2nd Parent Help
At-Home Reading Skill
High Frequency Words:
Parents: Remember that the below listed high frequency words are found 75% of the time in all readers from 1st through 3rd grade. By research, you are a big factor in your child’s motivation to read.
KEY TO GET YOUR CHILD MOTIVATED TO READ:
READ TO YOUR CHILD — try to plan a time each evening.
Reading each night to your child from readers that hold your child’s interest starts a strong interest in learning to read. These reading projects can be in books that are much higher skill level than your child can read but these much higher skill level readers will greatly improve your child’s vocabulary by developing his listening skills in the meaning of what is being read. Vocabulary knowledge is the number one skill that improves comprehension in all reading projects, including math.
Reading to your child influences your child’s interest to “want” to read. However, you can select any reader that best holds your child’s attention. Studies indicate that TV and Screen Games like XBOX need to be limited in access to best catch your child’s attention to read. This is a suggestion for your child’s reading motivation and is supported by research. Select readers that will also hold your child’s attention. Take your child to the library at least once a month to select a reader from the Public Library.
A good selection of high skill readers with high vocabulary books to read to your child is from “historical fiction.” Historical fiction keeps your child’s attention in suspenseful situations, but “historical fiction” also holds real historical events that your child will eventually need to know to add a broad background knowledge in literal historical events in our nation’s history. You can ask your librarian about historical fiction that provides this type of information. One favorite “historical fiction” writer is Anna Myers. Anna Myers once worked as a teacher of 8th grade students in Oklahoma, and then she became a published author.
Your child will be able to see events in history and how certain people as displayed by the authors of historical fiction perceived these events. These “historical fiction” novels” should be easily located at the Public Library. Please ask the Librarian to help you.
Furthermore,
See Anna Myers web site at the following web address: http://www.annamyers.info/index.html
DON’T FORGET —
BESIDES YOU READING TO YOUR CHILD—
YOUR CHILD ALSO READS TWENTY MINUTES— each day, on own skill level —
RECOMMENDATIONS TO HELP YOUR CHILD READ AT HIS/HER SKILL LEVEL:
This is strongly recommended for reading skill development.
Prior to a nightly planned reading that you provide your child from a higher skill level reader (about a chapter a night to your child), since your child needs to read at least 20 minutes a day on his/her own skill level then a scheduled reading period for your child to do this may be as soon as your child comes home from public school, or if you are home schooling, a quiet study area with a snack is recommended for daily assignment completions. The reader is selected on his/her skill level and interest choice. Please insure that your child reads this short story three times at least per week to increase fluency in reading. Please listen to your child read to you from this easy-reader—no less than twenty minutes an evening, at least four nights a week.
PROBLEM THAT YOUR CHILD HAS LIMITED WORD RECOGNITION?
The first skill needed prior to recognizing words is the recognition of letter-sound matches and word-family drill practices that will insure phoneme and phonic skills. Phoneme skills are verbal skills that address correct pronunciation of words that are needed prior to introduction of the letter symbols that match the sounds. Phoneme is verbal skills (sound recognition) without letter symbols. Often speech and language therapy may be needed to assist in mastery of phoneme awareness since many delayed readers do not hear the nuances between certain sounds. Once phoneme awareness is mastered, then the visual symbol of the letter as it matches the sound needs to be mastered.
IF YOUR CHILD DOES NOT KNOW HIS LETTER NAMES AND THE BASIC SOUNDS,
STOP!
PLEASE SEE THE SECTION “LETTER & SOUND” MATCH FOR PRACTICE.
DO NOT GO FORWARD TO THE “HIGH FREQUENCY” WORDS UNTIL LETTER NAME AND SOUNDS ARE MASTERED.
If your child recognizes all 26 letter names (please check this with the written letters and point to them out of order for letter name recognition) and most of the word family recognitions of letter sound matches (all these practice screens are under 1st Parent Help, “Letter & Sound,” this website, then go on to the following HIGH FREQUENCY words listed below. Check to see that your child is able to transfer recognition of each word from one of his/her library books to a different book among the library readers that your child brings home weekly. This is a key for your child to become an independent reader if your child can transfer or generalize one word in a certain format with the same word in a differently formatted text.
The BIG PARENT HELP will be to present your child ten words FROM THE LIST BELOW THAT YOUR CHILD INITIALLY DOES NOT RECOGNIZE. Introduce the ten words at the beginning of each week and each evening allow your child to reuse the words in verbal sentences. Then by the fourth day of use, ASSIST YOUR CHILD TO PLACE HIS/HER VERBAL SENTENCES in a very short written sentence. Try to limit the sentence to no more than three words with only one syllable words. AN EXAMPLE: “MAKE IT.”
REMEMBER: Best practice for reading skill development—use recognition of the word in conjunction with oral use of the word in a short sentence—then have your child write the oral sentence that was given verbally, placing it in writing with correct capitalization, punctuation, noun-verb agreement (syntax) and spelling.
Research concerning parent involvement indicates that you are the main factor that influences your child’s academic successes in school and his or her choices for independent skill development in the future. Good parenting and good academic practice on a daily basis assists your child to become all those right choices that you hope for your child. God bless you in your choices.
First Grade Skill Mastery
Beginning
High Frequency Word List–use 10 per week.
the at there some my
of be use her than
and this an would first
a have each make water
to from which like been
in or she him call
is one do into who
you had how time because
that by their has red
it me if look now
he but will two find
was not up more long
for what other write down
on all about go day
are were out see did
as we many number get
with when then no come
his your them way made
they can these could may
I said so people part
First Grade Skill Mastery
Middle-Ending
over name boy such change
new good follow don’t off
sound am came turned play
take man want here going
only think show why air
little say also asked away
work great around went animals
know where it’s men house
place help three read I’m
years through small need page
live much saw land warm
letter before put different mother
back line end home answer
give right does us found
most too another move day
very means well try still
after old large kind learn
things any must hand should
our same big picture became
just tell even again world
Second Grade Skill Mastery
Beginning to Ending Grade Skill Practice
wish care able carry become
cat above bed catch across
caught add certain began against
behind city being class believe
clean almost below close along
best clothes already better cold
between although coming always bike
complete black among boat couldn’t
body country books cut boot
dad both dark box deep
anything bring broke didn’t brother
died brought ask build dinner
bus ate buy dog doing
baby called bad door ball
draw beautiful car dream dry
full during fun funny however
early game hurt earth gave
easy I’d eat getting idea
either girl else important enough
goes inside ever gone instead
every everyone got everything grade
fact family green job fare
group jump fast grow father
keep favorite half kept feel
kids feet happy killed fell
hard few knew field fight
having lady finally head fine
hear last fire heard later
heart fish heavy leave five
left fix less let food
high life hill light form
four hit list free hold
friend hope lived front hour
lives ride looking river lost
room lot often round lots
run love running lunch once
mad sat main order making
scared school sea outside second
maybe never own seen set
paper several might park shall
miss mind party ship mom
past short money shot moon
perhaps person morning pick shown
sick side plants simple since
possible sister myself probably size
problem sky near sleep rain
snow next ready nice real
someone night really something reason
soon young nothing rest space
special stand today without start
together woke started told state
stay took top wouldn’t stood
tree yard stop tried store
trouble yes story example street
trying point stuff summer under
sun until sure upon talk
teach teacher used ten walk
wanted that’s wasn’t watch themselves
week they’re third while those
though whole thought win throw
