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Focuses on ensuring students read connected text daily to strengthen reading accuracy, fluency, and comprehension. Explains implementation steps through teacher scaffolds, family explanations, and self-monitoring strategies, including video support and printable resources.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/recommendation-4-supporting-family-engagement/585566/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/recommendation-4-supporting-family-engagement/585566.png","ImageObject",300,407,{"name":92,"@type":93},"Alex Sinclair","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the recommendation focus on connected text instead of isolated words?","Question",{"text":112,"@type":113},"Connected text requires readers to quickly recognize words, integrate what they read with background knowledge, and monitor comprehension, which supports deeper understanding than reading isolated words.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What can teachers tell families to do for Step 1?",{"text":117,"@type":113},"Teachers can explain how families can model daily read-alouds with accuracy, fluency, and expression, and provide encouragement and feedback during children’s oral reading practice.",{"name":119,"@type":110,"acceptedAnswer":120},"How should families support self-monitoring in Step 2?",{"text":121,"@type":113},"Families can model thinking aloud when a decoding mistake occurs, prompting the child to check whether it makes sense in the story and to try again or self-correct errors.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},585566,1792055107,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":129,"read_time":52,"preview_page_count":4},1099523882182,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","This document provides a summary of Recommendation 4 from the REL Southeast guide A Kindergarten Teacher’s Guide to Supporting Family Involvement in Foundational Reading Skills, a companion to the WWC practice guide Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade. Full reference at the bottom of this page.  \nEnsure that each student reads connected text every day to support reading accuracy, fluency, and comprehension  \nReading connected text—that is, multiple sentences related to each other—requires greater skill than reading isolated words. To read and understand connected text, students must quickly recognize words, integrate what they are reading with their background knowledge, and monitor their comprehension.  \nThe companion guide on which this summary document is based assists teachers in informing and supporting families to help children read connected text to increase their accuracy, fluency, and comprehension.  \n\n| \u003Cbr>How to carry out the\u003Cbr>recommendation\u003Cbr>\u003Cbr>Potential roadblocks |  |\n| --- | --- |\n| 1. As students read orally, model strategies, scaffold, and provide feedback to support accurate and efficient word identification.\u003Cbr>2. Teach students to self-monitor their understanding of the text and to self-correct word-reading errors.\u003Cbr>3. Provide opportunities for oral reading practice with feedback to develop fluent and accurate reading with expression. | 1. Families don’t attend family literacy nights or parent–teacher conferences.\u003Cbr>2. Families might not feel comfortable attending a school function.\u003Cbr>3. Families lack time to engage in the activities with their children.\u003Cbr>4. Families may not have internet access or may have a hard time accessing the internet. |\n\nReference: Kosanovich, M., Lee, L. & Foorman, B. (2020). A kindergarten teacher’s guide to supporting family involvement in foundational reading skills (REL 2020-016). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast. [https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=5674](https://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=5674)  \n1  \nTeacher Scaffolds for steps in How to carry out the recommendation  \n1. As students read orally, model strategies, scaffold, and provide feedback to support accurate and efficient word identification.  \nTeachers can explain two very important ways that families can support this step. The first way is to model reading aloud with accuracy, fluency, and expression. Reading aloud should be a daily, fun activity. The second way is to encourage children by supporting them when they read aloud. Teachers can model how to provide both encouragement and feedback on children’s oral reading.  \nVideos to support Step 1  \n\n| Video Title (Book Title in Parentheses) | Link |\n| --- | --- |\n| 4.1 When I Read to You (Bear Snores On) | [https://youtu.be/i12X8A5giF0](https://youtu.be/i12X8A5giF0) |\n| 4.1 When I Read to You (Book!) | [https://youtu.be/4lkFh9y0C1U](https://youtu.be/4lkFh9y0C1U) |\n| 4.1 When You Read to Me (Cat Traps) | [https://youtu.be/LL0uJqW_jwY](https://youtu.be/LL0uJqW_jwY) |\n| 4.1 When You Read to Me (This Is a Peach) | [https://youtu.be/pxrcdffJCyw](https://youtu.be/pxrcdffJCyw) |\n\nNote: Adapted frompages K|4|4–K|4|5 of the guide referenced on the first page of this document.  \nPrintable family resources to accompany Step 1 are available on page K|4|6 of the guide referenced on the first page of this document.  \n2. Teach students to self-monitor their understanding of the text and to selfcorrect word-reading errors.  \nAs children become more experienced readers, they learn to recognize when they misread words as what they have read doesn’t make sense. Helping children develop this ability to self-monitor is important in building reading skill. A teacher can demonstrate to families how to think aloud by making a decoding mista","cbCaikbmHgeMN2Lc","https://ap.wps.com/l/cbCaikbmHgeMN2Lc","pdf",167773,"English","# Recommendation 4 overview\n## How to carry out the recommendation - potential roadblocks\n## Teacher scaffolds for each step\n### Step 1: Oral reading modeling, scaffolding, and feedback\n### Step 2: Self-monitoring and self-correcting errors\n### Step 3: Oral reading practice with feedback and expression","[{\"question\":\"Why does the recommendation focus on connected text instead of isolated words?\",\"answer\":\"Connected text requires readers to quickly recognize words, integrate what they read with background knowledge, and monitor comprehension, which supports deeper understanding than reading isolated words.\"},{\"question\":\"What can teachers tell families to do for Step 1?\",\"answer\":\"Teachers can explain how families can model daily read-alouds with accuracy, fluency, and expression, and provide encouragement and feedback during children’s oral reading practice.\"},{\"question\":\"How should families support self-monitoring in Step 2?\",\"answer\":\"Families can model thinking aloud when a decoding mistake occurs, prompting the child to check whether it makes sense in the story and to try again or self-correct errors.\"}]","Recommendation 4 - Supporting family engagement | PDF"]