Reading Strategy/Behavior s to teach • SWBAT notice and interprets detail in pictures

LEVEL B Student-Friendly Lesson Plan Ideas/Resources Translation Resources Good readers look at • Have students preview the book by pictures in a book and flipping through the pages make predictions • Have students express opinions about about what the book the pictures and describe what’s in will be about them • Encourage students to use the pictures to make predictions about what the story will be about “Good readers look at • Have students read a book and a book and know highlight the words they recognize which words they can “right away” read right away” • Give students copies of familiar poems with sight words highlighted; use nursery rhymes; make flashcards on a book ring “To figure out tricky words, good readers look at the beginning sound of the word, reread the sentence and ask “what word would make sense here?”

• SWBAT locate high-frequency words (aka sight words) in a text

• SWBAT figure out words by saying the sound of the beginning letters, rereading from the beginning of the sentence and thinking about what word would make sense • SWBAT remember what the story is about during reading Word Work (after guided reading) Each requires only 1-3 minute demonstrations

“Good readers remind • Show children that when readers get themselves what the stuck on a tricky part, they stop and book is about as they ask: “what is this book about?” read.” Show students why stopping and asking this question at tricky parts will help them figure out the tricky part • 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)

run your eyes over the words and see if any of them are your sight words. glass. *Afterward. use nursery rhymes. they look at the picture to help them figure it out. have students write (in 1 sentence) or draw out what they think just happened in the story on post it notes that you’ve placed throughout their own copies of the book Sample Think Aloud/Modeling from an Expert Teacher’s Elementary Classroom .” • “Good readers • Have students preview the book by check to see if flipping through the pages and looking their predictions at the pictures are right by • Encourage students to use the thinking about pictures to make predictions about what they have just what the story will be about read.• Match or sort pictures by ending sounds (horse. • “When good readers get stuck on a hard word.” • While reading. Point to those and read them first. dress) • Match or sort pictures with rhyming sounds (pen. Write out their ideas on chart paper. ten.” • Give students copies of familiar poems with sight words highlighted. have students use text from the story to check the accuracy of their predictions • Have students read a book and highlight the words they recognize “right away” • Another way to frame it: “Before you read this page. hen) • Recognize letters by name and locate them quickly in words LEVEL C Student-Friendly Lesson Plan Ideas Translation “Good readers look at a book and know which words they can read right away” Reading Strategy/Behavior s to teach • SWBAT locate high-frequency words (aka sight words) in a text Resources • SWBAT remember what the story is about during reading • Good readers stop at different parts of the book and ask: “what just happened”? • SWBAT use picture details to figure out the meaning of new words • SWBAT use pictures to make predictions and then use text to check those predictions. make flashcards on a book ring *Place post-it notes at key points of the book and then ask students to tell them what just happened.

is. ch. in. get. not) • Locate words rapidly using first letter and related sounds • Say words slowly and write letters related to sounds Phonics skills to reinforce Word Work (after guided reading) Each requires only 1-3 minute demonstrations Reading Strategy/Behavior s to teach • SWBAT remember what the story is about during reading LEVEL D Student-Friendly Lesson Plan Ideas/Resources Translation • Good readers stop at different parts of the book and ask: “what just happened”? • Place post-it notes at key points of the book and then ask students to tell them what just happened. touching your fingers to your thumb. get) • Recognize several CVC words (e. here. and. cl. hot. sun.g. look.. it) • Make several CVC words quickly (can.g. th ⇒ Short vowel sounds ⇒ A blending strategy: Tap each sound. mat. etc. like. Now put the sounds together. ⇒ Consonant digraphs: sh.. can. Write their reflections out on chart paper • Afterward. cat. see. ⇒ Attention to word endings (s and ed) • Match pictures with letters using beginning or ending sounds • Recognize a few easy high-frequency words quickly (e. have students write (in 1 sentence) or draw out what they think just happened in the story on post it notes that you’ve placed throughout their own copies of the book • Encourage students to make meaningful text-to-self connections by framing this exercise in the following way… o “When I read or heard these • SWBAT make text-to-self connections when reading • “Good readers think about what the words or pictures in the story remind them . the.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 ⇒ Consonant blends: br. but.

