B. Phonemic Awareness 1. Orally blend onsets and rimes in spoken words. P Orally blend isolated sounds into a spoken one-syllable word. P.7.

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1 HELPING PARENTS TEACH THEIR CHILDREN TO READ: A COLLABORATIVE APPROACH TO CREATING SUCCESSFUL READERS Special Area: Connections (Early Education Teachers) Grade level(s) served: PreK-2 grades Written by: Cindee Will, Cheyenne Mountain Charter Academy, Colorado Springs, Colorado I. ABSTRACT Teaching children to read is the ultimate goal for primary teachers. When teachers partner with parents, the success of the child is better ensured. This workshop includes an effective sequence that both parents and educators can utilize in teaching their children to read. Reading is a complex skill that requires detailed attention to teacher communication. Clear communication is formatted in this step-by-step program, resulting in children learning to read almost immediately. A modified orthography is designed to facilitate the symbol-sound recognition. This all-in-one reading program incorporates specific sound and blending techniques producing successful decoding and comprehension skills. II. OVERVIEW A. Book and Print Awareness 1. Know parts of a story. P Know that print goes from left to right across the page and from top to bottom down the page, and that words are separated by spaces. P Follow print, pointing to each word from left to right, when listening to familiar stories or other texts read aloud. P.7. B. Phonemic Awareness 1. Orally blend onsets and rimes in spoken words. P Orally blend isolated sounds into a spoken one-syllable word. P.7. C. Decoding and Encoding 1. Recognize and name all upper and lowercase letters of the alphabet. P Decode a letter into the phoneme it represents. P Read any three-sound CVC word (for example, cat, sit) or nonsense word (for example, mup, fap). P Read simple phrases or sentences made up of the phonemes mastered so far. Example: Cat ran up. Sam sat. P.8. D. Reading and Language Comprehension 1. Understand and follow oral directions. P Tell in his or her own words what happened in stories or parts of stories, and predict what will happen next in stories. P.8. E. Writing and Spelling 1. Write letters of the alphabet. P.8 2. Use letter-sound knowledge to write simple words and messages, consistently representing initial and final consonant sounds (for example, writing boat as bot. ) Helping Parents, Connections 2002 Core Knowledge Conference 1

2 III. IV. RESOURCES A. Teach Your Child to Read In 100 Easy Lessons, authored by Siegfried Englemann, Phyllis Haddox, and Elaine Bruner. PRESENTATION OUTLINE A. Variations in Independent Reading B. Question and Answer Overview of Program C. Sound Introduction and Say the Sounds D. Rhyming E. Word Reading F. Picture Comprehension G. Sentence Reading H. Irregular Words I. Letter Names J. Story Reading without orthography K. Story Reading (Many paragraphs) L. Scheduling V. HANDOUTS/WORKSHEETS Permission to reprint these pages granted by the Association for Direct Instruction, Eugene, OR ( ) A. Cover Page B. Book Cover C. Question and Answer Overview D. Pronunciation Guide E. Lesson 1, Tasks 1-6 F. Lesson 5, Task 7, Rhyming G. Lesson 9, Task 5, Word Reading H. Lesson 11, Task 5, Word Reading (Just say the big sounds.) I. Lesson 16, Task 10, Picture Comprehension J. Lesson 18, Task 5, First Story Reading K. Lesson 36, Task 2, Irregular Word Reading L. Lesson 73, Task 2, Letter Names M. Lesson 74, Task 5, Story Reading (Without Orthography) N. Lesson 100, Task 3, Story Reading (Many Paragraphs) VI. BIBLIOGRAPHY A. Bruner, E., Haddox, P. & Englemann, S. Teach Your Child to Read in 100 Easy Lessons. New York: Simon & Schuster, Helping Parents, Connections 2002 Core Knowledge Conference 2

3 Appendix A Helping Parents, Connections 2002 Core Knowledge Conference 3

4 Appendix B Helping Parents, Connections 2002 Core Knowledge Conference 4

5 Appendix C Helping Parents, Connections 2002 Core Knowledge Conference 5

6 Appendix C Cont d Helping Parents, Connections 2002 Core Knowledge Conference 6

7 Appendix D Helping Parents, Connections 2002 Core Knowledge Conference 7

8 Appendix E Helping Parents, Connections 2002 Core Knowledge Conference 8

9 Appendix F Helping Parents, Connections 2002 Core Knowledge Conference 9

10 Appendix G Helping Parents, Connections 2002 Core Knowledge Conference 10

11 Appendix H Helping Parents, Connections 2002 Core Knowledge Conference 11

12 Appendix I Helping Parents, Connections 2002 Core Knowledge Conference 12

13 Appendix J Helping Parents, Connections 2002 Core Knowledge Conference 13

14 Appendix K Helping Parents, Connections 2002 Core Knowledge Conference 14

15 Helping Parents, Connections 2002 Core Knowledge Conference 15

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