TN SIG Toolkit.Indd

A LITERACY RESOURCE KIT FOR PARENTS Families Helping Children Become Better Readers

Tennessee State Improvement Grant 2007 The University of Tennessee is an EEO/AA/Title VI/Title IX/Section 504/ADA/ADEA institution in the provision of its education and employment programs and services. This Resource Kit is the result of collaboration among many individuals.

We would like to thank parents and children from Inskip Elementary School for telling us what parents need to know to help their children in school, for taking the time to test the information during their summer vacation, and for telling us what worked and what didn’t work.

Editor: Reggie Curran Center for Literacy Studies

Tennessee State Improvement Grant Advancing the Skills of Tennessee Students

Kathy Strunk, Project Director E-mail [email protected] Telephone 615-532-1659 http://sig.cls.utk.edu

Department of Education Division of Special Education 7th Floor, Andrew Johnson Tower 710 James Robertson Parkway Nashville, TN 37243

I T E L R A R C Y O

N E

E S C

The University of Tennessee Center for Literacy Studies 600 Henley Street, Suite 312 Knoxville, TN 37996-4135 1-877-340-0546 or 865-974-4109 (fax) 865-974-3857 http://cls.coe.utk.edu/

The University of Tennessee is an EEO/AA/Title VI/Title IX/Section504/ADA/ADEA institution in the provision of its education and employment programs and services. UT Publication No.: R01-1704-058-010-07 A LITERACY RESOURCE KIT FOR PARENTS Table of Contents ach section of the kit addresses a different area of information that can help your children succeed in school. Read the suggestions and use whatever appeals to you. Not every area will pertain to you—just use whatever makes sense and will help you to help your child. If an idea is not working for you and your child—if either or both of you are becoming frustrated—stop Eand go on to something else. You can try that activity again later, or you may decide it’s not appropriate. An activity doesn’t need to be used for a long period of time to be effective—five or ten minutes a few times a day adds up to time spent helping your child.

SECTION 1: FAMILY INVOLVEMENT Purpose of this Resource Kit ...... 1 What Happens Outside of School Is Critical for Academic Success ...... 2 Home Literacy/Involvement Checklist ...... 3

SECTION 2: READING DEVELOPMENT How Do Children Learn to Read? ...... 7 Tips for Families to Prepare Children for Reading ...... 10 Reading First Basics...... 11 Learning Standards for Reading in Tennessee Elementary Schools ...... 12 Helping Your Child Choose the Right Book ...... 35 Reading Suggestions ...... 36

SECTION 3: ACTIVITIES FOR BUILDING READING SKILLS Building Literacy into Everyday Activities ...... 43 Activities to Help Children Learn, Organize, Plan, etc...... 46 Activities to Go Along with Books in SIG Kit...... 78

SECTION 4: WORKING WITH TEACHERS AND SCHOOLS Working with Teachers and Schools ...... 97 Parent-Teacher Conferences ...... 98 Helping Your Child Prepare for Tests...... 99 Monitoring Homework ...... 100 Report Card Checklist ...... 102 Additional Resources for Parents ...... 103

SECTION 5: SPECIAL NEEDS AND DISABILITIES Part I: General Guidelines for Children With Special Needs ...... 105 Children With Disabilities and Special Needs: Characteristics and Strategies ...... 107 Quick Information about RTI (“Response to Intervention) ...... 113 Part II: Suggestions for Parents of Children With Significant Disabilities...... 115 Sample PLPs – Present Levels of Performance...... 120 Other Resources ...... 121 Additional Literacy Resources for Children With Special Needs ...... 123

A LITERACY RESOURCE KIT FOR PARENTS

SECTION 1: FAMILY INVOLVEMENT Purpose of This Resource Kit

his resource kit is provided to you as a result of your school’s participation in the Tennessee State Improvement Grant. The strategies in the book are designed for you to use to help your child succeed in school. If you and your child are already doing most of these Tthings, hooray for both of you! If not, we hope you will consider trying some of these activities to see how they help.

This book has activities and resources that will help you become more involved in your child’s education. The focus is on literacy; the ability to read, write and communicate. Literacy is important throughout life; we need reading and writing skills to be successful in school, but we also need to be able to read to l See the resources in the live our everyday lives. Reading helps us to communicate with others, make special education section for consumer purchases, understand directions and maps, enjoy good books, and engage in many other activities that improve our lives. Literacy is used during specific information about day-to-day activities to help us “get things done”. resources for families who have special needs. We have packed this book with ideas about how you can help your children be successful in school. There is information about how children learn to read and how to work with teachers and school personnel. There are activities you can use with your children to help to improve their reading skills; try out the activities and use whatever works for you and your child. If your child gets frustrated or tired, stop and try again later. Spending five or ten minutes of fun work is more productive than thirty minutes of frustration. Have fun using these ideas and discovering more ideas of your own!

Throughout this manual there will be ideas and strategies that are specifically designed for families who have children with special needs. The l symbol will represent additional information that is intended to assist families who have children of all ages with various types of disability. In addition, a section has been added that addresses issues related to informing families of children with special needs about the special education process, including how to address literacy in a child’s Individualized Education Program (IEP).

SECTION 1: FAMILY INVOLVEMENT 1 A LITERACY RESOURCE KIT FOR PARENTS

What Happens Outside of School is Critical for Academic Success

What Can Parents Do At Home to Help Children Achieve? arents often ask what they can do at home to help their children achieve more in school. The way time is spent outside of the classroom is a powerful influence on what and how much children learn. The descriptions of families whose The way time is spent outside Pchildren are doing well in school repeatedly mention these examples of the classroom is a power- of what happens in their homes: ful influence on what and how much children learn. • Establishing a daily family routine – providing time and a quiet place to study; assigning responsibility for household chores; being firm about times to get up and go to bed; having dinner together. l • Monitoring out-of-school activities – setting limits on time If your child is non-verbal or has a spent watching TV or on the computer or surfing the internet; disability that prevents them from checking on children when parents are not home; arranging for sharing with you the activities of after-school activities. the day, ask for a journal between home and school that can be • Modeling the value of learning, self-discipline, and hard used for the teacher to give you work – communicating through questioning and conversation; information about your child’s day demonstrating that achievement comes from working hard and not so that you can interact with them giving up; using reference materials and the library. about the specific things they did in school. In the same manner, • Expressing high but realistic expectations for achieve- you can write short notes when ment – setting goals and standards that are appropriate for a your child participated in a family child’s age and maturity; recognizing and encouraging special tal- event that the teacher can use to ents; informing friends and family of successes. include your child in classroom discussions. • Encouraging children’s development and progress in school – maintaining a warm and supportive home; showing interest in a child’s progress at school; helping with homework

2 SECTION 1: FAMILY INVOLVEMENT A LITERACY RESOURCE KIT FOR PARENTS

(but not doing it); discussing the value of education and possible career options; staying in touch with teachers and school staff. If your child is non-verbal or has a disability that prevents them from sharing with you the activities of the day, ask for a journal between home and school that can be used for the teacher to give you information about your child’s day so that you can interact with them l about the specific things they did in school. In the same manner, If you are interested in information you can write short notes when your child participated in a family regarding Disability Mentoring event that the teacher can use to include your child in classroom Day (800-280-STEP), contact the discussions. Parent Training Information Center. Introducing your child with special • Reading, writing and discussion among family mem- needs to adults with similar bers – reading, listening to children read, and talking about what disabilities is a great way to is being read; discussing the day over dinner; telling stories and encourage and motivate your child. sharing problems; writing letters, lists and messages.

• Using community resources for family needs – enrolling in sports programs or lessons; introducing children to role models and mentors; using community services.

From A New Generation of Evidence: The Family is Critical to Student Achievement. Henderson and Berla, 1995

Home Literacy/

Involvement Checklist Your home is where your young child gets his or her s your home literacy-friendly? Are you staying involved in your first experiences with books, child’s learning? As parents, you are your child’s first teachers, and where your growing and you have the greatest amount of influence on your child’s children see you as a model learning. Your home is where your young children get their for reading behaviors. Ifirst experiences with books, and where your growing children see you as a model for reading behaviors. Does what happens in your house show your children how much you value reading? Success in

SECTION 1: FAMILY INVOLVEMENT 3 A LITERACY RESOURCE KIT FOR PARENTS

school depends, in large part, on your child’s ability to read, and your role in helping your child become a reader extends into the classroom. The kinds of support you provide will, of course, change as your child grows older. The statements on the following page suggest ways to help you create a home atmosphere that supports learning through reading.

Home Literacy/Involvement Checklist

Already I’ll Reading and Books do this! try it! I read to my child almost every day. (Even growing children like to be read to.) I talk to my child about what we are reading. I ask questions about what we are reading. We compare what we are reading about to what is happening in my child’s world. My child has some fairly easy books that he can read by himself. My child has some books that are a little bit difficult for her to read, so I help her read these books. My child has some books about things that interest her. When my child reads or sees something that interests him, I take him to the library and help him find more books about the subject. I take my child to the library. My child has a library card and I help him to use it. We visit bookstores (new and used) and purchase books when possible. My child sees me read almost every day. My child has access to a well-lit, quiet area with table or flat surface for play and work. My child has access to crayons, markers, pens, and pencils for writing and drawing. I show my child that reading is connected to what I do on the job, in shopping, cooking, hobbies, etc. I help my child rhyme words, (like cat, bat, hat), or (Teddy, steady, ready) I encourage my child to learn new words now and then.

Watching TV We watch TV and read as a family, and discuss what we read and watch. I talk to my child about what we see on television and how to make wise choices concerning what to watch.

4 SECTION 1: FAMILY INVOLVEMENT A LITERACY RESOURCE KIT FOR PARENTS

Already I’ll Connecting Home and School do this! try it! I talk to my child about what we see in our life; at stores, in the car, in the yard and house, etc. I encourage my child to use computers, either in school, at home, or at the library. I encourage my child to tell me about his school day, and about what he is learning. I allow my child to teach me about what she has learned in school, rather than always being the one who “knows it all”. I talk to my child about his school and social time almost every day. I know the names of my child’s closest friends. I let my child know that I expect him to work hard in school. I let my child know that I value his work in school, and that I value school in general.

Working with Teachers I talk to my child’s teachers about her work, and tell them what they need to know about my child. If I don’t understand what is going on at school, I contact the teacher. If my child is concerned about school issues, I talk to her and to the teacher to find out what is happening. I try to show my child’s teachers respect, and work with them on my child’s behalf.

Respecting My Child I participate in school programs and in my child’s extracurricular activities. I provide opportunities for my child to talk to me about what is troubling him and what he is excited about. I work at showing my child how much I appreciate his effort in school and try not to compare him to other children. I ask my child about what he is interested in, and let him choose some of his own activities from those approved by me as the parent. I show my child that, even though our interests may be different, hers are as important as mine.

SECTION 1: FAMILY INVOLVEMENT 5 A LITERACY RESOURCE KIT FOR PARENTS

Already I’ll Additional Tips for Parents of Children With Special Needs do this! try it! I use audio tapes and books that “read” by pushing the button as an alternate way for my child to participate in reading. I use pictures of daily events to interact with a non-verbal child. For example; “Show me a picture of your favorite activity you did in school today.” I make a “picture” address book with pictures of my child’s classmates and teachers and then ask my child to “point to someone you played with today,” or to “point to someone you would like to invite over.” If I am not receiving information on a regular basis about school programs and activities, including clubs and activities that are available after school, I ask to be kept informed and try to participate.

6 SECTION 1: FAMILY INVOLVEMENT A LITERACY RESOURCE KIT FOR PARENTS

SECTION 2: READING DEVELOPMENT How Do Children Learn to Read? The Building Blocks of Reading

1. Talking to your baby When you speak to babies, you are teaching them about listening and talking. Children who do not hear a lot of talk and who are not encouraged to talk often have problems learning to read. 2. Baby Talk The exaggerated sounds and rhythms of baby words helps babies begin to understand language and the give and take of talking and listening. 3. Reading Books Reading books to children helps them learn that we use books in specific ways—we read them left to right and front to back. This teaches children print awareness, just as signs, labels, etc. do.

4. Phonemes and Sounds Words are made up of sounds called phonemes. “Cat” has three sounds or phonemes: “c”, “a” and “t”. 5. Phonics, Putting Some letters work together to make specific sounds, such as “th”, and “ea.” Sounds Together Knowing these patterns helps children read. These patterns are part of phonics. 6. Fluency When we read accurately, effortlessly, and with expression, we are reading fluently. We need to be able to read fluently to understand what we read. 7. Vocabulary Vocabulary consists of the words we use to communicate. Oral vocabulary refers to words used in speaking or that we recognize when listening. Reading vocabulary refers to words we recognize in print. 8. Comprehension Comprehension is the reason for reading—understanding what we read.

Reading Ability eness ehension Fluency Phonics war ocabulary Phonemic A V Compr

Reading Readiness

Talking to baby Baby learns Reading to baby Books help baby learn helps him learn sounds and words shows him how to words and connect to listen and respond through listening use books words to print

SECTION 2: READING DEVELOPMENT 7 A LITERACY RESOURCE KIT FOR PARENTS

Words Used When Discussing Reading Instruction

Automaticity Fast, effortless word recognition

Blending Combining individual sounds into a word, /b/ /i/ /g/` is big Combining syllables to make words play + pen = playpen

Decode Ability to figure out a word by translating the letters into speech sounds to determine the word’s pronunciation and meaning

Developmental Spelling The use of letter-sound relationship information to attempt to write words; sometimes called invented spelling

Emergent Literacy The view that literacy learning begins at birth and is encouraged through participation with adults in meaningful reading and writing activities

Explicit Instruction Direct, structured, systematic teaching of a task

Environmental Print Print that is part of everyday life, such as signs, billboards, labels, and business logos

Fluency Ability to read a word accurately, quickly, and with expression

Graphic Organizers Diagrams that visually represent the organization and relationship of ideas in a text

Irregular words Frequently used words that don’t follow the letter-sound relationship rules that children are learning

Leveled Books Books that have been assigned a particular level (usually a number or letter, such as Level 1 or Level B) intended to indicate how difficult the book is for children to read.

Literacy Includes all activities involved in speaking, listening, reading, writing, and appreciating both spoken and written language

Oral Language Difficulties Poor vocabulary, listening comprehension, or grammatical abilities for one’s age

Phonics The relationships between the sounds of spoken words and the individual letters or groups of letters that represent those sounds in written words

Phonemes The smallest parts of spoken language that combine to form words. Cat has three phonemes - /c/ /a/ /t/

Phonemic Awareness Ability to hear and identify individual sounds in spoken words

8 SECTION 2: READING DEVELOPMENT A LITERACY RESOURCE KIT FOR PARENTS

Phonological Awareness The understanding that spoken language is made up of individual and separate sounds. Phonological awareness activities can involve work with rhymes, words, sentences, syllables, and phonemes

Predictable Books Books that have repeated words or sentences, rhymes, or other patterns. (Brown, bear, brown bear, what do you see?)

Prefix A word part such as re-, un-, or pre- that is added to the beginning of a root word to form a new word with a new meaning

Print Awareness Knowing about print and books and how they are used

Reading Comprehension Ability to understand the meaning of what is read

Root word A word or word part to which a prefix or suffix is added

Segmentation Taking spoken words apart sound by sound

Sight word High-frequency words which make up about 50% of the words we read and often cause children problems, such as, I, a, am, at, on, and, me. Children should recognize without having to sound them out

Suffix A word part such as –ness, -able, or –er that is added to the end of a root word to form a new word with a new meaning

Syllable A part of a word as determined by vowel sounds and rhythm, cat has one syllable, baby has two

Visual Perceptual Abilities Ability to recognize and visually distinguish between the letters in words

Vocabulary The words we must know in order to communicate effectively. Oral vocabulary refers to words that we use in speaking or recognize in listening. Reading vocabulary refers to words we recognize or use in print

Word recognition Ability to identify printed words and to translate them into their corresponding sounds quickly so as to figure out their meanings

SECTION 2: READING DEVELOPMENT 9 A LITERACY RESOURCE KIT FOR PARENTS

Tips for Families to Prepare Children for Reading s a parent, what kind of things can I do to help my child be ready to learn to read? Preparing children for reading doesn’t begin when they start school—it starts from the time they are born. Baby talk, songs, rhymes, asking questions, and pointing interesting things out Ato them —all of these activities help them develop the skills they will need to learn to read. Here are some additional ideas to help make sure your child is ready

Preparing children to read and learn: for reading doesn’t • Talk with and listen to your children as you play and do daily activities begin when they start together. school—it starts from • Read with your children at a regular time every day and when they ask you to the time they are read. born. • Take toddlers and preschoolers to the library so they can choose books to read at home. Find out about your library’s special books and services. • Create a special place in your home for your children to read and write. • Keep books and other reading materials where children can reach them. Add new books often. • Trade books with friends, or have a book exchange at school or in your neighborhood. • Keep writing materials such as washable, nontoxic crayons and markers, paints and brushes, and different kinds of paper where your children can reach them. • Take books and writing materials for your children with you whenever you leave home, so that they can read or write at the doctor’s office, on the bus, and in the car. • Show your children how you read and write every day to have fun and to get things done. • Point out to your children the printed words in your home and in the community. • Discuss with your children what they are seeing and viewing. • Encourage your children to do things for themselves when they are ready. Let them feed and dress themselves, and clean up after themselves.

1 0 SECTION 2: READING DEVELOPMENT A LITERACY RESOURCE KIT FOR PARENTS

Reading First Basics

eading First is an approach being used in your child’s school to provide high-quality reading instruction that will help them to become successful readers. According to the most recent data available from the National Assessment of Educational Progress (NAEP), only 31% Rof all fourth graders are at or above the proficient level in reading.

Research shows that students who fall behind in reading in the earliest grades Research shows rarely make up this shortcoming, and have more difficulty with schoolwork that students who fall in general. Because early success in reading helps to prevent later problems in behind in reading in reading, the Reading First program focuses on improving instruction for K - 3 the earliest grades students. Reading First schools use research to show what works in helping all rarely make up this students become proficient readers. shortcoming, and have

more difficulty with How It Works schoolwork in general. Reading First (RF) provides funding to states, which then provide funds to schools who meet the requirements for grants that will provide materials and training to teachers to help their students learn strategies that will improve reading ability. Students are assessed frequently to be sure they are making good progress. The Reading First program uses a three-tier system of reading instruction. All students are required to take part in at least 90 minutes of reading instruction every day they are in school. During this 90-minute period, teachers focus on strategies that will help students build skills in the five following components of reading: 1. Phonemic awareness – the ability to hear, identify, and play with individual sounds - or phonemes - in spoken words. 2. Phonics – the relationship between the letters of written language and the sounds of spoken language. 3. Fluency – the capacity to read text accurately, effortlessly, and with expression. 4. Vocabulary – the words students must know to communicate effectively. 5. Comprehension – the understanding of what is read.

If a child needs more assistance, he/she will also take part in Tier 2, in which he will receive an additional 30 minutes of reading instruction. Children who are still having difficulty will participate in a third tier that will provide alternative instruction. A child may only need to participate in Tier 2 or Tier 3 for a short period of time and then may catch up and return to just Tier 1. If you have more questions about Reading First, ask your child’s teacher.

SECTION 2: READING DEVELOPMENT 1 1 A LITERACY RESOURCE KIT FOR PARENTS

Learning Standards for Reading in Tennessee Elementary Schools

The Tennessee Department of Education has defined specific “Learning Standards – Expectations and Accomplishments” necessary to ensure that Tennessee students develop the language skills needed to succeed in school, in the workplace, and in their lives. The following tables list learning expectations and accomplishments in the area of Reading for each grade from kindergarten through grade five.

Kindergarten

Learning Expectation Reading Accomplishment

Develop oral language. a. Show evidence of expanding oral language through vocabulary growth. b. Speak clearly, properly, and politely. c. Begin to use rules for conversation (e.g., raise hands, take turns and focus attention on speaker). d. Give simple, two-step oral directions. e. Participate in group discussion. f. Participate in creative responses to text (e.g., response, discussion and dramatization). g. Ask and respond to questions from teacher and other group members. h. Begin to retell familiar stories. i. Dramatize, retell, and dictate what has been learned. j. Use familiar texts for recitations.

Develop listening skills. a. Listen attentively to speaker for specific information. b. Use appropriate listening skills (e.g., do not interrupt, face speaker, ask questions). c. Listen and respond to a variety of media (e.g., books, audio tapes, videos). d. Recognize the difference between formal and informal languages. e. Follow simple, two-step oral directions.

