READING-Parent Info.

Parents, There are MANY helpful reading strategies and ideas below.  Please take a few minutes to read through and print anything that you want.  All of these files are loaded as .jpg so you can right click and copy them.  Here are the "Super Six" strategies and when we will be working on each one this year:

 

Parents, Please take a moment to look through the "slideshow" presentation regarding the strategies that we will be using to improve and increase student reading fluency and comprehension this year.  When you are finished reading through the slides, there are other helpful printables for you below.  Please feel free to print and use all materials on this page.  Enjoy!

 Below we have attached some helpful reading posters and worksheets that you can use to help your child make personal connections during their reading.  As readers pull on their own schema while reading, they naturally increase their comprehension. These files are loaded as pictures and you are able to right click on them, copy and paste them into a word document so that you may use them at home. 

 

 



Reading Strategy 1: MAKING CONNECTIONS

SECOND GRADE
Phonics and Word Recognition
3. Know and apply grade-level phonics and word analysis skills in decoding words.
Distinguish long and short vowels when reading regularly spelled one-syllable words.	Identify when a vowel is short when reading regularly spelled one-syllable words (e.g., mask, pump, next, clock). Identify when a vowel is long when reading regularly spelled one-syllable words (e.g., sheep, maid, stripe).
Know spelling-sound correspondences for additional common vowel teams.	Identify sounds for additional common vowel teams (two consecutive vowels that make one sound, e.g., ay, e_e-e, igh, ie, ow, ue). Decode single syllable words with common vowel teams (e.g., pay, be, Pete, high, tie, tow, glue). Write the spelling correspondences for common vowel teams. Identify sounds for variant vowel digraphs (sounds that are not commonly classified as long or short vowels) (e.g., aw in claw, au in caught, oo in boot). Decode single syllable words with variant vowel digraphs (e.g., flaw, taught, moon). Write the spelling correspondences for variant vowel digraphs. Identify sounds for diphthongs, or two consecutive vowels, each which contributes to the sound heard (e.g., oi in soil, oy in toy, ow in now, ou in loud). Decode single syllable words with diphthongs (e.g., soil, toy, now, loud). Write the spelling correspondences for diphthongs.
Decode regularly spelled two-syllable words with long vowels.	Use a strategy to determine the syllables in a printed word (e.g., Circle syllables in two-syllable words with long vowel:  reptile, paper, monkey). Read each syllable (part or chunk) separately (e.g., rep-tile, pa-per, mon-key). Read the syllables (parts or chunks) together (e.g., reptile, paper, monkey).
Decode words with common prefixes and suffixes.	Understand that many words are made up of prefixes, base words, and suffixes. Read common prefixes (e.g., un-, re-, in-, dis-) and suffixes (e.g., -s, -ed, -ing, -er). Use a strategy to read common prefixes in printed words (e.g., Circle un- in the word untie. Read un, read –tie. Read the two parts together-untie). Use a strategy to read common suffixes in printed words (e.g., Circle -ing in the word jumping. Read jump, read -ing. Read the two parts together-jumping).
Identify words with inconsistent but common spelling-sound correspondences.	(e.g., body, cloth, ton, heat vs. head)
Recognize and read grade-appropriate irregularly spelled words.	(e.g., would, busy, was)
Fluency
4. Read with sufficient accuracy and fluency to support comprehension.
Read on-level text with purpose and understanding.	Determine purpose for reading text.
Read on-level text orally with accuracy, appropriate rate, and expression.	Listen to different genres (e.g., fables, folktales, science articles) read aloud fluently. Echo read different genres. Choral read different genres. Read grade-level sight words accurately and automatically. Decode grade-level words with increasing automaticity. Demonstrate appropriate phrasing and expression while reading different types of texts (i.e., literary and informational).
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.	Determine when text is not understood. Determine effective grade-level strategy to use to decode unfamiliar words.