Read aloud often with your child

Encourage your child to re-read their favorite books aloud Model reading

Practice echo reading. This is when the skilled reader reads a sentence and the novice reader tracks and then repeats the same sentence.

 Help your child learn new words and discuss meanings Use books on tapes; then have your child follow along in the print copy

 Is an important factor in decoding and comprehension Learning words is an incremental process. We deepen our knowledge of a word and its meaning as we repeatedly encounter it in different texts (Nagy and Scott,2000). Vocabulary knowledge is knowledge; the knowledge of a word not only implies a definition, but also implies how that word fits into the world, (Stahl, 2005).

 Introduce their child to a wide range of words in interesting books Read with their child to help them hear and learn new words Hold discussions with their child using new words

Vocabulary Activities
Create or learn songs to expand your child's vocabulary. Use songs to describe a daily routine, while periodically adding new verses that include new vocabulary words. Keep a journal. Spend time every night discussing your daily activities. Introduce new vocabulary words by elaborating on the day's activities.

 Reading with comprehension means understanding what is being read. It takes practice, time, and patience to develop reading comprehension skills by linking background knowledge to create new meanings. Comprehension depends on a working vocabulary and substantial background knowledge.

Creating background knowledge is primarily accomplished through experiencing places and participating in a wide range of activities using the senses, and also by reading various genres of text. For example, going to a farm, taking a trip to the beach, visiting a museum in the city, or reading a book about farm animals.

 Giving little attention to print Having difficulty hearing sounds in words Having difficulty remembering letters, words, or stories Not being able to recount details from stories

 Inventing stories in response to print

Not being able to self-correct while reading

Having trouble locating letters or words within text Lacking confidence in completing reading and writing assignments

 Read to your child Encourage your child to write after reading. For example, ask your child about his or her favorite part or to imagine a different ending for the book. Make sure that your child is reading books that are appropriate for his or her reading level.

Engage in discussions with your child using new words

Encourage your child to read on his or her own so that they can encounter new words. Have your child retell the story in his or her own words.

Different formats to use for presenting material

Two Picture Page Layout

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Three Picture Page Layout

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Table Page Layout

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Line Graph Page Layout

PowerPoint 97 through 2007 Compatible

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Bar Graph Page Layout

PowerPoint 2007 Enhanced Version

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PowerPoint 2007 Enhanced Version

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Smart Art Page Layout

PowerPoint 2007 Enhanced Version

Smart Art Page Layout

PowerPoint 2007 Enhanced Version

Smart Art Page Layout

PowerPoint 2007 Enhanced Version

Picture Page Layout Your picture caption can go here. Image from PresenterMedia.com

Center on Teaching and Learning. (2012). Fluency. Retrieved from http://reading.uoregon.edu/big_ideas/flu/flu_benchmarks.php. Center on Teaching and Learning. (2012). Phonemic awareness. Retrieved from http://reading.uoregon.edu/big_ideas/pa/pa_benchmarks.php. Helaine, A. (2012). The important of teaching phonics. Retrieved from http://www.ehow.com/about_6365191_importance-teaching-phonics.html. Learning RX. (2012). Reading fluency. Retrieved from http://www.learningrx.com/reading-fluency.htm.

Nagy, W. E., & Scott, J.A. (2000). Vocabulary processes. Retrieved from http://www.amle.org/research/researchsummaries/vocabularyteaching/tabid/ 1728/default.aspx.

References
National Institute of Child Health and Human Development. (2012). Phonemic Awareness Instruction. Retrieved from http://www.readingrockets.org/article/255/.

Pinnell, S. G., & Fountas, C. I. (2009). When readers struggle: teaching that works. Portmouth, NH: Gay Su Pinnell & Irene C. Fountas.
Reading Rockets. (n.d.). Fluency. Retrieved from http://www.readingrockets.org/helping/target/fluency/. Reading Rockets. (n.d.). Phonemic awareness. Retrieved from http://www.readingrockets.org/atoz/phonemic_awareness/. Reading Rockets. (n.d.). Phonics. Retrieved from http://www.readingrockets.org/helping/target/phonics/. Steven, S. (2005). Teaching vocabulary. Retrieved from http://www.readingrockets.org/article/9943/. Sufyans attempt at phonics and reading. (2011). Available from http://www.youtube.com/watch?v=S-inDeFoPjI.

Thank you.