Demonstrate knowledge of a. Identify labels, logos, and signs in the environment (e.g., job instructions, concepts of print. room labels, poison and danger signs/labels). b. Understand that print has meaning. c. “Pretend read” from left to right, top to bottom, and front to back as well as hold a book upright and turn pages. d. Read and explain own writings and drawings. e. Identify front cover and back cover of a book. f. Distinguish letters from words.

Develop and maintain a. Understand that a phoneme is one distinct sound. phonemic awareness. b. Use sound stretching of one syllable words to identify each phoneme (cat, /c/, /a/, /t/). c. Use sound blending of each separately spoken phoneme to make meaningful word (/m/, /o/, /m/ to mom). d. Segment one-syllable words into individual sounds and blend the sounds into whole words.

1 2 SECTION 2: READING DEVELOPMENT A LITERACY RESOURCE KIT FOR PARENTS

Kindergarten Learning Expectation Reading Accomplishment

Develop and maintain e. Recognize and produce rhyming words. phonemic awareness, cont. f. Recognize words that have same beginning and ending sounds. g. Understand words are made up of one or more syllables (e.g., students clap syllables in words).

Develop and use a. Recognize and name all upper and lowercase letters of the alphabet. decoding strategies. b. Begin to understand that the sequence of letters in a written word represents the sequence of sounds in a spoken word. c. Use letter-sound matches to decode simple words. d. Understand that as letters of words change, so do the sounds (alphabetic principle).

Read to develop fluency, a. Read simple text containing familiar letter-sound correspondences and high expression, accuracy and frequency words. confidence. b. Recognize that intonation and volume of voice assist with meaning. c. Read as “an emergent reader” a favorite story with fluent intonation and phrasing.

Develop and extend a. Build vocabulary by listening to literature and participating in discussions. reading vocabulary. b. Build vocabulary by experiencing a wide range of text types. c. Participate in shared reading. d. Begin to use word families and word walls. e. Read some words by sight (e.g., the, has, an, can, run, as well as color and number words). f. Use a picture dictionary to determine word meaning.

Develop and use a. Recognize a purpose for listening. pre-reading strategies. b. Relate background knowledge to make meaning from text. c. Make predictions about text. d. Use illustrations to preview the text. e. Participate in the creation of graphic organizers (e.g., KWL charts). f. Connect to life experience the information and events in texts.

Use active comprehension Derive meaning while reading by strategies to derive 1. Asking questions about a text. meaning while reading and 2. Participating in discussions about text. check for understanding 3. Predicting what will happen next as a story is shared. after reading. 4. Creating mental images of the story (e.g., characters, setting).

Check for understanding 1. Recalling two to three step sequence of events. after reading by… 2. Retelling story in own words. 3. Drawing conclusions based on evidence in the story. 4. Using pictures to discuss main idea.

SECTION 2: READING DEVELOPMENT 1 3 A LITERACY RESOURCE KIT FOR PARENTS

Kindergarten

Learning Expectation Reading Accomplishment

Introduce informational a. Recognize the family and community as resources for information. skills to facilitate learning. b. Recognize a variety of print sources (e.g., books, newspapers, magazines, and charts). c. Recognize sources of information (e.g., books, graphs and computers).

Develop skills to facilitate a. Recognize that printed materials provide information. reading to learn in a variety b. Use common illustrations to gain meaning from text. of content areas.

Read independently for a. Read to gain information (e.g., pictures, videos, picture books). a variety of purposes. (At b. Read for enjoyment (e.g., book on tape, posters, pictures, videos, picture this level, the student will books). experience a variety of c. Read to expand vocabulary (e.g., books on tape, photographs, posters). text/media for different purposes.)

Begin to experience a. Explore picture books. various literary and media b. Explore alphabet and number books. genres. c. Explore Mother Goose Rhymes and other rhyming books. d. Explore storybooks. e. Explore fairy tales. f. Explore poetry. g. Explore lyrics to songs. h. View various media genres (e.g., posters, pictures, photographs, films, videos). i. Sequence events in a story (e.g., using books, videos, films).

Develop and maintain a a. Visit libraries and regularly check out materials. motivation to read. b. Share storybooks, poems and environmental print. c. Identify favorite stories.

1 4 SECTION 2: READING DEVELOPMENT A LITERACY RESOURCE KIT FOR PARENTS

First Grade

Learning Expectation Reading Accomplishment

Develop oral language a. Show evidence of expanding oral language through vocabulary growth. b. Implement rules for conversation (e.g., raise hands, take turns, focus attention on speaker). c. Understand, follow and give oral directions. d. Participate in group discussions. e. Participate in creative responses to text (e.g., choral reading, discussion and drama). f. Respond to questions from teacher and other group members. g. Begin to narrate a personal story. h. Dramatize or retell what has been learned, heard or experienced. i. Use familiar texts for recitations.

Demonstrate knowledge a. Understand that printed materials provide information. of concepts of print. b. Demonstrate directionality by reading left to right and top to bottom. c. Track print when being read to aloud. d. Read and explain own writings and drawings. e. Identify parts of a book (e.g., title page, table of contents). f. Recognize that groups of words make sentences. g. Understand punctuation (e.g., period, question mark).

Develop and maintain a. Recognize words that begin with the same sounds. phonemic awareness. b. Recognize words that end with the same sounds. c. Identify rhyming words. d. Blend sounds together to form one-syllable words. e. Segment one-syllable words into sounds. f. Change targeted sounds to modify or change words. g. Show awareness of syllables by clapping, counting or moving objects.

Develop and use a. Use knowledge of letter-sound correspondence knowledge and structural decoding strategies to analysis to decode grade appropriate words. read unfamiliar words. b. Decode phonetically regular, one-syllable words. c. Use decoding strategies, such as sounding out words, comparing similar words, breaking words into smaller words, and looking for word parts (e.g., compound words, word families, blends, and digraphs). d. Apply long and short vowel rules when decoding. e. Begin to decode unknown words automatically.

SECTION 2: READING DEVELOPMENT 1 5 A LITERACY RESOURCE KIT FOR PARENTS

First Grade

Learning Expectation Reading Accomplishment

Read to develop fluency, a. Begin to read orally with accuracy and confidence using appropriate pacing, expression, accuracy and intonation, and expression. confidence. b. Reflect punctuation of written text while reading orally. c. Participate in guided, oral readings. d. Demonstrate the automatic recognition of high frequency words. e. Read with increasing fluency and confidence from a variety of texts through paired readings, shared reading, choral reading, teacher-led reading, and reading from tapes. f. Read independently daily. g. Recite familiar texts to develop fluency, expression, accuracy and confidence.

Develop and extend a. Build vocabulary by listening to literature, participating in discussions, and reading vocabulary. reading self-selected texts. b. Build vocabulary through frequent read-alouds. c. Participate in shared reading. d. Manipulate word families, word walls, and word sorts. e. Match oral words to written words. f. Determine the meaning of unfamiliar words by using a picture dictionary, picture clues, context clues and structural analysis. g. Add endings to base words (e.g., -s, -ed, -es, -ing). h. Identify simple abbreviations.

Develop and use a. Develop a purpose for listening/reading. pre-reading strategies. b. Participate in activities to build background knowledge to derive meaning from text. c. Make predictions about text. d. Use illustrations to preview text.

Use active comprehension a. Derive meaning while reading by strategies to derive 1. Asking questions about text. meaning while reading and 2. Recognizing errors in reading as they occur and self-correct. check for understanding 3. Participating in discussions about text and relating to personal after reading. experiences. 4. Creating graphic organizers (e.g., charts, lists). 5. Predicting and adjusting outcomes during read-alouds.

b. Check for understanding after reading by: 1. Recalling three to four step sequence of events. 2. Retelling stories in their own words using sequencing words (i.e. first, next, last). 3. Drawing conclusions based on what has been read. 4. Recognizing main idea in pictures, picture books and texts.

1 6 SECTION 2: READING DEVELOPMENT A LITERACY RESOURCE KIT FOR PARENTS

First Grade

Learning Expectation Reading Accomplishment

Introduce informational a. Recognize the family and community as sources of information. skills to facilitate learning. b. Recognize a variety of print items as sources of information (e.g. books, magazines, maps, charts, and graphs). c. Recognize sources of information (e.g., books, maps, graphs, charts). d. Use graphic organizers to aid in understanding material from informational text (e.g., charts, graphs, web). e. Visit libraries to use and view appropriate material.

Develop skills to facilitate a. Begin to develop content specific vocabulary. reading to learn in a b. Use text features to locate information (e.g., maps, charts, illustrations and variety of content areas. table of contents).

Read independently for a a. Read for literary experience. variety of purposes. b. Read to gain information. c. Read to perform a task. d. Read for enjoyment. e. Read to expand vocabulary. f. Read to build fluency.

Experience various literary a. Read and view various literary (e.g., picture books, storybooks, fairy tales, genres. poetry, lyrics to songs) and media (e.g., illustrations, the arts, films, videos) genres. b. Explore non-fiction. c. Identify characters, events, and settings in print and non-print text. d. Recognize main character(s) in print and non-print text. e. Determine whether a selection is real or fantasy. f. Recognize rhyme in Mother Goose and other rhyming books. g. Retell a story in correct sequence (e.g., using books, videos, films). h. Determine the problem in a story and discover its solution through classroom discussion.

Develop and maintain a a. Visit libraries/media centers and regularly check out materials. motivation to read. b. Share storybooks, poems, newspapers, and environmental print. c. Explore a wide variety of literature through read-alouds, tapes, and independent reading. d. Identify favorite stories, informational text, authors, and illustrators. e. Engage in a variety of literacy activities voluntarily (e.g., self-select books and stories). f. Choose to read as a leisure activity.

SECTION 2: READING DEVELOPMENT 1 7 A LITERACY RESOURCE KIT FOR PARENTS

Second Grade

Learning Expectation Reading Accomplishment

Develop oral language. a. Show evidence of expanding oral language through vocabulary growth. b. Continue to implement rules for conversation. c. Understand, follow, and give oral directions. d. Participate in group discussion. e. Participate in creative responses to text (e.g., choral reading, discussion, and dramatization). f. Respond to questions from teachers and other group members. g. Narrate a personal story. h. Summarize lesson content.

Develop listening skills. a. Listen attentively to speaker for specific information. b. Use appropriate listening skills (e.g., does not interrupt, faces speaker, asks questions). c. Listens and responds to a variety of media (e.g., books, audio tapes, videos). d. Recognize the difference between formal and informal languages. e. Follow oral directions.

Demonstrate knowledge of a. Read and explain own writings. concepts of print. b. Recognize that groups of sentences make a paragraph and paragraphs make a story. c. Recognize and use parts of a book (e.g., title, author, illustrator, table of contents and glossary). d. Understand punctuation (e.g., period, question mark, exclamation mark).

Develop and maintain a. Develop awareness of sounds of language through repeated exposure to phonemic awareness. a variety of auditory experiences (e.g., poetry, books on tape, music lyrics, sound effects, and read-alouds). b. Add, delete, and change targeted sounds to modify or change words. c. Identify and produce rhyming words.

Develop and use decoding a. Use knowledge of letter-sound correspondence and structural analysis to strategies. decode words. b. Use decoding strategies, such as sounding out words, comparing similar words, breaking words into smaller words, and looking for word parts (e.g., compound words, word families, blends, and digraphs). c. Use known words to decode unknown words. d. Apply knowledge of basic syllabication rules.

Read to develop fluency, a. Read orally to develop fluency, expression, accuracy, and confidence. expression, accuracy and b. Reflect punctuation within written text while reading orally. confidence. c. Participate in guided, oral readings. d. Demonstrate the automatic recognition of high frequency words. e. Read a variety of texts with fluency, expression, accuracy and confidence. f. Read independently daily.

1 8 SECTION 2: READING DEVELOPMENT A LITERACY RESOURCE KIT FOR PARENTS

Second Grade

Learning Expectation Reading Accomplishment

Develop and extend a. Build vocabulary by listening to literature, participating in discussions, and reading vocabulary. reading self-selected and assigned texts. b. Recognize common abbreviations and contractions. c. Participate in shared reading. d. Manipulate word families, word wall and word sorts. e. Match oral words to print words. f. Determine the meaning of unfamiliar words (e.g., picture dictionary, picture clues, context clues and structural analysis). g. Add endings to base words to make new words (e.g., -ed, -ing, and -es). h. Identify simple multiple-meaning words based on the appropriate meaning for the context. i. Build vocabulary through frequent read-alouds.

Develop and use a. Identify a purpose for reading. pre-reading strategies. b. Participate in activities to build background knowledge to make meaning from text. c. Make predictions about text. d. Use illustrations to preview text. e. Create graphic organizers (e.g., KWL, webs, lists, story maps, charts). f. Connect life experience to information and events in texts.

Use active comprehension a. Derive meaning while reading strategies to derive 1. Employing self-correction strategies (e.g., rereading, asking for help). meaning while reading and 2. Participating in discussion about text and relating selection to personal check for understanding experience. after reading. 3. Predicting and adjusting outcomes during reading.

b. Check for understanding after reading by 1. Recalling the sequence of events in a story. 2. Drawing conclusions based on evidence gained while reading. 3. Restating story events in order to clarify and organize ideas. 4. Recognizing cause and effect. 5. Recognizing the main idea in picture books and texts.

Introduce informational a. Recognize outside resources (e.g., family and community). skills to facilitate learning. b. Recognize a variety of print sources (e.g., books, magazines, maps, charts, and graphs). c. Understand the purpose of various reference materials (e.g., dictionary, encyclopedia). d. Use graphic organizers to aid in understanding material from informational texts. e. Visit libraries and checks out appropriate materials.

SECTION 2: READING DEVELOPMENT 1 9 A LITERACY RESOURCE KIT FOR PARENTS

Second Grade

Learning Expectation Reading Accomplishment

Develop skills to facilitate a. Develop content specific vocabulary. reading to learn in a variety b. Use text features to locate information (e.g., charts, maps and illustrations). of content areas.

Experience various literary a. Read and view various literary (e.g., picture books, storybooks, fairy tales, and media genres. nonfiction texts, poetry, lyrics to songs) and media (e.g., illustrations, the arts, films, videos) genres. b. Understand the main idea in a visual message (e.g., pictures, cartoons, posters). c. Explore folktales and fables. d. Identify characters, plot, and setting in print and non-print text. e. Recognize how the main character and other characters interact with each other. f. Identify types of stories (e.g., folktales, fables, fairy tales). g. Determine whether the events in the reading selection are real or fantasy. h. Compare and contrast different stories. i. Determine the problem in a story and discover its solution.

Develop and maintain a a. Visit libraries/media centers and regularly check out materials. motivation to read. b. Share storybooks, poems, environmental print, and own writing. c. Explore a wide variety of literature through read-alouds, tapes, and independent reading. d. Identify favorite stories, informational text, authors and illustrators. e. Engage in a variety of literacy activities voluntarily (e.g., self-select books and stories). f. Relate literary experiences to others (e.g., book reports, sharing favorite stories). g. Experience daily opportunities to read. h. Choose to read as a leisure activity.

2 0 SECTION 2: READING DEVELOPMENT A LITERACY RESOURCE KIT FOR PARENTS

Third Grade

Learning Expectation Reading Accomplishment

Develop oral language. a. Show evidence of expanding oral language through vocabulary growth. b. Consistently use established rules for conversation (e.g., taking turns, raising hand, and asking questions). c. Understand, follow, and give oral directions. d. Respond to questions from teachers and other group members and pose follow-up questions for clarity. e. Participate in creative responses to text (e.g., choral reading, discussion, dramatization, and oral presentations). f. Summarize orally what has been learned or accomplished after completing an activity or assignment. g. Give oral presentations about experiences or interests, using eye contact, proper pacing, adequate volume, and clear enunciation.

Develop listening skills. a. Listen attentively to speaker for specific information. b. Use appropriate listening skills (e.g., do not interrupt, face speaker, ask questions). c. Listen and respond to a variety of media (e.g., books, audio tapes, videos). d. Recognize the difference between formal and informal languages. e. Follow oral directions.

Demonstrate knowledge of a. Recognize that groups of sentences make a paragraph and paragraphs concepts of print. make a story or article. b. Recognize and use parts of text (e.g., title, table of contents, glossary and index). c. Recognize and use common text features (e.g., headings, key words, graphics). d. Recognize different forms of text (e.g., poems, plays and stories).

Develop and use decoding a. Use knowledge of letter-sound correspondence and structural analysis to strategies. decode. b. Decode multi-syllabic words not yet known as sight words. c. Use decoding strategies, such as sounding out words, comparing similar words, breaking words into smaller words, and looking for word parts (e.g., root words, prefixes, and suffixes). d. Use previously learned strategies to decode and verify word meaning utilizing the context of the selection.

SECTION 2: READING DEVELOPMENT 2 1 A LITERACY RESOURCE KIT FOR PARENTS

Third Grade

Learning Expectation Reading Accomplishment

Read to develop fluency, a. Read with increasing fluency and confidence from a variety of texts (e.g., expression, accuracy and paired readings, shared reading, choral reading, teacher-led reading, and confidence. reading from tapes). b. Read aloud grade-appropriate narrative and expository text fluently and accurately, using appropriate timing, intonation, and expression. c. Participate in guided oral reading. d. Reflect punctuation within written text while reading orally. e. Demonstrate the automatic recognition of high frequency words. f. Read daily and independently from a variety of texts.

Develop and extend a. Build vocabulary by listening to literature and participating in discussion. reading vocabulary. b. Build vocabulary through frequent read-alouds. c. Determine word meaning using root words, prefixes, and suffixes. d. Recognize and use compound words, contractions, and abbreviations. e. Determine the meaning of unfamiliar words by using context clues, dictionaries, and other classroom resources. f. Use antonyms and synonyms to facilitate understanding of words. g. Use context clues to determine meaning of multi-meaning words. h. Manipulate word walls and word sorts. i. Build vocabulary by reading a wide range of text types inside and outside the classroom.

Develop and use a. Identify a purpose for reading (e.g., for information, for enjoyment, for under- pre-reading strategies. standing a writer’s position). b. Participate in activities to build background knowledge to make meaning from text. c. Make predictions using text features (e.g., illustrations and graphics). Preview text using illustrations, graphics, text format, text structures and skimming. d. Connect life experience to information and events in texts.

Use active comprehension a. Derive meaning while reading by formulating clarifying questions. strategies to derive 1. Predicting outcomes based upon prior knowledge and adjust as meaning while reading and knowledge is gained while reading. check for understanding 2. Using metacognitive reading strategies to monitor comprehension after reading. (e. g., reread, read ahead, adjust reading speed ). 3. Creating a mental image. 4. Expressing reactions and personal opinions in response to a selection.

b. Check for understanding after reading 1. Drawing conclusions based on evidence gained while reading. 2. Sequencing story events and/or text information. 3. Recognizing cause and effect relationships in text. 4. Discussing similarities and differences in text events, characters, and character actions.

2 2 SECTION 2: READING DEVELOPMENT A LITERACY RESOURCE KIT FOR PARENTS

Third Grade

Learning Expectation Reading Accomplishment

Use active comprehension 5. Distinguishing between fact and opinion. strategies, cont. 6. Recognizing the stated/ implied main idea of the text 7. Discussing author’s purpose for writing.

Introduce informational a. Use outside resources to access information (e.g., family and community). skills to facilitate learning. b. Use media sources to access information (e.g., online catalog, non-fiction books, encyclopedias, CD-ROM references, Internet). c. Use text referenced material (e.g., dictionary, thesaurus, encyclopedia, magazines, and newspapers). d. Gather and record information on a topic.

Develop skills to facilitate a. Develop and maintain content specific vocabulary. reading to learn in a variety b. Use text features to locate information (e.g., charts, tables of contents, maps, of content areas. illustrations). c. Apply skills and strategies to comprehend informational text (e.g., pre-reading strategies, comprehension strategies). d. Use self-correction strategies while reading (e.g., pausing, rereading, asking for help).

Experience various literary a. Read and view various literary (e.g., short stories, fairy tales, non-fiction texts, and media genres. biographies, folktales, and poetry) and media (e.g., photographs, the arts, films, video) genres. b. Understand the main idea or message in visual media (e.g., pictures, cartoons, weather reports on television, newspaper, photographs). c. Define and identify setting. d. Define and identify the characters. e. Differentiate between main and minor characters. f. Determine the problem in a story, discover its solution, and consider alternate solutions. g. Identify types of stories (e.g., folktales, fables, fairy tales). h. Compare and contrast different versions/representations of similar stories, legends, lessons or events reflecting different cultures. i. Explore the ways in which language is used in literary texts (e.g., rhythm, beat, imagery, simile, and metaphor). j. Explore the concept of first person point of view.

