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Reading Strategies

Reading Strategies

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Published by Joaquin

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Published by: Joaquin on Apr 10, 2010
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LEVEL BReadingStrategy/Behaviorsto teachStudent-FriendlyTranslationLesson Plan Ideas/ResourcesResources
SWBAT noticeand interpretsdetail in picturesGood readers look atpictures in a book andmake predictionsabout what the bookwill be about
Have students preview the book byflipping through the pages
Have students express opinions aboutthe pictures and describe what’s inthem
Encourage students to use thepictures to make predictions aboutwhat the story will be about
SWBAT locatehigh-frequencywords (aka sightwords) in a text“Good readers look ata book and knowwhich words they canread
right away” 
Have students read a book andhighlight the words they recognize“right away”
Give students copies of familiar poems with sight words highlighted;use nursery rhymes; make flashcardson a book ring
SWBAT figureout words bysaying the soundof the beginningletters, rereadingfrom thebeginning of thesentence andthinking aboutwhat word wouldmake sense“To figure out trickywords, good readerslook at the beginningsound of the word,reread the sentenceand ask “what wordwould make sensehere?”
SWBATremember whatthe story is aboutduring reading“Good readers remindthemselves what thebook is about as theyread.”
Show children that when readers getstuck on a tricky part, they stop andask: “what is this book about?”Show students why stopping and askingthis question at tricky parts will help themfigure out the tricky part
Word Work (after guided reading)
Each requiresonly 1-3 minutedemonstrations
Recognize a few easy high-frequency words quickly (e.g., the,and, my, like, see, is, can, in, it)
Recognize and make a few CVC words (e.g., hit, cut, man,dog, pet)
Write a few CVC words (e.g., run, cat, pet)
Write a few easy high frequency words (e.g., can, like, the,me, we, is)
Match or sort pictures by initial sounds (bear, bike, bone)
 
Match or sort pictures by ending sounds (horse, glass, dress)
Match or sort pictures with rhyming sounds (pen, ten, hen)
Recognize letters by name and locate them quickly in words
LEVEL CReadingStrategy/Behaviorsto teachStudent-FriendlyTranslationLesson Plan IdeasResources
SWBAT locatehigh-frequencywords (aka sightwords) in a text“Good readers look ata book and knowwhich words they canread
right away” 
Have students read a book andhighlight the words they recognize“right away”
Another way to frame it: “Before youread this page, run your eyes over thewords and see if any of them are your sight words. Point to those and readthem first.”
Give students copies of familiar poems with sight words highlighted;use nursery rhymes; make flashcardson a book ring
SWBATremember whatthe story is aboutduring reading
Good readers stopat different parts of the book and ask:“what justhappened”?*Place post-it notes at key points of thebook and then ask students to tell themwhat just happened. Write out their ideason chart paper.*Afterward, have students write (in 1sentence) or draw out what they think just happened in the story on post itnotes that you’ve placed throughout their own copies of the book
SWBAT usepicture details tofigure out themeaning of newwords
“When goodreaders get stuckon a hard word,they look at thepicture to helpthem figure it out.”Sample Think Aloud/Modeling from anExpert Teacher’s Elementary Classroom
SWBAT usepictures to makepredictions andthen use text tocheck thosepredictions.
“Good readerscheck to see if their predictionsare right bythinking aboutwhat they have justread.”
Have students preview the book byflipping through the pages and lookingat the pictures
Encourage students to use thepictures to make predictions aboutwhat the story will be about
While reading, have students use textfrom the story to check the accuracyof their predictions
 
Words students can use…
“I think…is going to happen”
“I predict that…”
“I bet the character is going to…”Explain to students that predictions…
help us get into the story
make sense of the story
can be right/ wrong
Phonics skills toreinforce
Consonant blends: br, cl, etc.
Consonant digraphs: sh, ch, th
Short vowel sounds
A blending strategy: Tap each sound, touching your fingers toyour thumb. Now put the sounds together.
Attention to word endings (s and ed)
Word Work (after guided reading)
Each requiresonly 1-3 minutedemonstrations
Match pictures with letters using beginning or ending sounds
Recognize a few easy high-frequency words quickly (e.g., the,and, like, here, look, see, is, can, in, it)
Make several CVC words quickly (can, but, cat, hot, get)
Recognize several CVC words (e.g., get, sun, mat, not)
Locate words rapidly using first letter and related sounds
Say words slowly and write letters related to sounds
LEVEL DReadingStrategy/Behaviorsto teachStudent-FriendlyTranslationLesson Plan Ideas/Resources
SWBATremember whatthe story is aboutduring reading
Good readers stopat different parts of the book and ask:“what justhappened”?
Place post-it notes at key points of thebook and then ask students to tellthem what just happened. Write their reflections out on chart paper 
Afterward, have students write (in 1sentence) or draw out what they think just happened in the story on post itnotes that you’ve placed throughouttheir own copies of the book
SWBAT maketext-to-self connectionswhen reading
“Good readersthink about whatthe words or pictures in thestory remind them
Encourage students to makemeaningful text-to-self connections byframing this exercise in the followingway…
o
“When I read or heard these

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