"What to Say When Your Child is Reading to You" Parent Handout

Give parents the tool they need to help their child with reading at home. This is a perfect guide to help parents ask questions to their beginning reader so that they are not relying on, "sound it out."
KindergartenWorks brings you a parent-friendly, powerful tool in guiding parents as they are listening to their blossoming reader. As teachers we know that it is helpful when we can give parents a resource that is simple to follow and appealing to the eye.

This handout is just that!
Now updated to also include:

- a reading book log
- a parent-friendly explanation of most commonly used guided reading strategies. Parents who utilize this will be helping their child to develop into a well-rounded reader that reads for meaning. The picture icons featured here refer to the guided reading strategy posters also available for purchase.


Check out another great Guided Reading product:
Guided Reading Pack (Lesson Plans, Strategy Posters & Running Records)

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Helps Meet Common Core English/Language Arts Standards:

K.RF.1.c-2. Point to individual words using one-to-one correspondence.
K.RF.1.c. Understand that words are separated by spaces in print.
K.RF.2.b-3. Blend syllables together to form a word when given an oral prompt (e.g., po - ta - to = potato).
K.RF.2.c-1. Blend onsets and rimes of single-syllable words when given by a teacher.
K.RF.2.d-1. State the initial sounds in three-phoneme words.
K.RF.2.e-1. Blend at least three phonemes together to state one-syllable words.
K.RF.2.e-3. Substitute individual sounds of simple one-syllable words to make new words. Start with beginning sounds (e.g., cat becomes hat).
K.RF.2.e-4. Add individual sounds to simple one-syllable words to make new words. Start with beginning sounds (e.g., art becomes part; car becomes cart).
K.RF.3.b-1. Recognize short vowel sounds (a, e, i, o, u) within common spellings.
K.RF.3.c. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do).
K.RF.3.d. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
K.RF.4. Read emergent-reader texts with purpose and understanding.
K.RF.4.a. Use self-correcting strategies when reading simple sentences.
K.RI.7.a. Recognize that illustrations (pictures, drawings, charts, captions) depict a person, place, thing, or idea that is in the text.
K.RL.4.a. With prompting and support, recognize that words have a meaning.
K.RL.4.b. With prompting and support, recognize when a word is not understood in the context of a story.
K.RL.4.e. Understand and use fix-up strategies.
K.RL.4.e-1. Use pictures to figure out unknown words.
K.RL.4.e-2. Break words into sounds to read unknown words.
K.RL.4.e-3. Chunk unknown words into parts to read unknown words.
K.RL.7.a. Identify that illustrations tell a story or help tell a story.
K.RL.10.a. Use pictures and context to aid comprehension and to draw conclusions or make predictions about story content.
K.SL.1.f. Speak to and respond to an adult in complete sentences.