SECTION 2: READING DEVELOPMENT 2 3 A LITERACY RESOURCE KIT FOR PARENTS

Third Grade

Learning Expectation Reading Accomplishment

Develop and maintain a a. Visit libraries/media centers and regularly check out materials. motivation to read. b. Engage in a variety of literacy activities voluntarily (self-select books and stories). c. Read longer narrative and expository text independently including chapter books. d. Select literature based on personal needs and interests from a variety of genres and by different authors. e. Choose works from favorite authors/illustrators and genres. f. Relate literary experiences (e.g., book discussions, literacy circles, writing, oral presentations, artistic representations). g. Experience daily opportunities to read. h. Choose to read as a leisure activity.

2 4 SECTION 2: READING DEVELOPMENT A LITERACY RESOURCE KIT FOR PARENTS

Fourth Grade

Learning Expectation Reading Accomplishment

Continue to develop a. Listen attentively by facing the speaker, asking questions, and paraphrasing what oral language and is said. listening skills. b. Use established rules for conversation (e.g., do not interrupt, ask questions, provide appropriate feedback). c. Understand, follow, and give oral multi-step directions which may include illustrations. d. Formulate and respond to questions from teachers and other group members. e. Participate in creative responses to text (e.g., choral reading, discussion, dramatization, and oral presentations). f. Summarize orally what has been learned or accomplished after completing an activity or assignment. g. Create and deliver an oral presentation on an assigned topic (e.g., book reports, demonstrations, science projects). h. Present and/or perform original or published literary work with a group and/or individually. i. Use different voice levels and speech patterns for small groups, informal discussions, and reports. j. Interpret and use a variety of non-verbal communication techniques (e.g., gestures, facial expression, posture). k. participate in recitations of assigned/self-selected passages.

a. Use parts of text (e.g., title, title page, table of contents, chapter title, glossary, and index). b. Use common text features to enhance understanding (e.g., headings, key words, graphics, captions, side bars). c. Recognize different forms of text (e.g., poems, plays, drama, letters, ads, biographies).

Expand reading skills a. Develop awareness of the sounds of language through repeated exposure to a through phonemic variety of auditory experiences (e.g., poetry, music lyrics, books on tape, sound awareness. effects, read-alouds). b. Understand rhyming patterns in printed materials. c. Respond and analyze the effects of the sounds of language (e.g., alliteration, onomatopoeia, rhythm, beat).

Use decoding a. Continue to use knowledge of letter-sound correspondence and structural strategies to read analysis to decode words. unfamiliar words. b. Expand understanding and use of root words, prefixes, and suffixes to decode words. c. Use syllabication to decode words. d. Understand, recognize, and use spelling patterns and word families to decode words. e. Decode unknown grade level words by utilizing learned strategies (e.g., reading ahead, drawing upon prior knowledge) to verify word meanings within the context.

SECTION 2: READING DEVELOPMENT 2 5 A LITERACY RESOURCE KIT FOR PARENTS

Fourth Grade

Learning Expectation Reading Accomplishment

Read to develop a. Increase confidence and poise in reading aloud (e.g., paired reading, shared fluency, expression, reading, choral reading, recorded reading, echo reading). accuracy, and b. Read with fluency and confidence from a variety of texts (e.g., poetry, drama, confidence. current events, novels). c. Participate in guided oral reading. d. Read orally using appropriate pronunciation, expression, and rate. e. Adjust speed based on the purpose for reading and reading level. f. Read independently daily.

Expand reading vocabulary. a. Build vocabulary by listening to literature, participating in discussions, and reading self-selected and assigned texts. b. Build vocabulary through frequent read-alouds. c. Infer word meanings using roots, prefixes, and suffixes. d. Determine the meaning of unfamiliar words using context clues, dictionaries, glossaries, and other resources. e. Use appropriate synonyms, antonyms, and homonyms. f. Foster word consciousness (e.g., word play, word walls and word sorts). g. Continue to use context clues to determine the correct meaning/usage of multiple meaning words. h. Select the correct word to complete an analogy. i. Build vocabulary by reading from a wide variety of text and literary genres.

Employ pre-reading a. Set a purpose for reading (e.g., to understand, to enjoy, to solve problems, strategies to facilitate to locate specific information/facts). comprehension. b. Organize prior knowledge using a variety of strategies (e.g., webbing, mapping, brainstorming, listing). c. Explore significant words to be encountered in selected/assigned text. d. Preview text using text features (e.g., illustrations/pictures, graphs, diagrams, and headings). e. Make predictions about text using text features (e.g., title, author, illustrations, and text format). f. Relate text to prior personal and historical experiences, current events, as well as previously read print and non-print media.

2 6 SECTION 2: READING DEVELOPMENT A LITERACY RESOURCE KIT FOR PARENTS

Fourth Grade

Learning Expectation Reading Accomplishment

Use active comprehension Derive meaning while reading by strategies to derive a. formulating clarifying questions. meaning while reading and b. predicting outcomes based upon prior knowledge and adjusting to check for understanding appropriately. after reading. c. using metacognitive and self-monitoring reading strategies to improve comprehension (e.g., rereading, identifying miscues, reading ahead, asking for help, and drawing on earlier reading). d. creating mental images. e. expressing reactions and personal opinions to a selection. f. making inferences. g. verifying or modifying the pre-reading purpose. h. drawing conclusions based on evidence gained.

Check for understanding after reading by a. indicating sequence of events in fiction and nonfiction selections. b. selecting main idea and supporting details from text. c. identifying the author’s purpose (e.g., to entertain, to inform, to explain). d. discussing similarities and differences in events and characters using evidence cited in two or three text(s). e. selecting information to meet a specific purpose. f. stating reasonable generalizations in reference to two pieces of text on a similar topic. g. locating information to support opinions, predictions, and conclusions. h. identifying cause and effect relationships. i. distinguishing between fact/opinion and reality/fantasy. j. identifying and interpreting figurative language (e.g., idioms, similes, metaphors, personification). k. recognizing the theme of a single passage. l. reflecting upon comprehension strategies utilized to make meaning from text.

Develop appropriate a. Use and discern appropriate reference sources in various format information skills and study (e.g., interviews with family and community; encyclopedias, card/electronic skills to facilitate learning. catalogs, almanacs, magazines, and newspapers). b. Use media (e.g., photographs, films, videos, the arts, on-line catalogs, non-fiction books, encyclopedias, CD-ROM references, internet) to view, read, and represent information. c. Use current technology as a research and communication tool for personal interest, research, and clarification. d. Understand a variety of informational texts, which include primary sources (e.g., autobiographical sketches, letters, and diaries; and internet sites). e. Utilize the dictionary, glossary, thesaurus, and other word-referenced materials. f. Skim materials to develop a general overview of content or to locate specific information.

SECTION 2: READING DEVELOPMENT 2 7 A LITERACY RESOURCE KIT FOR PARENTS

Fourth Grade

Learning Expectation Reading Accomplishment

Develop appropriate g. Retrieve, organize, and represent information (e.g., charts, maps, graphs, information skills and study forms, tables, timelines). skills to facilitate learning, h. Develop an awareness of the effects of media (e.g., television, print materials, cont. radio, internet, magazines) on daily life. i. Gather and record information on a research topic using two different sources.

Develop skills to facilitate a. Develop and maintain vocabulary specific to content and to current events. reading to learn in a variety b. Locate information using available text features (e.g., maps, charts, graphics, of content areas. appendices, and tables of contents). c. Apply comprehension skills and strategies to informational text (e.g., pre-reading and active comprehension). d. Use self-correction strategies while reading (e.g., pausing, rereading, consulting other sources, asking for help). e. Determine the reliability of sources on a given topic (e.g., editorials, newspapers, magazines, biographies).

Experience various literary a. Read, view, and recognize various literary (e.g., poetry, novels, historical fiction, and media genres. nonfiction) and media (e.g. photographs, the arts, films, video) genres. b. Determine the problem of a story, discover its solution, and consider alternate solutions. c. Sequence the events of a selection from beginning to end, determining how the incidents are connected and lead to a solution/conclusion. d. Identify and describe the main and minor characters, considering the importance of their actions, motives, and appearances. e. Make inferences about print and non-print text. f. Compare and contrast events and characters using evidence cited from print and non-print text(s). g. Compare and contrast different versions/representations of the same stories/ events that reflect different cultures. h. Summarize selected passages. i. Distinguish between first and third person points of view. j. Explore the concept of theme. k. Recognize and understand basic literary devices (e.g., imagery, simile, metaphor, personification).

2 8 SECTION 2: READING DEVELOPMENT A LITERACY RESOURCE KIT FOR PARENTS

Fourth Grade

Learning Expectation Reading Accomplishment

Develop and sustain a a. Visit libraries/media centers and book fairs to explore books. motivation for reading. b. Use personal criteria to select reading material (e.g., personal interest, knowledge of authors, text difficulty, text, genres, recommendation of others). c. Read daily from self-selected materials. d. Relate literary experiences (e.g., book discussions, literacy circles, writing, oral presentations, artistic expressions). e. Begin a personal reading list or reading log/journal to reflect reading progress and accomplishments. f. Experience and develop an awareness of literature that reflects a diverse society. g. Choose to read as a leisure activity.

SECTION 2: READING DEVELOPMENT 2 9 A LITERACY RESOURCE KIT FOR PARENTS

Fifth Grade

Learning Expectation Reading Accomplishment

Continue to develop oral a. Listen attentively by facing the speaker, asking questions, and paraphrasing language and listening what is said. skills. b. Use established rules for conversation (e.g., do not interrupt, ask questions, provide appropriate feedback). c. Understand, follow, and give oral multi-step directions that may include illustrations. d. Formulate and respond to questions from teachers and other group members. e. Participate in creative responses to text (e.g., choral reading, discussion, dramatization, and oral presentations). f. Summarize orally what has been learned or accomplished after completing an activity or assignment. g. Create and deliver an oral presentation that includes an introduction and conclusion. h. Create and deliver an oral presentation that uses visual aids or props and incorporates several sources. i. Use different voice levels and speech patterns for small groups, informal discussions, and reports. j. Interpret and use a variety of non-verbal communication techniques (e.g., gestures, facial expression, posture). k. Present and/or perform original or published literary work with a group and/or individually. l. Participate in recitations of assigned/self-selected passages.

Demonstrate knowledge of a. Use parts of text (e.g., title, title page, table of contents, chapter titles, glossary, concepts of print. appendix, and index). b. Use common text features to enhance understanding (e.g., headings, key- words, graphics, captions, side bars, footnotes). c. Recognize different forms of text (e.g., poems, plays, drama, letters, ads, jour- nalism, historical fiction, biographies, autobiographies).

Expand reading skills a. Develop awareness of the sounds of language through repeated exposure to a through phonemic variety of auditory experiences (e.g., poetry, music lyrics, sound effects, books awareness. on tape, read-alouds). b. Understand rhyming patterns in printed materials. c. Respond and analyze the effects of sound in language. (e.g., alliteration, onomatopoeia, rhythm, beat).

3 0 SECTION 2: READING DEVELOPMENT A LITERACY RESOURCE KIT FOR PARENTS

Fifth Grade

Learning Expectation Reading Accomplishment

Use decoding strategies to a. Continue to use knowledge of letter-sound correspondence and structural read unfamiliar words. analysis to decode words. b. Expand understanding and use of root words, prefixes, and suffixes to decode words. c. Use syllabication to decode words. d. Understand, recognize, and use spelling patterns and word families to decode words. e. Decode unknown grade level words utilizing learned strategies and verify word meanings within the context.

Read to develop fluency, a. Increase confidence and poise in reading aloud (e.g., paired reading, shared expression, accuracy, and reading, choral reading, echo reading, and reader’s theater). confidence. b. Read with fluency and confidence from a variety of text (e.g., poetry, drama, newspapers, novels, textbooks). c. Participate in guided oral reading. d. Read orally using appropriate pronunciation, expression, and rate. e. Adjust speed based on the purpose for reading and reading level. f. Read independently daily.

Expand reading vocabulary. a. Build vocabulary by listening to literature, participating in discussions, and reading self-selected texts. b. Build vocabulary through frequent read alouds. c. Infer word meanings using roots, prefixes, and suffixes. d. Determine the meaning of unfamiliar words using context clues, dictionaries, glossaries, and other resources. e. Use appropriate synonyms, antonyms, and homonyms. f. Foster word consciousness (e.g., word play, word walls and word sorts). g. Use context clues and pronunciation cues when appropriate to determine the correct meaning/usage of multiple meaning words. h. Select the correct word to complete an analogy. i. Explore the impact of vocabulary in evaluating ideas, information, and experiences. j. Use word origins to determine the meaning of unknown words (e.g., Latin and Greek roots, meanings of commonly used foreign words). k. Build vocabulary by reading from a wide variety of text and literary genres.

Employ pre-reading a. Set a purpose for reading (e.g., to understand, to interpret, to enjoy, to solve strategies to facilitate problems, to locate specific information/facts, to discover models for writing). comprehension. b. Utilize reference sources to build background for reading. c. Organize prior knowledge using a variety of strategies (e.g., webbing, mapping, brainstorming, listing, outlining). d. Explore significant words to be encountered in selected/assigned text. e. Preview text using text features (e.g., illustrations/pictures, captions, graphs, diagrams, and headings).

SECTION 2: READING DEVELOPMENT 3 1 A LITERACY RESOURCE KIT FOR PARENTS

Fifth Grade

Learning Expectation Reading Accomplishment

Employ pre-reading f. Make predictions about text using text features (e.g., title, author, illustrations, strategies to facilitate and text format). comprehension, cont. g. Relate text to prior personal and historical experiences, current events, as well as previously read print and non-print media.

Use active comprehension a. Derive meaning while reading by strategies to derive 1. formulating clarifying questions. meaning while reading and 2. predicting outcomes based upon prior knowledge and adjusting check for understanding appropriately. after reading. 3. using metacognitive and self-monitoring reading strategies to improve comprehension (e.g., rereading, identifying miscues, reading ahead, asking for help, and drawing on earlier reading). 4. creating mental images. 5. expressing reactions and personal opinions to a selection or relating the selection to a personal experience. 6. making inferences and recognizing unstated assumptions. 7. verifying or modifying the pre-reading purpose. 8. drawing conclusions based on evidence gained.

b. Check for understanding after reading by 1. indicating sequence of events in fiction and nonfiction text. 2. selecting main idea and supporting details from text. 3. identifying the author’s purpose (e.g., to entertain, to inform, to explain, to persuade). 4. discussing similarities and differences in events and/or characters using evidence cited in three or more texts. 5. selecting, prioritizing, and organizing information to meet a specific purpose. 6. stating reasonable generalizations in reference to two or more pieces of text on a similar topic. 7. locating information to support opinions, predictions, and conclusions. 8. identifying cause and effect relationships. 9. distinguishing between fact/opinion and reality/fiction. 10. identifying and interpreting figurative language (e.g., idioms, similes, metaphors, hyperboles, personification, imagery). 11. recognizing a common theme between two passages. 12. reflecting upon comprehension strategies utilized to make meaning from text.

3 2 SECTION 2: READING DEVELOPMENT A LITERACY RESOURCE KIT FOR PARENTS

Fifth Grade

Learning Expectation Reading Accomplishment

Develop appropriate a. Use and discern appropriate reference sources in various formats informational skills and (e.g., interviews with family, community leaders and government leaders; study skills to facilitate encyclopedias, card/electronic catalogs, almanacs, newspapers, learning. and periodicals). b. Use media (e.g., photographs, videos, films, the arts, on-line catalogs, non-fiction books, encyclopedias, CD-ROM references, internet) to view, read, and represent information. c. Use current technology as a research and communication tool for personal interest, research, and clarification. d. Understand a variety of informational texts which include primary sources (e.g., autobiographical sketches, letters, and diaries, directions, and internet sites). e. Utilize the dictionary, glossary, thesaurus, and other word-referenced materials. f. Skim materials to develop a general overview of content or to locate specific information. g. Retrieve, organize, and represent information (e.g., charts, maps, graphs, forms, timelines, and outlines). h. Develop notes that include important concepts, paraphrase, summaries, and identification of reference sources. i. Develop an awareness of the effects of media (e.g., television, print materials, radio, internet, newspapers, periodicals) on daily life. j. Identify the techniques of propaganda (i.e., bandwagon, loaded words, testimonials). k. Gather and record information on a research topic using three or more sources.

Develop skills to facilitate a. Develop and maintain vocabulary specific to content and to current events. reading to learn in a variety b. Locate information using available text features (e.g., maps, charts, graphics, of content areas. indexes, glossaries, and tables of contents). c. Apply comprehension skills and strategies to informational text (e.g., pre-reading and active comprehension). d. Use self-correction strategies while reading (e.g., pausing, rereading, consulting other sources, asking for help). e. Determine and evaluate the reliability of sources on a given topic (e.g., editorials, newspapers, magazines, biographies, news reports and films).

SECTION 2: READING DEVELOPMENT 3 3 A LITERACY RESOURCE KIT FOR PARENTS

Fifth Grade

Learning Expectation Reading Accomplishment

Experience various literary a. Read and recognize various literary (e.g., poetry, novels, historical fiction, and media genres. nonfiction) and media (e.g. photographs, the arts, film, video) genres. b. Predict and determine the sequence of events in a story including possible problems and solutions. c. Identify the conflict of the plot. d. Interpret a character’s feelings and identify his motives. e. Trace changes in the main character and describe how this affects the plot. f. Make inferences about print and non-print text. g. Identify how culture, ethnic, and historical eras are represented in print and non-print texts. h. Compare and contrast events and characters using evidence cited from print and non-print text(s). i. Compare and contrast different versions of the same stories/events that reflect different cultures and/or different perspectives. j. Summarize selected passages. k. Retell a story from a different point of view. l. Understand the way in which figurative language is used to derive meaning from text (e.g., personification, simile, metaphor, imagery, hyperbole).

Develop and sustain a a. Visit libraries/media centers and book fairs to explore books. motivation for reading. b. Use personal criteria to select reading material (e.g., personal interest, knowledge of authors, text difficulty, text, genres, recommendation of others). c. Read daily from self-selected materials. d. Relate literary experiences (e.g., book discussions, literacy circles, writing, oral presentations, artistic expressions). e. Maintain a personal reading list or reading log/journal to reflect reading progress and accomplishments. f. Experience and develop an awareness of literature that reflects a diverse society. g. Choose to read as a leisure activity.

3 4 SECTION 2: READING DEVELOPMENT A LITERACY RESOURCE KIT FOR PARENTS

Helping Your Child Choose the Right Book

hildren need to learn how to select a book. First of all, offer them a few books to choose from. Don’t give them too many to choose from at once because this can be over- Model how you pick a book. Look whelming. Model how you pick a book, look at the cover, at the cover, flip through the book, Cflip through the book, look at the illustrations, and read the back look at the illustrations, and read cover to see if you’d like to read more. Be sure to show them there are the back cover to see if you’d like many ways to choose. to read more. Model how all children read differently. Some like to read the pictures, and this is fine. Some are able to read some of the words, using the pictures; this is also fine. Some children will be able to read text and of course this is fine too.

Simple methods for choosing books a child can read: 1. FIVE FINGER RULE 2. THE “GOLDILOCKS” METHOD l Teach your child the five- Is this book too easy, just right, or too • For students who have reading finger rule. When he hard? difficulties, ask the librarian for opens to any page in books that are “high interest, low Too Easy the book selected and reading level” choices. It is impor- • Have you read it lots of times before? attempts to read it: tant for older students to be able to • Do you understand the story very well? • if he misses five or more have books with the same “topics” • Do you know almost every word? words, the book is a as their peers, but are written at a • Can you read it smoothly? challenge for him. reading level that is appropriate for • if he doesn’t miss any Just Right them. words, the book is a • Is the book new to you? breeze. • Do you understand a lot of the book? • See the tab on special needs • if he misses a few • Are there just a few words per page for some specific strategies to use words, it’s just right. It’s you don't know? for students with visual impairments. a challenge that will help • When you read, are some places him improve but won’t smooth and some choppy? • Visit the Assistive Technology frustrate him. Center nearest you to see what Too Hard types of interactive books and • Are there more than 5 words on a specific technology is available to page you don’t know? assist your child with special needs. • Are you confused about what is These centers are listed in the happening in most of this book? resource section. Additional assistive • When you read, does it sound pretty technology ideas and websites are Adapted from choppy? listed in the resource section as well. readinglady.com • Is everyone else busy and unable to help you?

