What you'll need:

What to do:

Now You Hear It, Now You Don’t

Hearing and saying the parts of words help prepare children to learn to read.

A list of words with two parts, like baseball, raincoat,
sunshine, and motorcycle.

Sit beside your child. Tell the child that you will say a word
and then you will leave off part of the word. Ask your child
to tell you what part you left off.

For example, tell the child, “Let's say sunshine without sun;
what part is left? That's right, shine.” Repeat this activity
with another word: “Let's say motorcycle without motor;
what part is left? That's right, cycle.” “Now you try it.
Say ‘manhole’ without man.”

As your child learns this game, try leaving off the last part
of words (manhole without hole is man; motorcycle without
cycle is motor).

or
Go

READ+WRITE*NOW!

BEST COPY AVAILABLE



The Moose Cafe

Opportunities for reading and writing are all around us—even when the subject is food.

What you'll need: =~ Menus.

What to do: Go with your child to several restaurants to ask for free
copies of their menus. Take them home. Ask your child to

read several of the items on each menu with their descriptions.

Then ask your child to make up a menu for an imaginary
restaurant—the Moose Cafe or the Tuna Bake Bistro—with

creative descriptions.

My Turn, Your Turn — Our Story

Writing stories is fun, but it really comes alive when your child creates and writes a story
with you.

What you'll need: == Paper, pencil, and a story title.

What to do: Create or choose an exciting title for a story you would like
to write with your child, such as “The Golden Eye” or
“Suddenly Midnight and Silence.” Write the title on a sheet
of paper and invite your child to write the first sentence. You
write the second line. Take turns writing sentences until the

story is complete.

When the story is finished, invite the family to a story-
reading session, or read the story to the family during dinner.

U. S. Department of Education



{n Laughing Order: The Comic Strips

When children read about events, they must keep the major actions in order. Children can
develop a sense for order while reading comic strips.

What you'll need: Your child’s favorite comic strip.

What to do: Find a comic strip that you and your child enjoy. Before
reading the strip, cut it out and separate the frames. Mix
them up and ask your child to put the Frames in the correct
order, Once they are in order, have your child read the
comic strip and tell you what the strip means or is saying.

Tall To

Children love to read and talk about tall tales—stories about events, people, and places that
are bigger than life and not real.

What you'll need: = = A book of tall tales (ask your librarian for help in finding a tall
tale book).

What to do: Have your child choose a tall tale to read. Ask your child to
read it silently. Then ask your child to tell you how the tall
tale reminds him or her of something that has happened in
real life—at home, at school, or in the news.

At another time, ask your child to tell you what the story is
about — but ask your child to add something to the story
that was not in the original story. Tell your child that you are
going to be listening very carefully to guess the part of the
story your child made up! Try to figure out the “tall tale”
part that your child added to the story.

U. $. Department of Educotion



Grades 3 and 4
Ada, Alma Flor. My Name Is Maria Isabel.
Cleary, Beverly. Ramona the Pest.
Fritz, Jean. You Want Women to Vote, Lizzie Stanton?
Hurwitz, Johanna. Much Ado about Aldo.
Mathis, Sharon Bell. The Hundred Penny Box.
Mochizuki, Ken. Baseball Saved Us.
Myers, Walter Dean. Mop, Moondance, and the Nagasaki Knights.
Uchida, Yoshiko. Jar of Dreams.
White, E. B. Charlotte’s Web.

Wilder, Laura Ingalls. The Little House series.

Grades 5 and 6

Ancona, George. Powwow.

Curtis, Christopher Paul. The Watsons Go to Birmingham — 1963.
Cushman, Karen. The Midwife's Apprentice.

Frank, Anne. The Dairy of a Young Girl.

Freedman, Russell. Lincoln: A Photobiography.

Hamanada, Sheila. The Journey: Japanese Americans, Racism
and Renewal.

Hamilton, Virginia. Sweet Whispers, Brother Rush.

Lomas Garza, Carmen. Family Pictures = Cuadros de Familia.

Soto, Gary. Baseball in April and Other Stories.

Taylor, Mildred D. Roll of Thunder, Hear My Cry.

Woodson, Jacqueline. Maizon at Blue Hill.

Zindel, Poul. The Pigman.

READ-+WRITE*NOW!



Sound Clapping

Listening to sounds in words is important. Knowing where sounds of words begin and end
is also important to reading.

What you'll need: = A list of two- or three-syllable words.

What to do: Tell your child that you will say a word and clap for the main
sound parts in the word. For example, “The first word is
Mama. I'll clap and say the word again. Ma-ma.
(Say Ma-ma and clap as you say each part of the word
for two claps.) “Now you clap the rhythm when | say
Mama.” Take your child’s name and clap it out. For
example, say, Ma-ri-a and clap three times.

Repeat this activity with the following words:

ba-by (two claps)

ice cream (two claps)
base-ball (two claps)
ba-ne-na (three claps)
ap-ple (two claps)

bat (one clap)

bat-boy (two claps)
bas-ket-ball (three claps)

I’m Thinking of a Sound

Playing with the sounds of words will help your child listen to sounds and words, and
understand the importance of language.

What you'll need: = Names of objects.

What to do: TM Say to your child, “I'm thinking of the sound sssss as in sat.
Can you tell me another word that begins with sssss?”
Your child names one word. “Can you tell me another word
that begins with sssss2”

Repeat this. game using different sounds.

14

READ+WRITE*NOW!



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TIPS FOR FAMILIES
TO MEET THE

*
AMERICA
READS
CHALLENGE
*

One of the things that we have to commit
ourselves to as a country is to say that
every eightyear-old in America will be

able to pick up an appropriate book
and say, "I read this all by myself.”
President of the United States
William J. Clinton

* Talk with your children as you do
daily activities together.

Read with children at a regular
time every day for at least 30
minutes a day, and when children
ask you.

* Get a library card for each child
in your family. Take them to the
library and encourage them to
choose their own books

* Create a special place in your
home for your children to read
and write. Keep reading and
writing materials where children
can safely reach them.

Take books and writing materials
with you wherever you go — in
the car, on the bus, or in the
doctor's office.

* Show children how you read and
write every day to have fun and to
get things done.

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The Color of Sounds

Knowing the sound of a letter is one of the most important steps before learning to read
words, Here’s a game to practice the sounds of letters.

