The reading specialist, in consultation with the educational team, provides direct reading instruction to identified students.
Comprehension is the reader's ability to understand, engage with, and think about the text.
Activities to Support Comprehension
- Look at the cover: What do you predict will happen in this story?
- Is this story fiction or nonfiction? How do you know?
- Look at the pictures throughout the book; what are you thinking?
- What do you know about (insert topic) from your own experience?
- Ex: What do you know about going to a new school?
Stop at a certain point and talk about what has happened so far in the text, and what you are thinking.
After reading the beginning of the book, predict what will happen in the end of the story.
How has your prediction from the beginning of the story changed?
Be sure to have your child go back and reread if they are unclear of a part of the text.
Describe the characters in the book.
What is the setting of the story?
Compare the main characters to one another or to yourself.
- Talk about the characters, the setting, the problem and solution.
- Talk about the episodes leading up to the solution.
- Is that how you would have solved the story? Why/why not?
- Create a new ending for the story.
- Summarize or retell what happened.
- Why do you think the author wrote this story.
- What message was the author trying to send with this book?
- How would you change the story?
- Would you recommend this book to a friend? Why or why not?
Fluency is the ability to read text accurately and effortlessly, using appropriate expression and phrasing.
With a solid vocabulary, a child understands and uses spoken and written words to communicate effectively. A broad vocabulary helps a child in all subject areas. The more words a child has been exposed to, the easier it is for him to figure them out when he sees them for the first time in print, and the easier it is for him to understand new concepts in class.
Choose 1-2 words from the book you are reading that may be interesting or unfamiliar to your child. Discuss the meaning of the word in the context in which it was used. Talk about variations of that word (e.g. direct, directions,director, redirect, misdirect) and how the meaning changes.
Continue to read aloud to your child even after he is able to read independently. Choose books above your child's level because they are likely to contain broader vocabulary. This way, you are actually teaching him new words and how they are used in context.
Choose a word, your child has to think of another word that means the same thing (a synonym). Continue taking turns until someone is stumped (cold, freezing, chilly, etc). Variations: antonyms (big, small, giant, etc.), prefixes (preview, pretest, prepay, etc.), suffixes (careless, useless, helpless, etc.), categories (food, pets, movies, capitals, etc.).
Melissa Gustafson(847) 498-4970, ext. 4440 firstname.lastname@example.org