SECTION 2: READING DEVELOPMENT 3 5 A LITERACY RESOURCE KIT FOR PARENTS

Reading Suggestions

he following lists of books were compiled by the Asso- ciation for Library Service for Children. The books are listed by age, but your child may enjoy books from a lower or higher age. If you are reading the book to Find out what your children like to Tyour child, you could select a book from a higher age list, but if do and what they are interested your child is reading on his own, he may need to choose from a in, and allow them to select some lower age list. books for themselves. These lists include a selection of books your children might find enjoyable, but these are certainly not the only books your children should read. Find out what your children like to do and what they are interested in, and allow them to select some books for themselves. The school librarian, local librarian, and teachers are all good sources for reading ideas.

Appropriate Books for Children Ages 3-5

Albourough, Jez Where’s My Teddy? In rhyming text, Eddie’s in for a big surprise when he discovers that his teddy bear has grown much too big to cuddle. Then Eddie meets up with a real bear who’s got just the opposite problem—his lost teddy bear has shrunk to a size much too small for such an enormous bear to cuddle.

Allard, Harry Miss Nelson Is Missing! The kids in Room 207 take advantage of their teacher’s good nature until she disappears and they are faced with a substitute, Miss Viola Swamp, their worst nightmare.

Barrett, Judith Cloudy with a Chance of In the town of Chewandswallow, the food is delicious and Meatballs arrives with the Weather until the weather takes a turn for the worse.

Brett, Jan Goldilocks and the A lavish retelling of an old favorite about a curious girl who Three Bears makes herself at home in an empty cottage, only to be discovered by the three bears that live there.

Bridwell, Norman Clifford the Big Red Dog Emily Elizabeth introduces her enormous pet.

Burton, Virginia Lee Katy and the Big Snow Bright, vigorous pictures show Katy, a beautiful red crawler tractor, as she plows snow for the Highway Department.

3 6 SECTION 2: READING DEVELOPMENT A LITERACY RESOURCE KIT FOR PARENTS

Appropriate Books for Children Ages 3-5

Burton, Virginia Lee Mike Mulligan and his Mike Mulligan proves that Mary Ann, his faithful old steam Steam Shovel shovel, can work just as well as the fancy new machines.

Carle, Eric The Mixed-Up Chameleon Chameleon’s life is not very exciting until the day he discovers he can change not only his colors, but his size and shape.

Carle, Eric The Grouchy Ladybug A grumpy ladybug challenges everyone she meets regardless of their size.

Carle, Eric The Very Hungry A beautifully illustrated counting book about a caterpillar Caterpillar turning into a butterfly.

Fleming, Denise In the Tall, Tall Grass Rhyming text tells of the creatures to be found in the grass.

Guarino, Deborah Is Your Mama a Llama? Rhyming story that allows the friends of Lloyd, the llama, to describe their mamas.

Keats, Ezra Jack Whistle for Willie Peter learns how to whistle.

Lionni, Leo Frederick While the other mice are gathering food for the winter, Frederick daydreams the summer away. But when dreary winter comes, it is Frederick, the poet, who warms the hearts of his friends with his words.

London, Jonathan Froggy Gets Dressed Froggy discovers snow! He wants to go out and play but his sleepy mother tells him that frogs are supposed to sleep all winter. Froggy insists and off he goes, but only after his mother has dressed him properly for the cold weather.

McCloskey, Robert Blueberries for Sal Sal and her mother set off in search of blueberries before winter comes. At the same time a cub and mother bear are searching for food for the winter. A comedy of errors ensues when the young ones wander off and trail the wrong mothers.

Sendak, Maurice Where the Wild Things Are A naughty little boy, who is sent to bed without his sup- per, sails to the land of wild things where he becomes their king.

Shaw, Nancy Sheep in a Jeep Rhyming tale of the adventures a group of sheep encounters while riding a jeep.

SECTION 2: READING DEVELOPMENT 3 7 A LITERACY RESOURCE KIT FOR PARENTS

Appropriate Books for Children Ages 3-5

Walsh, Ellen Stoll Mouse Count A hungry snake finds ten little mice and counts them into a jar for dinner. But the clever mice soon outwit the snake and “uncount” themselves—until they have all gotten away.

Williams, Vera More, More, More Said Williams’ award-winning style captures the warmth and the Baby: Three Love humor of three different babies and the adults who adore Stories them. A multi-cultural story.

Ziefert, Harriet Bob and Shirley: A Tale of Based on a true story, Bob and Shirley are two huge lob- Two Lobsters sters caught in a net and end up in a tank in a fish store window until some concerned humans picket the store.

Appropriate Books for Children Ages 6-11

Adler, David Cam Jansen and the Cam (short for “Camera”) Jansen has a photographic Mystery of the Dinosaur memory—which comes in handy when she notices Bones something wrong at a museum exhibit.

Atwater, Richard Mr. Popper’s Penguins Mr. Popper’s life is changed forever when he receives an unexpected delivery of an Antarctic penguin.

Butterworth, Oliver The Enormous Egg Nate discovers a gigantic egg laid by one of the family’s hens. However, Nate is unprepared for what hatches out. A triceratops?!!

Cleary, Beverly Ramona Quimby, Age 8 Ramona enters third grade with humorous results.

Dahl, Roald James and the Giant An old man gives James a bag of dark green crystals with Peach a promise. Unfortunately, James accidentally drops them near the peach tree, which grows to the size of a house. When he crawls inside, a magical adventure begins to take place, changing his life forever.

Dahl, Roald Matilda Matilda overcomes the woes of idiot parents and a menacing school headmistress to help her wonderful teacher, Miss Honey.

Erickson, John R. The Original Adventures of Hank is a scruffy, smart-alecky super sleuth with a nose Hank the Cowdog for danger and an eye for the ladies.

3 8 SECTION 2: READING DEVELOPMENT A LITERACY RESOURCE KIT FOR PARENTS

Appropriate Books for Children Ages 6-11

Fitzhugh, Louise Harriet the Spy A story about an intensely curious and intelligent girl named Harriet, who loves to spy on people, keeping her observations in a secret notebook. When Harriet’s classmates discover it and begin reading her candid comments about them, she soon finds her world turned upside down.

Gardiner, John Stone Fox A 10-year-old boy is pitted against an Indian with a Reynolds formidable reputation in a Rocky Mountain dogsled race. An emotional and exciting book.

Heide, Florence The Day of Ahmed’s Young Ahmed goes through his day in the crowded city Parry Secret of Cairo, all the while treasuring a special secret that he will share with his family that night.

Henkes, Kevin Chrysanthemum Chrysanthemum hates her long, unusual name—until her teacher makes her see how special it is.

Howe, Deborah Bunnicula When a baby rabbit comes into the family, Chester the cat decides it is a vampire and tries to warn his family.

Howe, James Pinky & Rex Best friends, Pinky and Rex, visit the museum with Pinky’s pesky little sister, Amanda.

Hurwitz, Johanna Aldo Applesauce Aldo moves to a new school and learns how to make new friends.

Lawson, Robert Ben and Me: a New In this humorous tale, readers will discover that while Ben and Astonishing Life of Franklin received considerable credit for many inventions, Benjamin Franklin as it was really Amos, a less-than-humble rodent, who Written by His Good originated these discoveries. Mouse Amos

Lowry, Lois Anastasia Krupnik Anastasia experiences an eventful 10th year.

MacDonald, Betty B. Mrs. Piggle-Wiggle Mrs. Piggle-Wiggle's cures continue to delight children.

Marshall, James Fox in Love Fox falls in love (several times) and enters a dance contest.

MacLachlan, Sarah, Plain and Tall A warm and beautiful pioneer story. Patricia

Minarik, Elsa A Kiss for Little Bear The animals in the forest carry a thank-you kiss to Little Bear from his Grandmother.

SECTION 2: READING DEVELOPMENT 3 9 A LITERACY RESOURCE KIT FOR PARENTS

Appropriate Books for Children Ages 6-11

Lobel, Arnold Frog and Toad are Friends Frog and Toad share adventures of stories, lost buttons, and letters.

O'Brien, Robert C. Mrs. Frisby and the Rats Mrs. Frisby, a widowed mouse with four young children, of NIMH is faced with a big decision—how to move her children safely from their summer quarters immediately or be faced with certain death. She consults the Rats of NIMH, who devise a brilliant plan of action.

Palatini, Margie Piggie Pie A romp through Old MacDonald’s farm as Greedy Witch tries to capture some piggies to make Piggie Pie, her favorite dish.

Parish, Peggy Amelia Bedelia The results are hilarious when Amelia Bedelia follows directions and takes literal-minded action.

Parish, Peggy Amelia Bedelia & Baby Amelia Bedelia babysits with hilarious results.

Polacco, Patricia Mrs. Katz and Tush Ms. Polaco uses a skillful blend of multi-ethnic cultures and plot to tell about the kitten Mrs. Katz and Larnel care for together.

Polacco, Patricia Just Plain Fancy The Amish live a plain life and do not hold with anything fancy. When Naomi's chickens hatch a “fancy” chick from an abandoned egg, she is concerned that the chick is “too fancy” to be Amish.

Pilkey, Dav The Adventures of Humorous fast-paced adventure featuring an unusual Captain Underpants super hero.

Ringgold, Faith Aunt Harriet’s In a blend of fantasy and fact, a young girl follows Harriet Underground Railroad Tubman and an escaping band of slaves on a remarkable in the Sky journey along the Underground Railroad.

Rylant, Cynthia Henry and Mudge: the Part of an easy-to-read series, Henry, feeling lonely on a First Book of Their street without any other children, finds companionship Adventures and love in a big lovable 180 pound dog named Mudge.

Waber, Bernard Ira Sleeps Over When Ira sleeps at his best friend’s house, he is reluctant to let his friend know about his teddy bear, but he discovers his friend has a bear of his own.

White, E.B. Charlotte’s Web Wilbur the pig is saved because of Charlotte’s care in this heart-warming fantasy.

4 0 SECTION 2: READING DEVELOPMENT A LITERACY RESOURCE KIT FOR PARENTS

Appropriate Books for Children Ages 6-11

Scieszka, Jon The True Story of the The story of the three little pigs told from the wolf’s Three Little Pigs as Told viewpoint. by A. Wolf

Appropriate Books for Children Ages 12-14 Armstrong, Sounder The story of a dog who tries to save his master, a black William N. sharecropper who has been driven to steal for his family’s survival, from arrest, and a boy who loves them both.

Babbit, Natalie Tuck Everlasting Ten-year-old Winfred Foster and a malicious stranger both accidentally discover the Tuck family and their secret, a hidden spring whose water prevents one from ever growing older.

Catling, Patrick The Chocolate Touch A boy acquires a magical gift: everything he touches turns to chocolate!

Cooper, Susan The Boggart After returning from a trip to Scotland, two school children find out they’ve brought something extra home with them.

Fleischman, Paul Bull Run Northerners, Southerners, generals, couriers, dreaming boys, and worried sisters describe the glory, the horror, the thrill, and the disillusionment of the first battle of the Civil War.

George, Jean Craig- Julie of the Wolves Julie must find a way to survive in the harsh Alaskan head tundra and the nearby wolf pack may be her only hope.

Haddix, Margaret Running Out of Time When a diphtheria epidemic hits her 1840s village, Peterson thirteen-year-old Jessie discovers it is actually a 1995 tourist site under unseen observation by a heartless scientist, and it’s up to Jessie to escape the village and save the lives of the dying children.

Hamilton, Virginia The House of Dies Drear Thomas Small discovers a secret in his family’s home, which was once a stop on the Underground Railroad.

Henry, Marguerite Misty of Chincoteague A brother and sister are determined to own one of the ponies their father helps to round up on Chincoteague Island.

Hesse, Karen Sable Tate has always wanted a dog, and when Sable shows up, her dream comes true. Will problems with the neighbors keep Tate and Sable apart?

SECTION 2: READING DEVELOPMENT 4 1 A LITERACY RESOURCE KIT FOR PARENTS

Appropriate Books for Children Ages 12-14

Konigsburg, E.L. The View From Saturday An academic competition brings four students together, and each tells the unlikely story of how they got there.

L’Engle, Madeleine A Wrinkle in Time Classic adventure in space and time.

Lewis, C.S. The Chronicles of Narnia Four children travel repeatedly to a world in which they are far more than mere children and everything is far more than it seems.

Mead, Alice Junebug Living in the projects, Junebug must somehow withstand the daily pressures of drugs and gangs while still holding onto his dream of sailing.

Namioka, Lensey Yang the Youngest and Yang is the only one in his entire family to be totally His Terrible Ear lacking in musical talent. He faces the agony of music lessons every day, when all he really wants to do is play ball.

Patterson, Jacob Have I Loved While everyone adores and admires her twin sister, Sara Katherine Louise overcomes her jealousy and finds her own identity and inner strength.

Raskin, Ellen Westing Game A millionaire’s mysterious death, a fortune to inherit, and an unlikely assortment of heirs—can you figure out the mystery?

Rawls, Wilson Where the Red Fern Having purchased two dogs for fifty dollars, young Billy Grows is determined to create the valley's best hunting team. Follow the friendship of a boy and his two dogs and their adventures along the dark hills and river bottoms of Cherokee country.

Rowling, J.K. Harry Potter and the Harry’s a perfectly ordinary boy in a perfectly ordinary Sorcerer’s Stone school—except for the fact that he happens to be a wizard and his classes include Transfiguration and Potions!

Spinelli, Jerry Maniac Magee Jeffrey Lionel “Maniac” Magee, a twelve-year-old homeless boy, could hit a ball better and faster than anyone in Two Mills. Even more remarkable, he dares to cross the line that divides the white West End and the black East End, confronting prejudice and racism head on.

Wojciechowska, Shadow of a Bull Manolo Olivar demonstrates true courage as he faces his Maia bull and makes his decision.

4 2 SECTION 2: READING DEVELOPMENT A LITERACY RESOURCE KIT FOR PARENTS

SECTION 3: ACTIVITIES FOR BUILDING READING SKILLS Building Literacy into Everyday Activities iteracy is used during day-to-day activities to help adults and children “get things done”… like drawings or writing to communicate; keeping records; making lists; reading and following directions, on prescription bottles and instruc- Ltions, doing math at the grocery store, and sharing stories and mes- Everyday activities are a great sages through conversation. Family literacy is family learning and way to learn. It doesn’t take a lot involves everyone in your family. Everyday activities are a great way of time and the payoffs are big. to learn. It doesn’t take a lot of time and the payoffs are big. Family Family literacy is as important as literacy is as important as anything else you do in your life. anything else you do in you life.

Get cooking! Make daily tasks a time for learning. Planning a menu or grocery list with your child is family literacy. Turn everyday chores into family learning…and get things done! • Read a cereal box or milk carton at breakfast. • Clip coupons. Talk about how much a coupon saves. • Use a newspaper or thermometer to check the weather … Figure out what to wear today. • Calculate how many gallons of gas your car needs and how much it will cost to fill it up. • Use laundry time for math and science activities like measuring detergent and folding towels into equal halves, thirds or fourths. • Write notes to put in backpacks and pockets. A kind word or funny joke lets children know you care. • Compare food labels in the grocery store. Whose favorite item has the most nutrition?…the least fat?…the most salt?

That’s entertainment! Use your imagination. Jazz up family time…You might find hidden talents! • Make your own musical instrument out of things around the house (rubber bands, cardboard, glasses, spoons …)

Adapted with permission from Connecticut Family Literacy Initiative

SECTION 3: ACTIVITIES FOR BUILDING READING SKILLS 4 3 A LITERACY RESOURCE KIT FOR PARENTS

• Draw what you did today. • Create a family talent show, skit or play. • Watch a movie and talk about it. Be your own movie critic and develop a family rating system. • Sing a good morning song. • Plan a family outing to a zoo, concert or museum. Check local newspapers or magazines for ideas.

• Read about your favorite animals or artists at the local library or the internet. • Use a fun book to set the stage for a family meal. When was the last time you had green eggs and ham for dinner or made Mickey Mouse pancakes?

Make a game of it! Family literacy should be fun. Games are everywhere! Try something new for the whole family so everybody learns. • Plan a fantasy vacation. Look at maps, travel books and magazines. • Follow your favorite sport. Look up your team’s scores in the newspaper. Turn down the sound on the TV and try your own “play-by-play.” • Bring out the old favorites. Play cards, board games, 20 questions, or hang-man. Make up a jump-rope game or draw a hopscotch board. • Make your own crossword puzzles, word searches, and word jum- bles. • Take a walk around the neighborhood. Read the street signs, and make a map when you get home. • Play bank, store or restaurant using bank deposit slips, coupons, or empty food containers. Children learn that all careers use reading and writing.

Talk it up! Keep the conversations going. Focus on positive comments. Talking about things other than the “here and now” helps children’s brains grow. • Read the TV guide and plan a schedule together. Talk about what you like and don’t like about a program.

4 4 SECTION 3: ACTIVITIES FOR BUILDING READING SKILLS A LITERACY RESOURCE KIT FOR PARENTS

• Make a family scrapbook, photo album or memory box. Tell stories about your family history and how they came to Tennessee. • Tell a story about your day over dinner. What is the best thing that happened today?…the funniest? • Read a story together as a family and take turns reading sections. • Talk frequently with your child’s teacher about school goals and activities, and your child’s progress. • Work with your child to set goals for academic, social and emotional growth. • Talk with your children about their activities and friends. Parent involvement helps keep children in school and off drugs.

Don’t forget the basics! Family literacy is not just about kids but about adults too! • Get a good night’s sleep and be ready for school, work, and family life. • Let children see you reading. You are their model. • Get a library card for every member of the family and use it! Libraries have lots of fun family programs. • Read many different things—catalogs, menus, signs and other everyday items. • Keep a variety of writing materials around the house – markers, pens, pencils, old greeting cards, envelopes and note pads. It’s okay for you and your children to use a computer or typewriter to write. • Give books as presents so books become special and pleasurable. • Spend time with each child every day. Do things together and talk about them: shopping, walks, zoos, museums, preparing meals, concerts, worship services, library, sports, and hobbies. • Listen to your children so that you learn about their lives and show that you are interested in them. • Display children’s work in a prominent place to make them feel good about themselves. • Show children you value their efforts and that what they do is important. Tell your kids that they have done a good job and you may hear the same from them someday.

SECTION 3: ACTIVITIES FOR BUILDING READING SKILLS 4 5 A LITERACY RESOURCE KIT FOR PARENTS

Activities to help children learn, organize, plan, etc.

he following pages are filled with activities that you can do with your child to help build the skills, attitudes and As a parent, you can help your behaviors needed for school success. There is no one child want to learn in a way no one “right” way to do the activities. You should make changes Tand shorten or lengthen them to suit your child’s attention span. else can. That desire to learn is a key to your child’s later success. You might want to use them as a starting point for some activities of your own. If you don’t have some of the resources listed for an activity, remember that most public libraries offer free use of books, magazines, videos, computers and other services. Other things that you might need for these activities are not expensive.

Keep in mind, however, that children don’t always learn the same things at the same rate. Some of these activities may work better for younger children while others may be more appropriate for older children. You are the best judge of what your child may be ready to try, so if you think it may work for your child, try it.

As a parent, you can help your child want to learn in a way no one else can. That desire to learn is a key to your child’s later success. Enjoyment is important! So, if you and your child don’t enjoy one activity, move on to another. If your child becomes bored or frustrated by an activity, leave it! Don’t spend more time on an activity than your child can tolerate. Five minutes of fun and enjoyment will help your child more than fifteen minutes of frustration. You can always return to any activity later on.

Activities adapted from Schwab Learning www.Schwablearning.org/25 Fun Ways and READ*WRITE*NOW! Activities for Reading and Writing Fun —http://www. ed.gov/Family/RWN/Activ97/young.html

4 6 SECTION 3: ACTIVITIES FOR BUILDING READING SKILLS A LITERACY RESOURCE KIT FOR PARENTS

Story Map

Title: ______

Main characters: ______

______

Setting: ______

______

Problem: ______

______

Resolution: ______

______

SECTION 3: ACTIVITIES FOR BUILDING READING SKILLS 4 7 A LITERACY RESOURCE KIT FOR PARENTS

Venn Diagram

The Venn Diagram is made up of two or more overlapping circles. In language arts instruction, Venn Diagrams are useful for examin- ing similarities and differences in characters, stories, poems, etc. It is frequently used as a prewriting activity to enable children to organize thoughts or textual quotations prior to writing a compare/contrast essay. This activity enables students to organize similarities and differences visually.

