The Tricky Parts

This afternoon I went out for a run.  It was the first time since we had the snowfall at Thanksgiving and the first run this fall with distinctive signs of the winter ahead.  I knew went I set out that it would not be my fastest run and that I would need to watch out for the tricky parts along the way.  After running in Central Maine during the winter, I have learned the parts of the road that will be tricky: the place were the sun never manages to find throughout the day, the corner where the cars and trucks push the snow into a thick mound, or the highly polished black glaze that is pretending to be tar.  Knowing the tricky parts makes the run more enjoyable because I know what to do.  I either get into the fresh snow where I'll have some traction or onto the tar if the roads are clear.  I have my strategies for making my run go smoothly. 

           

The books that your child brings home to read should be 'good fit' books.  That is books that are at a level that is not to hard or to easy but just right.  Sometimes, your child may have a book that is more challenging and has some tricky parts in it.  There are ways that you can help your child manage through the tricky parts by asking a few questions before they start reading.

           

One great way to prepare your child for reading at home is to ask them about their book.  You can start off by asking why they chose it.  This will help your child think about what they know about the topic or characters in the book and gets their mind thinking about the book before they start reading.  Then you could ask them if there are any tricky parts in the book.  Usually a child will know if they have had trouble reading the book in the past or if there is a new challenge that the book brings.  Most students will be able to tell you what they will do if they come to a tricky part and share their strategy with you.  You might hear something like, “I will look for parts of the word that I know,” or “I will reread the passage (page, chapter, or part of the book) until I understand what I am reading.” 

           

By just checking in with your child before he or she begins reading, you can provide the support needed to begin thinking about the story and what to do when they get to a tricky part. For more ideas on helping your child, I found a nice web site that has great tips for parents on reading and writing called Reading Rockets.  Check it out!

Read to Self

There are two important ideas when it comes to reading… when you read, it helps you become a better reader and writer, AND it is fun!  In the classroom where the Daily Five is happening, you hear the students talking about read to self. 

      “Children reading to themselves is the first step in Daily Five and is the foundation for creating independent readers and writers.  On the surface—like all components in Daily Five—Read to Self seems basic and simple.  However, we have found that specific teaching techniques can make Read to Self a powerful tool for enhancing all literacy skills.” (The Daily 5 p.46)

One of the specific techniques that your child has learned in “Read to Self” is to read the pictures.  In this technique, the students look at the pictures to help them understand the what is happening in the story.  Another technique is to read the words. This is the traditional way most of us read independently.  The last technique is to retell a familiar story.  Retelling a story helps the reader remember what has happened in what they read and provides a time to think about the details in the story.  All of these techniques help your child to understand the story they are reading.

When reading to self, the student learns where to sit in the room.  This is important because you need a quiet environment in which to read.  Elaina, a fourth grader, tells us her experience with the Daily Five’s “Read to Self” in an interview:

https://sites.google.com/site/scochrane1/home/podcast

The most important aspect of read to self is that it helps your child to build stamina in reading.  It is not uncommon for a primary student to be able to read independently for 30 minutes and an intermediate student to reading independently for 45 minutes!  Because the student has some choice in the books they are reading, it makes reading fun.  In the next entry, we’ll hear about “Good Fit Books”.