This document provides tips for parents on how to encourage reading at home and support their child's development as a reader. It suggests establishing a routine time for reading, reading together, visiting the library, and making reading an everyday activity. The document also offers guidance on choosing books at appropriate reading levels and what to do if a child struggles, such as looking at pictures for clues or reading easier books. The overall message is that reading should be a fun shared activity between parent and child.
This document provides tips for parents on how to encourage reading at home and support their child's development as a reader. It suggests establishing a routine time for reading, reading together, visiting the library, and making reading an everyday activity. The document also offers guidance on choosing books at appropriate reading levels and what to do if a child struggles, such as looking at pictures for clues or reading easier books. The overall message is that reading should be a fun shared activity between parent and child.
This document provides tips for parents on how to encourage reading at home and support their child's development as a reader. It suggests establishing a routine time for reading, reading together, visiting the library, and making reading an everyday activity. The document also offers guidance on choosing books at appropriate reading levels and what to do if a child struggles, such as looking at pictures for clues or reading easier books. The overall message is that reading should be a fun shared activity between parent and child.
This document provides tips for parents on how to encourage reading at home and support their child's development as a reader. It suggests establishing a routine time for reading, reading together, visiting the library, and making reading an everyday activity. The document also offers guidance on choosing books at appropriate reading levels and what to do if a child struggles, such as looking at pictures for clues or reading easier books. The overall message is that reading should be a fun shared activity between parent and child.
Copyright:
Attribution Non-Commercial (BY-NC)
Available Formats
Download as PDF, TXT or read online from Scribd
Download as pdf or txt
You are on page 1/ 3
demy
i gh road Aca H
2008—2009
3H Newsletter Mr. Hancock
Book Trivia! • Paper was Helping Your Child With Reading: invented in China around 105 A.D It is important that students realize that reading is not just for school; that it is an activity that has benefits for all parts of • More than 2.5 billion copies their lives. Reading, as an everyday activity, builds creativity, of the Bible knowledge, comprehension and an understanding of the world have been around them. However, just like any activity, reading needs to be made practiced and practiced continuously to improve and grow. • Dr. Seuss On the next couple pages are some suggestions on how to wrote “Green support your child’s interest in reading and encourage reading as a Eggs and Ham natural part of your child’s life. after his edi- tor dared him to write a book contain- ing fewer than 50 words.
• Shakespeare introduced 8,000 new words to the English lan- guage through his plays. Place: Time:
Choose a place where your Sometimes it can be tricky to find a good time to child will not be too dis- read with your child or your child wants to do things tracted but where you also other than read. It is a lot easier to pick a specific know that they are reading. time to read with your child to establish a routine. Some choices could be: Some suggestions for good times to read are:
• Kitchen • As soon as they get home from school.
• A quiet corner • Before supper
• With you as you are • Right after supper
working. • Before bedtime. • A place you have desig- nated as a reading area. • In the car on a trip.
Encouraging Reading:
There are many ways to encourage your child to read no matter what their reading level is. Here are some tips and strategies that will help you encourage a love for reading in your child:
• Read with your child! Make • Take your child to the library • Label things around the this a special time to be with and get them their own library house. them. card. • Spend time reading yourself so • Encourage your child to bring books that they can see you reading. home from school. This will show them that you • Look at all the pictures first with your also value reading. child.
• Have them read labels, signs • Make predictions about what will hap- pen next and after reading the story, and other things when they are discuss what happened. with you shopping. • Ask them questions about what they • Read to them. All children love have read before signing their reading to be read to and children pick logs. This will help build comprehension up a lot of information and vo- and make sure they are understanding cabulary from being read to. what they are reading.
Page 2 3H Newsletter How Do I Choose Books For My Child?
Sometimes it is hard choosing books that are appropriate for your child to read. Here are some suggestions for picking the “right” book for your child.
• Get suggestions from Mr. Hancock. • Sometimes books put reading levels on the backs • Choose books with pictures to support the story of their books. You may see something like “RL for weaker readers. 3.2”. This means that a student in the second month of third grade is able to read this book. • Match your child’s interests. If they are really interested in sports, then choosing books that • Allow students to choose what they think they center around sports activities may appeal to are able to read even if it is a book that you your child. know is beyond them. However, have them also choose books that you know they would have • Use the “Five-Finger” method. Over the period more success with. Read the harder books with of a full page, every time your child makes a mis- them so as to not discourage them from choosing take, put up a finger. Count the number of fin- to read. gers that you have up by the time your child gets to the bottom of the page. - 0 fingers = Too easy - 1-3 fingers = Just right! - 4-5 fingers = Quite hard! - 5+ fingers = Too hard for now.
What Can I Do If My Child Has Trouble Reading?
• Have your child look at the pictures for clues. • Use “voices” to make the reading more interest- • Check the first letter, say the sound, and make a ing. guess. What about ending sounds? • Have them read easier books to younger siblings. • Ask the child to see if the “guess” makes sense, looks This makes reading a positive experience and right and sounds right. makes them feel important. • Re-read and make another attempt. If your child tries and still struggles after 5 seconds – u vide yo • e d p r o s help tell him/her the word. o h o pe this ha s u gg e stions t • Look for smaller words that your child may know within I s and me idea valu- the big word. w ith so L o gs ” a m or e Reading your • Take turns reading the book: make “ yo ur s elf and ol for s, - Have the parent read the conversation parts able to a n y q uestion ave and the child read the narration or the other way f you h e schoo l. child. I me a t t h contact around. please ncock - Take turns reading pages, paragraphs or sen- Mr. Ha tences.