Book One Title Book Two Title

Different Similiar Different

4 8 SECTION 3: ACTIVITIES FOR BUILDING READING SKILLS A LITERACY RESOURCE KIT FOR PARENTS

Name ______Date______

KWL Chart Before you begin your research, list details in the ﬁrst two columns. Fill in the last column after completing your research.

Topic ______

What I Know What I Want to Know What I Learned

SECTION 3: ACTIVITIES FOR BUILDING READING SKILLS 4 9 A LITERACY RESOURCE KIT FOR PARENTS

ACTIVITY 1: l It’s a Match Being able to identify how things are alike and Sorting and classifying helps your child to pay attention to details and different and to place objects recognize how things are alike and different. and ideas into categories are important school skills What You Need that are used in almost • Dishes, flatware, glasses every subject area. • Laundry

What to Do • As you empty the dishwasher or wash and dry dishes, ask your child to make stacks of dishes that are the same size, to put glasses that are the same size together and to sort forks, knives and spoons.

• As you empty the clothes dryer, ask your child to match pairs of socks or to put all white things together, all blue things and so forth.

5 0 SECTION 3: ACTIVITIES FOR BUILDING READING SKILLS A LITERACY RESOURCE KIT FOR PARENTS

ACTIVITY 2: ❋ Let’s Read When reading is a regular part of family life, parents and families Reading is the single most important way for your child to develop send their children a message the knowledge needed to become successful in school. that it is important, enjoyable and a great way to learn. What You Need • Children’s books that your child can read • Books of riddles, tongue twisters and silly rhymes

What to Do • Read with your child. Take turns, with you reading one page or paragraph and your child reading the next. You might also read the parts of different characters in a story. Be enthusiastic about reading. Read the story with expression. Make it more interesting by talking as the characters would talk, making sound effects and using facial expressions and gestures. Encourage your child to do the same.

• Help your child to read new words by having him use what he knows about letters and the sounds they make to sound out the words.

• If he is unsure of the meaning of a word, help him to use the sur- rounding words or sentences to figure it out. If this doesn’t help, just tell him what the word means and keep reading. After reading, revisit unfamiliar words. Share other words with similar meanings.

• Buy a children’s dictionary—if possible, one that has pictures next to the words. Then start the “let’s look it up” habit.

SECTION 3: ACTIVITIES FOR BUILDING READING SKILLS 5 1 A LITERACY RESOURCE KIT FOR PARENTS

❋ ACTIVITY 3: Writing helps children to Author! Author! organize their thoughts and gives them an important way to Reading and writing support each other. The more your child does of communicate with others. each, the better he will be at both.

What You Need • Pencils, crayons or markers • Writing paper • Cardboard or heavy paper • Construction paper • Safety scissors • Yarn or ribbon

What to Do • Write with your child. Talk with him about your writing so that he begins to understand that writing means something and has many uses.

• Hang a family message board in the kitchen. Offer to write notes there for your child. Be sure that he finds notes left there for him.

• Help your child write notes or e-mails to relatives and friends to thank them for gifts or to share his thoughts. Encourage the relatives and friends to answer your child.

• Assist your child in creating his own personal stationary. This is a great way to increase your child’s interest in letter writing.

• Help your child to turn his writing into books. Paste his drawings and writings on pieces of construction paper. Have him make a cover out of heavier paper or cardboard, then add special art, a title and his name as author. Punch holes in the pages and cover and bind the book together with yarn or ribbon.

5 2 SECTION 3: ACTIVITIES FOR BUILDING READING SKILLS A LITERACY RESOURCE KIT FOR PARENTS

ACTIVITY 4: ❋ Divide and Conquer Learning to see assignments or big jobs in small pieces can Just about anything is easier to do if it’s divided into smaller pieces. As make them less overwhelming your child’s assignments get more complicated, she needs to acquire for a child. more planning skills.

What You Need • Homework assignments. Chores, Paper, Pencil

What to Do • Have your child choose a big homework assignment to talk about, such as a geography project. Sit with her and help her to make a list of what she needs to complete the job. For example:

Reference materials (books, maps) Ask: Can you complete the assignment by just using your textbook? If not, do you need to go to the library? If so, can you check out books or will you have to allow time to stay there and use reference books? Can you use computer Web sites? Do you have the addresses for approved sites? Do you have a notebook to take notes? Pencils?

Finished project Can you do this assignment on a computer? Will you need to sta- ple the pages together? Do you need a report folder or cover? Do you need to draw pictures or make charts? Can you use computer graphics?

• Help your child to decide the order in which the parts of the job need to be done. Have her number them. To help her estimate how long each part of the assignment will take, tell her to work backward from the date the assignment is due. Have her figure out how much time she’ll need to complete each part. Have her write down start and finish dates next to each part.

• Together, think about a household job, such as cleaning out a closet or mowing the yard. Help your child to divide it up into smaller parts.

• Talk with your child about how you divide work at your job or at home.

SECTION 3: ACTIVITIES FOR BUILDING READING SKILLS 5 3 A LITERACY RESOURCE KIT FOR PARENTS

❋ ACTIVITY 5: Children can be confused Making Money by money. Some might think that the larger a coin is the more Help your child learn about money.

valuable it is—so a penny or What You Need nickel would be more valuable • Dice than a dime. • Pennies, nickels, dimes

Playing counting games at What to Do home can be valuable in helping • This is a good game to play with the family. Have each player roll children deal with numbers and the dice and say the number. Then give the player that number of math concepts in school. pennies.

• When a player gets five pennies, replace the pennies with a nickel. When he gets ten pennies, replace them with a dime.

• The first player to reach the set amount—25 or 50 cents, for example—wins.

❋ ACTIVITY 6: Being on time or not being Time Flies on time affects other people. It is important for children to “I don’t have time to do that!” Sound familiar? Planning time is one understand their responsibility of the most useful things that your child can learn. Knowing how long for being on time—it’s not just something will take can save time and prevent temper tantrums.

for grown-ups. What You Need • Paper and pencil • Clock • Calendar

What to Do • Together with your child, write down estimates of how long it takes each of you to do certain task (such as getting ready for school or work in the morning; ironing a blouse, making toast). Use a clock to time at least one of these tasks. Then take turns timing each other. (Be realistic—it’s not a race.)

• Talk with your child about what part of a job can be done ahead of

5 4 SECTION 3: ACTIVITIES FOR BUILDING READING SKILLS A LITERACY RESOURCE KIT FOR PARENTS

time, such as deciding at bedtime what to wear to school the next day and packing her backpack before going to bed and placing it in a designated place until morning.

• Talk about at least two places that you and your child go where you must be on time. What do you do to make sure you are on time?

ACTIVITY 7: ❋ Homework Made Easy Children need to know that their family members think A homework chart can show your child exactly what he needs to do homework is important. If they and when he needs to do it. know their families care, children have a good reason to What You Need complete assignments and • Poster board, large sheet of sturdy paper, or dry erase board to turn them in on time. • Marker, pen or pencil, and clock

What to Do • Help your child to create a homework chart* like the following out of a large piece of sturdy paper:

Subject Monday Tuesday Wednesday Thursday Friday

Language Arts

Social Science

Math

Science

• After school each day, have your child put a check mark in each box * Depending on how many subjects in which there is a homework assignment. Circle the check when your child has, he may be able to put three or four weeks on each piece of you have seen that the homework is completed. paper.

• Tell your child to try to figure out how long it will take him to complete each homework assignment so that he will be able to schedule his time.

SECTION 3: ACTIVITIES FOR BUILDING READING SKILLS 5 5 A LITERACY RESOURCE KIT FOR PARENTS

ACTIVITY 8: Building Stories

Stories are built in much the same way that houses are. Just as houses have floors, walls, and a roof, stories have some basic parts. Every story has characters (the people or animals in the story), a setting (the time and place the story occurs), a problem (a difficulty that the character(s) have to overcome and solve), and a resolution (a solution to the difficulty or problem). Knowing the parts of a story helps children understand the whole story.

What You Need • A brief story or a fable

What to Do • Choose a short story, fable, or fairy tale for your child to read. You may want to read the story ahead of time to make sure it works for this activity. • Make an outline on lined paper with the following parts (as shown on next page): — Title — Main characters — Setting — Problem — Resolution • Ask your child to read part of the story and to identify the character(s). Say, “Is Molly a character in the story? Is she a main character? Yes, the story is mostly about Molly and her science project. Let’s write that on the sheet where it says main character.” • Then ask your child to tell you where and when the story takes place (a town or city, state or country, today or in the past). This is the setting of the story. • Then, after your child reads about half of the story, stop and say, “What is the problem the main character of this story is facing or having? Let’s write that on the sheet where it says problem.” • When your child finishes the story, ask the child how the problem in the story was worked out. Say, “That is the resolution (solution) of the story. Let’s write that on the sheet.”

5 6 SECTION 3: ACTIVITIES FOR BUILDING READING SKILLS A LITERACY RESOURCE KIT FOR PARENTS

ACTIVITY 9: In Laughing Order: The Comic Strip

When children read about events, they must keep the major actions in order. Children can develop a sense for order while reading comic strips.

What You Need • Your child’s favorite comic strip.

What to Do • Find a comic strip that you and your child enjoy. Before reading the strip, cut it out and separate the frames. Mix them up and ask your child to put the frames in the correct order. Once they are in order, have your child read the comic strip and tell you what the strip means or what it is saying.

ACTIVITY 10: Play-doh Alphabet and Numbers

Children often learn more quickly when they use their fingers and hands. Use store-bought play-doh or make your own, and ask children to shape it into letters and numbers. Spell names and words with the letters, and use the numbers to add and subtract.

To make your own homemade version of playdoh, Add 2 cups colored water (add as much food mix the following: coloring as you wish). Cook over a low heat stirring constantly until it turns into playdoh. Form into a 2 cups flour ball. Cover while it cools or it will dry out. Store in a 1 cup salt covered bowl. An empty margarine or dessert topping 1-1/2 teaspoons cream of tartar container is perfect. 1-1/2 tablespoons oil 2 cups colored water (use food coloring to make it the desired color)

SECTION 3: ACTIVITIES FOR BUILDING READING SKILLS 5 7 A LITERACY RESOURCE KIT FOR PARENTS

ACTIVITY 11: Word a Day Journal

Learning about words is important to learning inside and outside school. The more words a child knows, the more the child will learn.

What You Need • A newspaper, magazine, or book • Notebook

What to Do • Have your child find a word in a newspaper, magazine, or book that he or she does not know and has not seen before. For example, your child may not know the word foretell (meaning “to predict or tell beforehand,” as in, “The woman in red could foretell the future”). • Your child might also find a word that is familiar but used in a new way. For example, the word boat means a small vessel used for getting around by water. However, when boat is used in the sentence, “The people were all in the same boat,” it means “faced with the same problems.” • Ask your child to listen for a new word in everyday talk or look for a new word in the newspaper. Have your child find a new word or an old word used in a new way each day. Ask your child to keep track of the words in a special notebook. • Include a page for yourself in your child’s special notebook to keep a record of new words you are learning. This is a great way to let your child know that learning never stops.

5 8 SECTION 3: ACTIVITIES FOR BUILDING READING SKILLS A LITERACY RESOURCE KIT FOR PARENTS

ACTIVITY 12: My Turn, Your Turn— Our Story

Writing stories is fun, but it really comes alive when your child creates and writes a story with you. Making up or creating stories is a very good vocabulary building activity. For the younger child, let him create the story while you write in the child’s words.

What You Need • Paper • Pencil • Story title

What to Do • Create or choose an exciting title for a story you would like to write with your child, such as “The Golden Eye” or “Suddenly Midnight and Silence.” Write the title on a sheet of paper and invite your child to write the first sentence. You write the second line. Take turns writing sentences until the story is complete. • When the story is finished, invite the family to a story-reading ses- sion, or read the story to the family during dinner.

SECTION 3: ACTIVITIES FOR BUILDING READING SKILLS 5 9 A LITERACY RESOURCE KIT FOR PARENTS

ACTIVITY 13: A Notebook of Sounds

Create an alphabet of pictures with your child.

What You Need • Magazines • Scissors • Glue • Large paper • Hole-punch • Binder

What to Do Choose a letter sound and ask your child to cut out pictures of things that begin with that sound. Have her glue the pictures onto paper. Label the page with the letter that makes that sound. For example, the page titled “Pp” might include pictures of a pig, a pencil, or a pipe. Use a hole-punch to make holes and put the pages into a binder.

ACTIVITY 14: Scavenger Hunt

Turn a popular game into a real reading adventure.

What You Need • Household items • Paper • Pen • Reward

What to Do Make a checklist of things for your child to find around the house. Include simple household items like: • A can of vegetables starting with the letter “B” • Something in the garage with a “T” in its name

Set a time limit and see how many items on the list your child can find. Be sure to reward him regardless of how many items he actually finds.

6 0 SECTION 3: ACTIVITIES FOR BUILDING READING SKILLS A LITERACY RESOURCE KIT FOR PARENTS

ACTIVITY 15: Penpals

All kids love getting mail! Letters from pen pals give them reading materials to look forward to.

What You Need • Writing/mailing materials or email access.

What to Do Recruit a family member or friend to write or email letters to your child on a regular basis. Ask the letter writer to include lots of questions for your child to answer: What was the best thing that happened to you this week? How is the family pet doing? Have you read any good books lately and what were they about? Ask your child to read the letters to you out loud and encourage him to respond within a week’s time. For younger children, read the letters aloud and ask them to dictate their responses to you. Make sure that the child’s pen pal can maintain his commitment to keeping the correspondence going for as long as your child can.

ACTIVITY 16: Vocabulary Squares

Create building blocks for a better vocabulary.

What You Need • Scissors • Glue • Large paper

What to Do Take 15 index cards or cut out small squares from construction paper and write a noun, adjective, adverb, or a connecting word (e.g, she, happy, gently, went, and) on each one. If you have different colored paper, use a specific color for each type of word (i.e, yellow for nouns, purple for verbs, etc.). Give your child some blank cards and ask her to construct sentences with the words provided; have her use the blank cards to add words. As your child gets older, the words become more complex. For younger children, cut out pictures and glue them to each card. Be creative. There is always a new story to tell.

SECTION 3: ACTIVITIES FOR BUILDING READING SKILLS 6 1 A LITERACY RESOURCE KIT FOR PARENTS

ACTIVITY 17: Market March

Turn grocery shopping into a match game.

What You Need • Paper • Pencil • Coupons

What to Do Ask your child to help you make out a list of items you need from the market. Whenever possible, specify the brand names of the products to add complexity. For example, ask her to write “Starkist®” or “Chicken of the Sea®” rather than simply saying “tuna fish.” This will encourage her to read the labels rather than just identify the item by location or packaging. When you are at the store, have your child read the labels and match them to the items on your list. If you use coupons, have her match them to the items, as well.

ACTIVITY 18: Dictionary Game

It’s never too early to teach your child how helpful a dictionary can be.

What You Need • Writing materials • Pen or pencil • Dictionary

What to Do In a group, have one person choose a word out of the dictionary without telling anyone the definition. Start with the “A” section. Have everyone else in the group either guess out loud, write down or illustrate what they think the mystery word means and then share the answers to see who comes closest to guessing the actual definition of the mystery word. Take turns looking up words, moving through each letter of the alphabet.

6 2 SECTION 3: ACTIVITIES FOR BUILDING READING SKILLS A LITERACY RESOURCE KIT FOR PARENTS

ACTIVITY 19: Treasure Hunt

Help your child uncover treasures through reading.

What You Need • Pen or pencil • Small pieces of paper • Tape or tacks • Reward or treasure

What to Do Hide your treasure/reward somewhere in the house. Write down instructions to a location in the house on individual pieces of paper and hide them, as well. Each clue should direct your child to another hiding place until she finally finds the treasure. For example, direct your child to the refrigerator door, where the following clue is taped, “Look behind the blue chair in the living room.” The clue behind the blue chair might read, “Nice start, now look under your bed.” In the beginning, keep the clues simple. As your child’s vocabulary increases, make the clues more difficult.

SECTION 3: ACTIVITIES FOR BUILDING READING SKILLS 6 3 A LITERACY RESOURCE KIT FOR PARENTS

ACTIVITY 20: Family Reading Time

Reading can be fun for the whole family.

What You Need • Books • Newspapers • Magazines • Comics

What to Do Set aside 20 minutes two or three times a week when the whole family can come together and spend time reading mail, books, magazines, catalogs—whatever you enjoy—to show that reading is a necessary skill for everyone. Each family member might want to keep a journal to record what has been read and their responses and reactions.

6 4 SECTION 3: ACTIVITIES FOR BUILDING READING SKILLS A LITERACY RESOURCE KIT FOR PARENTS

ACTIVITY 21: Hot! Hotter! Hottest!

Reward your child for his growing interest in reading.

What You Need • Paper or poster board • Colorful markers or crayons

What to Do Help your child choose a goal, such as reading five “fat” books over the summer. Help him reach that goal by taking him to the library to select and borrow books. Encourage him to read a variety of books— poetry, fiction, nonfiction, picture books, chapter books…. Draw a goal chart in the form of a thermometer. Track your child’s progress by filling the “mercury” of the thermometer as he takes steps toward reaching his goal, with points marking “hot,” “hotter,” and “hottest.” Choose a reward and give it to your child when the mercury reaches the “hottest” section of the thermometer.

SECTION 3: ACTIVITIES FOR BUILDING READING SKILLS 6 5 A LITERACY RESOURCE KIT FOR PARENTS

ACTIVITY 22: Site Word Lists Of all the words used in school books, library books, newspapers, and magazines, between 50-75% are in the Dolch Basic Sight Vocabulary of 220 words (preschool thru Grade 3). The Dolch word list is made up of “service words” (pronouns, adjectives, adverbs, prepositions, conjunctions, and verbs) which cannot be learned through the use of pictures. The following pages have lists of words separated by grade level. You can cut words out and glue to cardboard or construction paper, or use them as they are. Use the words as flashcards or in the game suggestions included here. You can use the plastic letters included in your toolkit to have children match those letters with the letters in the words. Have children begin slowly and work their way through the lists. Have fun!

ACTIVITY 23:

Sight Word Games: Which Word Wins? Through this game, your children will learn to recognize and read sight words.

What You Need • newspaper • highlighter • word list

What to Do Sit with your child and look at a newspaper to see just how often sight words pop up in print. Ask your child to choose a sight word from the list and an article from the newspaper. Look for the word together. Highlight and count the word each time it appears. Try the same thing with a second sight word. Which word appears more often?

ACTIVITY 24:

Make Up Sentences This is another game to help your child recognize sight words. Make flash cards out of sight words by gluing words to index cards.

What You Need • Sight word flash cards • Paper and pen or pencil

What to Do Have your children use the flash cards to make sentences. Ask them to write the sentence down and draw a picture of it so you can see they know what it means.

6 6 SECTION 3: ACTIVITIES FOR BUILDING READING SKILLS A LITERACY RESOURCE KIT FOR PARENTS

Kindergarten Sight Words all am are at ate be black brown but came did do eat four get good have he into like must new no now on our out please pretty ran ride saw say she so soon that there they this too under want was well went what white who will with yes

SECTION 3: ACTIVITIES FOR BUILDING READING SKILLS 6 7

A LITERACY RESOURCE KIT FOR PARENTS

Grade One Sight Words after again an any as ask by could every fly from give giving had has her him his how just know let live may of old once open over put round some stop take thank them then think walk were when

SECTION 3: ACTIVITIES FOR BUILDING READING SKILLS 6 9

A LITERACY RESOURCE KIT FOR PARENTS

Grade Two Sight Words always around because been before best both buy call cold does don't fast first five found gave goes green its made many off or pull read right sing sit sleep tell their these those upon us use very wash which why wish work would write your

SECTION 3: ACTIVITIES FOR BUILDING READING SKILLS 7 1

A LITERACY RESOURCE KIT FOR PARENTS

Grade Three Sight Words about better bring carry clean cut done draw drink eight fall far full got grow hold hot hurt if keep kind laugh light long much myself never only own pick seven shall show six small start ten today together try warm

SECTION 3: ACTIVITIES FOR BUILDING READING SKILLS 7 3

A LITERACY RESOURCE KIT FOR PARENTS

SECTION 3: ACTIVITIES FOR BUILDING READING SKILLS 7 5

A LITERACY RESOURCE KIT FOR PARENTS

ACTIVITY 25:

Tic Tac Toe Through this game, your children will learn to recognize and read sight words.

