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!

Also includes:

• a reading book log and 

• 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.

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.