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Joanna Stamatiou
to do it at least 2 times per week. These activities are meant to be a positive
experience and the research shows that at this age, any more than 30 minutes they
will begin to lose focus. For some children, 10 minutes will be more appropriate.
1. Write a simple sentence from one of the pages in the book on a strip of paper
e.g., I like carrots and peas. (Make sure you try to use your best printing and
correct upper and lowercase letters. You could always photocopy or type).
2. Have your child read the words while pointing to them.
3. Cut up the sentence. At first you may cut the sentence into two parts. I and
like carrots and peas. (Make sure the words are not upside down). Ask your
child to put the sentence back together. If they accomplish this task with
success, cut the sentence into more parts and eventually cut up each word
in the sentence (e.g., I - like carrots and- peas).
4. You can cut off the period as well, but make sure you keep the words intact.
Please stop at any point if your child is getting frustrated. Reading and writing
need to be a positive experience.
5. Extension (but not necessary): When finished, your child can glue their
sentence on a paper and draw a picture or they can dictate their own sentence
to you following the pattern and you can write it down and you can do the
same as above. (e.g. , I like Halloween candy.)
Remember, the primary goal of this program is developing positive attitudes
towards reading and writing. Please make these activities fun and easy because
if your child becomes frustrated will not progress as quickly.
Book levels:
When you feel that your child has started to read the words in the book they are
being sent home, he or she may be ready for the next level. Please send me a note
and I will send your child a more difficult book the following week. ***Please do not
be shy to let me know that this book is too hard and you would like to go back to the
previous level.
What should I do when my child comes to a word that they do not know?
E.g., I see a _________(donkey).
1. Dont say anything for 7 seconds. Give them a chance to figure it out.
2. First focus on the meaning.say, Look at the picture. or What would make
sense?
Joanna Stamatiou
3. Look at the word. What letter does it start with?, What sound does it
make?
4. If your child cannot figure it out, tell them.
Joanna Stamatiou
Show your child their book and read the title. Ask your child, Do you remember this
book? Can you tell me about it? Read the first sentence pointing to the words as
your read. Say to your child, Now, you read it. Hand them the book and let
them turn the pages. Make sure they point to the words while reading.
Day 3 to 5:
Hand your child the book and have them read it. Try some of the activities listed
below.
Activities:
Here are some activities you can try with your child after they have read their book.
These activities are meant to be a positive experience and the research shows that at
this age, any more than 30 minutes they will begin to lose focus. For some children,
10 minutes will be more appropriate.
A) Retell Some children read a story but do not comprehend it. Have your child retell
the story in order (beginning, middle and end). Encourage them to use words
like next, then, after. Make sure they give details from the story. In the
beginning you can ask them questions but the goal is to have them retell the
story independently.
B)
Activity: The Cut Up Sentence
The Cut Up Sentence activity will help your child make a connection between the
words he or she is pointing to, and the actual print. This activity is recommended
for days 2, 3, 4 or 5. Follow your childs interest and your familys busy schedule
but try to do it at least 2 times per week.
1. Write a simple sentence from one of the pages in the book on a strip of paper
e.g., I like carrots and peas. (Make sure you try to use your best printing and
correct upper and lowercase letters. You could always photocopy or type).
2. Have your child read the words while pointing to them.
3. Cut up the sentence. At first you may cut the sentence into two parts. I and
like carrots and peas. (Make sure the words are not upside down). Ask the
child to put the sentence back together. If they accomplish this task with
success, cut the sentence into 3 parts, then 4, 5 and 6. You can cut off the
period as well, but make sure you keep the words in tact. Please stop at any
point if your child is getting frustrated. Reading and writing need to be a
positive experience.
4. Extension (but not necessary): When finished, have your child can glue their
sentence on a paper and draw a picture or they can dictate their own
sentence to you following the pattern and you can write it down and you can
do the same as above. E.g., I like Halloween candy.
C) Sight Words
If you notice there is an important word in the story that keeps repeating that
your child does not know (e.g., here, she, like), choose that word to study for
the week. (only 1 word per week please). Have them say it and write it 6
times, make it using magnetic letters, put it on your fridge, etc. Also, have
them find the word in the book before they read it. Try to revisit it daily.
Joanna Stamatiou
Remember, the primary goal of this program is developing positive attitudes towards reading
and writing. Please make these activities fun and easy because if your child becomes
frustrated will not progress as quickly.
Book levels:
When you feel that your child has started to read the words in the book they are being sent home,
he or she may be ready for the next level. Please send me a note and I will send your child a more
difficult book the following week. ***Please do not be shy to let me know that this book is too hard
and you would like to go back to the previous level.
E.g., I see
1.
2.
3.
4.
Level 10 + (DRA)
Have your child read the book. Stop on occasion and have your child retell the
part that was just read in order to ensure comprehension. At first you may
need to do this every couple of paragraphs, then every page, chapter, etc.
When retelling, encourage your child to communicate parts in sequence and to
add as much detail as possible (e.g., names, places, events, etc.).
Talk about some of the new vocabulary used in the book.
Engage in conversation following the read.
o Ask what they liked, disliked, found humorous/sad/exciting, etc.
o Make connections: does the story remind you of another book, does it
remind you of your own experiences, etc.
Activities:
Your child may choose to complete some of the following activities in order to
respond to the books they are reading. Some books will inspire a response more than
others.
1.
2.
3.
4.
5.
6.
Illustrate the most exciting, scariest, saddest, or happiest part of the book.
Use a paper plate to make a mask of one of the characters in your book.
Make models out of clay or play-do of scenes or characters from your book.
Design costumes for characters in your book.
Cut out pictures of things that remind you of your book and make a collage.
Using toys found at home (e.g., Playmobile, Lego, dolls, etc.) re-create a
scene from your book.
Joanna Stamatiou
7. Make a bookmark based on your book.
8. Make a paper bag puppet based on your book.
9. Retell the story to a family member.
10. Read your favourite part to a family member.
11. Talk about your favourite part.
12. Use you own imagination to create your own response activity.
13.
How will you know when your child is ready to move to more difficult
books?
Are they reading 95% of the words in the story correctly?
Are they reading fluently with expression or word-by-word?
Are they correcting themselves when what they have read doesnt make
sense?
Are they ab le to retell the story in sequence (beginning middle and end) in
detail?
Are they interested in picking up the book to read?
Are they enjoying reading the story or are they becoming discouraged or
frustrated?
When they come to a word they do not know, are they looking to you to tell
them the word or are they using strategies to figure it out on their own?
It is always better to choose a book that is too easy rather than too hard. An easier
book will help your child improve comprehension, reading fluency and expression and
promote enjoyment of reading. Books can be read silently and aloud to family,
friends and stuffed animals.