What You Need • Chalk board, dry erase board or paper • Colored pens, chalk or crayons

What to Do For a small group of children, allow them to play tic tac toe with colored pencils on paper. Before a child can place an “x” or an “o” on the grid, he must read or spell a sight word correctly.

ACTIVITY 26:

Make Up Sentences II Help your child recognize sight words in the signs he sees all around him.

What You Need • Your child and you

What to Do The next time you’re going somewhere with your child, play a sight word game. It’s easy—just have your child find as many sight words as he or she can spot on billboards, signs, and so on. If you don’t have a sight word list with you, invite your child to read the “little” words. You can play this game in a car, on a walk, even in line at the grocery store!

SECTION 3: ACTIVITIES FOR BUILDING READING SKILLS 7 7 A LITERACY RESOURCE KIT FOR PARENTS

Activities to Go Along With Books in SIG Kit

The following activities extend the learning that takes place with the two books included in the toolkit.

1. Surprising Sharks by Nicola Davies http://homeschooling.about.com

Paper Shark

Here is what you do: Make this great looking shark by just folding a 12 by 12 inch square of paper. Turn the square so that one corner is at the bottom. Fold the two sides into the center so that it looks like a kite. (see picture) Fold the kite shape in half to make the shark. Fold the front corner in about two inches to ﬂatten the nose. Fold the back corner up about 6 inches to form the tail. Add eyes and other details with a marker. Glue on a strip of white rick-rack for some very sharp looking teeth. You might want to try decorating the shell of your shark a different way.

Yikes! Keep your ﬁngers away from his mouth!

7 8 SECTION 3: ACTIVITIES FOR BUILDING READING SKILLS A LITERACY RESOURCE KIT FOR PARENTS

Ocean Diorama http://www.enchantedlearning.com/crafts/Oceandiorama.shtml

Create your own ocean scene in a box. Just print out sharks and whales, draw some seaweed, corals, and your favorite ﬁsh. Paste, color, cut, hang them in a decorated box, and enjoy the ocean.

Supplies needed: • paper animals • a shoe box or slightly larger box • crayons and/or markers • tape • thread • scissors • optional: pipe cleaners (great for seaweed and coral), glitter (for great bubbles), thin cardboard to glue to the back of the animals if your paper is very flimsy (old cereal boxes work well)

Steps: • Find a box at least as big as a shoe box—a • Using crayons or markers, decorate the slightly bigger box works even better. This will animals and plants. Also, draw and decorate be the stage containing your ocean scene. your own seaweed, corals, and favorite fish. • Decorate the inside of the box to look like it's Green construction paper cut in squiggly strips underwater. Draw the water, the ocean floor, makes nice seaweed. rocks, coral, seaweed, fish, an octopus, bubbles, • Cut out the animals and plants. scuba divers, a submarine, etc. Glitter makes a • Hang the fish and whales in the box using tape wonderful addition - just sprinkle some on a and thread. Tape your seaweed and coral to little glue. the bottom of the box. Green and brown pipe • If your paper is very flimsy and you think your cleaners also make nice plants. animals may bend too much, paste the template • Enjoy your ocean diorama! onto thin cardboard (like an old cereal box). Let the paste dry.

SECTION 3: ACTIVITIES FOR BUILDING READING SKILLS 7 9

A LITERACY RESOURCE KIT FOR PARENTS

SECTION 3: ACTIVITIES FOR BUILDING READING SKILLS 8 1

A LITERACY RESOURCE KIT FOR PARENTS

SECTION 3: ACTIVITIES FOR BUILDING READING SKILLS 8 3

A LITERACY RESOURCE KIT FOR PARENTS

SECTION 3: ACTIVITIES FOR BUILDING READING SKILLS 8 5

A LITERACY RESOURCE KIT FOR PARENTS

SECTION 3: ACTIVITIES FOR BUILDING READING SKILLS 8 7

A LITERACY RESOURCE KIT FOR PARENTS

Fish Mobile Cut out a ﬁsh shape and glue on the decorations or paint. This can be done on both sides and hung on string to be used as a mobile. Use a coat hanger to make the mobile frame!

Enchantedlearning.com

SECTION 3: ACTIVITIES FOR BUILDING READING SKILLS 8 9 A LITERACY RESOURCE KIT FOR PARENTS

More Books About Sharks

Fiction: The Great White Man-Eating Shark: A Cautionary Tale (Picture Pufﬁns) by Margaret Mahy

Shark Who Was Afraid Of Everything by Brian James

Non Fiction: All About Sharks (All About... (Scholastic)) by Jim Arnosky

Encyclopedia Prehistorica Sharks and Other Sea Monsters: The Deﬁnitive Pop-Up (Sabuda Encyclopedias) by Robert Sabuda

Hungry, Hungry Sharks (Step-Into-Reading, Step 3) by Joanna Cole

Scholastic Q & A: What Do Sharks Eat For Dinner? (Scholastic Question & Answer) by Melvin Berger

Shark (DK Eyewitness Books) by DK Publishing

The Best Book of Sharks (The Best Book of) by Claire Llewellyn

Activity Books: Everything Kids’ Sharks Book: Dive Into Fun-infested Waters! (Everything Kids Series) by Kathi Wagner

Shark Stencilling Book: Learn How To Draw Sharks and Discover Shark Facts At Your Fingertips by Lucy Bater

Uncover a Shark (Uncover Series) by David G. Gordon

9 0 SECTION 3: ACTIVITIES FOR BUILDING READING SKILLS A LITERACY RESOURCE KIT FOR PARENTS

Shark Cartooning

Monterey Bay Aquarium “Shark School of Art” Activity Sheet Now it’s your turn to make a cartoon. Below are some simple panels to start with. You can make your own panels and ﬁll them with cartoons on another piece of paper. Use them to tell a story about the need for saving sharks or some or the misconceptions people have about sharks.

Shark drawing Cartoon parts: tips! Think of the shark you are words drawing as a collection of shapes. thoughts

circles panels

characters

ovals

triangles

and others!

Some ideas for a shark cartoon… • Falling coconuts kill more people each year than shark attacks • Most sharks are killed solely for their ﬁns, while the remaining parts of the bodies are thrown overboard as waste.

SECTION 3: ACTIVITIES FOR BUILDING READING SKILLS 9 1 A LITERACY RESOURCE KIT FOR PARENTS

Activities for Thank You, Mr. Falker by Patricia Polacco

Read the book Thank You, Mr. Falker by Patricia Polacco. This story is the semi-autobiographical account of a young girl’s struggle to learn to read. For more background about the author and the book, you may wish to refer to the author’s description of the book on PatriciaPolacco.com.

Before Reading Before reading the book with your child, ask these questions: • Have you ever really wanted to learn to do something? How did you do it? Was it easy or difﬁcult? • If it was difﬁcult, how did you feel? Were you able to do it? Who or what helped you? Who or what didn’t help you? • What do you think this book might be about?

During Reading As you read the story aloud, ask your child to think about the following questions. This will help your child see connections between self and story. • Are you similar or different from the main character, Trisha? • Does the story remind you of anything that has ever happened to you? • Tell me about Trisha. • Does Trisha still feel bad about herself? What has happened to change the way she feels? • What has happened to change the way Trisha feels?

After Reading Discuss the story. Ask questions like these: • Did any of your predictions come true? • How does this story make you feel? • Have you ever felt good or bad about yourself because of what someone else said or did?

Complete the character chart on the next page for two characters in the story.

9 2 SECTION 3: ACTIVITIES FOR BUILDING READING SKILLS A LITERACY RESOURCE KIT FOR PARENTS

Character Comparison Sheet

Name ______

Title and Author ______

Character 1: Character 1:

CHARACTER SIMILARITIES

Beyond Book Reports Scholastic Inc. http://teacher.scholastic.com

SECTION 3: ACTIVITIES FOR BUILDING READING SKILLS 9 3 A LITERACY RESOURCE KIT FOR PARENTS

Changing Feelings When you are finished, ask your child to think of one or two words that describe Trisha at various stages throughout the story. Examples include: • At the beginning of the story: hopeful, eager, excited • At the middle of the story: sad, insecure, a failure, no confidence • At the end of the story: happy, confident, proud, intelligent

Themes One of the themes of this story is the way we can make people feel about themselves by what we say. Challenge your child to make thematic connections by identifying the supporting evidence from the text for this theme. Help extend the thematic connections to the child’s own life by responding to the following questions: • Who are the important people in your life? • How do the important people in your life make you feel? How do they do that? • What do they say?

Things You Can Say Chart Have your child make a chart entitled “Things You Can Say To Make People Feel Good About Themselves” to post in his bedroom. Have him add to it as he thinks of new ideas.

Vocabulary Vocabulary is an important part of reading. Becoming familiar with new words helps us to increase our knowledge and to better understand what we are reading. When you come across new words in a book, ask your child what he thinks the word means, or help him ﬁgure it out through the context of what is happening in the story or by looking the word up in a dictionary. The following words may be new to your child in the book, Thank you, Mr. Falker. knowledge the state of being aware of something or having information miracle an extremely outstanding or unusual event, thing, or accomplishment memorable worth remembering drizzled to let fall in very small drops or very lightly teasing to make fun of or to annoy continually bully a person who teases, hurts or threatens twilight the period of light from the sky between full night and sunrise or between sunset and full night ladle a spoon or dipper with a long handle cunning cleverness marked by deception and trickery elegant tasteful, reﬁned disability any conditions that interfere with a person’s ability to learn basic academic skills

9 4 SECTION 3: ACTIVITIES FOR BUILDING READING SKILLS A LITERACY RESOURCE KIT FOR PARENTS

Other Books by Patricia Polacco If your child enjoys a book, take her to the library and ﬁnd other books like the one you read. Patricia Polacco has written many other books your child might enjoy.

Something about Hensley Babushka’s Mother Goose Rotten Richie and the Ultimate Dare Babushka’s Doll Emma Kate My Ol’ Man Mommies Say Shhh My Rotten Redheaded Older Brother An Orange for Frankie Pink and Say John Philip Duck Tikvah Means Hope Oh Look! Babushka Baba Yaga The Graves Family The Bee Tree “G” is for Goat Picnic at Mudsock Meadow Christmas Tapestry Mrs. Katz and Tush When Lightning Comes in a Jar Chicken Sunday Mr. Lincoln’s Way Some Birthday! Betty Doll Appelemando’s Dreams The Butterﬂy Uncle Vova’s Tree Luba and the Wren Just Plain Fancy Welcome Comfort Boat Ride With Lillian Two Blossom Mrs. Mack Thunder Cake Thank You, Mr. Falker The Keeping Quilt In Enzo’s Splendid Gardens Casey at the Bat The Trees of the Dancing Goats Rechenka’s Eggs I Can Hear the Sun: A Modern Myth Meteor! Aunt Chip and the Great Triple Creek Dam Affair

SECTION 3: ACTIVITIES FOR BUILDING READING SKILLS 9 5

A LITERACY RESOURCE KIT FOR PARENTS

SECTION 4: WORKING WITH TEACHERS AND SCHOOLS Working with Teachers and Schools

arents provide the primary support for, and are the main source of information about, their children. Sharing information with your child’s teacher is an important part of helping him to succeed in school. Sharing goes both Pways—it’s essential for you to provide information about your child with his teachers and for teachers to share what they know about your child with you. By creating a team around your child, parents and teachers are better able to help a child grow and develop. It’s the responsibility of both teachers and parents to make this happen! Following are some tips for working with your child’s teachers and other school staff.

• Learn everything you can about your child’s school. The more you know, the easier your job as a parent will be. If there is a student handbook, be sure to read and discuss it with your child. • Ask if the school has a Web site and, if so, get the address. School l web sites can provide you with real access to all kinds of informa- Tell teachers what they need to tion—schedules of events, names of people to contact, rules and know about your child. If your child regulations, and so forth. has special needs, make these • If your schedule permits, attend PTA or PTO meetings. known from the beginning. See the enclosed booklet, “All About Me.” • Talk with your child’s teacher early and often. Contact your child’s teacher or teachers at the beginning of the year or as soon as you can. Get acquainted and show your interest. • If you notice a big change in your child’s behavior, school performance, or attitude during the school year, contact the teacher immediately. • If you notice your child is having trouble with a school subject, contact the teacher to find out how you can help. Sometimes you may see a problem before the teacher sees it.

SECTION 4: WORKING WITH TEACHERS AND SCHOOLS 9 7 A LITERACY RESOURCE KIT FOR PARENTS

• Don’t go to the principal without first giving the teacher a chance to work out the problem with you and your child. • Find out if your child’s teacher uses email to contact parents. Email allows you and the teacher to communicate at times conve- nient for each of you. • If you disagree with a decision at school concerning your child, do not “bad mouth” the school in front of your child. Talk with the proper people at school immediately, and be open and honest. Adapted from U.S. Department of Education Publications

Parent-Teacher Conferences Do you look forward to conferences or do you dread them? Most parents and teachers have the same goal in mind – the child’s success. Conferences can be a good opportunity to share information about your child. Following are some tips for successful parent-teacher conferences.

• Believe that the teacher wants to help you and your child, even if you disagree about something. • Be prepared to listen as well as to talk. It helps to write out questions before you leave home. Also jot down what you want to tell the teacher. • If you don’t understand something the teacher is saying, tell her. Sometimes teachers forget that parents are not familiar with some educational lingo. • If English is your second language, you may need to make special arrangements, such as including in the meeting someone who is bilingual. • Tell the teacher if you think your child needs special help, and about any special family situation or event that might affect your child’s ability to learn. Mention such things as a new baby, an illness, or a recent or upcoming move. • Talk about your child’s talents, skills, hobbies, study habits, and any special concerns, such as sensitivities about weight or speech difficulties.

9 8 SECTION 4: WORKING WITH TEACHERS AND SCHOOLS A LITERACY RESOURCE KIT FOR PARENTS

• Ask about specific ways to help your child at home. Try to have an open mind. • At home, think about what the teacher has said and then follow up. If the teacher has told you that your child needs to improve in certain areas, check back in a few weeks to see how things are going. • If you don’t agree with a teacher’s policy, don’t argue with the teacher in front of your child. Set up a meeting to talk about the issue. Try to be positive and remain calm. • If the teacher’s explanation doesn’t satisfy you, arrange to talk with the principal or even the school superintendent. Do not feel intimidated by titles or personalities. You are important to your child! • If at all possible, do not bring other children to the conference. You will want to give your total attention to the child who is the focus of the conference. • If both parents are involved in the child’s life, both should make arrangements to attend. It will send a loud and strong message to the child concerning the importance of school. Adapted from Reading Rockets (2004), www.readingrockets.org/ Adapted from U.S. Department of Education Publications

Helping Your Child Prepare For Tests Testing comes easily for some students but worries others. There are ways to help your child prepare for tests. • Talk to your child about testing. It’s helpful for children to understand why schools give tests and to know the different kinds of tests they will take. Explain that tests are yardsticks that measure how teachers teach and how well students learn what has been taught. • Encourage your child. Praise her for the things that she does well. If your child feels good about herself, she will do her best on a test. Children who are afraid of failing are more likely to become anxious when taking tests and more likely to make mistakes.

SECTION 4: WORKING WITH TEACHERS AND SCHOOLS 9 9 A LITERACY RESOURCE KIT FOR PARENTS

• Make sure that your child attends school regularly. Remember, tests reflect children’s overall achievement. The more effort and energy your child puts into learning, the more likely it is that he will do well on tests. • Provide a quiet, comfortable place for studying at home and make l sure that your child is well rested on school days and especially on If your child has a special need, the day of a test. Children who are tired are less able to pay atten- ﬁnd a place to get the training tion in class or to handle the demands of a test. you need to assist him or her. For example, sign language may • Don’t get upset because of a single test score. Many things can help a non-verbal child to be influence how your child does on a test. Remember, one test is sim- understood. See Section 5 for ply one test. more ideas. • Don’t place so much emphasis on your child’s test scores that you lose sight of her well-being. Although you want her to do her best, too much pressure can affect her test performance.

Most importantly, stay involved! • Attend school events. Go to sports events and concerts, attend back-to-school night, parent-teacher meetings and awards events. • If time permits, volunteer. Look for ways to help out at your child’s school. Schools often send home lists of ways in which parents can get involved. • Even if you can’t volunteer to do work at the school building, you can help your child learn when you’re at home. The key question is, “What can I do at home, easily and in a few minutes a day, to reinforce and extend what the school is doing?” This is the involvement that every family can provide. Adapted from U.S. Department of Education Publications

Homework Let your child know that you think education is important and so homework has to be done. Here are some ways to help your child with homework: • Have a special place for your child to study. The homework area doesn’t have to be fancy. A desk in the bedroom is nice, but for many children, the kitchen table or a corner of the living room

1 0 0 SECTION 4: WORKING WITH TEACHERS AND SCHOOLS A LITERACY RESOURCE KIT FOR PARENTS

works just fine. The area should have good lighting and it should be fairly quiet. Provide supplies and identify resources. Have available pencils, pens, erasers, writing paper and a dictionary. If possible, keep these items together in one place. • Set a regular time for homework. Having a regular time to do homework helps children to finish assignments. You’ll need to work with a young child to develop a schedule. You should give your older child the responsibility for making up a schedule independently— although you’ll want to make sure that it’s a workable one. • Remove distractions. Turn off the TV and discourage your child from making and receiving social telephone calls during homework time. (A call to a classmate about an assignment, however, may be helpful.) If you live in a small or noisy household, try having all family members take part in a quiet activity during homework time. You may need to take a noisy toddler outside or into another room to play. • Don’t expect or demand perfection. When your child asks you to look at what she’s done—from skating a figure 8 to finishing a math assignment—show interest and praise her when she’s done something well. If you have criticisms or suggestions, make them in a helpful way. l • Monitor and help your child understand homework assignment, If your child has special needs, but don’t do it for him. That’s his job. ask his teacher to modify • Ask your child’s teacher if she uses a homework hotline that lists assignments so the child can what homework your child has each night. participate.

One final note: You may be reluctant to help your child with homework because you feel that you don’t know the subject well enough or because you don’t speak or read English as well as your child. But helping with homework doesn’t mean doing the homework. It isn’t about solving the problems for your child, it’s about supporting him to do his best. You may not know enough about a subject to help your child with a specific assignment, but you can help nonetheless by showing that you are interested, helping him get organized, providing a place for the materials he needs to work, monitoring his work to see that he completes it and praising his efforts. Adapted from U.S. Department of Education Publications

SECTION 4: WORKING WITH TEACHERS AND SCHOOLS 1 0 1 A LITERACY RESOURCE KIT FOR PARENTS

Report Card Checklist Report card time is fun for students who earn good grades, but it can be a worry for those who struggle in school. How can you support your child’s efforts when he doesn’t do as well as either of you had hoped? Try to keep his grades in perspective and be supportive of his efforts. • Ask for a schedule of dates when report cards will be sent home. • Read the teacher’s comments to inform you of the shades of accomplishment within the black-and-white world of numbers and letters. • Compare and contrast. Pull out past report cards and see what has changed. A “Satisfactory” or C grade may be a significant improvement from an earlier streak of “Below Expectations” or D grades and should be recognized. • Identify subjects your child thrives upon and those that give him trouble. • Praise the positive. Congratulate your child not only on A’s but also on getting better grades in subjects he has difficulty with. Ask him what grade he is proudest of and why. • Discuss successes and challenge your child to explain how he got a good grade. It’s easy to ask “what’s wrong?” when looking at an “Unsatisfactory” but it may be far more useful to ask “What went right?” for a good grade. • Don’t yell or blame your child for low grades when talking about problem areas. Focus on discussing the class itself. Ask her if the work was too difficult or the class went too fast. If she says she was bored or “hated it,” find out if she thought the class was too easy, and talk to the teacher. • Create a plan to maximize future success. Ask about homework. Does your child have enough time to complete it, or are extracurricular activities taking up too much after-school time? Is he dis- tracted from completing work at home? If he doesn’t have a special homework area, spend some time creating a study space. • Contact the teacher if anything is unclear or if you need suggestions on how to help your child improve. Adapted from U.S. Department of Education Publications

1 0 2 SECTION 4: WORKING WITH TEACHERS AND SCHOOLS A LITERACY RESOURCE KIT FOR PARENTS

Additional Resources for Parents

Helpful and Interesting Websites: http://www.starfall.com/ Wow! This site has lots of information about reading, http://www.earlyliterature.ecsd.net/ including fun activities about holidays. Early Literacy Telecollaborative Project: A Books for Parents http://www.reachoutndread. compilation of research, strategies, and resources org/resources for teachers and parents! Fox, Mem. Reading Magic: Why Reading Aloud to http://www.nea.org/readacross/resources/ Our Children Will Change Their Lives Forever. New parents.html York: Harcourt, Inc., 2001. National Education Association: How parents can help at home to improve child’s reading skills. Haas, Monty and Haas, Laurie Joy. Read it Aloud! A Parent’s Guide to Sharing Books with Young http://www.nifl.gov/partnershipforreading/ Children. Natick, MA: The Reading Railroad, 2000. publications/html Go to Reading section and click on the desired Hearne, Betsy, with Deborah Stevenson. Choosing information. Books for Children: A Commonsense Guide. Urbana: University of Illinois Press, 1999. http://www.readingrockets.org/families Help your child become a good reader and watch for Lewis, Valerie V. and Walter M. Mayes. Valerie & signs of trouble. Walter’s Best Books for Children: A Lively, Opinionated Guide. New York: Avon, 1999. http://www.scholastic.com/families/matters Scholastic Book company site. Lipson, Eden Ross. New York Times Parent’s Guide. Rev. ed. New York: Times Books, 2000. http://pdskids.org/lions/ Stories, games, and activities for kids and Rath Linda K. and Kennedy, Louise. The Between information for parents and teachers. the Lions Book for Parents. New York: Harper, 2004. http://www.pbs.org/parents/ Trelease, Jim. The Read-Aloud Handbook. New York: PBS Website offers games and activities as well as Penguin Books, 2001. information for parents about child development, math, reading, and much more.

