card.
Here comes Little Cat.
Little Cat is hungry.
“Meow! Meow! Meow!”
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At the end of the second term of grade
one, in order to receive a “B” your child
should be able to read and comprehend
text at PM Benchmark Level 11.
“Come on,” said Dad. “Have your
breakfast. Then I will take you to
school in the car.” “Oh, thanks,
Dad,” said Sarah and Nick.
“Thanks!”
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At the end of the of grade one, in order
to receive a “B” your child should be
able to read and comprehend text at
PM Benchmark Level 16.
Once upon a time, there was a great lion.
He liked sleeping in the sun. One day, a
tiny mouse went out to look for something
to eat. She did not see the lion, and she
ran across his paw.
The lion woke up at once. He put his paw
over the mouse. “Got you!” he said.
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Ways to help your child:
Our Word wall
word program is
a great place to
begin!
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Word wall words
target a specific set of
high frequency words
each week. Our word
wall word program is a
tool to help your child
learn to read.
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Your child’s weekly Word
Wall Word program is a
great place to begin.
Every night try to set
aside 10 -15 minutes to
help your child review
his/her word wall words
for the week and
complete his/her
homework.
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In class each day, we practice our weekly words.
We read them, we chant them, we write them,
and find rhyming words for them.
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The goal of our Word Wall Word program is for
your child to use these words when they are
reading and writing these words in other
contexts.
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Our weekly word wall tests are routine
practices to help your child learn new
words and help put them into his/her long
term memory.
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When reading books at home, point out word
wall words; when writing, remind your child
to check to see if he/she has spelled the word
wall words they know correctly.
Jack ran down the road while
Sally rode her bike. Terry rode his
bike beside Tom.
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Each week a “book” is sent home with
your child. This book reinforces the
weekly word wall words and other word
wall words your child has learned.
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Your child should be able to read the
word wall books to you or another family
member with ease. We practice these
books in class many times, before they
are sent home.
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Encourage your child to read, and re-read
these books over and over again.
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Attention, Attention, Attention!!
Eye contact
is very important!
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Attention, Attention, Attention!!
Oral language
is very important!
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Attention, Attention, Attention!!
Spending quality
time together is
very important.
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Personalized Action Plan For
Home Reading Program
QUESTION # 1
How many minutes a day does your child spend
reading alone or to someone?
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Personalized Action Plan For
Home Reading Program
QUESTION # 2
How many minutes a day is your child read
to?
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Personalized Action Plan For
Home Reading Program
QUESTION # 3
Do you have a consistent and visible
location for Just Right Books (books that
your child can read with 90% accuracy)?
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Personalized Action Plan For
Home Reading Program
QUESTION # 4
Do you have a good container for Just Right
Books (books that your child can read with
90% accuracy)?
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Personalized Action Plan For
Home Reading Program
QUESTION # 5
Do you have a consistent time for reading?
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Personalized Action Plan For
Home Reading Program
QUESTION # 6
Do you have materials that your child likes
to read?
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Personalized Action Plan For
Home Reading Program
QUESTION # 7
How often do you go to the local libraries?
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Personalized Action Plan For
Home Reading Program
QUESTION # 8
Do you have a variety of reading activities?
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Personalized Action Plan For
Home Reading Program
QUESTION # 9
Do you go to a book store at least every 6
months with your child?
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Make Reading Fun!
• Read with drama and
excitement!
• Use different voices
•for different characters.
• Re-read your child’s favorite
stories as many times as your
child wants to hear them.
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Read stories that have repetitive parts
and encourage your child to join in.
Point to words as you read them. This
will help your child make a connection
between the words he or she hears you
say and the words on the page.
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Read all kinds of materials:
• STORIES
• POEMS
• MAGAZINES
• NEWSPAPER ARTICLES
• COMICS
• E-MAILS
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Visit the library often
and look at interactive
CD-ROMs and the
internet as well as
books. Take an example
of a book your child can
read with you, in order
to choose other books
he/she can read (with
90% accuracy) on
his/her own.
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Cuddle up and read.
Read together.
Quiet times together are
opportunities to bond...and
read. The cuddling can be as
important as the reading.
Make it exciting: put some
drama into your voice or let
your child read every other
page.
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Read Every Day!
Try to read with your child as often as
possible. It’s the best thing you can do
to help him or her learn at school! It
also allows you to spend time together
in an enjoyable way.
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Words are everywhere! Take
everyday opportunities to
read with your child.
Your child's world is filled with
words – on cereal boxes, street
signs, stores, posters, subway
ads, etc. Wherever you go, you
can always find new words and
point them out.
Have Fun Finding Words!
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Games can be great learning tools.
Board games or card games such as word
bingo or memory and rhyming cards can be a
fun way to learn about words, letter sounds, and
reading. They can help children realize how
much fun learning can be.
Give It A Try.
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Computers are reader friendly too!
Though many parents worry that kids may
spend too much time on the computer, there
are some great games that help kids learn to
read and allow them to create their own stories
on or offline. Look for "parent approved" on the
game package in stores and in the library.
Participate with your child
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Books make great gifts.
Ask family and friends to give a book instead
of a toy as a gift. Make sure to tell them about
your child's reading level and interests. To
build up a home library find almost-new books
at garage sales and school fairs.
(Gift cards for bookstores are great too!)
Join a book club!
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Subscribe to a magazine.
There's no substitute for the
excitement of receiving mail.
Let your kids subscribe to their
favourite age-appropriate
magazine and watch their eyes
light up with the arrival of each
new issue.
Make reading fun!
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Be a reading role model. When your kids see
you reading, they will want to imitate you.
It won't be long until they learn that reading is
fun, interesting, and a "grown up" thing to do.
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Keep books, magazines and
newspapers handy.
Keep a box or stand in the kitchen
or living room for easy access.
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Helping Your Child to Read
> Establish a regular reading time
based around your family’s routine.
> A quiet, comfortable
place free from
distractions provides
a good setting for
reading.
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Helping Your Child to Read
> Help your child locate information in non-fiction
books by using the title, table of contents, index,
headings, illustrations, bold print, etc.
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Reading
Takes Time.
READ
READ
READ
Your
Child
READ
READ
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TURN OFF THE TV!
TURN OFF THE MONITOR!
TURN OFF THE IPOD!
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Thank you for attending.
Slide show by: Mrs. S. McAdam