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Second Quarter T1 Tidbits from Title 1

As we develop into the second quarter of our school year, all students
from Kindergarten through Fifth Grade can be found working hard to master
the key components of reading. In the most comprehensive, evidence-based
research on how children learn to read, the National Reading Panel
concluded that the best approach to instruction incorporates five factors for
1. Phonemic Awareness: Teaching children to break apart and
manipulate the sounds in words.
2. Phonics: Blending letters of the alphabet together to form words.
3. Fluency: Defined as rate, accuracy and proper expression.
4. Vocabulary: Loosely defined as “word knowledge.”
5. Comprehension: Regarded as the essence of reading. It is really our
goal because it allows children to understand the meaning from texts.
We believe that reading is the foundation for learning. Since, so much is
rooted in literacy, starting early to support language learning can make
a significant difference in students’ reading success. Similarly, the earlier we
intervene with students who are struggling readers, the more likely they will
be able to catch up. Our Title students work in small groups where they
receive individual attention and frequent monitoring to improve reading

Common Core Standards require that students comprehend written
material through “Close Reading” of a text. This can include multiple
readings to analyze and the author’s purpose, evaluate the author’s use of
language and construct deeper meaning of what is read.
Your children are currently strengthening these comprehension skills
in numerous ways to include:
? Relating the text toothier personal experiences. This adds interest and
understanding and helps to create a mental picture.
? Comparing likenesses and contrasting differences. Organizing
information really get them thinking!

? Analyzing story elements. Children should be able to recognize and
describe the characters, setting, problem, and major events leading
to the solution.
? Making sensible predictions and drawing reasonable conclusions and
supporting these ideas.

? Using pictures, captions, headings, subheadings, differing fronts or
chapter titles to organize information in both fiction and nonfiction
These are crucial strategies your children are required to apply in order to
demonstrate a thorough understanding of their reading. Our aim is to get
children thinking while they are reading and about what they are
YOU can support your child’s growth in word attack, fluency, and
comprehension skills by practicing these strategies in several ways.
? Read aloud to your child, breaking at “talkable moments,” when
your child can apply the skills listed above. Research shows that
reading aloud to children is the most significant factor in
determining success in reading.

? Ask your child to “Tell you the story of” regarding a book they may
be reading. Listen to see whether all of the story elements are included
and prompt this response when necessary. Get your child talking
about they are reading.
? Go beyond the printed material to find ways to get your child thinking
about what is read. Ask questions which evoke “reading between the
lines,” responses and ideas which support them. For example, (Would
you want this character for a friend? Why?). These kinds of questions,
require children to analyze what has been read to develop higher level
thinking skills.
For more information and a list of resources to support literacy, please visit
our webpage on the Roosevelt home page, Roosevelt Title 1 Website. Here
you will find games, multitudes of online stories, interactive reading links,
and state test practice. Happy Reading!

Your Roosevelt Title 1 Staff,
Mrs. Snyder and Mr. Plevyak

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