What you'll need: == A picture from a coloring book, a blank sheet of paper, and

crayons.

What to do: Sit beside your child and say, “I'll write a letter on this
paper. If you can tell me the sound of the letter and two
words for things that start with that sound, you get to color
cone part of the picture.”

“Let's try one.” Write a letter on the paper. Start with one
you are sure your child knows. Have your child name the
sound. “That's right, the sound is t. Can you name two
things that start with 1? Very good, table and turtle start
with t. Pick a part of the picture to color.”

If your child does not know the sound, say, “This sound is
t. Let's try another.” Write another sound and come back

to the t the next try.

Do this again with other sounds until all parts of the
picture are colored.

READ-WRITE*-NOW]



The Dictionary Game

Working with reference books like a dictionary is important to learning about words.

What you'll need: = Paper, pencil, a dictionary, and the list of questions given
below, each written on a separate piece of paper.

What to do: Fold each question in half and put them all in a hat. Ask
your child to read a question and then use the dictionary to

answer it.

1s a burnoose the cousin of a meose?

Can you bustle, hustle, and jostle at the same time?

1s a hog likely to hog all the hogmeat?

How much bread is there in breadfruit?

Is it possible for a fowl to have a jowl?

Can a gnu be a guru to a few?

Is a lingbird likely to linger long on a clothesline?

Are calligraphy and otography the same?

Can you abandon an abalone?

Can an ermine be a hermit?

Explain why we drive on a parkway and park on a
driveway.

Can a sphinx put a jinx on you?

Once your child answers these questions, ask your child to

develop some questions for you, using challenging words
from the dictionary.

READ-WRITE*NOW!



CONTENTS

Early Years: Birth to Preschool

Beginning to Read: Preschool through Grade Two

Encouraging the Young Reader: Grades Three through Six ......... .29
Suggested Reading List........e.cccccsccsssesseeseesesseceeesesresseeateaseseeseeenees 42

Resources

Join the Partnership for Family Involvement
in Education



The One-Minute Dash

Reading quickly and with ease is very important to successful reading, but, like running, it
requires a lot of coaching and practice. To become a fluent reader, your child must practice
reading quickly. Remember, however, that too much practice at one time is not helpful.

What you’ll need: = = A watch or clock with a second hand and a book. Your
child must be able to read the book with little or no help.

What to do:

Tell your child, “Let's play a game called the one-minute
dash. | want to see how many words you can read in one

minute.” (Point to a place in the book where the child

should begin reading.)

Then, “When | say Go, | want you to begin reading. After
one minute, I'll tell you to stop.” When your child is ready

fo start, say, “Get ready. . . Set... GO!” Check your

watch. After a minute, ask your child to stop reading.

Count the total number of words your child read. If you like,

make a chart to show how many words per minute your

child has read in a week, two weeks, a month, or more. |

ar
re

U. S. Department of Education



1-2-3

Each sound in a word is important. To help your child begin to read, practice this game of
listening and naming each sound in a word.

What you'll need: = Pictures of objects that are familiar to your child, cut from
magazines or newspapers. The names of the objects should
have three sounds such as s-u-n, m-e-n, d-o-g, ¢-a-t, p-i-g,
and c-o-w.

What to do:

Sit across from your child at a small table or on the floor.
Put the pictures face down in the middle of the table.

Tell your child, “Let's play © game called 1-2-3. You pick a
picture. When | hold up one finger, you say the first sound
of the word describing the picture. When | hold up two
fingers, tell me the next sound. When | hold up three fingers,

tell me the last sound.”

“Let me show you how.” Select a picture and say the word,

for example, sun. Hold up one finger and say s. Hold up
two fingers and say u. Hold up three fingers and say n.
"The sounds in sun are s-u-n.”

“Now, you try it” Your child picks a picture and names the

picture. “Good, that is a dog. Tell me the sounds in dog.”
Hold up one finger for the d. Then, hold up two fingers for
the o. Then, hold up three fingers for the g. “Good, the
sounds in dog are d-o-g.

@ Do this again with other words. If pictures with three sounds
are easy for your child, you may want to find pictures with
four sounds.

U. S. Department of Education



In the News

Once children learn to read words, it is important for them to practice reading those words
again and again. Children soon learn that words they knew are in many things we read.

What you'll need: == A newspaper or magazine. A colored marker or highlighter.
Scissors, a piece of paper, and paste or glue. A blank piece

of paper.

What to do: Pick a page in the newspaper. Go through the page circling
or highlighting words your child can read. Tell your child,
“Today, we're going to find words so that you can make your

own newspaper of words on this paper.”

“In this game, you read the words I've marked. Each one
you read, you cut out and glue onte this blank piece of paper.
Well add more words each day. Soon you'll have « ful

page of words you know from the newspaper.”

U. S. Department of Education



Letter-Sound Grab Bag

Here’s another way to practice the sounds of letters. In this game, children practice naming
letter-sounds correctly and quickly.

What you'll need: = A set of cards on which you've written some letters of the
alphabet. (Start with just a few letters; add more letters as
your child learns more.} A small paper bag. A timer or
watch with a second hand.

What to do: Put c few letters having sounds your child knows into a paper

bag. Tell your child that you want to see how many sounds
he or she can name in one minute.

“When | say Start, you reach into the bag and pull out one
card, Say the sound and then reach in to get another.
Keeping picking out the cards until | say Stop. If you don't
know a sound, I'll tell it to you, and you put it back in the bag.”

At the end of the minute, count the number of sounds your
child named correcly.

If your child does not know a sound, say “This sound is s.”

Do this game again. Encourage your child to name more
sounds than the last time you played together.

U. S. Department of Education



Word Wizard

Learning about words is important to learning inside and outside school. The more words
a child knows, the more the child will learn.

What you’ll need: A newspaper, magazine, or book. A notebook.

What to do: Have your child find a word in a newspaper, magazine, or

book that he or she does not know and has not seen before.
For example, your child may not know the word foretell
(meaning “to predict or tell beforehand,” as in, “The woman
in red could foretell the future”).

Your child might also find a word that is familiar but used in
anew way. For example, the word beat means a small
vessel used for geting around by water. However, when
boat is used in the sentence, “The people were all in the
some boat,” it means “faced with the same problems.”

Ask your child to listen for a new word in everyday talk or
look for a new word in the newspaper. Have your child find
a new word or an old word used in a new way each dey.
‘Ask your child to keep track of the words in a special notebook

READ+WRITE*NOW!



