How can I help at home?
I'm glad you asked! Below are ways you can help your child with kindergarten academic skills at home.
GUIDED READING:
It is also important for beginning readers to have these reading strategies in place when they come to a word they don't know. "What's this word?" is a common question for beginning readers to ask. We give the students a "nest" of strategies to try when they come to a word they don't know. Here are a few I will teach:· Look at the picture· Ask, What would make sense? Now look at the letters in the word. Try it. Did is look right? Did that sound right?· Skip over it and read to the end of the sentence. Now go back and think, what would make sense? Try it. Did that sound right? Look right? Use your fingers to "break apart" the word. Do you see a chunk or work you know?
READING AT HOME:
Please read books, MYON / RazKids books every night. Even if it is not a new book, your child should practice reading it again...and again. It is great practice for them to read familiar books. They should be using their finger to touch under each work as they read along (not a sweeping line). This helps with the "I think they just memorized it" issue. If your child gets stuck along the way, resist the temptation to give away the answer when they ask, "What's this word?" Instead, refer to the list of guided reading strategies above. You can say something like, "Did you look at the picture for a clue?" Or, "Look at the first letter. Put that sound in your mouth. What would make sense here?" "Sound it out" seems like it would be helpful, but we don't use this strategy very often because so many words do not sound out like they are spelled!
"Did you sound like a reader or a robot?" This is a question we don't pose at the beginning of the year when the students are just beginning to put words together. However, mid- year when their reading is becoming more fluent, I'll ask, Did you sound like a reader or a robot? That question means I want the student to think about how the words sounded coming out. Reading word by word without expression sounds like a robot. But, a reader will have inflection in their voice, and read with expression.
"The book you sent home was too easy for my child." Sometimes parents think the books sent home or chosen on MYON are meant to be challenging. However, it's important to remember that the book your child brings home has been read in a guided reading session. Your child and I have already worked on the word-decoding, fluency and comprehension. It is very normal for the reading to seem easy. It should be! That's proof your child did a great job remembering everything we worked on that day!! However, just because the book seems easy does NOT mean you shouldn't have your child read it. Good readers become great readers by reading! Just ask any great musician how they got that way, and they'll tell you practice, practice, practice! Each time a musician play a piece, he/she works on rhythm, tempo and expression. When readers practice reading over and over, they too work on fluency, expression, and comprehension.
"Can we talk about what happened in the book?" This is a question you should ask your child before/during/after their reading. Reading isn't just reciting words, it's making meaning. That means your child should be engaged with their reading. When you see the cover/title, start a conversation. For example, "Oh, look at the cat. She looks friendly. Remember when Fluffy rubbed against your leg? Do you remember how long she let you pet her?" If your child stops in the middle of their reading to say what may sound like an off-topic remark, give them a chance. Many times what the child is reading will remind them of something from their own life. ("Just like when we played with Fluffy.") When children make connections from their reading to their lives, it shows that they are making meaning. This is a great thing! Remember, the child who can't carry on a conversation about their reading probably didn't understand what they read. When your child finishes reading the book, continue talking. You can ask questions like, "What was your favorite part?" or "Does that story remind you of our family?" or "What would you do if you owned a cat?" Don't worry if your child finds this tricky at first. This is a tough skill to learn! But, with your support at home, your child will show that he/she can make meaning when they are reading.
WRITING AT HOME:
Beginning writers scribble. Writing is a progression. That's just how it works. Eventually each of those scribbles will turn into a symbol. Not long after those symbols are the letters of the alphabet. Each time your child "writes" they are getting closer and closer to the stage where letters appear. Encourage the process, not the result. Say, "Wow! What did you write!?" instead of "That's just scribbling." When your child is ready, ask them to write some letters that they hear. When your child is writing and asks "How do you spell ____?" Rather than spell it for them, reply, "Let's say that word together really slowly and see what sounds we hear." Make sure they do most of the work! After that, IF your child says, "That doesn't look right" or "I've seen that word before and I thought it had more letters" THEN it's great to say, "You're right, those are the sounds, and I can read it, but here's how you would see it in a book." Go ahead and write it on a paper for them to copy. When something exciting or interesting happens that your child wants to tell you about it, add the remark, "Wouldn't that make a great story?" to your response. Your child wants to do what you do and they are always watching. If they see YOU write, they will want to write also. Let your child keep the shopping list. Or, bring a notepad to the store and let your child write down the name of each item you put in the cart. Not only does it keep your child busy during errands, he or she is writing!
How to write numbers:
1 - One is fun (start from the top and go DOWN)
2 - Around and back on a railroad track
3 - Around the tree, around the tree, that's the way to make a three
4 - Down, across, then down some more, that's the way to make a four
5 - Backwards, down, then around, make a five without a sound
6 - Roll a hoop and make a loop
7 - Across the sky and down from the heavens, that's the way to make a seven
8 - Make an "s" and then don't wait, go back up and close the gate
9 - Make a "c" and then a line, that's the way to make a nine.