feels. tastes” • Tell students that picturing… …helps us be in the story …makes the characters and events come alive …clears up confusing parts Tell them that picturing is like… “having a pretend movie screen in your heads so you can watch the story” Sample think aloud/modeling • SWBAT remember details from text and pictures and search for understanding while reading • “Good readers make a picture in their minds about what is going on in the story” • SWBAT use pictures to make predictions and then use text to check those predictions. have students use text from the story to check the accuracy of 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 with the story .of…” words…it reminded me of…” o “When I saw a picture of…it made me think about…” Sample Lesson Think Aloud/Modeling from author/expert educator Debbie Miller Sample of Student Work from a Lesson on Text-to-Self Connections • Words that students can use…  “I’m imagining that…”  “I can picture how…sounds.” • While reading. • “Good readers • Have students preview the book by check to see if flipping through the pages and looking their predictions at the pictures are right by • Encourage students to use the thinking about pictures to make predictions about what they have just what the story will be about read. looks.

we • Add –s to words to make a plural and read them (cat/cats) • Recognize several CVC words quickly (hot. so. up . me. touching your fingers to your thumb. th ⇒ Short vowel sounds ⇒ A blending strategy: Tap each sound. with a special emphasis on finding similarities between characters in books they have read. to. get) • Change the beginning letter to make a one-syllable word (man/can) • Change ending letters to make a new one syllable word (cat/can) LEVEL E Student-Friendly Lesson Plan Ideas/Resources Translation “Good readers think about how characters in the book they are reading book remind them of characters in other books that they have read. . he. Sample Think Aloud/Modeling Reading Strategy/Behavior s to teach • SWBAT make text-to-text connections. ch. like. see. am. do. ⇒ Attention to word endings (s and ed) • Recognize a few easy high-frequency words quickly (at. in. rereading from the beginning of the sentence and thinking about what word would make sense Phonics Skills to Reinforce “To figure out tricky words. etc. but. my. good readers look at the beginning sound of the word and end sound of the word” Ask students to… • Step 1: Put their finger under the first letter(s) and sound it out… (plural for words with digraphs) • Step 2: Put their finger under the last letter and make that sound • Step 3: After they make both sounds. pin) • Make several CVC words quickly (can. hot. no. cl. ⇒ Consonant digraphs: sh. Now put the sounds together. bug.” Venn Diagrams like this one can often be a useful way to introduce the skill of finding similarities between characters in different books. have students ask themselves: what makes sense here? Word Work (after guided reading) Each requires only 1-3 minute demonstrations ⇒ Consonant blends: br.• can be right • can be wrong • SWBAT figure out words by saying the sound of the beginning letters. go. an. cat.

today) o compound words (e. Sample think aloud/modeling • “Good readers • Have students preview the book by check to see if flipping through the pages and looking their predictions at the pictures are right by • Encourage students to use the thinking about pictures to make predictions about what they have just what the story will be about read.g.• SWBAT remember details from text and pictures and search for understanding while reading • “Good readers make a picture in their minds about what is going on in the story” • Words that students can use…  “I’m imagining that…”  “I can picture how…sounds. have students use text from the story to check the accuracy of 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 with the story • can be right • can be wrong • Examples you can work on with students include… o words that have smaller words within them that they might recognize (e.” • While reading.. feels. tastes” • Tell students that picturing… …helps us be in the story …makes the characters and events come alive …clears up confusing parts Tell them that picturing is like… “having a pretend movie screen in your heads so you can watch the story” and that doing so helps to “make the story come alive” • SWBAT use pictures to make predictions and then use text to check those predictions. skateboard) • SWBAT to figure out some longer words by taking them apart • .g. looks.

we can reread to help us understand what’s going on. he. here.. hers. but) • Add –s or –es to a word to make it plural (bike/bikes. so. When meaning understand” this happens. up. me.. look.g. this. look.” • “Reader’s voices change when they see a question mark” • “Readers figure out • Teach children to look through the words by moving whole word from left to right to find .Word Work (after guided reading) Each requires only 1-3 minute demonstrations • Recognize a few easy high-frequency words quickly (at. like. them out tricky words” mousetrap) • SWBAT reread to • “Good readers go • Tell students that “sometimes we read search for back and reread to and don’t really catch the story. today) • Change beginning.” • Make sure to model the act of rereading for comprehension. phrasing. middle. like. my. to. go. airplane) • Use parts of known words to read new words (e. and reading with inflection • SWBAT to read longer words by • “Good readers back and read the sentence again to figure out tricky words” • “Good readers use punctuation to figure out how text sounds. in. an.” • Song that David Yi used to teach this skill • Exemplar mini-lesson Tell students that… • “A period tells us to take a quick break and then keep going. butterfly. glass/glasses) • Read simple compound words (into. we. this) • Write or make many high-frequency words (e. stop/stay/hat/hit) • Say words slowly to write them letter by letter LEVEL F Student-Friendly Lesson Plan Ideas/Resources Translation Reading Strategy/Behavior s to teach • SWBAT take • “Good readers look • Have students find words within tricky apart compound for a word within compound words to figure out their words to solve the word to figure meaning (e. or ending of a word to make a new word (hop/stop.g. am. no.. • SWBAT to use context clues to figure out the meaning of novel words • SWBAT demonstrate awareness of punctuation by pausing. see. doghouse.g. do.