BEGINNING TO READ

Preschool through Grade Two





Rhyme Time

Children love words that rhyme. Rhyming words are important to reading because they call
children’s attention to the sounds inside words.

What you'll need: == Some words that rhyme

What to do Think of words that rhyme. Say two words that rhyme, such
as cat and hat. Then say, “Listen to these two words that
thyme, cat (pause) hat.” Then say, “Now I’m going to say
other words that rhyme with cat and hat. Here’s another
‘one, rat. Now you tell me another word that rhymes with
cat, hat, and rat (such as fat).”

Repeat this game with other words that rhyme, such as:
pot, tot, lot, hot

pin, tin, fin, in

tag, rag, sag, bag

tc

READ+WRITE*NOW!



Building Stories

Stories are built in much the same way that houses are. Just as houses have floors, walls,
and a roof, stories have some basic parts. Every story has characters (the people or animals
in the story), a sefting (the time and place the story occurs), a problem (a difficulty that the
character(s) have to overcome and solve), and a resolution (a solution to the difficulty or
problem). Knowing the parts of a story helps children understand the whole story.

What you'll need: == A brief story or a fable.

What to do: § Choose a short story, fable, or fairy tale for your child to read,

You may want to read the story ahead of time to make sure it

works for this activity.

Make an outline on lined paper with the following parts:

Title

Main character:

Problem:

Resolution:

33

‘S$ Deoartment of Education



Word Tag

It is important for children to read words in sentences and stories, so they realize that
reading is about understanding.

What you'll need: = An easy-to-read story with many words your child can

already sound out or read

What to do:

Tell your child, “In this story, I'll read some of the words and

you'll read some words. When it's your turn to read a

word, | will top your shoulder” Start reading. As you come

to a word that your child can read, tap the child's shoulder.

Keep taking turns reading the story. You can go back and

reread parts of the same stories for extra practice.

Story Reruns
One of the ways children learn to read quickly and correctly is to have repeated practice
reading the same words.

What you'll need: A short story with words your child can sound out or read as

whole words.

What to do: = Tell your child, “You're going to read the same story two
times. Each time you read it, try to read more words

correctly.”

= Atthe end of the first reading, help your child with any
words that the child missed or took a long time to figure
out. Then ask your child to read the story again.

= Then have your child tell you what the story was about. In

story reading, you want to make sure that your child thinks
about what is read.

3t

READ-WRITE*NOW!



The Alphabet Song

Knowing the alphabet is a key to successful reading in later years. When you sing the
alphabet song, your voice draws your child’s attention to the letters of the alphabet.

What you'll need: = = You and your child.

What to do: Make eye contact with your child and begin singing the
alphabet song:

“A-B-C-D (pause) E-F-G (pause) H-I-J-K (pause) L-M-N-O-P
(pause) Q-R-S (pause) T-U-V (pause) W-X (pause) Y and Z.
Now I've sung my ABC's, next time won't you sing with me?”

You can sing this song very slowly or you can sing it fast,
You can also change your voice and sing it with a high,
peeping voice {like a bird) or with a deep, dark voice (like
a bear).

Funny Sounds and Words

Reading to your child is important for many reasons. It gives you time together. It tells your

child that reading is very important. It also lets you share your knowledge and ideas with
your child.

What you'll need: == A favorite book of stories

What to do: © Choose a story to read to your child. As you read the story,
use your voice to draw attention to a special, new word.
You can say the word in a funny way, sing it, say it loud or

soft, and even make funny faces when you say it.

= Show your child how to use the word throughout the day.

The next time you read together, choose a new word.

oy
é

US Department of Education



EARLY YEARS

Birth to Preschool



The Sound Shopping Trip

Listening for the first sounds in words is an important step in learning to connect language
and reading.

What you'll need: = TM = Magazines or catalogs with pictures of objects
children know.

What to do: Have your child choose a magazine or catalog. Invite your
child to go on a make-believe shopping trip. Tell your child
you will make believe you are shopping for things in the
magazine.

Have your child close his or her eyes. Point to an object on
the page. Then have your child open his or her eyes. Ask
“What are you going to buy?” If your child says, “A hat,”

ask, “What sound does hat start with?”

Then say, “Good. Hat starts with the sound h.”
Repeat the steps, with each of you taking a turn shopping for

something and then naming the first sound of the word that
describes it.

115 Denartment of Fducation



Sounds Around

The sounds of words are very important to reading. One way to help children learn the
sounds of words is to introduce them to real sounds in the world around them.

What you'll need:

What to do:

TM Knowledge of the sounds of animals, objects, and the

letters of the alphabet. A picture book of animals, objects,

and letters.

Find a picture of a dog. Point to the picture and say, “The
dog says, Woof, woof, woof.” Find a picture of a cow.
Say, “The cow says, Moo, moo, moo.” Repeat this with
pictures of other animals or birds. Then point to an object

that makes noise, such as a car or a motorcycle.

Once your child knows some sounds that animals and
objects make, show your child the sounds for individual
letters. For example, write the letter m on a piece of paper,
and say, “This is the letter m. When we see this letter, we
make the sound, mmmmmmmm. What sound do we say

for this letter? Yes. Mmmmmmmmm.”

As your child learns the sounds associated with some objects

and animals, you can introduce more letters.

U. S. Department of Education



Word Snakes

Children become excited about reading when they begin to use the letter-sounds they know

to read words. An important part of reading words is learning to blend the sounds to make
a word.

What you'll need: = A list of easy words that have letters with sounds your child
knows. Some good words to start with are :

Sam rag fin
mad fan
sit fot
sat oy fit
dig din.

A piece of paper with a wavy line on which you can
write words.

What to do: Ask your child, “Do you know how snakes can make the
ssssssssss sound for a long time? We're going to say the
sounds in words just the way a snake does. We'll stretch out
the sounds. Let me show you how.”

Write a word on the snake line. “I'm going to say the word
fan the way a snake would — ffffffaaaaaannnnn.” As
you say each sound, trace your finger along the snake line.
“The word is fan.”

Invite your child to say a new word the way a snake
would. Draw a new snake and write three new letters
on it (run). “Good, you read run the snake way.”

Then write the word run on a straight line and have your

child read the word the fast way—run. Do this again with
other easy words. First, have your child read the word the
snake way, then read it the fast way.

