were thinking about how the talking Several episodes with a variety of characters “You should sound.” Ideas and vocabulary are more challenging with some made it all sounds “You right.” specialized vocabulary read more words “You together.” Story line is carried by the text made your voice go up with the question “You Pictures support and extend meaning mark.” found out what was wrong all by Readers expected to remember information and action over “You yourself.” a longer reading time After they read, I can say: about what you learned in this book/what happened in the “Talk story.” about what the book made you think of; other books, your “Talk experiences?” did you like about this “What book?” happened first in the “What story? Next? Last?” did (character) do that? “Why it fiction or non-fiction? How do you “Was know?” me something that was new or “Show surprising.” do know about “What (character name)?” do you think(character) is feeling on this page? What makes you think “What that?” did _________happen? How do you “Why know?” about some facts you remember “Talk about________.” Look at this page, what is the author trying to tell you?” EXAMPLE: H My Child is reading Level books! These books have: I can help by watching and saying: recognized the words you knew “You quickly.” Language is not repetitious You noticed and used part of the word that you already “ Full range of high frequency words knew.” Size and placement of print varies widely broke the work into syllables to figure it “You out.” Some repeated episodes You went back and reread to make it sound “ right.” looked at the picture, graph or bold words to figure it Content moves away from familiar experiences “You out.” Genres include realistic fiction, fantasy, You paid attention to who was talking and you made your “ folktales, and nonfiction (informational texts) voice match.” Characters tend to learn and change noticed punctation as you read and made your voice “You Picture support is used to enhance and extend sound right.” reread to make it make meaning as well as arouse interest “You sense.” thought about what made sense and chose a word “You Story events require interpretation quickly.”
Several episodes with a variety of characters Ideas and vocabulary are more challenging with some specialized vocabulary Story line is carried by the text Pictures support and extend meaning Readers expected to remember information and action over a longer reading time “You were thinking about how the talking should sound.” “You made it all sounds right.” “You read more words together.” “You made your voice go up with the question mark.” “You found out what was wrong all by yourself.” After they read, I can say: “Talk about what you learned in this book/what happened in the story.” “Talk about what the book made you think of; other books, your experiences?” “What did you like about this book?” “What happened first in the story? Next? Last?” “Why did (character) do that? “Was it fiction or non-fiction? How do you know?” “Show me something that was new or surprising.” “What do know about (character name)?” “What do you think(character) is feeling on this page? What makes you think that?” “Why did _________happen? How do you know?” “Talk about some facts you remember about________.” Look at this page, what is the author trying to tell you?” EXAMPLE: My Child is reading Level H books! These books have: Language is not repetitious Full range of high frequency words Size and placement of print varies widely Some repeated episodes Content moves away from familiar experiences Genres include realistic fiction, fantasy, folktales, and nonfiction (informational texts) Characters tend to learn and change Picture support is used to enhance and extend meaning as well as arouse interest Story events require interpretation I can help by watching and saying: “You recognized the words you knew quickly.” “ You noticed and used part of the word that you already knew.” “You broke the work into syllables to figure it out.” “ You went back and reread to make it sound right.” “You looked at the picture, graph or bold words to figure it out.” “ You paid attention to who was talking and you made your voice match.” “You noticed punctation as you read and made your voice sound right.” “You reread to make it make sense.” “You thought about what made sense and chose a word quickly.”