Tools For New Readers

Tools For New Readers A Parent Workshop

What Do TPRI Scores mean?

Phonemic Awareness deals with hearing sounds • No visuals (letters or words) included • 4 out of 5 correct considered “developed”

Onset and rime • /C/-/at/ makes cat

Ideas to Practice Blending Word Parts • Oral practice- make it a game • Using cut up pictures • Stick ‘em game

Using individual sounds to make a word • /c/-/a/-/t/ makes cat

Ideas For Blending Phonemes • Choo Choo Train • Pushing Pennies • Rubber banding

Student is asked to manipulate sounds by taking the first sound off a word • Say /cat/. Now Take off the /c/. What is left? (at)

Ideas For Deleting Initial Sounds • Oral practice (again make it a game) • Cut up pictures • Practice words with blends (stop becomes top, etc)

Same premise as before, but removing last sound • Say /goat/. Now take off the /t/. What do you get? (go)

Ideas For Deleting Final Sounds • Oral practice (again make it a game) • Cut up pictures • Practice words with blends (past becomes pass, etc)

What most call “phonics” • Connecting sounds to letters and making words • 4 out of 5 considered “developed”

Student is given __at and asked to choose a letter that will make cat

Student is given ca__ and asked to choose a letter to make cat

Student is given c__t and asked to choose the letter that will make cat

Students are given ___op and asked to choose the letters that make stop

Students are given pa___ and asked to choose letters to make past

Strategies For Developing Graphophonemic Knowledge • Magnetic letters • Stretch and write • Word families • Roll a word game • Don’t spell FOR your child, assist them in spelling on their own (stretch and write)

Tested words are mostly phonetic • Sight word knowledge still important • 4 out of 5 considered “developed”

First 200 Words • Words from this list necessary for success in reading • Pretest child • Study unknown words 7 at a time until mastered • Must be able to say the word within 3 seconds • Personal Word Wall for success

A measure of how many words child read accurately • IND- can read on own • INS- can read with help • FRUS- is not successful in reading selection, considered “still developing”

A measure of how many words the student read correctly per minute • The slower the reading, the less comprehension • Must be at 60 wpm by end of first grade

Tips to assist with fluency and accuracy • Spend time reading to your child. Ask your child to follow along as you read. • Do not give a child a word until multiple attempts have been made to decode. • Guide your child to decode the word. • Look for parts or “chunks” they recognize and use that to help figure our the word. • Ask your child to read the same book many times over a period of days and weeks.

Questions asked after reading of a text • If child on FRUS, teacher read story aloud to student before asking questions • 10 out of 12 questions is considered “developed”

Details lifted directly from the story. • What color was the dog? • What did the boy see?

Putting multiple ideas from the story together. • If the story said there was a dog in the backyard and that dad took the boy to the backyard, they might ask “Why did dad take the boy in the backyard?”

Why questions, predictions • Why was the main character sad/happy/angry? • What do you think the girl will do next?

Looking for word meaning in context • “The story said he fed the ducks at the pond. What is a pond?”

Last Tips • Focus on one or two areas where your child needs help • Work for 10 or 15 minutes each night • Change focus when child masters a skill

Thank you for your participation! We want to work together to help your child succeed.

Tools For New Readers