U. S. Department of Education



DOCUMENT RESUME

ED 411 503 CS 012 922

AUTHOR Kameenui, Edward J.; Simmons, Deborah C.

TITLE America Reads Challenge: Read*Write*Now! Activities for
Reading and Writing Fun.

INSTITUTION American Library Association, Chicago, IL.; Scholastic Inc.,
New York, NY.; Reading Is Fundamental, Inc., Washington, DC

SPONS AGENCY Department of Education, Washington, DC.

PUB DATE 1996-00-00

NOTE 68p.; For a related information packet, see CS 012 923.

PUB TYPE Guides - Non-Classroom (055

EDRS PRICE MFO1/PCO3 Plus Postage.

DESCRIPTORS Elementary Education; Federal Programs; *Learning
Activities; *Reading Improvement; *Reading Instruction;
Reading Programs; Reading Skills; Teaching Guides; Writing
Improvement; *Writing Instruction; Writing Skills

IDENTIFIERS *aAmerica Reads Challenge

ABSTRACT

Developed by national reading experts for the "America Reads
Challenge: Read*Write*Now!" initiative, this booklet provides 45 ideas for
families, teachers, librarians, and other learning partners to use with all
children--including those with disabilities--to help them read well and
independently by the end of third grade. The booklet also includes activities
to help improve children's reading and writing skills through sixth grade.

Activities in the booklet are presented in three sections: "Early Years" for
infants and preschoolers; "Moving into Reading" for children through grade 2;
and "Encouraging the Young Rea for older children through grade 6. A
45-item suggested reading list (arranged by grade level), a list of 5 America
Reads Challenge publications, and a list of 5 federal resources of assistance
are attached. (RS)

JOSIE SSIS II SISOS I IOS IS SII ISIS IIIS III ISS IIS ISIS III SOI i le
* Reproductions supplied by EDRS are the best that can be made *

from the original document. *
JOSS ISI SII ISIS ISIS ISI IIIS SIO IOS IIIS TEI IO CIGIGI IEICE IO IG acti



UNITED STATES DEPARTMENT OF EDUCATION
WASHINGTON, D.C. 20202-.

MEET THE CHALLENGE: Reading 30 minutes a day can change a child’s life!
DEAR LEARNING PARTNER:

In August of 1996, President Clinton challenged every American to join his AMERICA READS
CHALLENGE to help more children read well and independently by the end of the third grade. This
challenge is an opportunity for families, schools, libraries, and community groups to become part of a
national, grass-roots effort to improve the reading and writing skills of America’s children. With
almost 40 percent of children in the fourth grade not reading and writing at a basic level, there is
important work for everyone who wants to help our Nation meet this challenge.

To further the President’s Challenge, we encourage you to read with the children in your family and
community using this AMERICA READS CHALLENGE: READ*WRITE*NOW! summer reading kit.
The kit was developed by reading experts using the best research, and successful experiences of teach-
ers, librarians, and families, to increase and maintain reading achievement and reading skills for all
children—including those with disabilities—during the summer. Libraries and librarians across the
nation are ready to provide books and guidance to children and their learning partners.

Secretary Riley launched READ*WRITE*NOW! in 1995 to involve whole communities in helping
children to improve their reading and writing skills. Since that time, millions of children have followed
READ*WRITE*NOW!’s simple formula to make reading and writing fun and easy. We are pleased to
provide you with our new 1997 AMERICA READS CHALLENGE: READ*WRITE*NOW! kit. To
READ*WRITE*NOW, all you need is a child, a learning partner (that’s you!), and a book:

+ For younger children, the kit offers ideas on how a learning partner can engage all children in
educational activities, such as learning the alphabet and word sounds. It also discusses different
approaches for making reading to young children fun and creative, including helping them to
follow the story and develop a new ending.

+ For school-age children, the kit encourages all children to pledge to read and write 30 minutes
a day, five days a week. Many families read to or with their children during this time. One day
a week, children meet for at least 30 minutes with a learning partner (a reader who is a family
member, librarian, teacher, caring teenager, senior citizen, or other community member).
Learning partners tutor children and provide extra help in reading and writing. Learning part-
ners, if not family members, work with families to keep them informed and involved.

Pizza Hut, Inc. has provided certificates, redeemable between August 15 and September 18, 1997, for

a free Personal Pan Pizza® to reward children who successfully complete the READ*WRITE*NOW!
summer program, ~
4&

Our mission ts to ensure equal access to education and to promote educational excellence throughout the Nation.



Stories Come to Life

Reading stories is important, but creating and acting out a story makes it come to life. This
activity will keep children interested as they listen to stories.

What you'll need: == A book or story that is familiar to your child, and room to

move about.

What to do: Select a story that your child knows. Tell your child that you
will read the story out loud. As you read, find one word
such as HOPPED, and say it in a loud voice. Ask your
child to act out the “loud” word when he hears it ‘by hopping).

You may then choose words to say loudly that show emotions
{John was SAD"), or words that are nouns (“Bart saw a

DOG" or “The LEAF fell to the ground”), or words that show
action (“The leaf FELL to the ground”).

Le

READ=WRITE*+NOW!



Now About Books

Children first learn to read from books. It is important for children to know how books
“work.”

What you'll need: A storybook.

What fo do: Show the book to your child and talk about what a book is,
“I'm going to read this book to you. As you can see, it has
words and pictures in it. Some books have make-believe

stories in them. Other books tell us about real life.”

Then show your child that books are made up of words.
“\ can read this book to you because the words {point to
them} tell me what to say. When you read, you say these
words out loud or to yourself.”

Then show how books are read. “When we read a book, we
start at the front of the book (point to the front) and we read
through to the end of the book (thumb through all the pages

until you are finished with the book).”

Point to the title of the book. “This is the title of the book.

The title is the name of the book. It tells you what the book
is about. Now you point to the title of the book. Good.”

U. S. Department of Education



WU) US On Wb Gr Ge ps tet Gh

in Education.

J RTNERSHIP

Families and schools across America are increasingly accepting mutual responsibility
for children's learning. When families are involved in dren's learning, at school
and at home, schools work better and students learn more. Schools and families are
working with employers and community organizations to develop local partnerships
that support a safe school environment where students learn to challenging standards.
By working together, exchanging information, sharing decision-making, and
collaborating in children's learning, everyone can contribute to the education process.

