READING ACTIVITIES TO DO WITH THE BOOKS YOUR CHILD
BRINGS HOME FROM SCHOOL
Partner reading: You and your child take turns reading. Start by reading
one sentence and asking the child to read the next sentence. As the
child’s fluency improves, you read a page and he/she reads a page. Try
to partner-read about once a week.
Read to Self or Read to Someone: Your child reads the text by themselves. This could be silent reading or reading aloud to someone.
Echo reading: You read one line, and the child reads the same line after
you. Increase the number of lines you read at one time as your
child’s reading improves. To be sure the child is looking at the words,
ask him or her to follow the print with a finger.
Choral reading: You and your child read the same text aloud together.
Remember: Listening to an adult model fluent reading increases students' own fluency and comprehension skills (Trelease, 2001), as well as expanding their vocabulary, background knowledge, sense of story, awareness of genre and text structure, and comprehension of the texts read (Wu & Samuels, 2004). Whenever you read with your child, use as much expression as you can so that they have a good model of reading.
BRINGS HOME FROM SCHOOL
Partner reading: You and your child take turns reading. Start by reading
one sentence and asking the child to read the next sentence. As the
child’s fluency improves, you read a page and he/she reads a page. Try
to partner-read about once a week.
Read to Self or Read to Someone: Your child reads the text by themselves. This could be silent reading or reading aloud to someone.
Echo reading: You read one line, and the child reads the same line after
you. Increase the number of lines you read at one time as your
child’s reading improves. To be sure the child is looking at the words,
ask him or her to follow the print with a finger.
Choral reading: You and your child read the same text aloud together.
Remember: Listening to an adult model fluent reading increases students' own fluency and comprehension skills (Trelease, 2001), as well as expanding their vocabulary, background knowledge, sense of story, awareness of genre and text structure, and comprehension of the texts read (Wu & Samuels, 2004). Whenever you read with your child, use as much expression as you can so that they have a good model of reading.