SECTION 4: WORKING WITH TEACHERS AND SCHOOLS 1 0 3 A LITERACY RESOURCE KIT FOR PARENTS

Tennessee Parent Information and Resource Center The mission of the Tennessee Parent Information efforts occurring in Tennessee for parents/caregivers, and Resource Center (TPIRC) is to provide training teacher/parent collaboration, and school/family designed to enable parents of preschool and collaboration, providing a centralized location where school-aged children, particularly those who are parents can find the information and services they economically and/ or educationally disadvantaged, to need or be linked or referred to them across the effectively help their children achieve developmental state. Furthermore, TVC, in collaboration with the goals and meet the educational standards that have Vanderbilt University Center for Health Services, been established for children and to enable schools, will develop and implement an early childhood particularly Title I schools, to effectively involve parent education program. The project will target parents in their programs and activities that lead to families that are economically and/ or educationally improvements in student academic achievement. disadvantaged in Title I schools that are defined as needing improvement or restructuring by the This Center will provide information, education, No Child Left Behind Act and by Tennessee Code training, peer mentoring, and consultation to parents, Annotated 49-602. In collaboration with Johns other caregivers and youth, as well as training and Hopkins University, the TPIRC will use the National consultation to school personnel that will address the Network of Partnership Schools model to assist seven issues stated above. In addition, the TPIRC LEAs and schools in developing and maintaining will coordinate and be a clearinghouse for training successful Parent/School/ Community Partnerships.

EAST TN MIDDLE TN WEST TN Knoxville Area: 1315 8th Avenue South Jackson Area: Telephone: 865-609-2490 Nashville, TN 37203 Telephone: 731-660-6365 Fax: 865-609-2543 Telephone: 615-269-7751 Fax: 731-660-6372 Fax: 615-269-8914 TN Toll Free: 800-670-9882 E-mail: [email protected]

1 0 4 SECTION 4: WORKING WITH TEACHERS AND SCHOOLS A LITERACY RESOURCE KIT FOR PARENTS

SECTION 5: SPECIAL NEEDS AND DISABILITIES Special Needs and Disabilities

his section of the toolkit has been added as a resource for parents whose children have special needs, whether those needs be physical, emotional, or cognitive. The first part is a list of general guidelines for coping with various dis- Special thanks to Dr. Clarissa Tabilities; these guidelines will help families, teachers, and others who Willis of ETSU and Karen work with children who have disabilities ranging from mild struggles Harrison of STEP for their to significant impact. contributions to this section of the Toolkit.

The second part highlights the idea that incorporating reading into your child’s educational objectives is a worthwhile objective for all children, and its aim is to help families whose children face severe obstacles. The information contained in this section can help you to be an advocate for your child.

Finally, at the end of this section you will find additional resources to help you find the answers to other questions you may have. We hope you find this publication helpful in assisting you to understand and help your children in their efforts to grow.

Part I: General Guidelines for Children With Special Needs The following information was written by Dr. Clarissa Willis, who is a professor at East Tennessee State University (ETSU). Dr. Willis is a member of the SIG team, and wrote this information for a book written and published by SRA, a division of McGraw Hill, who granted us permission to adapt the article for this publication. The academic citation is listed at the end of the article.

All children have strengths and weaknesses, and all children can learn. However, some children learn in ways that are different than their peers. Often, these children are said to have developmental delays. The term developmental delay is used because it is often unknown

SECTION 5: SPECIAL NEEDS AND DISABILITIES 1 0 5 A LITERACY RESOURCE KIT FOR PARENTS

whether the delay is short-term and can be corrected with intervention or if the delay is long-term. Whatever the outcome, children with developmental delays, whether physical, emotional, or cognitive, often learn at a slower pace than their peers and need extra practice in order to learn new concepts. Quality early learning experiences and intervention by professionals can result in some children reaching developmental milestones and “catching up” with their peers. However, other children will have life-long challenges that result in the need for special education services and adaptations throughout their lives. Chil- dren with developmental delays come from all types of backgrounds. Sometimes, a child may have a recognizable disability such as Down syndrome or a hearing aid. Other children may not have been diagnosed with a specific condition or syndrome and may physically look exactly like their peers. In other cases, the child may be at risk for a disability because of his environment or a chronic health condition such as ear infections or a depressed immune system. Regardless of the type of developmental delay, there are five things to remember:

1. With careful planning, modifications, and persistence, all children can learn and participate in everyday routines and activities. 2. While special adaptations may be necessary in order to participate, research tells us that children learn best in natural environments with typically developing peers. 3. Always put the child first and the disability second. For example, don’t refer to a child as the “deaf boy” say “Jim, a child with a hearing loss.” 4. Remember, parents can be the best source of information about a child and her unique problems. 5. Each child is unique. However, there general characteristics asso- ciated with the most common types of developmental delay, and the charts that follow this section list those traits. Depending on the type and severity of the disability, a child might exhibit one or more of these characteristics.

The following guidelines can be useful for parents, teachers, and any other people working with children who have developmental delays and disabilities. Share these guidelines with anyone who is working with your child to help them to understand the difficulties your child may be experiencing.

1 0 6 S E C T I O N 5: SPECIAL NEEDS AND DISABILITIES A LITERACY RESOURCE KIT FOR PARENTS

Characteristics and General Strategies for Children With:

Cognitive Challenges • Require extra practice and need extra time to learn new concepts. • Become upset when a routine is changed or varied. • May require that the same thing be taught over and over, before she understands it. • Need new concepts and activities broken down into smaller steps. • Become easily frustrated and give up, when she thinks she cannot do something as well or as quickly as others. • Have trouble generalizing information across settings and environments. • Often forget something that was introduced previously (especially, over the weekend or a holiday) and need extra practice to remember how to do it. • May not be able to communicate feelings or desires. • Have trouble making friends and playing with others

Suggestions • Present new concepts in short segments and use as many of the child’s senses as possible. Review often and offer multiple opportunities to practice. • Place picture cards showing each part of the routine in a prominent place in your classroom. Let the child know what is going to happen next, by pointing to the picture. • Tell her before the routine is changed. If there is going to be a special program or a change in the routine, tell the child before it happens, then remind her right before it is time to change. • Plan activities that encourage opportunities to practice a new concept over and over. • Use short sentences when explaining something new. • Concentrate on what the child can do, rather than what she cannot do. • Help everyone who works with the child understand that she may not learn something in the same way or as quickly as others, but that she can and will learn. • Model positive interactions such as sharing a toy or participating in a game. • Encourage the child to attempt an activity, even if it is difficult. If the child cannot participate fully, let her partially participate.

SECTION 5: SPECIAL NEEDS AND DISABILITIES 1 0 7 A LITERACY RESOURCE KIT FOR PARENTS

Characteristics and General Strategies for Children With:

Vision Loss • Learn best through their other senses and will learn faster when something is presented with touch, smell, or sound. • Need to be able to hear what is being said or described, since this is the sense they depend on the most. • Often use touch to learn about someone. Teach peers to use “soft touches,” and to let the child get to know him by gently touching his face. • Can manage easily in a familiar environment, but often becomes upset when something new, like a new piece of furniture, is added or moved within the environment. • May require that print material be presented in large type. • Require extra time in a new environment to get to “know” where things are. • Whenever possible, place items for each center in the same location each day, so that children who are blind learn where they can expect to find familiar objects. • Learn the proper way to assist a child who is blind. (Touch him lightly on the arm to indicate you are addressing him; next, offer your arm for them to grip just above the elbow. Keep your guiding arm straight, with your fingers pointing toward the ground. This means the person you’re guiding will be a half-step behind you and will be able to detect any body movements that indicate a turn or a step.) • When you approach a blind or partially-sighted child, remember that he probably won’t be aware of your approach. Never grab someone’s arm before you speak, as this might frighten him.

Suggestions • Provide the child with time to experience new concepts by touch or sound. • Help the child orient to new concepts by giving her/him a frame of reference, such as, “yesterday we talked about things we eat for breakfast. Today, we are going to talk about things we eat for lunch.” • If the child has some vision present, line drawings with a minimum of background clutter work best. For example, a simple line drawing of a cow is easier to see than a farm scene with a barn and many animals. • Tell the child when something new is added or taken away from the classroom. Give him time to explore it before other children so he is not afraid. • If the child has peripheral vision, make sure he is seated so that his peripheral vision is optimized and that lighting is appropriate and does not cause a “glare” effect. • Help him explore the environment with touch. • After you learn the proper way to walk with and address a child who is blind, play games with other children where they take turns walking with the child. Teach the children to use soft touches on the arm or shoulder, before they speak to the child.

1 0 8 S E C T I O N 5: SPECIAL NEEDS AND DISABILITIES A LITERACY RESOURCE KIT FOR PARENTS

Characteristics and General Strategies for Children With:

Hearing Impairments • Depend on vision to learn new concepts. • Will understand LESS, not more, when you exaggerate your lip movements or speak overly loud. • Should always be seated where they can see the teacher’s face. • Often pretend to understand something by nodding their heads. • May depend on sign language as a method of communication. • May benefit from amplification devices such as an auditory trainer or a hearing aid. • Have difficulty with abstract concepts such as differentiating between “catch a ball” and “catch a cold.”

Suggestions • Use visual representations to teach new concepts such as picture cards that show what to do first, second, etc. • If the child has some residual hearing, ask the child questions to see if she understood what you said. • Use normal vocabulary but be prepared to restate, point to, or demonstrate new concepts. • Make sure the child understands you by asking her to repeat what you just said or show you what you just asked her to do. • If the child wears a hearing aid or an auditory trainer, keep extra batteries on hand and be aware that some children remove their hearing aids and can lose them during outside play. • If the child depends on sign language to communicate, learn signs, especially name signs, so she can feel like part of the class when you introduce everyone. • Whenever possible, introduce abstract concepts with pictures. • When using a cassette player for music, sit the child next to it and allow her to feel the vibrations by laying her hand on top.

SECTION 5: SPECIAL NEEDS AND DISABILITIES 1 0 9 A LITERACY RESOURCE KIT FOR PARENTS

Characteristics and General Strategies for Children With:

Delayed Physical • Require proper positioning, in order to be physically comfortable enough Development to learn new concepts. If the child is uncomfortable s/he will not be able to concentrate. • May fatigue more quickly because it takes more effort to accomplish a motor task. • Are not slow or mentally challenged. Don’t assume that a motor impairment means that the child has a mental impairment as well. • Can usually “partially participate” in most activities with simple adaptations. • May require assistive technology such as specially made materials or an electronic communication device to perform everyday tasks.

Suggestions • Often have difficulty completing tasks that require eye-hand coordination. • Consult with the physical or occupational therapist and learn what simple adaptive devices, such as pencil grips or clothespins that are used to help turn pages, will help the child. • Change the child’s position often, so he doesn’t become uncomfortable. • Allow time for the child to rest if he becomes tired or fatigued by a new task. • Look at ways to adapt simple activities such as using making crayon grips out of sponge hair rollers. • Make it easier to interact with peers by providing areas for sitting or resting on the floor.

1 1 0 S E C T I O N 5: SPECIAL NEEDS AND DISABILITIES A LITERACY RESOURCE KIT FOR PARENTS

Characteristics and General Strategies for Children With:

Behavioral/ • Often find new activities overwhelming and react with a violent outburst. Social/ • May have trouble concentrating when information is presented in large chunks. Emotional • May be unable to finish a task that requires intense concentration. Problems • Feel that they are too stupid to learn new things so they won’t even try rather than experience failure. • May try to hurt themselves (such as self-biting or head banging), when they become frustrated. • Can become over-stimulated by noise and light and may need time and a place to “calm down.” • May not understand the emotions, feelings, or needs of others and may act inappropriately such as laughing when another child gets hurt. • Have trouble with simple social skills such as turn-taking or saying hello. • Sometimes react violently to changes in routines or activities that are unexpected.

Suggestions • Most behavioral problems take place during transitions. Prepare for transitions. • Present new information in short segments and break it down into manageable steps. • Praise the child often when she accomplishes something new or stays on task for a given amount of time. • If you see that the child is getting frustrated or upset by an activity, “redirect” her to something that is less stressful. • Teach the child to accept natural consequences for her actions. If she tears up the artwork she has started then she doesn’t get to work in the art area for a while. • Learn to read the child’s body language. When she appears to be getting frustrated or agitated, change the task or set up a “calm-down” place in your room (this is where you can still see the child but where the lighting is soft and she can go and rest before rejoining the group). • Don’t overwhelm the child with too many choices. Begin by offering two choices, then build up to more. • Keep an eye on the child, especially if she hurts other children. If you see her raise a hand, as though she is getting ready to hit another child, take the child’s hand in yours and redirect her to another location. • Recognize that if the child laughs when someone falls down and gets hurt it is because children with behavior issues may not understand the feelings of others. Consistently model the appropriate way to respond when someone is hurt or unhappy. • To help the child adjust to changes in the daily routine, use a prompt such as a bell, small buzzer, or wind chimes (not too loud), to signal it is almost time for a change. • Plan smooth transitions, by teaching the “hands-at-home.” As they transition from one activity or environment to the next, tell the children to keep their hands at home, either by their sides or crossed in front of them.

SECTION 5: SPECIAL NEEDS AND DISABILITIES 1 1 1 A LITERACY RESOURCE KIT FOR PARENTS

Characteristics and General Strategies for Children With:

Speech and • Often do not understand what is being said, especially if you use long Language sentences. Delays • Need help in naming common objects and/or activities. • Sometimes require an alternative method of communication such as a communication board. • Do not understand simple directions. • Become frustrated if their speech is not understood by others. • Will sometimes resort to tantrums out of a frustration to be noticed and understood. • May not participate at all because he does not understand how to respond or what is required.

Suggestions • Use simple sentences and ask the child to tell you what you just said. • Describe what is happening and what is going on in the classroom. • Use pictures as clues to what you are saying. • If you do not understand what the child is saying, DO NOT look away or act frustrated, as this only makes the child more anxious. Ask the child to repeat what he has said once, and then try asking questions to help you understand what he is asking or saying. • When the child starts to cry or throw objects, try to verbalize what is happening, “Eric, you are upset because you did not want to stop building with the blocks.”

Willis, C. (2005). Lesson adaptations for children with disabilities. Worthington, OH: A part of the DLM-Early Childhood Express Curriculum published by SRA, a division of McGraw Hill.

1 1 2 S E C T I O N 5: SPECIAL NEEDS AND DISABILITIES A LITERACY RESOURCE KIT FOR PARENTS

Quick Information about RTI (“Response to Intervention”) (http://www.nasponline.org/advocacy/rtifactsheets.aspx)

The Responsiveness to Intervention (RTI) process Education Improvement Act of 2004 (IDEA 2004) is a multi-tiered approach to providing services gives more financial flexibility to local education and interventions to struggling learners at increas- agencies (LEAs). ing levels of intensity. RTI can be used for making Students who are not achieving when given high decisions about general, compensatory, and special quality instruction may have a disability. RTI may education, creating a well-integrated and seamless be used as part of a process to identify students system of instruction and intervention guided by with specific learning disabilities rather than rely- child outcome data. RTI calls for early identifica- ing on the use of a discrepancy model as a means tion of learning and behavioral needs, close col- of identification. laboration among teachers and special education personnel and parents, and a systemic commitment to locating and employing the necessary resources Universal Themes of RTI include: to ensure that students make progress in the gen- • RTI is an initiative for all education, cutting eral education curriculum. RTI is an initiative that across general ed, compensatory ed, and special takes place in the general education environment. ed. It can create a well-integrated and seamless School personnel can play a number of important system of instruction and intervention guided roles in using RTI to identify children with disabili- by child outcome data from frequent progress ties and provide needed instruction to struggling monitoring. students. These roles will require some funda- • In RTI, research-based instruction and interven- mental changes in the way general education and tion are provided by qualified personnel, and are special education engage in assessment and inter- implemented with fidelity and integrity at the vention activities. Collaborative roles vary with the needed level of intensity to address the student’s settings and experiences of those involved. Parents individual difficulties. also need to know how an RTI process may help their child and be informed that at any time they • RTI is not owned by any one profession—effec- may request a formal full evaluation to determine tive models require authentic collaboration eligibility for special education. among administrators, educators, related services personnel and parents. As a school-wide prevention approach, RTI includes changing instruction for struggling students to • RTI provides opportunities for all team members help them improve academic skills and behavior. to expand their traditional roles and responsi- To meet the needs of all students, the educational bilities, to engage in a broader array of service system must use its collective resources to inter- delivery options, and to take on new leadership vene early and provide appropriate interventions opportunities. This will require systemic change and supports to prevent learning and behavioral in allocation of resources when conceptualizing problems from becoming larger issues. To sup- personnel workloads. port these efforts, the Individuals with Disabilities

SECTION 5: SPECIAL NEEDS AND DISABILITIES 1 1 3 A LITERACY RESOURCE KIT FOR PARENTS

• There is no “one size fits all” model for RTI. The • Involving parents and engaging them in a col- federal government purposely provided few laborative manner is critical to the successful details for the development and implementation implementation of RTI. Informed and involved of RTI procedures, stating specifically that states parents are better equipped to support and rein- and districts should be given the flexibility to force academic and behavioral interventions at establish models that reflect their community’s home. In addition, parents should be informed unique situation. that they still have the right to request a special • RTI involves a shift from traditional psychomet- education evaluation for their child at any time. ric standardized approaches to assessment to a • RTI approaches show promise for closing the more pragmatic, educationally relevant model achievement gap and for reducing disproportion- focused on measuring changes in individual ality in special education for all student groups. performance over time. This includes moving away from a “within child” deficit paradigm to a contextual perspective with greater emphasis on instructional intervention and progress monitoring prior to special education referral.

