Hello families!

The school year is quickly coming to and end and your child's learning should continue throughout the summer. The academic expectations during the next few years of your child's learning will grow more challenging, so in order for your child to be prepared for fourth grade, he/she needs to continue to stretch his/her brain over the summer! Here are a few ideas for what you can do with your child.

Hands-on math activities to try over the summer - http://creeksidelearning.com/2014/01/19/hands-on-math-2nd-3rd-4th-grade/

Summer Reading - Read the book then watch the movie!http://andreasnotebook.com/2011/06/summer-fun-read-the-book-watch-the-movie.html

There are some really cool events and shows at the Museum of Science in Boston! These are perfect outings for a rainy summer day! http://www.mos.org/ 

Grossology (all about the human body - for kids!) - http://www.mos.org/exhibits/grossology

Have fun!

Ms. Goodwin :)

Reading Fluency

Fluency

Fluency is defined as the ability to read with speed, accuracy, and proper expression. In order to understand what they read, children must be able to read fluently whether they are reading aloud or silently. When reading aloud, fluent readers read in phrases and add intonation appropriately. Their reading is smooth and has expression.

Children who do not read with fluency sound choppy and awkward. Those students may have difficulty with decoding skills or they may just need more practice with speed and smoothness in reading. Fluency is also important for motivation; children who find reading laborious tend not to want read! As readers head into upper elementary grades, fluency becomes increasingly important. The volume of reading required in the upper elementary years escalates dramatically. Students whose reading is slow or labored will have trouble meeting the reading demands of their grade level.

What the problem looks like

A kid's perspective: What this feels like to me

Target the Problem!

• What the problem looks like
• How to help
• More info

Children will usually express their frustration and difficulties in a general way, with statements like "I hate reading!" or "This is stupid!". But if they could, this is how kids might describe how fluency difficulties in particular affect their reading:

• I just seem to get stuck when I try to read a lot of the words in this chapter.
• It takes me so long to read something.
• Reading through this book takes so much of my energy, I can't even think about what it means.

• Click here to find out what kids can do to help themselves.

A parent's perspective: What I see at home

Here are some clues for parents that a child may have problems with fluency:

• He knows how to read words but seems to take a long time to read a short book or passage silently.
• She reads a book with no expression.
• He stumbles a lot and loses his place when reading something aloud.
• She reads aloud very slowly.
• She moves her mouth when reading silently (subvocalizing).

• Click here to find out what parents can do to help a child at home.

A teacher's perspective: What I see in the classroom

Here are some clues for teachers that a student may have problems with fluency:

• Her results on words-correct-per-minute assessments are below grade level or targeted benchmark.
• She has difficulty and grows frustrated when reading aloud, either because of speed or accuracy.
• He does not read aloud with expression; that is, he does not change his tone where appropriate.
• She does not "chunk" words into meaningful units.
• When reading, he doesn't pause at meaningful breaks within sentences or paragraphs.

• Click here to find out what teachers can do to help a student at school.

How to help

With the help of parents and teachers, kids can learn strategies to cope with fluency issues that affect his or her reading. Below are some tips and specific things to do.

What kids can do to help themselves

• Track the words with your finger as a parent or teacher reads a passage aloud. Then you read it.
• Have a parent or teacher read aloud to you. Then, match your voice to theirs.
• Read your favorite books and poems over and over again. Practice getting smoother and reading with expression.

What parents can do to help at home

• Support and encourage your child. Realize that he or she is likely frustrated by reading.
• Check with your child's teachers to find out their assessment of your child's word decoding skills.
• If your child can decode words well, help him or her build speed and accuracy by:
  • Reading aloud and having your child match his voice to yours
  • Having your child practice reading the same list of words, phrase, or short passages several times
  • Reminding your child to pause between sentences and phrases
• Read aloud to your child to provide an example of how fluent reading sounds.
• Give your child books with predictable vocabulary and clear rhythmic patterns so the child can "hear" the sound of fluent reading as he or she reads the book aloud.
• Use books on tapes; have the child follow along in the print copy.

(Taken from Reading Rockets - http://www.readingrockets.org/helping/target/fluency)

Scholastic Book Clubs

Reading at home is crucial to your child's academic success.  Book orders are a great way to find motivating books for your child to read at home and practice essential skills learned in school.  Visit the Scholastic Book Club website to search for books, then use our class activation code KC3B9 to place your order.  We earn points towards new books for our classroom every time you order, and if you order online, our class gets $3 to spend on new books!  Happy shopping, everyone!

class activation code: KC3B9

Why Should I Read At Least 20 Minutes Every Night?

Let's figure it out--mathematically!

At the start of school:
Student A reads 20 minutes five nights of every week;
Student B reads only 4 minutes a night...or not at all!

1st: Multiply minutes a night x 5 times each week.
Student A reads 20 minutes x 5 times a week = 100 mins./week
Student B reads 4 minutes x 5 times a week = 20 minutes

2nd: Multiply minutes a week x 4 weeks each month.
Student A reads 400 minutes a month.
Student B reads 80 minutes a month.

3rd: Multiply minutes a month x 9 months/school year.
Student A reads 3600 minutes in a school year.
Student B reads 720 minutes in a school year.

Student A practices reading the equivalent of ten whole school days a year.
Student B gets the equivalent of only two school days of reading practice.

By the end of 6th grade, if Student A and Student B maintain these same reading habits,
Student A will have read the equivalent of 60 whole school days.
Student B will have read the equivalent of only 12 school days.

One would expect the gap of information retained will have widened considerably and so, undoubtedly, will school performance. How do you think Student B will feel about him/herself as a student?

Think about it:

Which student would you expect to...
     read better?
     know more?
     write better?
     have a better vocabulary?
     be more successful in school....and in life?

Source: U.S. Dept. of Education , America Reads Challenge. (1999) "Start Early, Finish Strong: How to Help Every Child Become a Reader." Washington , D.C.