HOME GROWN READERS

Supporting reading growth at home

change their lives forever

sense of human possibility

Intelligence plus character

more that you read“The more that you read, the more things you will know. The more that you learn, the more places you’ll go.”

Dr. Seuss

“At the moment that we persuade a child, any child, to cross that threshold, that magic threshold into a library, we change their lives forever, for the better.”

Barack Obama

“My alma mater was books, a good library … I could spend the rest of my life reading, just satisfying my curiosity.”

Malcolm X

“A good book is an education of the heart. It enlarges your sense of human possibility, what human nature is, of what happens in the world. It’s a creator of inwardness.”

Susan Sontag

“Books are a uniquely portable magic.” Stephen King

change their lives forever

sense of human possibility

Intelligence plus character

more that you read“The more that you read, the more things you will know. The more that you learn, the more places you’ll go.”

Dr. Seuss

“I declare after all there is no enjoyment like reading! How much sooner one tires of any thing than of a book!”

Jane Austen

“The function of education is to teach one to think intensively and to think critically. Intelligence plus character – that is the goal of true education.”

Martin Luther King, Jr.

“If one reads enough books one has a fighting chance. Or better, one’s chances of survival increase with each book one reads.”

Sherman Alexie

“My alma mater was books, a good library … I could spend the rest of my life reading, just satisfying my curiosity.”

Malcolm X

At The Intergenerational Schools, we use The CAFE Book and The Daily Five, by Gail Boushey and Joan Moser, as a framework for teaching reading. The strategies

in this booklet for Comprehension, Accuracy, Fluency, Expanded Vocabulary, and Coaching Your Reader Toward Improvement are adapted from The CAFE Book.

LEARNING TO READ AT TIS AND AT HOMEReal life matters at The Intergenerational School. We make it clear to our students that reading really matters, too. Once reading is mastered, reading leads to successes in other school subjects, and in life beyond school. At TIS no other pursuit receives as much attention as reading. Reading is everywhere! Teachers read to students, students read to teachers, students read to each other, a student reads to himself or herself, senior volunteers read to students and vice versa.

At TIS, reading happens at school, and it happens at home, too. Each child is assigned thirty minutes of reading every night, but that’s just the minimum. The more a child reads, the better reader s/he becomes. Learning to read requires lots of practice: practice reading, and practice listening to reading.

This booklet is designed to share a few strategies that parents and guardians can use to coach their students’ growth and improvement in reading. It is based on The CAFE Book and The Daily Five framework that we use for teaching reading at the Intergenerational Schools. Reading with and coaching your reader at home will help your student become a better reader. Try these strategies while reading together in the kitchen, in the living room, at bedtime. Try them while waiting for the doctor’s appointment or waiting for a sibling’s sports game to begin. Every place is a good place for reading.

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COMPREHENSION

I understand what I read

STRATEGIES:

Check for understanding …Does it make sense?

It doesn’t make sense? ...Back up and reread

I don’t understand…Continue reading, then back up and rereadUse the pictures in the story to help you understand the textUse what I already know to make connections to understand the text Make a picture to help me remember details better

Ask questions before, during, and after reading …“What does this word mean?” “Why did that happen?” “What do I think will happen next?”“Do I need to reread this?”

Retell the story in sequence …Don’t remember? Stop and reread. Click

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ACCURACY

I can read the words

STRATEGIES:

Think of a word that makes sense

Cross checking …Do the pictures and/or words look right? Do they sound right? Do they make sense?

Use the pictures … Do the pictures help me figure out the word?

Use beginning and ending sounds

Look for chunks, chunk letters and sounds together… in/for/ma/tion … to/geth/er

Look for word families. Use known words to work out other words … “It looks a lot like c-a-k-e”…c-ake … cakem-ake … makeb-ake … bake

Skip the word, then come back

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FLUENCY

I can read accurately, with expression, and understand what I read

STRATEGIES:

Read lots!

Be an enthusiastic reader!

Read “just right” books

Read favorite books … again and again and again

Listen to fluent, expressive reading

Read with expression … Show the meaning or feeling of the text in the way I read it

Pay attention to punctuation …

. , ? !Echo Reading …Reread the very same way that your partner read aloud to you Click

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EXPAND VOCABULARY

I know, find, and use interesting words

STRATEGIES:

Read lots!Be an enthusiastic reader!

Tune in to interesting and new words

Use what I already know to predict a word’s meaning

Ask someone to define the word for me

Use a dictionary TOGETHER

Use new vocabulary in my speaking and writing

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ON THE IMPORTANCE OF READING ALOUD TO CHILDREN

These are words of wisdom from Jim Trelease, author of The Read-Aloud Handbook, Lucy Calkins, author of The Art of Teaching Reading, Katherine Paterson and Cynthia Rylant, each of whom is an author of numerous children’s books, and Becoming a Nation of Readers.

  Children reading independently, and reading aloud to your children are both important to developing readers.

  The highest scores, regardless of family income, are among children who are read to daily, and who read for pleasure daily.

  With the sounds and desire already planted from being read aloud to, children learn how to read more easily and willingly, enjoy reading more, and end up reading more. And the more they read, the better they get at it.