Coming together as families, local school board governance, administration, teachers and school staff,
we form this partnership and affirm the importance of family involvement in children’s learning.
We pledge to:

* Share responsibility at school and at home to give students a better education and
@ good start in life.

* Our school will be welcoming to families; reach out to families before problems arise;
offer challenging courses; create safe and drug-free learning environments; organize
tutoring and other opportunities to improve student learning; and support families to
be included in the school decision-making process.

* Our families will monitor student attendance, homework completion and television
watching; take the time to talk with and listen to their children; become acquainted
with teachers, administrators and schoo! staff; read with younger children and share
a good book with a teen; volunteer in school when possible; and participate in the
sl 1 decision-making process.

* Promote effective two-way communication between families and schools, by schools
reducing educational jargon and breaking down cultural and language barriers and
by families staying in touch with the school.

* Provide opportunities for families to learn how to help their children succeed in school
and for school staff to work with families.

to family-friendly practices and will work with others to form parinerships that support children's learning.
(Please type or print the following.)

School Name:

Address:
City:

Phone: E-mail:

Principal: _ Signature:

Parent Organization Representative: ===> —sSignature:
Teacher Representative: — ____ Signature:
School Staff Representative: ____ __ _ _— Signature:
Contact Person: = Title: _.
67
Send to: Partnership for Family Involvement in Education, 600 Independence Avenue, SW, Washington,
DC 20202-8173 or fax to 202-401-3036 to receive your Family-School Partners! Promise Certificate.

BEST COPY AVAILABLE



Family Words Matter

Reading and writing can enable family members to share important life stories.

What you'll need: = Letters from grandparents or other family members.

What to do: = Select a family member whom your child knows well and likes.
Ask the family member to write a letter to your child. The letter
should tell a story, funny event, or something about your child

When your child receives the letter, have the child read the
letter. Ask your child to write a return letter to the family
member, telling a story or something about the family
member that the family has told the child.

TM Repeat the letter writing with another family member.

44,

READ+WRITE*NOWI



INCOURAGING THE YOUNG READER

Grades Three through Six



We invite you to change a child’s life by joining the hundreds of thousands of READ* WRITE*NOW!
learning partners who are helping children read and write throughout the United States.

Sincerely,

Richard W. Riley David Novak

Secretary Bizza Group President and CEO
U.S. Department of Education Pizza Hut, Inc.

CR st Brews

Eliza i Ruth Graves
Executive Director ¢ President
American Library Association aN a Reading 1s Fundamental, Inc.

Richard Robinson

President
Scholastic Inc.

CHOLASTIC



Story Sprint

After children can read words correctly, they can begin to work on speed.

What you'll need:

What to do:

A story with words your child can sound out or read as

whole words. A watch or timer.

Tell your child, “In this game, you're going to read a story as
if you're in a race. Each time you read the story, try to read

it faster with fewer mistakes.”

Set the timer for one minute, Remind your child to read as
quickly and correctly as possible. Say, “Start.” Begin timing,
At the end of the minute, say, “Stop,” and count the number

of words read correctly,

Help your child with words he or she did not know. Have
your child read the same story again for one minute. Count
the number of words read correctly. Compare the number of
words to the number read in the first reading. Have your
child read the story a third time.

Say, “When you practice reading the same story again and
again, you can read faster and faster. Good job.”

U. S. Department of Education



The Name Game

Knowing the names of things is important to learning about the world. Children learn the
names of things mostly from their parents and teachers. One of the first things children can
learn is their own name.

What you'll need: = = You and your child

What to do: TM Ask your child, “What's your name?” If your child answers
correctly, say, “Yes, that’s your name. Your name is Calvin.”
IF your child doesn’t know his or her name, say, “Your name
is Calvin. What's your name?” and repeat it until your child

says it correctly.

TM Once your child knows his or her name, you can have fun
with it, Look at your child. “What did you say your name
was? Calvin? | thought your name was Snicklefritz.” You

can also say, “My name is Mother Goose. Is that my name?”

Your Story Ending

An important part of reading and listening to stories is learning that they have endings.
Sometimes the end of a story is a surprise, and sometimes it is not. Once children become
familiar with stories, they can help create their own ending to a story.

What you'll need: = A story your child does not already know. A pencil and
paper.

What to do: Read the story to you: child. When you are close to the end
of the story, stop reading. Ask your child how he or she
would complete the story. Let your child say the words to
you as you write the ending. Then finish reading the story.
Talk about how the story's ending and your child's ending

for it are different or the same.

READ-WRITE«NOW!



Same Sounds Game

Before children can read words, they need to know the sounds of letters. This game gives
children practice in matching sounds and letters.

What you'll need: = A set of index cards or pieces of paper on which you've
written a few capital letters of the alphabet--one letter on
each card. Make another set with the same letters. Start
with 8 to 10 letters. Add more letters as your child learns

more.

What to do: Mix up the alphabet cards and place them face down on
the table.

Tell your child, “We're going to play a game in which you try
to find two of the same sounds. When you find two that are
the same and you say the sound, you get to pick up the
cards. Let me show you how.”

Turn over one card (for example, T) and say the sound t.
Turn over another card (for example, $) and say the sound s.
Ask, “Are the sounds the same?” Your child says no. “That's
right, they are not the same, so | don't get to pick them up.”

“It's your turn to find the ones that are the same.” Your child
turns over one card and says the sound, then picks a second
card and says the sound. If they are the same, your child
gets to keep the cards. Then your child gets to pick two
more cards. If the cards are not the same, turn the cards
face down and have your child try again.

If your child does not know the sound, say, “This sound is s.”

The gool of the game is to pick up all the cards.

READ*WRITE*NOW!



HELP MEET THE

*

AMERICA
READS

CHALLENGE
*

READ *WRITE*NOW!

U.S. Department
of Education

1-800-USA-LEARN

85



Word Webs

Words can be used to describe other words. Everyone likes to play with words and use
words to talk about other words.

What you'll need: = Paper and pencil

What to do: Choose a word such as vehicle and write it in the center of a
sheet of paper. Then ask your child to think of other words
that tell more about the word vehicle. Children might think
about types of vehicles (buses, cars, trucks, boats), uses for
vehicles (transportation, recreation), and words describing
how vehicles look and move (sturdy, fast, dangerous).