It is also important for beginning readers to have these reading strategies in place when they come to a word they don't know. "What's this word?" is a common question for beginning readers to ask. We give the students a "nest" of strategies to try when they come to a word they don't know. Here are a few I will teach:· Look at the picture· Ask, What would make sense? Now look at the letters in the word. Try it. Did is look right? Did that sound right?· Skip over it and read to the end of the sentence. Now go back and think, what would make sense? Try it. Did that sound right? Look right? Use your fingers to "break apart" the word. Do you see a chunk or work you know?
READING AT HOME:
Please read books, MYON / RazKids books every night. Even if it is not a new book, your child should practice reading it again...and again. It is great practice for them to read familiar books. They should be using their finger to touch under each work as they read along (not a sweeping line). This helps with the "I think they just memorized it" issue. If your child gets stuck along the way, resist the temptation to give away the answer when they ask, "What's this word?" Instead, refer to the list of guided reading strategies above. You can say something like, "Did you look at the picture for a clue?" Or, "Look at the first letter. Put that sound in your mouth. What would make sense here?" "Sound it out" seems like it would be helpful, but we don't use this strategy very often because so many words do not sound out like they are spelled!
"Did you sound like a reader or a robot?" This is a question we don't pose at the beginning of the year when the students are just beginning to put words together. However, mid- year when their reading is becoming more fluent, I'll ask, Did you sound like a reader or a robot? That question means I want the student to think about how the words sounded coming out. Reading word by word without expression sounds like a robot. But, a reader will have inflection in their voice, and read with expression.
"The book you sent home was too easy for my child." Sometimes parents think the books sent home or chosen on MYON are meant to be challenging. However, it's important to remember that the book your child brings home has been read in a guided reading session. Your child and I have already worked on the word-decoding, fluency and comprehension. It is very normal for the reading to seem easy. It should be! That's proof your child did a great job remembering everything we worked on that day!! However, just because the book seems easy does NOT mean you shouldn't have your child read it. Good readers become great readers by reading! Just ask any great musician how they got that way, and they'll tell you practice, practice, practice! Each time a musician play a piece, he/she works on rhythm, tempo and expression. When readers practice reading over and over, they too work on fluency, expression, and comprehension.
"Can we talk about what happened in the book?" This is a question you should ask your child before/during/after their reading. Reading isn't just reciting words, it's making meaning. That means your child should be engaged with their reading. When you see the cover/title, start a conversation. For example, "Oh, look at the cat. She looks friendly. Remember when Fluffy rubbed against your leg? Do you remember how long she let you pet her?" If your child stops in the middle of their reading to say what may sound like an off-topic remark, give them a chance. Many times what the child is reading will remind them of something from their own life. ("Just like when we played with Fluffy.") When children make connections from their reading to their lives, it shows that they are making meaning. This is a great thing! Remember, the child who can't carry on a conversation about their reading probably didn't understand what they read. When your child finishes reading the book, continue talking. You can ask questions like, "What was your favorite part?" or "Does that story remind you of our family?" or "What would you do if you owned a cat?" Don't worry if your child finds this tricky at first. This is a tough skill to learn! But, with your support at home, your child will show that he/she can make meaning when they are reading.
WRITING AT HOME:
Beginning writers scribble. Writing is a progression. That's just how it works. Eventually each of those scribbles will turn into a symbol. Not long after those symbols are the letters of the alphabet. Each time your child "writes" they are getting closer and closer to the stage where letters appear. Encourage the process, not the result. Say, "Wow! What did you write!?" instead of "That's just scribbling." When your child is ready, ask them to write some letters that they hear. When your child is writing and asks "How do you spell ____?" Rather than spell it for them, reply, "Let's say that word together really slowly and see what sounds we hear." Make sure they do most of the work! After that, IF your child says, "That doesn't look right" or "I've seen that word before and I thought it had more letters" THEN it's great to say, "You're right, those are the sounds, and I can read it, but here's how you would see it in a book." Go ahead and write it on a paper for them to copy. When something exciting or interesting happens that your child wants to tell you about it, add the remark, "Wouldn't that make a great story?" to your response. Your child wants to do what you do and they are always watching. If they see YOU write, they will want to write also. Let your child keep the shopping list. Or, bring a notepad to the store and let your child write down the name of each item you put in the cart. Not only does it keep your child busy during errands, he or she is writing!
How to write numbers:
1 - One is fun (start from the top and go DOWN)
2 - Around and back on a railroad track
3 - Around the tree, around the tree, that's the way to make a three
4 - Down, across, then down some more, that's the way to make a four
5 - Backwards, down, then around, make a five without a sound
6 - Roll a hoop and make a loop
7 - Across the sky and down from the heavens, that's the way to make a seven
8 - Make an "s" and then don't wait, go back up and close the gate
9 - Make a "c" and then a line, that's the way to make a nine.