staff.retsd.mb.ca€¦ · Web viewThese connections are the larger connections that a reader brings to a book. We all have ideas about how the world works that goes far beyond our

My Home Reading Journal

Return Day: Tuesday

ConnectionsEvery week, your child will have to write a connection to his/her reading. So, what is a connection?

A connection is when we use prior knowledge to connect with the text.

There are 3 types of connections: 1) Text-to-self: These connections are highly

personal connections that a reader makes between a piece of reading material and the reader’s own experiences or life. An example of a text-to-self connection might be, “This story reminds me of a vacation we took to my grandfather’s farm.”

Text-to-self:What does this remind me of in my life?What is this similar to in my life?How is this different from my life?Has something like this ever happened to me?How does this relate to my life?What were my feelings when I read this?

2) Text-to-text: Sometimes when reading, readers are reminded of other things that they have read, other books by the same author, stories from a similar genre, or perhaps on the same topic. These types of connections are text-to-text connections. Readers gain insight during reading by thinking about how the information they are reading connects to other familiar text. “This character has the same

problem that I read about in a story last year,” would be an example of a text-to-text connection.

Text-to-text:What does this remind me of in another book I’ve read?How is this text similar to other things I’ve read?How is this different from other books I’ve read?Have I read about something like this before?

3) Text-to-world: These connections are the larger connections that a reader brings to a book. We all have ideas about how the world works that goes far beyond our own personal experiences. We learn about things through television, movies, magazines, and newspapers. Often it is the text-to-world connections that teachers are trying to enhance when they teach lessons in science, social studies, and literature. An example of a text-to-world connection would be when a reader says, "I saw a program on television that talked about things described in this article."

Text-to-world : What does this remind me of in the real world?How is this text similar to things that happen in the real world?How is this different from things that happen in the real world?How did that part relate to the world around me?

**REMEMBER: YOUR CHILD HAS A CONNECTION TO WRITE EVERY WEEK FOR HOME READING!

ConnectionsHere is an example of a connection I made to the book 50 Below Zero by Robert Munsch. We always need to start with a short description of what happened in the book and give the book’s title. (In the book 50 Below Zero, ______ ) Then, we must say what it reminds us of. (This reminds me of…) We also can’t forget to say what type of connection we are making: text-to-self, text-to-text or text-to-world

My connection is a text-to-self connection.

In the book 50 Below Zero, Jason is woken up many times by a sound. Each time, he finds his father sleepwalking in the kitchen, in the bathroom, in the garage and even outside! Jason is too tired to do anything about it until the end.

This reminds me of when I was woken up by a beeping sound. At first, I thought it was in my dream, but then I heard it again. I kept listening to try and figure out what the sound was and where it was coming from. Finally, I figured out that it was a beep from car starter. I was too tired to go and get the charger in the garage, so I just stuffed the car starter in my drawer.

Please Note: Your child will not have enough room to write quite as much as this, however, all or almost all the lines provided should be

filled in for a complete, detailed connection.

Goal: Fluency

Strategy: Read Appropriate-Level Texts That Are a Good-Fit

What is a Good-Fit Book?To foster fluency and comprehension, students are engaged in high accuracy or high success reading, so most of each student’s independent reading time is spent with materials they can read with 99 – 100 % accuracy.

Secret to success:Students have time to find a good-fit book, are given time to read the book during the day and have someone supporting them and holding them accountable.

Good-Fit Books

Finding Your “Just Right” Book

Think about the questions before you read a book…

Too Easy

Do you know all of the words in the book?

Are you reading too fast?

Can you retell the story easily?

Have you read this book lots of times?

Did you answer YES?

Try a more difficult book.

Just Right Do you know most of

the words in the book? Do you understand

what you are reading? Are you reading at a

steady pace?

Did you answer YES?

This book is “just right” for you!

Too Hard

Are there lots of tricky

words in the book? Do you forget

important information from the story?

Are you reading too slowly?

Is it hard to understand?

Did you answer YES?

Try an easier book.

Home Reading: Week # 1Goal: Fluency Strategy: Pick a “good fit” book. Use the 5 finger rule.

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Connection: text-to-self text-to-text text-to-world________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Home Reading: Week # 2 Goal: Fluency Strategy: Pick a “good fit” book. Use the 5 finger rule.

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Home Reading: Week # 3 Goal: Fluency Strategy: Pick a “good fit” book. Use the 5 finger rule.



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Finding MY G

ood-Fit Book!

Title: ___________________________________________________________________________________ “W

ay too little!”

Title: ____________________________________ ________________________________________ “M

y old favourite, but not really challenging.”

Title: ___________________________________________________________________________ “Not quite ready yet, still a bit too big for m

e.”

Title: _______________________________ ________________________________

“I can read it, but not interested.”

Title : ___________________________________________________________________________________

“My just right book!”

Cross-checkingGoal: Accuracy

Strategy: Cross-checking…Do the pictures and/or words look right? Do they sound right? Do they make sense?

What is a Cross-checking?Cross-checking is a strategy for ensuring the words (and sometimes pictures) make sense and match the letters on the page.