Then ask your child to write the words on the sheet and
connect them to the main word vehicle. This will show your
child how the words are linked to the main word and form a
“word web.”

3

U. S. Department of Education



Lessons Learned

An important part of reading is guessing what the lesson or theme of a story is.

What you'll need: A collection of fables from the library.

What to do: Choose a short fable to read to your child. Read the story but
stop before you get to the moral at the end of the story. Ask
your child to state what lesson the story has to tell. Then read

the moral (usually the last line of a fable)

At the end of this game, talk to your child about the story.
Were there any surprises in the story?

Favorite Writers

Children who read a great deal often have favorite writers. These writers become favorites
because of clever ways they use language or special story lines they develop.

What you'll need: = Several books by your child's favorite writer. A notebook.

What to do: TM Have your child check out from the library several books by
a favorite writer. As your child reads each book, have the
child jot down in a small notebook interesting phrases, or
sentences, and special observations the author makes.

TM Skim one or more of the books yourself, and read to your

child some phrases you like in the author's words

4U

READ+WRITE*NOW!



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Letter Swap

Good readers learn te recognize and make new words by swapping letters within words.
In this activity, children build new words by swapping letter-sounds.

What you'll need: = 8 Two words written in large print. The first word is a whole
word {such as sat). The second word has a blank for the
first letter (Lat). A set of letters (g, 5, t, m, p, r, h, f, k, I) with
each letter written on a separate piece of paper.

What to do: Sit beside your child. Put the large-print words in front of
your child.

sat
_at

Say, “We're going to see how many words we can make
like sat. I'll pick a letter from the pile. My sound is r.

1 can change sat to rat. Put the r in the blank space in
front of at.”

Have your child do this again, picking different letters and
making new words. Change to a new word such as mop
or fill.

Do this activity often with new words.

READ+WRITE*NOW!



AMERICA READS CHALLENGE:
READ*WRITE*NOW!

PIZZA AWARD CERTIFICATE

You have met your qoal for the
READ‘ WRITE*NOW! SUMMER READING
AND WRITING CHALLENGE.

This entities you to ONE FREE PERSONAL PAN PIZZA,
‘one topping, at any participating Pizza Hut* restaurant. *
Congratulations!

I met my goal for the
READ*WRITE*NOW! SUMMER READING
AND WRITING CHALLENGE,

Child's Name

‘Schoo! Name

leaming Partners Signature Date Issued

> N

Pizza ~
Hut. READ"WRITE*NOW!

"*Prease present tn certcate when ordenng ts vaid anyume dung normal uses
Tours, only for tie chia who has eamed the certcate and only when the chid 1s
comand by aleamng pater or 3famiy mermber Umit one cerca pet cid per
vt Mo gap redemptions oF pzza partes are permitted wih ths cerifaie. Five
‘minute guarantee does nt. 4

apply. Cerbiicate valid on'y between August 15,1997 and
‘Dentember 18.1997 Cash redemption value 5 1/20¢ lho duplicate copies of this
cartificate will be accepted.
TeRantepedtemu tartan wnat teenie ciRaanate 0197 ea oA

PePEeeeeel ese eeleleleleeleselel

BEST COPY AVAILABLE



National reading experts for President Clinton's AMERICA READS CHALLENGE:
READ" WRITE* NOW! initiative developed Acti

ies for Reading and Writing Fun.

This booklet has been specially prepared to provide ideas for families, teachers,
librarians, and other learning partners to use with all children -- including those with
disabilities -- to help them read well and independently by the end of the third
grade, The booklet also includes activities to help improve children’s reading and
writing skills through sixth grade.

Reading research has shown that reading just 30 minutes a day with or to a child
significantly increases that child’s reading ability. To meet the AMERICA READS.
CHALLENGE we encourage you to invite your own child or a child in your commu-
nity to read five days a week for 30 minutes each day. On one of those days, you
can be a learning partner by reading with or to your young reader for at least 30
minutes. Pick a place where you can meet. If the child is not your own, meet in a
safe place agreeable to your young reader's family — a library, youth facility,
church, or school. Take your reader to the library to get a library card and ask
your reader to choose books to read. After you read with or to your young reader,

choose one activity from this activities booklet to do with the child.

The activities in this booklet are presented in three sections: “Early Years” for infants
and preschoolers, “Moving into Reading” for children through grade two, and
“Encouraging the Young Reader” for older children through grade six. When you
use these activities, you are developing in young children a love of reading and
writing. It is less important for the child to get every word exactly right than it is to
enjoy the experience. If he or she finishes one book and asks for another, you know
you are succeeding! If the child writes even once a week and comes back for more,

you know you are accomplishing your goal

We wish you many wonderful hours of reading and writing with young children!



RESO
AMERICA READS CHALLENGE: READ*WRITE*NOW! Publications

The following AMERICA READS CHALLENGE: READ‘WRITE*NOW! publications have been placed

on the U.S. Department of Education’s Internet Web site: <http://www.ed.gov> for your
unlimited use.

READ*WRITE*NOW! Basic Kit: Activities

for Reading and Writing Fun (of which this booklet is a part)
READ*WRITE*NOW! Partners Tutoring Program
READ*WRITE*NOW! Early Childhood Kit
READ*WRITE*NOW! Just Add Kids — A Resource Directory
of Learning Partners, Reading Sites, and Other

Literacy Organizations That Serve Children and Their Families
READ*WRITE*NOW! Learning to Read, Reading to Learn:
Helping Children with Learning Disabilities to Succeed.

Federal Sources of Assistance if Your Child Has a Reading Problem or Learning Disability

ERIC Clearinghouse on Disabilities National Information Center for
and Gifted Education Children and Youth with Disabilities
The Council for Exceptional Children P.O. Box 1492

1920 Association Drive Washington, D.C. 20013-1492
Reston, VA 20191-1589

The National Library Service for the Office of Special Education and
Blind and Physically Handicapped Rehabilitative Services
Library of Congress U.S. Department of Education

1291 Taylor Street N.W. Washington, D.C. 20202-2500
Washington, D.C. 20542

National Institute of Child Health and Human Development
National Institutes of Health

U.S. Department of Health and Human Services

Building 31, Room 2A32, MSC-2425

31 Center Drive

Bethesda, MD 20892-2425

U. S. Department of Education ww US.G.P.0.: 1997 5426-161



SUGGESTED READING LIST

This reading list is provided by the American Library Association for you and your young
reader*. If you choose to use this list, draw your child’s attention to the books on the list,
starting with those for the appropriate grade level. Go to the library and find one or more
of the books listed here. Let your child look at the front and back covers of the book(s) and
thumb through the book(s). Ask whether the book(s) interest your child. If so, check out the
book(s). If not, find another book on this list and repeat the process until your child is happy.

