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Step 1: The children can start by remembering the sentence. Pick books that have the same sentence pattern but only one word changes. For example, "I like to swing. I like to hop. I like to run." Only one word changes in the sentence and children can use picture clues to figure out the word that changes.
Step 2: Focus on one-to-one correspondence. Students should point to each word as they read. This will teach children to look at what they are reading and show them that each word has meaning.
Step 3: Focus on using the beginning sound to read the word that changes in the sentence pattern. The children should be using the picture clues to help them figure out the word. We stress that the word does not have to be correct as long as the child is using the beginning sound to help them read the word and it makes sense with the matching picture.
Step 4: Memorize sight words such as I, like, am, to, the, etc... they should memorize at least 20 sight words.

After all of these steps are complete your child should be able to pick up simple books and read them independently.
Happy reading!!
www.americanreadingcompany.com

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Is there anything you would like to know more about?

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Before Reading
Help children activate knowledge and experiences that relate to the book you are about to read.

During Reading
Encourage children to make predictions
Ask questions to help children make inferences, connections, and become involved in the book

After Reading
Reread unfamiliar text to gain more understanding (Griffith, Beach, Ruan, & Dunn, 2008).

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Reading Rockets offers amazing resources. This video explains why we should be talking and reading with our children. "The single best predictor about how children will do in school is how much they know before they get there." (Reading Rockets, n.d.).

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Teacher Made Materials for Early Literacy

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Central New York Library Resources Council

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Damian found a comfortable place to read

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Damian found a comfortable place to read

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Mr. Miller does an amazing job at storytelling! He changes each characters voice which enhances engagement and makes the story sound more interesting. He also stops to ask questions to see if the children are comprehending what they are reading. Furthermore, he keeps a good pace and tone while reading. Finally, he shows the children the pictures and lets them interact with the story.

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Everyone is actively engaged in reading

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Epic!
https://www.getepic.com
Epic is an online reading resource that allows children to pick books they want to read according to their grade level.

Storyline Online
http://www.storylineonline.net
Storyline Online is a free website you can use to watch video recordings of actors and actresses read children's stories.

Reading A-Z
https://www.readinga-z.com
Reading A-Z is an online reading program that has thousands of free developmentally appropriate leveled readers

National Geographic Kids
http://kids.nationalgeographic.com
On this website you can learn about animals, and places, and learn fun facts.

ABCya!
http://www.abcya.com
ABCya is a free website that offers online games that enhances language arts skills.

Reading Rockets
http://www.readingrockets.org
Reading Rockets offers activities and ideas to help children learn to read.

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Jim Trelease is a famous author that wrote The Read-Aloud  Handbook. His website http://www.trelease-on-reading.com has many great tips and tools about reading!

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Captioned Photo Album:
Sort through family pictures, place them in albums, and caption them (Hoffner, 2010). This is a fun activity that will preserve family memories and get everyone reading together in a fun way.

Read to Me
It's important to read to your child, but equally important to listen to them read to you. Children thrive on having someone appreciate their developing skills.

What you'll need:

Books at your child's reading level

What to do:

Listen carefully as your child reads.

Take turns. You read a paragraph and have your child read the next one or you read half the page and your child reads the other half. As your child becomes more at ease with reading aloud, take turns reading a full page. Keep in mind that your child may be focusing more on how to read the words than what they mean, and your reading helps to keep the story alive.

If your child has trouble reading words, you can help him or her in several ways:

Ask the child to skip over the word, read the rest of the sentence, and then say what would make sense in the story for the missing word.

Guide the child to use what he or she knows about letter sounds.

Supply the correct word.

Tell your child how proud you are of his or her efforts and skills.

Listening to your child read aloud provides opportunities for you to express appreciation of his or her new skills and for them to practice their reading. Most importantly, this is another way to enjoy reading together (Reading Rockets, n.d.)

Book Acting
Use a book that you have reread a couple of times. Act out the story together using voices and actions you would think the characters would use. Book acting helps children make inferences and put stories together to make a whole (Griffith, Beach, Ruan,

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The books should:

Fit the child's interest

Be relatively easy so they will not get frustrated

Be about children their own age, animals, family, or real life stories so the stories are relatable

Represent different cultures and ethnicities so the children get exposed to different ways of life

Have large illustrations because children rely heavily on pictures when they first start reading (Griffith, Beach, Ruan, & Dunn, 2008).

Children love books that:

Have a repetitive pattern like Goodnight Moon by Margaret Wise Brown or Tikki Tikki Tempo by Arlene Mosel.

Have a clear beginning, middle and end like The Three Billy Goats Gruff by Stephen Carpenter.

Have funny names or silly plots containing sounds and actions children can imitate like Moo! by David Rochelle (Griffith, Beach, Ruan, & Dunn, 2008).

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Reading and Development (What The Experts Say)

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Reading and Development (What The Experts Say)

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Socially
Books can help children develop skills for interacting with one another.
Children can learn socially acceptable behaviors(Griffith, Beach, Ruan, & Dunn, 2008).
Language
Children learn about the sounds of language, learn new words, and learn that words can be put together to make meaning(Griffith, Beach, Ruan, & Dunn, 2008).
Early Literacy
Through modeling children are taught to read the print (Griffith, Beach, Ruan, & Dunn, 2008).
Cognitively
Books help children grow in their thinking and reasoning abilities (Griffith, Beach, Ruan, & Dunn, 2008).
Emotionally
Books can help children cope with fears (Griffith, Beach, Ruan, & Dunn, 2008).