Secret to success:Students should use this strategy when what is read doesn’t sound right or make sense or when they come to a word that they don’t know. In this strategy, students practice to monitor their reading for meaning and know when it is necessary to pause and fix up the meaning instead of just continuing to read.

Home Reading: Week # 4Goal: Accuracy Strategy: Use cross-checking while reading



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Fill in the blanks below with words from this box:

tentset

campfiremarshmallows

itchfreshsing

roasthikingfishinglakeaxe

pollutiontell

riversleeping bagsmosquitoesbug spray

chopcampsite

cooler

Camping

When the weather starts to get warm, many families like to experience the __________ air of the country away from the ______________ of the city. They pack up their ____________ and a _____________ full of food and head out to the woods near a body of water such as a ___________ or a _______________. After arriving at the _____________, the first thing to do is ___________ up the _______________.The CampfireAt night, people sit around the ____________ and __________ scary stories or _____________ songs. Somebody has to ____________ wood for the fire. To do this, they’ll need an _______________. If anybody gets hungry, they can ____________ hotdogs or ______________ over the fire.Camping activitiesOne thing people like to do in the woods is put on their boots and go ______________. Another thing they like to do is grab a rod, some hooks, and some worms and go ________________.

BugsOne of the worst things about camping is the ________________. If they bite you, you will _____________ badly. That’s why it’s important to put ______________ on when you are in the woods.

© 2006 www.bogglesworldesl.com

http://www.bogglesworld.com/

Check for Understanding

Goal: Comprehension

Strategy: Check for Understanding

What is a Check for Understanding?Check for understanding is a comprehension strategy that teaches children to stop frequently and check, or monitor, whether they understand what they are reading. This typically is a quick summary of what they’ve read, starting with “who” and “what”.

Secret to success:Good readers know that when we read, we must think about the story and realize what the author is trying to tell us or what we are learning from the book. Readers stop frequently to check for understanding or to ask who and what. This can be done often (every page) or less frequently (every chapter) depending on the child and the book.

Back Up and RereadGoal: Comprehension

Strategy: Back Up and Reread

What is a Back Up and Reread?Back up and reread happens when meaning breaks down. Students should go back and reread again to understand the meaning of the selection. If students are having difficulty with checking for understanding, this strategy of back up and reread is very helpful.

Secret to success:Readers must be aware when text is not making sense, or when they are just reading the words but not thinking about what they are reading. When they are using this strategy, they may have to slow down. They always have to think about what they are reading. Students need to pay attention to what is read, sometimes slowing down to read it more slowly so as to think about the meaning.

Home Reading: Week # 7Goal: Comprehension Strategy: Check for Understanding & Back Up and

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Home Reading: Week # 8

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Home Reading: Week # 9Goal: Comprehension Strategy: Check for Understanding & Back Up and

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Use Dictionaries, Thesauruses, and Glossaries as Tools

Goal: Expand Vocabulary

Strategy: Use Dictionaries, Thesauruses, and Glossaries as Tools

What is use dictionaries, thesauruses, and glossaries as tools?Readers use many word-learning tools to increase their understanding of words and texts they are reading.

Secret to success:Students need to know how word-learning tools work to use them successfully. Learning how to use the dictionary and thesaurus is a skill that enables students to expand their vocabulary.

Home Reading: Week # 10Goal: Expand Vocabulary Strategy: Use Dictionaries, Thesauruses, and Glossaries

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Home Reading: Week # 12Goal: Expand Vocabulary Strategy: Use Dictionaries, Thesauruses, and Glossaries

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Date: ___________________________

Voracious ReadingGoal: Fluency

Strategy: Voracious Reading

What is Voracious Reading?Readers become more fluent by increasing their volume of reading.

Secret to success:Readers whose goal is to improve their fluency will spend hours each day reading “good-fit books” at school and at home. When increasing students’ fluency, the key to success is increasing the amount of time they read.

Home Reading: Week # 13Goal: Fluency Strategy: Voracious Reading



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Skip the Word, Then Come Back

Goal: Accuracy

Strategy: Skip the Word, Then Come Back

What is Skip the Word, Then Come Back?When students come to words they don’t know, they skip over the word until they come to the end of the sentence or passage. Then readers back up and read the sentences again, using the first letter or letters of the skipped word and their context clues to decode the unknown word.

Secret to success:If students don’t learn how to skip a word and come back, some will stall on the unknown word and be unable to move on. Using this strategy also allows readers to comprehend using context clues.

Home Reading: Week # 16Goal: Accuracy Strategy: Skip the Word, Then Come BackEnglish Title Minute


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Home Reading: Week # 17Goal: Accuracy Strategy: Skip the Word, Then Come Back



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Home Reading: Week # 18Goal: Accuracy Strategy: Skip the Word, Then Come BackEnglish Title Minute


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Retell the StoryGoal: Comprehension

Strategy: Retell the Story

What is Retell the Story?Retell the story is an accounting of a story’s key points, told in sequence. A retelling usually includes characters, setting, problems, and solutions or the main ideas of the texts. It involves telling what is important in the story without telling too much.