-ing. stopped. they might recognize “ea” in the new word easy by recalling the word “ear”. got. they o Use characters’ names tell someone about (characters) what happened” o Tell where the story is taking place (setting) o Include the important parts of the story (have them ask themselves: “is this an important part of the story?”. glass/glasses) Reading Strategy/Behavior s to teach • SWBAT to use context clues to figure out the meaning of novel words LEVEL G Student-Friendly Lesson Plan Ideas/Resources Translation • “Good readers go back and read the sentence again to out tricky words” • Song that David Yi used to teach this skill • Exemplar mini-lesson . butterfly) Take apart and make contractions with am (I’m) and not (don’t) Add –s or –es to a word to make it plural (bike/bikes. stopping) Change words to make plurals by adding –es (box/boxes. then. have them… finish a story. for. glass/glasses) Recognize words that have short (CVC: pet) and long (CVCe: bike) vowel patterns Take apart compound words (doghouse. your) Write many high-frequency words quickly Review high-frequency words from previous levels Change words to add simple inflectional endings (-ed. be. of. this. Make sure they focus on an 1-2 key events) • Teach them to start the retelling by saying: ”This book is about…” • Exemplar min-lesson (interactive read aloud) Recognize many high-frequency words quickly (e.g.) “When readers • When they retell.. are. all. but.g..breaking them down into familiar word parts • SWBAT provide an oral summary of what happened in a story (great to first teach via interactive read aloud) through the whole word” • Word Work (after guided reading) Each requires only 1-3 minute demonstrations • • • • • • • • • familiar word parts to help them (e. had. on.

” • Recognize many high-frequency words quickly (e.g.) • “When good • Tell students to use time words… readers tell o First… someone what o Then…/ After that…/Next… happened in a o In the end… story from the • Important parts of fiction books = beginning to the beginning. end end.” • Teach students that some words just kind of go together when we read. and reading with inflection • SWBAT to read longer words by breaking them down into familiar word parts • SWBAT provide an oral summary with appropriate details in sequence (great to first teach via interactive read aloud) • “Good readers use punctuation to figure out how text sounds.• SWBAT read fluently. -ing. phrasing. for. When they do this.. like the words “peanut-butter-and-jelly”. • Explain to them that putting words together helps words sound smooth Tell students that… • “A period tells us to take a quick break and then keep going. Tell them that we don’t read those words separately. but that we read them as if they are one word.g. your) • Review high-frequency words from previous levels • Change words to add simple inflectional endings (-ed. and with appropriate phrasing • “Good readers chunk text to make it sound smooth” • SWBAT demonstrate awareness of punctuation by pausing. be. got. of. peanutbutterandjelly.. accurately. they can figure out what the book is all about. this. but.” • “Reader’s voices change when they see a question mark” • SWBAT remember details to support the accumulation of meaning throughout the text Word Work (after guided reading) Each requires only 1-3 minute • “Readers figure out • Teach children to look through the words by moving whole word from left to right to find through the whole familiar word parts to help them (e. had. all. are. word” they might recognize “ea” in the new word easy by recalling the word “ear”. . then. on. it helps them (solution) remember the • Important details of non-fiction books: story better” facts that teach a reader something new • “Good readers add • Exemplar Graphic Organizers important details in their mind until their thinking gets bigger and bigger. middle (problem).

demonstrations • • • • stopped. hand) . stopping) Change words to make plurals by adding –es (churches. and. shell) Use what is known about words to read new words (not. got. foxes. dishes) Take apart compound words (door-bell) Recognize words that begin with consonant digraphs (thin.

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