Birth to Preschool
Bang, Molly. Ten, Nine, Eight.
Brown, Margaret Wise. Goodnight Moon.
Burton, Virginia. Mike Mulligan and His Steam Shovel.
Carle, Eric. The Very Hungry Caterpillar.
Henkes, Kevin. Julius the Baby of the World.
Keats, Ezra Jack. The Snowy Day.
Numeroff, Laura and Felicia Bond. If You Give a Mouse a Cookie.
Opie, fona/Wells, Rosemary. My Very First Mother Goose.
Potter, Beatrix. The Tale of Peter Rabbit.
Prelutsky, Jack. Read Aloud Rhymes for the Very Young.
Williams, Vera. “More, More, More,” Said the Baby.

Preschool through Grade 2
Bruchak, Joseph. A Boy Called Slow.
Cameron, Ann. Stories Julian Tells.
Cole, Joanna and Bruce Degen. Magic School Bus series.
Cooney, Barbara, Miss Rumphius.
Dooley, Norah. Everybody Cooks Rice.
Dorros, Arthur. Abuela.
Kuklin, Susan. How My Family Lives in America.
Lobel, Arnold. Frog and Toad series.
McCloskey, Robert, Make Way for Ducklings.
McKissack, Patricia. Mirandy and Brother Wind.
Sendak, Maurice. Where the Wild Things Are.
Viorst, Judith. Alexander and the Terrible, Horrible, No Good, Very Bad Day.

*The U.S. Department of Education recommends that families review this list
and make their own decision on the suitability of the books for their children.

t
U. S. Department of Education dé



Guess the Rhyme

Children love to guess at words that rhyme.

What youll need: = A book of nursery rhymes. Books with repeated phrases or
short rhyming poems.

What to do: Read the entire nursery rhyme to your child. Now reread
the nursery rhyme leaving out the last word of every other
line of the rhyme. Let your child fill in the last word that
goes in the rhyme. For example:

Humpty Dumply sat on the wall.
Humpty Dumpty had a great

® Do this with other nursery rhymes.

Picture Play

Listening to a story for what happens is an important part of enjoying reading.

What you'll need: A story that has pictures on each page. A piece of paper to
cover the pictures.

What to do: Select a good story with colorful pictures. Cover the picture
on the first page and read the page. Stop reading at the
end of the page. Ask your child to tell you what the page
was about. Then ask your child to guess what the picture
will show. Show the picture and talk about it. Then go to
the next page and play “Picture Play” again.

U. S. Department of Education



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Preview Time

Use television to learn what your child already knows about a subject and to help your
child develop new knowledge.

What you'll need: = An interesting television program about an animal, a sport,
or a place familiar to your child. A piece of paper and a
pencil.

What to do: TM Find a program in the television schedule that interests
your child.

Before you and your child watch the program (suppose it is
about elephants), ask your child, “Tell me what you know
about elephants.”

Make a list of all the things your child knows about
elephants. For example, your child might say, “They are
big. They are gray. They live in the jungle.” To which you
can say, “That's great. You know a lot about elephants.”

Then tell your child, “When you watch this program, | want
you to ity to remember the new things you are learning
about elephants. When you hear something new, tell me,
and I'll write it down.”

After the program, read the list of new things your child
learned about the subject (elephants) and add the things
your child already knew. “See how much you know about
(elephants) now.”

§ Repeat this routine as often as you can whenever your child
is watching an educational program.

17

U. S. Department of Education



U.S. Department of Education
Richard W. Riley
Secretary

Acknowledgments

This booklet was developed as part of the

AMERICA READS CHALLENGE: READ*WRITE*NOW!
initiative to help children read well and independently
by the end of the third grade. Additional activities are
provided to help improve children’s reading and writing
skills through sixth grade.

The principal authors of this publication are

Dr. Edward J. Kameenui and Dr. Deborah C. Simmons of
the University of Oregon. The Department also wishes
to acknowledge the assistance of Susan Roman and
Eileen Fitzsimons of the American Library Association
for providing reading lists and coordinating the design
of this booklet, and Ernie Fleishman, John Mason, and
illusrator Mark Teague of Scholastic Inc. for providing
the illustrations.

Stoff at the U.S. Department of Education who helped
develop and produce this guide include Terry Peterson,
Alan Ginsburg, Adriana de Kanter, Val Plisko, Susan
Thompson-Hoffman, Manny Smith, Brenda Long,
Azolea Saunders, Jessica Ellsworth, and Corey Chatis

lustohons 919% by Mark Teague The ilusratons are based on the
Poppleton books by Cynthia Rylant, which ore illustrated by Mork Teague
cond published by the Blue Sky Press, an imprint of Scholastic Ine



Word Families

Words come in all shapes and sizes, but many words that children read “nd hear come in
word families.

What you'll need: Pencil and paper.

What to do: Give your child a word (such as add) that is found in many
other words (such as addition and adding). Ask your
child to think of other words that are “roots” for related
words, such as compete, and ask the child to write out the
telated words (competition, competitor, competitive).

Ask your child to keep a record of the “word families.”

See how many words made from root words your child

can find in a month

a NTT)

wees
Ok

READ-WRITE*NOW!



Words I've Heard and Silly Words

When children learn to read, they use the letter-sounds they already know to make new
words. in this game, children make words, some familiar and some not.

What you'll need: = Three containers (small boxes or margarine tubs). Small
pieces of paper with letters that have sounds your child
knows. Make several copies of the letters that are used often
in words, such as a, 5, t,t, e, n, i, g.

What to do: Sit beside your child. Put the three containers in front of
you. Place vowels in the middle container. Put consonants

in the first and last containers.

Tell your child, “We're going to make words using letters in
these containers. Some will be words you've heard, and
some will be silly words. 1'll show you how to make a word.”

Pick a letter from the first container and say its sound (for
example, #). Pick a letter from the next container (for

example, i). Pick a letter from the last container {for

example, g}. Now, I'll put the sounds together, tttiiig
The word is fig,

Ask your child, “Is that a word you've heard or is that a
silly word? That's right, it's a silly word.”