1 1 4 S E C T I O N 5: SPECIAL NEEDS AND DISABILITIES A LITERACY RESOURCE KIT FOR PARENTS

Part II: Suggestions for Parents of Children With Significant Disabilities

The previous guidelines and suggestions were at the forefront of advocating these changes, written for families of children with varying becoming full partners with schools so that the degrees of disability. Some children have mod- interests of all children are served. Parents have erate disabilities and are able to participate in learned that the following knowledge is essential typical classroom settings with little or no change in order to effectively advocate for their children. required to the teacher’s regular teaching activities. However, some children have more severe • Know the language of the laws, regulations and disabilities, and need more adjustments made to policies and practices related to your child’s help them learn. education. • Know the questions that are important to ask, Parents of children with special needs, particularly those children with significant disabilities that will lead in helpful directions in advocating may wonder, “Because he has special needs, does for your child. that mean my child shouldn’t be working on • Know how to find the answers through use of reading skills?” Parents whose children have more multiple resources. severe disabilities often need to take advantage of • Know how to include Literacy/Reading on the opportunities that will help make others aware of IEP (Individualized Education Plan). what will help their children; they need to take on the role of advocating for their children and Literacy for Students With Significant informing others. Every child has the right to an Disabilities education, including reading instruction. Federal laws require that ALL students: Even though your child has significant special • Have access to the general curriculum based on needs, literacy and reading should be part of his State Standards or her school work. However, some accommo- • Be educated using peer-reviewed research based dations may be needed, and not every child will practices “to the extent practicable” be able to learn the same material in the same way. Reading is a complex process, and not ALL Therefore, parents of children with severe disabili- students with disabilities will master ALL com- ties may need to advocate for their child to receive ponents of reading or will have difficulty in the the reading instruction they deserve and that will same area. For example, a student with Central help them to increase their literacy skills. Auditory Processing Disorder or other communication disorder may have difficulty with phonics. Advocating for Your Special Needs Child A student with Cerebral Palsy might not be a flu- Many exciting educational advances have occurred ent oral reader. over the past few years that can enable children to grow toward their full potential. Schools have Even if your child has significant disabilities, he made much progress in efforts to include all chil- or she should receive literacy instruction based dren in instructional activities that address their on state standards and the general curriculum. unique needs and capabilities. Parents have been Modifications to the curriculum may be made,

SECTION 5: SPECIAL NEEDS AND DISABILITIES 1 1 5 A LITERACY RESOURCE KIT FOR PARENTS

and accommodations granted to ensure the most engage. Explaining “why” is a part of a help- learning takes place. Literacy for students with ful, respectful exchange between teacher and significant disabilities can mean: student. • Recognizing pictures or common words (6) If students enjoy the task, they are much more • Choosing books to be read likely to engage in it long enough, and with • Showing awareness of being read to enough intensity, to learn the task. Teachers • Paying attention to the reader can help by structuring the tasks in ways that • Tracking print students will enjoy. • Physically interact/explore text • Being aware of commonly used symbols • Following instructions that are read, heard, or Helpful Questions to Ask Teachers viewed It’s easy to feel overwhelmed and alone when • Demonstrating knowledge of objects or actions you are trying to help your child with significant connected to stories or songs disabilities receive the best education possible. Often a good place to start is by asking questions Literacy instruction in children with significant of your child’s classroom teacher, special teachers disabilities has much in common with literacy or teaching assistants, and others who work with instruction in typically-developing children. her. The following questions will help you learn Research has identified six factors that promote more about your child’s reading environment learning by students with significant disabilities. and overall reading progress: (1) A knowledgeable teacher or aid is essential. 1. Is my child in a “language rich” environment Parents can help by sharing all they know at school? about the student…likes and dislikes, inter- 2. Does my child’s teacher talk with him/her? ests, skills mastered. If certain ways of instruc- (verbal interaction) tion have been especially helpful in the past, 3. Is my child provided with opportunities to share that information, too. communicate back and to make choices? (2) A way to communicate or interact with the 4. What are my child’s listening strengths and student is fundamental. Assistive technology needs? to help teachers and students communicate 5. Is my child able to “track” visually? should be employed if needed. 6. What is my child’s grade level in reading? (3) Teachers must promote cognitive engage- What does that mean she can do? ment, not just participation in activities. 7. Is there a difference between how well my Teachers should structure activities so that child reads individual words and how well they are engaging and hold the student’s she understands what she reads? If so, what interest. can we do to improve the weaker area? (4) A successful teacher will employ repetition of 8. Are you using a specific program to teach my skills in a variety of ways to give the student child? If so, what skills does this program multiple opportunities to learn. teach? (5) Students need to know why they are doing 9. If you are not using a specific program, what the task. Understanding “why” helps students strategies are you using to teach my child to

1 1 6 S E C T I O N 5: SPECIAL NEEDS AND DISABILITIES A LITERACY RESOURCE KIT FOR PARENTS

identify words, read smoothly and under- child with word recognition, sounds and/or stand what he reads? reading aloud? 10. What kinds of things are you doing to help 5. For practicing reading at home, would you my child succeed in reading? (such as pro- help me select material(s) that my child can vide support by a reading specialist, provide read comfortably (i.e., where my child knows different materials) 90% of the words?) 11. What can I do at home to help my son or daughter read well? (for example, can you To learn more about your child’s reading com- suggest workshops, reading lists, parent/child prehension, ask: materials that I may borrow, or website sup- 1. When my child is having trouble understand- ports?) ing what she reads, what do you do to help 12. How will I be notified about my child’s read- her understand the material? ing gains? Can you update me every 2-3 2. Would you show me what you are doing? weeks? 3. Can you tell me about some other activities that I can do at home to help her understand what she reads? Learning More about Your Child’s Progress 4. What kinds of activities can we do before and in Reading and Literacy after my child has read to help her under- As noted in an earlier section of this book, the stand the information? major components of Reading are Phonemic Awareness, Phonics, Fluency, Vocabulary Devel- You will also want to know about reading opment, and Comprehension. What do these instruction in other subject areas, since so much terms mean for your child who has special needs? academic content is transmitted through reading. Again, a list of questions can guide conversations These questions will help you learn about reading with your child’s teachers. These questions might in various content areas: help you learn more about your child’s ability 1. Which accommodations does my child need to recognize sounds and words and her reading in core academic and special area classes to fluency: support her reading, writing and spelling 1. Has my child been tested for language and needs? sound awareness? If so, how recently and 2. What are my child’s other teachers doing to what did the testing show? support and help her in light of her reading, 2. What is being done in the classroom to help writing and/or spelling needs? my child avoid pausing unnecessarily at words? Finding the answers to these questions will not 3. What strategies are being taught to help my always be easy. Besides your child’s regular and child work through difficult sounds, or words special education teachers, you might also consult when reading? with your school’s reading specialist, the child’s 4. What are some books, poems, nursery evaluator, books, library, internet, parent centers, rhymes, word games, books, videos, or audio State Improvement Grant partners, and colleges materials that I can use at home to help my and universities. Make sure that special ways of

SECTION 5: SPECIAL NEEDS AND DISABILITIES 1 1 7 A LITERACY RESOURCE KIT FOR PARENTS

addressing these literacy needs are specifically some possible ways that an IEP for a student with described in your child’s IEP. significant disabilities can guide instruction in literacy. Including Literacy/Reading in the IEP If a child has a disability that meets the eligibility An example of a Kindergarten Reading Standard: criteria for receiving special education resources, he (full list in the Reading Development Section of must have an individualized education plan (IEP). this book) An IEP spells out educational goals and the plans English/Language Arts – Grade K – for reaching them, including accommodations to Competency Goal 1: be made to help the child learn. Parents, teachers, • The learner will develop and apply enabling strategies and others with educational expertise develop the and skills to read and write What does THAT mean for a typically developing child? IEP together so that all have the opportunity to • Develop book and print awareness give input and help with decision making. • Develop phonemic awareness • Decode symbols Literacy activities and instruction should be a part • Attend to pictures, text, environmental print or symbols of your child’s school experience—and, therefore, • Choose text for exploration his or her IEP—regardless of their current level of skills. (An exception to this would be a child who functions as a typically-developing child in What might that look like for a student with sig- the area of reading). Unfortunately, in the past, nificant disabilities? the general belief was that a child must possess certain prerequisite skills in order to benefit from Using the same Kindergarten English/Language Arts literacy instruction; for example, a child might goal as before: • The learner will develop and apply enabling strategies have been expected to recognize all of the letters and skills to read and write of the alphabet. However, many students with dis- The goal for a child with special needs might include abilities have “scatter” skills and may not master the skills leading up to emergent literacy, such as: skills sequentially; skills may not be learned in the Pre-symbolic (before being able to recognize let- typical sequence in which other students learn. ters and symbols) Because learning might be achieved in a sequence • Awareness of being read to that varies from other students, expectations of • Response to changes in sounds within a literacy content the time table for learning should also be allowed Early Symbolic (beginning to recognize letters to vary. Therefore, written language activities and and symbols) experiences should not be withheld until speech, • Pay attention to reader language, motor, or other skills develop to the pre- • Awareness of differences among symbols, pictures, requisite level that has been set for typically-devel- print oping students. The law requires that all reading Symbolic (recognize letters and symbols) and literacy instruction be connected to State • Recognition of common printed word/pictures • Ability to track print Standards. The following examples demonstrate

1 1 8 S E C T I O N 5: SPECIAL NEEDS AND DISABILITIES A LITERACY RESOURCE KIT FOR PARENTS

Present Level of Educational Performance Therefore, the PLP should include the following (PLP) items: When developing individual educational plans • A description of the academic and functional (IEPs) for students with disabilities, teachers and areas affected by the child’s disability other professionals meet with parents to deter- • A description of what the student is doing mine what kind of outcomes might be expected (strengths) and not doing (needs) in the area(s) for each child and how to achieve the desired out- affected comes. When planning the IEP, it is critical that • A narrative of the basis for accommodations, an accurate Present Level of Performance (PLP) be adjustments and special services determined. The PLP is the foundation of a quality • Information about assessments of each of the IEP; you need to know where the child is BEFORE components of reading you decide how far he can go. The answers to the • Assessments of language abilities for students previously listed questions about your child’s lit- with more significant disabilities eracy/reading skills and needs can be an important • Suggestions for Assistive Technology devices that part of writing the PLP. can assist the child’s learning

IDEA ’04 defines PLP Present Level of Perfor- In other words, the PLP statement should be formed mance (PLP) as: A statement of the child’s present from both formal and informal data and updated levels of academic achievement and functional per- educational and functional performance data, and should take into consideration the student’s over- formance, including all strengths, parents’ concerns and special factors. 1. How the child’s disability affects the child’s Test and assessment scores should be explained, involvement, and and should be stated in clear and understandable 2. The child’s progress in the general education cur- language. riculum.

SECTION 5: SPECIAL NEEDS AND DISABILITIES 1 1 9 A LITERACY RESOURCE KIT FOR PARENTS

Sample PLPs – Present Levels of Performance

Following is an example of a PLP for Michael. teach my child the skills to help him reach the Based on Michael’s PLP: established goals? Michael has 100 sight words but cannot phonetically • Does the method of instruction match the needs sound out two-syllable words. He is also inconsistent identified in the PLP? in any use of phonics. • What evidence do you have to show that the method chosen will be effective instruction for An appropriate annual IEP goal might be: In daily classroom reading assignments Michael will my child? accurately sound out 8 out of 10 one-syllable words using consonant sounds, vowels, and consonant Modifications & Accommodations blends. Modifications and accommodations refer to teaching supports and services that a student with An example for Mary Beth would include differ- special needs may require to successfully demon- ent goals according to Mary Beth’s abilities. strate learning. Modifications and accommodations may be required so that each child will have Based on Mary Beth’s IEP: access to the general curriculum, and they should Mary Beth understands that a book communicates be listed in the written IEP. A child with spe- a “story”. She is able to scan each page, identify objects and turn pages when prompted. She does cial needs should have access to regular reading not recognize that a word means an object. instruction in the general curriculum in addition to proper modifications and accommodations An appropriate annual IEP goal might be: that are specific to the child and based on her With verbal and visual prompts by the teacher during reading difficulties. Assistive technology devices classroom reading opportunities, Mary Beth will correctly identify and retrieve 5 objects in the should be considered to aid the child in learning classroom corresponding to words being read in more readily. a book; such as frog, spoon, dog, cow, horse. To summarize, IEPs should be… Each team will also discuss which data collection • Based on the child’s specific needs strategy (testing method) will be used to mea- • Connected to the general curriculum sure the progress toward reaching this goal. The • Have goals that can be accomplished in 12 IEP Team should include someone knowledgeable months about reading. • Be based on high expectations and instruction based on good research! Questions for parents to ask about IEP’s and PLPs: If you would like more help with how to work • What is the source of the data that tells how my with your child’s teachers when planning Individ- child is doing? ual Education Plans (IEPs) or about how to docu- • What is the data collection (testing) schedule? ment your child’s Present Level of Performance • Who will collect the data (test)? (PLP), contact one of the agencies listed in the • Which Research-based Practice will be used to resource section that follows.

1 2 0 S E C T I O N 5: SPECIAL NEEDS AND DISABILITIES A LITERACY RESOURCE KIT FOR PARENTS

Other Resources The following pages include information about people and agencies to contact for additional help. Ten- nessee Department of Education: http://www.tennessee.gov/education/ The offices listed below are primarily state-level offices. Even if an office is not close to your home, they can usually put you in touch with resources in your community, as well as provide you with information and assistance about disability issues in our state.

State Department of Education: Special Education Programs for Infants and Toddlers with Joseph Fisher, Assistant Commissioner Disabilities: Ages Birth through 2 Division of Special Education Jamie Kilpatrick, Director of Early Childhood 710 James Robertson Parkway, Programs Andrew Johnson Tower Tennessee’s Early Intervention System (TEIS) Nashville, TN 37243-0380 Division of Special Education (615) 741-3340; (888) 212-3162 710 James Robertson Parkway, E-mail: [email protected] Andrew Johnson Tower Web: www.state.tn.us/education/speced Nashville, TN 37243-0375 (615) 741-3537; (800) 852-7157 State Coordinator for NCLB (No Child Left Behind) Web: www.state.tn.us/education/teishome.htm Julie McCargar, Director of Federal Programs Department of Education Programs for Children with Disabilities: 710 James Robertson Parkway, Ages Birth through 5 Andrew Johnson Tower Preschool/619 Coordinator/Debbie Cate Nashville, TN 37243-0380 Tennessee Department of Education (615) 532-6297 Division of Special Education E-mail: [email protected] 2763 Island Home Blvd. Web: www.state.tn.us/education Knoxville, TN 37920 865-594-8909 Web: www.state.tn.us/education/speced/index.htm

The Tennessee Department of Education /preschool, transition, family service issues, and established three regional centers in 1997 as public and private schools. If you have questions a systematic means to address local needs and about any of these issues, call the resource center improve services through consultation, technical that services your area of Tennessee. assistance, and training in areas such as compliance http://www.tennessee.gov/education/speced/ with regulations, funding, behavior, early childhood secontacts.php

Tennessee Regional Resource Centers

East Tennessee Center Middle Tennessee Center West Tennessee Center Robert Winstead, Coordinator Bob Blair, Coordinator Larry Greer, Coordinator 2763 Island Home Blvd. 1256 Foster Avenue 100 Berry Hill Drive Knoxville, TN 37920 Nashville, TN 37210 Jackson, TN 38301 Phone (865) 594-5691 Phone (615) 532-3258 Phone (731) 421-5074 Fax (865) 594-8909 Fax (615) 532-3257 Fax (731) 421-5077 [email protected] [email protected] [email protected]

SECTION 5: SPECIAL NEEDS AND DISABILITIES 1 2 1 A LITERACY RESOURCE KIT FOR PARENTS

Family Voices of Tennessee Family Voices of Tennessee welcomes parents, • to listen to families as they describe their family members, advocates, and professionals to encounters with health systems and help guide the Tennessee Family-to-Family Health Information them to possible solutions Center for families who have children with special • to work with families, health care providers, public health care needs: disability, chronic illness, physical and private agencies, and advocacy or support or mental health conditions. groups to promote family-centered care and medical homes for children with special health Family Voices is operated by and for families in our care needs state: • to promote discussion and linkages among • to assist families as they navigate public and families, providers, managed care programs, and private health systems and insurance plans government to better serve the health care and (including TennCare and commercial plans) related needs of children and families in Tennessee • to educate families about how to access services and resources for their children and how to work with health providers

Middle Tennessee East Tennessee Toll free family line: Julie Sullivan Donna Graham 1-888-643-7811 Phone: 931-686-3353 Phone: 423-234-2334 Email: [email protected] Email: [email protected]

Support and Training for Exceptional Parents (STEP) STEP is a statewide family-to-family program in STEP services are available to any parent or family Tennessee, established in 1989 by a grant from the member of a special education student or a student U.S. Department of Education. The purpose of STEP who may need special help in school (birth through is to support families by providing free information, age 22). There is no charge for services to parents. advocacy training, and support services to parents Professionals in the education field are welcome to of children eligible to receive special education attend workshops without cost; however, there may services under the Individuals with Disabilities be a nominal cost for printed materials. Education Act (IDEA). http://www.tnstep.org/

STEP Regional Contacts

West Tennessee Middle Tennessee East Tennessee Jenness Ross Alena Sampson Karen Harrison Phone: 901-726-4334 Phone: 931-431-6644 Phone: 423-639-2464 [email protected] [email protected] [email protected]

1 2 2 S E C T I O N 5: SPECIAL NEEDS AND DISABILITIES A LITERACY RESOURCE KIT FOR PARENTS

Additional Literacy Resources for Children With Special Needs The US Department of Education Publications helping parents. offers many free resources in print to parents. To http://www.pacer.org/ order, write to ED PUBS, PO Box 1398, Jessup, MD 20794-1398, call 1-877-4-ED-PUBS or go to Through its ALLIANCE and other national www.edpubs.org/website/Content/searh.asp projects, PACER, a national center, responds to thousands of parents and professionals each The US Department of Education website offers year. From California to Minnesota to New York, resources in English and Español. Go to PACER resources make a difference in the lives of http://www.ed.gov 6.5 million children with disabilities nationwide. and search for the following: With assistance to individual families, workshops, • Publications designed to help parents support materials for parents and professionals, and children’s early reading development. leadership in securing a free and appropriate • Research and practical information that helps public education for all children, PACER’s work teachers help students learn to read. affects and encourages families in Minnesota and • Publications to help principals and other school across the nation. administrators support the development of strong reading instruction. Schwab Learning http://schwablearning.org was • Recursos en español. established in 1988 because of the very personal struggle that surfaced when Charles and Helen A site created to provide a “one-stop shop” for Schwab’s son was diagnosed with dyslexia. At the resources related to IDEA: http://idea.ed.gov. time, the Schwabs knew very little about learning It is a “living” website and will change and grow disabilities, and just getting through their son’s as resources and information become available. assessment process was frustrating. In addition to When fully implemented, the site will provide searching for ways to help their son academically, searchable versions of IDEA and the regulations, they were concerned with maintaining his self- access to cross-referenced content from other laws esteem and building his confidence in the face of (e.g., the No Child Left Behind Act (NCLB), the repeated academic failure. “That’s the real problem Family Education Rights and Privacy Act (FERPA), with kids who struggle with learning,” explains etc.), video clips on selected topics, topic briefs Charles Schwab. “Some kids feel like they’re stu- on selected regulations, links to OSEP’s Technical pid. I want them to know that they’re not. They Assistance and Dissemination (TA&D) Network just learn differently. Once they understand that and a Q&A Corner where you can submit ques- and have the tools to learn in their individual way, tions, and a variety of other information sources. then they can feel good about themselves.”

Because of the bewildering early struggle to help The mission of Minnesota’s PACER Center is to their son, the Schwabs wanted to do something to expand opportunities and enhance the quality of help other parents. They began by establishing a life of children and young adults with disabilities resource center as a community service to provide and their families, based on the concept of parents

SECTION 5: SPECIAL NEEDS AND DISABILITIES 1 2 3 A LITERACY RESOURCE KIT FOR PARENTS

families with information and support regarding appropriate suggestions. learning difficulties. After more than a decade • Reading Mastery (SRA-McGraw Hill) of service, the center grew into Schwab Learn- ing, which provides reliable information, practi- • Corrective Reading (SRA-McGraw Hill) cal guidance and community support to parents • The Hill Methodology everywhere through the organization’s website. • Language! (Sopris West Educational Services) Following are several programs that may be effec- • Orton-Gillingham tive in increasing literacy skills in some students with disabilities. Your child’s school may be using • The Edmark Reading Program (Riverdeep Pub- one of these programs. If your child’s teacher is lishing) looking for an alternative program to the one • The Wilson Reading System being used for your child, one of these might be

Resources used in the creation of this toolkit: Association for Library Service for Children READ*WRITE*NOW! Activities for Reading and Writing Fun Connecticut Family Literacy Initiative Reading Rockets (2004), www.readingrockets.org Henderson and Berla, 1995. A New Generation of Evidence: The Family is Critical to Student readinglady.com Achievement Schwab Learning: www.Schwablearning.org/25 Fun Florida Building Better Readers Ways

MathStories.com U.S. Department of Education Publications: A Child Becomes a Reader pbs.org

1 2 4 S E C T I O N 5: SPECIAL NEEDS AND DISABILITIES