Claude & Stella Parson Elementary School

Nevada Reading Week Dress Up Days

Monday February 26 - Crazy Hair Day / Mismatch Day
Tuesday February 27 - Twin Day / Spirit Day
Wednesday   Feb. 28 - Tourist / Pirate Day
Thursday March 1 - Pajama Day / Wear Your Words
Friday March 2 - Dr. Seuss / wear Red-White-Black Day


​*Please contact Miss Reeder in the library for the usernames and passwords.
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Desity Discover

To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts. Preparation for reading complex informational texts begins at the very earliest elementary school grades.  (CCSS)

Deep Reading?

All children will generally be expected to fluently read complex texts independently and reflect on them orally and in writing. Whatever they are reading, students must show a steadily growing ability to discern more from and make fuller use of text, including making an increasing number of connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts.
However, children in the early grades (particularly K–2) should participate in rich, structured conversations with an adult in response to the written texts that are read aloud, orally comparing and contrasting as well as analyzing and synthesizing.

Think Beyond Just Books...

"You don't need to have a book in hand to help your child become a better reader. Interesting experiences give kids a broader framework for new information they might encounter in books, and when kids have lots of experiences to draw on, they have a better chance of making a connection with what they read!"
Reading Rockets

What does fluency instruction and practice look like at  our school?

What is expected in each grade level?
Grades 1 - 5:  Read with sufficient accuracy and fluency to support comprehension. 

Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. (RF 4)

Create engaging audio recordings of stories or poems that demonstrate fluid reading at understandable pace... (SL 5)

Click on the buttons below to view classroom examples!

Students in K–5 apply the Reading standards to the following range of text types, with texts selected from a wide range of cultures and periods.  Please help your child find great books!

Stories: Includes children’s adventure stories, mysteries, folktales, fairy tales, myths, legends, tall tales, fables, fantasy, realistic fiction

Dramas: Includes staged dialogue and brief familiar scenes

Poetry: Includes nursery rhymes and the subgenres of the narrative poem, limerick, and free verse poem

Literary Nonfiction and Historical, Scientific, and Technical Texts: Includes biographies and autobiographies; books about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps; and digital sources on a range of topics

Functional Texts - (Following Directions): Includes road maps, recipes, bus schedules, manuals, hobby/craft instructions, game directions, building/street signs, first aid instructions

Functional Texts - (Gain Information): Includes menus, movie ads, sports info., temperature charts, TV schedule, school schedule, want ads/classifieds, food labels, store flyers/ads

Follow Along with Audio Books

By Amy Mascott
Audio books can provide a wealth of support for readers of all ages.  Very simply, audio books are readings of books that are recorded and shared via CD, MP3 file, iTunes, Google Play Store, or just about anywhere files can be shared. 

Audio books are cool in that they allow people to hear fluent reading and, especially for growing readers, listen to what reading should sound like. These are keys to future reading successes.  When children listen to audio books, they hear firsthand the proper pacing and intonations of reading, how punctuation should sound, and how reading should sound. Ideally they will transfer that knowledge to their own reading, both independent and oral reading.

 Using audio books in conjunction with actual hardcopies of books allows kids to follow the words on the page with their eyes as they listen to the words being read.  The shared visual and audio reading experience provides extra support for readers: they learn to pronounce new words, hear fluent reading, and get to enjoy a new story. 

Here are eight sites where you can download free audio books to use alone or in conjunction with hardcopies.  Many of these sites share audio versions of books that are already in the public domain.

Reading Fluency

Poor fluency is characterized by a slow, halting pace; frequent mistakes; poor phrasing; and inadequate expression, all of which are the result of weak word recognition skills.  However, speed reading is not our goal!  Reading faster is not always better! 

We are comitted  to implementing natural fluency exercises ... no more stopwatches, rushing kids through unnatural text, monotonous repeated reading, and rewards for "speed reading." We never want a child to feel judged by how fast or slow he or she reads! Furthermore, "rate" is only one aspect of fluency.

We must incorporate natural repeated reading of song lyrics, nursery rhymes, poetry, chants, and readers' theatre during reading instruction. The Nevada Academic Content Standards are very specific about including poetry and a variety of text (see standards listed in the left column).

 Our teachers  plan natural opportunities to build fluency (also writing with voice) during reading instruction for 20 minutes, 3 times a week, with all students. Teachers are trained to use scripts (readers’ theater), poetry, song lyricsnursery rhymes, speeches, cheers, chants (jump rope chants), monologues, student-created dialogues, journal entries, letters and other authentic texts.

Poetrynursery rhymes, and song lyrics are meant to be read aloud. They contain all the cadences of spoken English, which entices children to chant them over and over. The rhythm and the fun rhymes make them easy for all children to learn and even memorize. The standards require these natural vehicles for introducing children to print. 

How Can Parents Help at Home?
Sing together, recite poems, add movement, and practice partner plays to build fluency and vocabulary. Read and perform jokes! Song lyrics are short text, high predictable, meant to be read orally, and read repeatedly! Initially, students are "glued" to the text and with practice they become "unglued" fluent readers!  

*** Flash Cards with a Purpose ***
"Flash cards have been used for decades, with mixed results. The hope is that students will transfer their knowledge of isolated sight words to reading words in connected text. However, this is not always the case. To accelerate students' sight-word recognition and ensure the transfer to connected text, write the word on one side of an index card. Then work with students to create and write a meaningful phrase or sentence using the word on the other side of the card. Students, therefore, practice reading the words in isolation and in context. "    (Wiley Blevins)

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