Title 1 Reading is a supplemental program. We do not replace reading class through Title 1; instead, our goal is to enhance classroom instruction.
For reading and writing activities to do with your children Grades K-6, visit:
Here are some practical ideas that will help encourage your child’s interest in literacy (International Reading Association):
• Set a good example: Let your child see you reading and writing, both as part of your daily responsibilities and just for fun.
• Make labels with the names of household objects and stick them on those objects. This will help your child begin to recognize letters and words.
• Give everything a name. Build your child’s vocabulary by pointing out interesting objects and parts of objects, like wheels, handles, petals, and tails.
• Talk with your child as often as you can, and let him or her hear your conversations with others.
Pay attention when your child talks to you, and respond whenever you can.
• In public, point out signs, labels, and logos to your child. Children like knowing what is going on around them and will begin identifying familiar signs.
*Challenge your child to find a new word each time you’re out and about.
Encouraging your beginning reader
• Keep lots of reading materials around your home. Help your child start a collection of his or her favorites.
• Visit libraries, bookstores, newsstands, and yard sales to borrow and buy books. Talk to a children’s librarian about how to select books for your child.
• Introduce your child to many different kinds of reading materials: storybooks, picture books, informational books, magazines, diaries, newspapers, and more.
• Be willing to read books over and over again. The more familiar the book is, the greater your child’s comprehension and confidence will be in reading it. Eventually, he or she will want to read the book aloud to you!
As children begin to sound out words, they often invent spelling. For example, your child might write kat instead of cat. Don’t panic and go overboard correcting the spelling. Invented, temporary, or phonetic spelling is absolutely critical for young writers, as it helps them construct their knowledge of how our language goes together. Research shows that children who use invented spelling become better spellers later on than children who are pressured to be “correct” from the start.
International Reading Association