• Dear Parents,

    One of the most important activities your students can work on away from school is reading. Reading provides a strong foundation for learning and the acquisition of skills in other content areas.

    We would like to encourage you to spend time each day with your student focused on improving their reading skills.  

    During time at home, we want to provide you with some suggestions for reading with your students. 

    • Set a routine for reading.  Set aside a special time during the day to enjoy books together. 
    • Make a special reading spot.  Pillows, tents, etc. make the time together feel special. 
    • Be a great reading partner!  - How can you share the responsibility for reading so that your student hears how great readers sound?  Maybe you read the left side of the book and they read the right side. Maybe you switch when you come across a certain word in the text.  Use different voices for different characters.
    • Surround your child with books.  There are many great options for online books on the Digital Dawgs online learning page.  This is also a great time to reread favorite books you have at home.
    • Set a good example; be caught in the act!  Does your student see you enjoying reading?  Hopefully you can find a few minutes each day to enjoy a book you love.

    In an effort to help you support your student, RCISD has created resources on this portion of our website that provides you with suggested ways to talk to your students about critical Reading Behaviors such as accuracy, fluency, comprehension and concepts of print. 

    READING LEVELS:

    It's important for you to always know your student's current reading level. If you're unsure of this, please communicate with your student's teacher to get this information. In a link to the left, we have included a chart called "Reading Level Information" with expected reading goals at each grade level. To assess reading levels for our RC students, we use a system called Benchmark Assessment System (BAS) by Fountas & Pinnell, which is measured by A-V letters. More information on the Fountas & Pinnell BAS System can be found here: https://www.fountasandpinnell.com/bas/

    If you come across a book that refers to DRA or Lexile reading level, the chart we've provided will help you convert your student's A-V letter into a corresponding DRA or Lexile level.

    BOOKS TO READ:

    As you read with your student, work on their identified level until they can successfully and fluently read 3-4 books at that level and then move to the next level.  Don’t rush students to the next level as there are many critical reading behaviors they gain at each level. There are many online sources for leveled books that families can access. We have included a link on the left called "eBooks for At Home Reading" where you can gain information about these online book websites and which ones best fit your student's age and interests. 

    Our district librarians have purchased many eBooks that are housed in Destiny, our library software program. In the "eBooks for At Home Reading" link, you'll find a listing of the 1000+ books and information on how to access them within our Destiny program. For questions about eBooks, contact your student's campus librarian.

    READING BEHAVIORS:

    In working on reading with your student, there are question prompts and other supports we have provided for families. 
    Click on the link to the left called "Reading Behaviors."
    Once there, click on your student's current reading level. Each letter guide contains questions (prompts) you can use to support your student in 4 key areas of reading.
     
    • Concepts of Print
    • Accuracy
    • Fluency
    • Comprehension

    HIGH FREQUENCY SIGHT WORDS:

    One final suggestion is to work on high frequency sight words with your student.  You can find the sight word list for each grade level in another link on the left - it's called "High Frequency Sight Words."  One possible way to work with the words is to write 10 words on index cards or small slips of paper.  As you show the words to your student, if they can pronounce the word within 3-5 seconds, cut off one corner of the card.  Do this each time you work with the sight words. When all 4 corners have been cut off, students have learned that word. Remove that sight word from the set of cards and add the next word on the list. 

     We know that you are your child’s first and best teacher! We appreciate you working with your child!