Secret to success:Think about what you are reading. Stop and reread if you can’t remember. One way to teach students how to remember story sequence and character elements in a story is by using words such as first, next, then, last, and finally.

Home Reading: Week # 19Goal: Comprehension Strategy: Retell the Story



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Date: _____________________

Retell the StoryTitle: ____________________________________________________Author: __________________________________________________

Setting: __________________________________________________________________________________________________________________________________________________________________

Main Characters: _________________________ __________________________________________________ __________________________________________________ _________________________

First, ____________________________________________________________________________________________________________________________________________________________________________________________________________________________

Next, ____________________________________________________________________________________________________________________________________________________________________________________________________________________________Then, ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Last, ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Finally, __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Would you recommend this book to a friend? Why or why not?________________________________________________________________________________________________________________________________________________________________________

Tune In to Interesting WordsGoal: Expand Vocabulary

Strategy: Tune In to Interesting Words

What is Tune In to Interesting Words?Students build word awareness and the understanding of words so they have “thinking power” left in their

brain to comprehend and make meaning of what is read.

Secret to success:When students read independently, they must read and practice this strategy with a “good-fit book”. Use a word collector to record and remember the new words. Students who tune in to interesting words will encounter and remember new words, thus expanding their vocabulary.

Home Reading: Week # 22Goal: Expand Vocabulary Strategy: Tune In to Interesting Words



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Reread TextsGoal: Fluency

Strategy: Reread Texts

What is Reread Texts?Students reread a selection of text several times until they can read it smoothly, accurately, and with expression.

Secret to success:For this strategy to improve fluency, students must read from a good-fit book. If students are choosing books that are too difficult, their cognitive demands and energy will be spent on decoding words, with little left for fluent reading. Children benefit from this rereading strategy because of the ease with which it can be implemented.

Home Reading: Week # 25Goal: Fluency Strategy: Reread Texts



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Reread one of your books and fill out the information below. Make sure it’s a book that you have already read once!

Chunk Letters and Sounds Together

Goal: Accuracy

Strategy: Chunk Letters and Sounds Together

What is Chunk Letters and Sounds Together?Chunking letters and sounds together within a word to make decoding more efficient, rapid, and accurate.

Secret to success:Watch for familiar word patterns such as blends, digraphs, prefixes, suffixes, compound words, and small words within a word. For children to be able to understand what they read, they must be able to read the words rapidly as well as accurately. This frees children to focus their attention on the meaning of what they have read.

Home Reading: Week # 28Goal: Accuracy Strategy: Chunk Letters and Sounds Together



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Infer and Support with Evidence

Goal: Comprehension

Strategy: Infer and Support with Evidence

What is Infer and Support with Evidence?Readers figure out what the author is saying even though it might not be written down. Using their background, clues from the text, illustrations, and caption, the reader makes meaning of the selection.

Secret to success:There may be a bit of guessing involved when inferring. Readers will need to use everything they already know and clues form the text, illustration, and captions to figure out or guess what is happening.

Home Reading: Week # 31Goal: Comprehension Strategy: Infer and Support with Evidence



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Use Word Parts to Determine Meaning

Goal: Expand Vocabulary

Strategy: Use Word Parts to Determine Meaning

What is Use Word Parts to Determine Meaning?Readers use parts to determine meaning of words (prefixes, suffixes, origins, abbreviations, etc.).

Secret to success:Each year children will learn new words through direct, explicit instruction in their classrooms, but there is no way we can teach all the words students will encounter. This strategy gives readers a tool to figure out words they meet in their own reading. Looking at parts of words help readers break the word’s meaning apart and supplies them with a strategy to understand new words they encounter. While looking at the distinguishable parts of a word, readers use their background knowledge of the word parts along with their knowledge of the text to infer the meaning of the word.

Home Reading: Week # 34Goal: Expand Vocabulary Strategy: Use Word Parts to Determine Meaning



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Connection: text-to-self text-to-text text-to-world________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Voracious ReadingGoal: Fluency, Accuracy, Comprehension, Expand

Vocabulary

Strategy: Voracious Reading

What is Voracious Reading?Readers increase their fluency, accuracy, comprehension, and vocabulary by reading and reading and reading.

Secret to success:Readers need to choose a “good-fit” book and stay motivated to stick with reading. They must read, read, and read some more in order to become better readers. Offering and maintaining a wide range and variety of materials for children to read is also key. Providing children with lots of different choices of texts to read as well as time and a quiet place to read is important in becoming a life-long reader.

Home Reading: Week # 37Goal: Fluency, Accuracy, Comprehension, Expand Vocabulary Strategy:

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Home Reading: Week # 39Goal: Fluency, Accuracy, Comprehension, Expand Vocabulary Strategy:

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Connection: text-to-self text-to-text text-to-world________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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staff.retsd.mb.ca€¦ · Web viewThese connections are the larger connections that a reader brings to a book. We all have ideas about how the world works that goes far beyond our