“Okay, it's your turn to make @ word.” Have your child

select a letter from each container and make new words.

READ*+WRITE*NOW!



AMERICA READS CHALLENGE
READ *WRITE*NOW!

ED 411 503

ACTIVITIES FOR READING
AND WRITING FUN

BEST COPY AVAILABLE

USULASG AR

A Joint Project of the U.S, Department of Education, the American Library Association,
Pizza Hut, Inc., Scholastic Inc., and Reading Is Fundamental, Inc.

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HOW TO MEET THE
AMERICA READS CHALLENGE READ WRITE NOW

To the Learning Partner:

. Find a young reader who wants to READ*WRITE*NOW! This can be your own
child or one in your community.

. Pick a place where you can meet with the reader at least once a week. Meet in
a safe place agreeable to your young reader's family — at home, a library, a
youth facility, a church, or the school.

. Take your reader to the library to get a library card and ask your reader to
choose books to read.

. Read and write with the young reader for at least 30 minutes, once a week.
Ask your reader to read alone the other 4 days each week.

. Encourage your reader to use the Reading Challenge Log. Record daily reading
and a new vocabulary word every day.

. Reward yourself and your reader for the work you have done in reading and
writing.



Ask your child to read part of the story and to identify the
character(s). Say, “Is Molly a character in the story? Is
she a main character? Yes, the story is mostly about
Molly and her science project. Let's write that on the
sheet where it says main character.”

Then ask your child to tell you where and when the story
takes place (a town or city, state or country, today or in
the past). This is the setting of the story.

Then, after your child reads about half of the story, stop
and say, “What is the problem the main character of this
story is facing or having? Let's write that on the sheet
where it says problem.”

When your child finishes the story, ask the child how the
problem in the story was worked out. Say, “That is the
resolution of the story. Let's write that on the sheet.”

READ+WRITE*NOW!



Journey Journal

A journal is an excellent way for your child to write about everyday events and to record
thoughts. It is fun to keep a journal when on a special trip.

What you'll need: == Journals or notebooks and pencils for you and your child.

What to do: = Plan a special trip with your child to a museum, zoo, sports
game, or other place of special interest to your child. Ask
your child to take along a journal to use for noting interesting
things seen or heard.

Tell your child you are taking a journal too, so that you also
can write about your experiences. Compare your journals

throughout the day, and especially at the end of the journey.

46

U. S. Department of Educotion



Spell Down

After children know letter-sounds and can read short words, they can begin to write the
words they read. Spelling out words strengthens children's reading skills.

What you'll need: = A set of pictures of objects that are familiar to your child and
have names that are easy to spell (sun, man, dog, cat, fan,
rug). These can be cut from magazines. Colored markers,
pens or pencils, and paper.

What to do: Put the pictures face down in the middle of the table. Your
child selects the top picture, names the picture, and then
spells the word.

If your child misses a letter, have him or her sound out the
word and try again to spell it. You may need to write the
word for your child before the child names the object and
tries to spell the word for it again.

The Match Game

Some words cannot be read by saying the sounds in the word. Words like the, said, are,
don’t, have, one, two, love, and you must be learned as whole words.

What you'll need: == Ten pieces of paper or cards with one word written on each
piece (start with the, said, are, etc.). Another set of 10

cards with the same words written on them.

What to do: Mix the words together. Give your child five cards, and give
yourself five cards. Put the rest of the cards in a pile, face
down on the table.

Both of you pick up your cards to see if you have two words
that are the same among all your cards. If so, say the word
and put them down as a pair. Then pick two more cards
from the pile.

If neither of you has a pair, draw a card from the pile. Take
turns until all the cards have been drawn or one player has
gotten rid of all of his or her cards.

The player with the most matching pairs is the winner,

ya5)

U. S. Department of Education



Alphabet Picture Book

Knowing the alphabet is a key to successful reading in later years. There are many ways to
learn the alphabet and have fun in the process.

What you'll need: = = Magazines, large index cards, a card box, scissors, glue,

a marker.

What to do: Ask your child to help you cut out magazine pictures of

objects with names that start with the various letters of the
alphabet (for example, an apple = A). Glue each picture
‘onto a large index card and write on the card the uppercase
(capital) letter of the word that describes the picture. Keep
the index cards of letters in a card box for your child to look
through.

When your child has learned the uppercase letters, write
each uppercase and lowercase letter of the alphabet on an

index card.

Then ask your chiid to look through magazines to find
pictures of objects with names that begin with one of the
letters of the alphabet. Let your child cut out the pictures and
glue one picture onto each index card. Under each picture,
write the word for that object in large letters. Keep the index
cards of words in a box for your child to look through.

U. S. Department of Education



HOW TO MEET THE

AMERICA READS CHALLENGE READ WRITE NOW .
To the Young Reader:

EX

1. Find a good book at home, school, or at the public library.

2. Read and write 5 days every week for at least 30 minutes each day.

3. On one of those days, have someone read to or with you for at least 30 minutes.
4. Learn one new word and what it means every day.

5. Get a library card and use it.



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Ask a Question

You can help your child develop early reading skills by reading stories out loud and asking
your child to think about what is read.

What you'll need: == Interesting storybooks.

What to do: Hove your child select a storybook. Sit so that your child can
see the print and pictures as you read. Read a page of the
story, then stop and ask a question. For example, “How do
you think the little train felt in this story?” “Why was the
elephant sad?” “What do you think the silly monkey will do
next?” Encourage your child to talk and relate what you've
read to the child's own life. “How are you like the little
train?” “Have you ever done anything like what the silly
monkey did?”

Story Smarts and Parts

Do you remember that favorite story you had as a child — “Cinderella” or “Jack and the
Beanstalk”? Children develop favorites early in their lives and want to hear the same stories
over and over again.

What you'll need: == Interesting stories in which it is easy to tell what happens
first, next, and last. Fairy tales like Goldilocks and the
Three Bears or The Three Little Pigs are good for this purpose
because they have easily identified parts.

What to do: Read the story. At the end of the story, ask your child what
happened at the very beginning of the story. Then ask what
happened next, and next, and next. Then ask what happened
at the end of the story.

Praise your child for remembering part of the story, and help
your child remember other parts when necessary.

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READ-WRITE*+NOW!