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A Guide to Teaching Reading and Writing (n.d.). Reading Rockets. Retrieved January 07, 2017, from http://www.readingrockets.org/teaching/reading101-course/welcome-reading-101

American Reading Company®. (2017). Retrieved January 13, 2017, from https://www.americanreading.com/

B. Coxon, personal communication, January 1st, 2017.

Caroline County Public Library. (2016). Retrieved January 04, 2017, from http://www.carolib.org/

Griffith, P. L., Beach, S. A., Ruan, J., & Dunn, L. (2008). Children’s Development and Literacy Learning. In Literacy for Young Children: A Guide for Early Childhood Educators (pp. 1-20). Thousand Oaks, CA: Corwin Press. Retrieved from http://go.galegroup.com/ps/i.do?p=GVRL&sw=w&u=carolcty&v=2.1&it=r&id=GALE%7CCX6169200010&asid=9886206886ed82257a1cdb2c1f27a788

Griffith, P. L., Beach, S. A., Ruan, J., & Dunn, L. (2008). Comprehension: Making Meaning. In Literacy for Young Children: A Guide for Early Childhood Educators (pp. 115-128). Thousand Oaks, CA: Corwin Press. Retrieved from http://go.galegroup.com/ps/i.do?p=GVRL&sw=w&u=carolcty&v=2.1&it=r&id=GALE%7CCX6169200015&asid=6aa6bcce00a1a26f022e335d02ac854b

Griffith, P. L., Beach, S. A., Ruan, J., & Dunn, L. (2008). Sharing Books With Children. In Literacy for Young Children: A Guide for Early Childhood Educators (pp. 129-144). Thousand Oaks, CA: Corwin Press. Retrieved from http://go.galegroup.com/ps/i.do?p=GVRL&sw=w&u=carolcty&v=2.1&it=r&id=GALE%7CCX6169200016&asid=28c45162338eec266fbf85bedf4d02ac

Hoffner, H. (2010). Family Literacy Experiences. In Literacy Lessons, K-8: Connecting Activities to Standards and Students to Communities (pp. 113-116). Thousand Oaks, CA: Corwin. Retrieved from http://go.galegroup.com/ps/i.do?p=GVRL&sw=w&u=carolcty&v=2.1&it=r&id=GALE%7CCX2014500022&asid=d4df3253672cd1bbec24f5c6e0c0a506
Mangelson, J., & Castek, J. (2007). Online Resources That Make Reading Fun. Book Links, 17(2), 16.

Reading Rockets. (n.d.). WETA. Retrieved January 05, 2017, from http://www.readingrockets.org/

Shanahan, T., Callison, K., Carriere, C., Duke, N. K., Pearson, P. D., Schatschneider, C., & Torgesen, J. (2010). Improving Reading Comprehension in Kindergarten through 3rd Grade: IES Practice Guide. NCEE 2010-4038. What Works Clearinghouse.

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Libraries at home should contain:
Books with various genres,
high-quality informational books, poetry, alphabet books, wordless picture books to let children experience the pleasure of reading (Griffith, Beach, Ruan, & Dunn, 2008).

The display of books:
The children should have easy access to the books. The children benefit from having the books at eye level. Books can be displayed in a variety of ways. A creative way to display the books is on a rain gutter display.

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The local library is a great place to go and read books for free!
Visit: http://www.carolib.org
for more information!

The Reading Public Museum in Reading, PA offers varied exhibits with a focus in arts and sciences. This museum offers opportunities to explore exciting exhibits and talk about amazing facts together Visit:
http://www.readingpublicmuseum.org
for more information!

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*Books can be used to help children grow cognitively, emotionally, and socially (Griffith, Beach, Ruan, & Dunn, 2008).
*Children learn about the real world and acquires valuable knowledge through books (Griffith, Beach, Ruan, & Dunn, 2008).
*Books sparks children's curiosity and creativity (Griffith, Beach, Ruan, & Dunn, 2008).
* The most important tool children can use to learn about the world is language (Griffith, Beach, Ruan, & Dunn, 2008).

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Read environmental print around your house. Find cereal boxes and other cardboard boxes your child can read and make them into a book. The child will become familiar with print and turn into a more confident reader.

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*Daily read alouds let children experience the power of words (Griffith, Beach, Ruan, & Dunn, 2008).

Many benefits come from storytelling:

Develop knowledge

Listening practice

Develop oral language

Learn book concepts such as how to read a book properly and understanding what the book is about (Griffith, Beach, Ruan, & Dunn, 2008).

Interactive storybook reading should be followed by children’s and adults’ comments, questions, conversation, and other kinds of social and verbal interactions in order to help the children understand the book on a deeper level (Griffith, Beach, Ruan, & Dunn, 2008).

Successful story book reading:

Let your child read part of the book

Let your child fill in predictable words

Encourage children to make predictions

Read with expression

Point to meaningful words and pictures (Griffith, Beach, Ruan, & Dunn, 2008).

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Please submit any thoughts or questions regarding early literacy challenges