  We know that we are growing lifelong readers when they are bringing books on trips, reading over vacations, asking for books and magazine subscriptions for birthday presents, initiating reading on their own, sharing what they are reading with others.

  The single most important activity for building the knowledge required for eventual success in reading is reading aloud to children.

  Read to them, take their breath away…then be quiet, don’t talk the experience to death…let your child feel and think.

  Children learn to read by reading, and they learn to read by hearing books read aloud to them.

  Words are necessities. To give children the words they need is to give them life and growth and refreshment.

What are you noticing about your reader? Reading Goal that is affected Possible Coaching Strategies

Chooses books that are too hard, or chooses books that are too easy. Reading Behaviors Comprehension Accuracy

  Explain that the book will not hold the reader’s attention, will not increase reading stamina, will not improve comprehension, accuracy, fluency, or expand vocabulary.  Read appropriate level text.  Choose just right books.

Reads too quickly with many errors Fluency Comprehension

 Adjust reading pace to match text.  Use punctuation.  Back up and reread.

Reads too slowly Accuracy Fluency Comprehension

 Adjust reading pace. Echo reading: read aloud to reader, then have reader echo your pace.

Omits words, adds words that are not there.  Accuracy  Ask: Did that make sense? Did you miss something?  Back up and reread.

Leaves off ends of words  Accuracy  Cross check. Chunk letters and sounds together.

Sounds out each individual letter  Accuracy Fluency

 Chunk letters or parts of words together.  Use word families.

Gets stuck on a word  Accuracy  Skip the word, continue reading, then come back and reread. Tell reader the word so that reading is not interrupted.

Reads with little expression, lacks rhythm, omits punctuation Fluency Accuracy Comprehension

 Adjust reading pace, phrasing.  Use punctuation. Reread.  Read a lot.  Echo reading: read aloud to reader, then have reader echo your expression.

Reader jumps right into reading story, then lacks understanding  Reading Behaviors Comprehension

  Preview the book together: look at the illustrations, ask questions before reading. Use personal experience to connect with text while reading.

Can’t remember what was read  Comprehension

 Check for understanding.  Back up and reread.   Ask questions during reading: “Who did you just read about?”, “What just happened?”   Use text features (titles, headings, illustrations, pictures, etc.). Retell the story.  Make a picture.

Doesn’t remember details but understands the main idea  Comprehension

 Retell the story.  Reread.   Ask questions during reading: “Who were the main characters?”, “What problem did the main characters

experience?”, “How was the problem solved?”, “How did the story end?”, “What happened first, next, and last?”

Doesn’t understand the text because does not understand key word in selection  Expand Vocabulary

 Tune in to interesting words, new words.  Reread to clarify the meaning of a word.   Ask someone to define the word for you. Use a dictionary together. Back up and reread with the new

understanding of the key word.

Doesn’t stick with a book  Reading Behaviors  Read appropriate-level texts.  Choose just right books.

COACHING YOUR READER TOWARD IMPROVEMENT

What are you noticing about your reader? Reading Goal that is affected Possible Coaching Strategies

Chooses books that are too hard, or chooses books that are too easy. Reading Behaviors Comprehension Accuracy

  Explain that the book will not hold the reader’s attention, will not increase reading stamina, will not improve comprehension, accuracy, fluency, or expand vocabulary.  Read appropriate level text.  Choose just right books.

Reads too quickly with many errors Fluency Comprehension

 Adjust reading pace to match text.  Use punctuation.  Back up and reread.

Reads too slowly Accuracy Fluency Comprehension

 Adjust reading pace. Echo reading: read aloud to reader, then have reader echo your pace.

Omits words, adds words that are not there.  Accuracy  Ask: Did that make sense? Did you miss something?  Back up and reread.

Leaves off ends of words  Accuracy  Cross check. Chunk letters and sounds together.

Sounds out each individual letter  Accuracy Fluency

 Chunk letters or parts of words together.  Use word families.

Gets stuck on a word  Accuracy  Skip the word, continue reading, then come back and reread. Tell reader the word so that reading is not interrupted.

Reads with little expression, lacks rhythm, omits punctuation Fluency Accuracy Comprehension

 Adjust reading pace, phrasing.  Use punctuation. Reread.  Read a lot.  Echo reading: read aloud to reader, then have reader echo your expression.

Reader jumps right into reading story, then lacks understanding  Reading Behaviors Comprehension

  Preview the book together: look at the illustrations, ask questions before reading. Use personal experience to connect with text while reading.

Can’t remember what was read  Comprehension

 Check for understanding.  Back up and reread.   Ask questions during reading: “Who did you just read about?”, “What just happened?”   Use text features (titles, headings, illustrations, pictures, etc.). Retell the story.  Make a picture.

Doesn’t remember details but understands the main idea  Comprehension

 Retell the story.  Reread.   Ask questions during reading: “Who were the main characters?”, “What problem did the main characters

experience?”, “How was the problem solved?”, “How did the story end?”, “What happened first, next, and last?”

Doesn’t understand the text because does not understand key word in selection  Expand Vocabulary

 Tune in to interesting words, new words.  Reread to clarify the meaning of a word.   Ask someone to define the word for you. Use a dictionary together. Back up and reread with the new

understanding of the key word.

Doesn’t stick with a book  Reading Behaviors  Read appropriate-level texts.  Choose just right books.

COACHING YOUR READER TOWARD IMPROVEMENT

Senior Cluster Students’ ADVICE ABOUT READING to their Primary and Junior Cluster Schoolmates

WHEN READING

 Read carefully

 Use your finger to guide you

 HAVE FUN!

 Read at YOUR pace

  If you don’t know a word, use your reading strategies.

 Ask for help if you need it

 Ask questions while you read

  Make sure you understand what you have read

BEHAVIORS THAT SUPPORT READING

 When it is “Reading Time,” get started right away

  Stay in one place when you are reading; don’t move around from spot to spot, or from room to room

  Just read; don’t try to talk to your friends, watch tv, or play video games during your planned reading time

  Read the whole time that has been planned as reading time

 Select and read “just right books”

  Always have a “just right book” with you so that you can read in the car, or at the doctor’s office, or anywhere you are

  Never give up reading, even if it is hard. Know that reading is the key to success.

SUGGESTED RESOURCES FOR FINDING AND SELECTING CHILDREN’S BOOKS

CLEVELAND PUBLIC LIBRARY: cpl.org

ALA – American Library Association: ala.org The American Library Association (ALA) is the oldest and largest library association in the world. It is widely used by librarians and others to select quality book titles. The ALA juries some of the most highly regarded book and media awards and honors in the world.

Several of the awards that that are issued through ALA are issued through its division, The Association for Library Service to Children (ALSC): ala.org/alsc. Some of them are listed below:

  Belpre Medal The Belpré Award is presented annually to a Latino/Latina writer and illustrator whose work best portrays, affirms, and celebrates the Latino cultural experience in an outstanding work of literature for children and youth.

  Caldecott Medal The Caldecott Medal is awarded annually to the artists of the most distinguished American picture books for children.

  Coretta Scott King Book Awards The Coretta Scott King Book Awards are given annually to outstanding African American authors and illustrators of books for children and young adults that demonstrate an appreciation of African American culture and universal human values. The award commemorates the life and work of Dr. Martin Luther King, Jr., and honors his wife, Mrs. Coretta Scott King.

  Geisel Award The Geisel Award is given annually to the author(s) and illustrator(s) of the most distinguished American book for beginning readers published in English in the United States during the preceding year.

  Newbery Medal The Newbery Medal is awarded annually to the author of the most distinguished contribution to American literature for children.

  Schneider Family Book Awards The Schneider Family Book Awards honor an author or illustrator for a book that embodies an artistic expression of the disability experience for child and adolescent audiences.

  Sibert Medal The Robert F. Sibert Informational Book Medal is awarded annually to the author(s) and illustrator(s) of the most distinguished informational book published in the United States in English during the preceding year.

ALA’s The Booklist Editors’ Choice: Books for Youth The Booklist Editors Choice list of books for youth is committed to providing a broad selection of outstanding books that mixes popular appeal with literary excellence. There are selections for various grade levels.

ALA’s Booklist Online: booklistonline.com/awards Booklist Online includes links to all of the ALA’s book and media awards and honors lists.

IBBY – The International Board on Books for Young People: ibby.org IBBY is a non-profit organization that promotes international understanding through children’s books. It is comprised of seventy four National Sections located all over the world.

NEW YORK TIMES CHILDRENS’ BOOKS REVIEWS: topics.nytimes.childrensbooksreviews.com

a road to freedom

You’re never aloneread to a child

“Reading can be a road to freedom or a key to a secret garden, which, if tended, will transform all of life.”

Katherine Paterson

There is Nothing More Valuable to Your Child’s Growth as a Learner than “Just Reading.”

Cathy Whitehouse

“When I say to a parent, “read to a child,” I don’t want it to sound like medicine. I want it to sound like chocolate.”

Mem Fox

“Be as careful of the books you read, as of the company you keep; for your habits and character will be as much influenced by the books you read as by the company you keep.”

Paxton Hood

“Read for fun, read for information, read in order to understand yourself and other people with quite different ideas. Learn about the world beyond your door. Learn to be compassionate and grow in wisdom. Books can help us in all these ways.”

Katherine Paterson

a road to freedom

You’re never aloneread to a child

“Reading can be a road to freedom or a key to a secret garden, which, if tended, will transform all of life.”

Katherine Paterson

There is Nothing More Valuable to Your Child’s Growth as a Learner than “Just Reading.”

Cathy Whitehouse

“When I say to a parent, “read to a child,” I don’t want it to sound like medicine. I want it to sound like chocolate.”

Mem Fox

“You’re never alone when you’re reading a book.”

Susan Wiggs

“Read for fun, read for information, read in order to understand yourself and other people with quite different ideas. Learn about the world beyond your door. Learn to be compassionate and grow in wisdom. Books can help us in all these ways.”

Katherine Paterson