Guided Reading
By Deanna Jump
Dear Teachers, It is my hope that the activities in this packet will breathe new life into your Guided Reading groups and /or strategy groups. I noticed that some of my kids were getting bored with our small group lessons and when I started reflecting on what was working and what wasn’t I realized that they were bored because we were doing the same old thing! I created a variety of activities to use during our group time and now they are excited when I call their name and they LOVE doing word work. We all have different ways of doing things so I also tried to give you a variety of ways to use the materials. If you have any questions or suggestions about any of the following activities please let me know. Happy Reading!
Deanna
In order to become Good Readers children need to use the three cuing systems.
Graphophonic
Syntax
Visual
Structure
Does it look right?
Does it sound right?
Semantic Meaning Does it make sense?
Graphophonic/visual: Readers use letter-sound relationships to figure out words by looking at the letters and using the sounds they make. Reinforce this cueing system by asking, "Does it look right?" Structure/syntax: Readers use grammar and knowledge of how language goes together to identify words. Readers who use this cueing system would choose a noun to replace a noun, instead of choosing a verb to replace a noun, because it would sound right to them. Reinforce this cueing system by asking, "Does it sound right?“ Meaning/semantic: Readers use meaning to predict the message of text. Reinforce this cueing system by asking, "Does it make sense?“ Readers must learn to use many strategies in order to become independent readers. Children can be taught the three cuing systems through mini-lessons and teacher modeling. The three cuing systems tie in perfectly with the beanie baby reading strategies. I have no idea who originally created the idea behind the beanie baby strategies but they really help the little ones understand the reading process.
Be a Word Detective! When you come to a word you can’t figure out use your strategies!
Eagle Eye
Lips the Fish
Look at the picture
Say the first sound
Stretchy the Snake S-t-r-e-t-ch it out
Chunky Monkey Look for chunks Ask Yourself: Does it make sense?
Does it sound right?
Flippy Dolphin
Skippy Frog
Flip the vowel sound
Skip over the word
Tryin’ Lion Try a word that makes sense
Does it look right?
Which strategies are you working on?
I teach the word detective strategies one or two at a time depending on the level of my group. As soon as they are ready I teach and model another strategy. The strategies are taught in the order shown on the previous page. In order to keep up with what strategies each group is working on we have our Strategy board. I use Velcro to attach the strategy or strategies that the group is currently working on. Before we begin reading each day we review the strategies we’ve been working on. It is important for the kids to be able to vocalize the strategy they used to figure out a word. Velcro dots
Strategy Cards Decide how you will use them. Do you want each student to have their own or will you just have one per group? (I usually have one per group since the whole group is ability grouped and they are usually all working on the same strategies). Print on cardstock and laminate and cut out. Put 7 velcro dots on the strip and a dot on the back of each strategy card. Teaching with the Strategy Cards Before we start a new lesson we NAME and talk about the strategies we have been using in our reading.. It would sound something like this, Me: “Boys and girls let’s look at the strategy card for your group. Who can tell me which strategies we’ve learned so far?” Student: “Eagle eye!” Me: “ How does eagle eye help us read?” Student: “He reminds us to look at the pictures.” After we’ve reviewed the strategies I would introduce a new strategy IF they are ready Me: “Today I’m going to teach you a new strategy. This is…... IF DESIRED SEND HOME THE READING STRATEGY CARD YOU TAUGHT (see page 16)
Suggested Sequence for Guided Reading Step 1: We talk about and name the strategy we’ve been working on. Example: Teacher: Boys and girls let’s look at the strategy card for your group. Who can tell me which strategies we’ve learned so far? Students: Eagle Eye! T: How does Eagle Eye help us read? S: He reminds us to look at the pictures.
Step 2: After you’ve reviewed the previously taught strategy introduce and teach a new one IF they are ready for it. EX: “Today I’m going to teach you a new strategy.” This is chunky monkey. He helps us to look for chunks in words. Let me show you how he helps us.
Step 3: Introduce the new book. Take a picture walk and discuss any words or vocabulary that might be too difficult for students Step 4: Students whisper read the book while the teacher conducts a running record on one child.
Step 5: Students reread the text while the teacher leans in to listen. Support is given to help the students with reading strategies and the cuing systems. Use the cuing cards on pages 87-91 to help support reading behaviors. Comprehension Questions and/or comprehension work page 77. Step 6: Word Work I’ve provided some activities starting on pg. 24 Mix it up and make it fun! You can also see some other samples on page 71
Strategies I’m working on
Eagle Eye
Look at the picture.
Note: Two versions of Stretchy Snake are included. Choose the one that you like best.
Stretchy Snake
S-t-r-e-t-ch it out.
Stretchy Snake
S-t-r-e-t-ch it out.
Lips the Fish
Say the first sound.
Chunky Monkey
Look for chunks you know.
Flippy Dolphin
Flip the vowel sound.
Skippy Frog
Read to the end and come back.
Tryin’ Lion
Try a word that makes sense.
As you teach a new strategy send the cards on the following pages home to keep parents involved in the reading process. This will give your Littles practice with explaining the strategies they are learning.
I learned a new reading strategy today! Ask me how Eagle Eye can help me read.
I learned a new reading strategy today! Ask me how Eagle Eye can help me read.
I learned a new reading strategy today! Ask me how Eagle Eye can help me read.
I learned a new reading strategy today! Ask me how Eagle Eye can help me read.
I learned a new reading strategy today! Ask me how Lips the Fish can help me read.
I learned a new reading strategy today! Ask me how Lips the Fish can help me read.
I learned a new reading strategy today! Ask me how Lips the Fish can help me read.
I learned a new reading strategy today! Ask me how Lips the Fish can help me read.
I learned a new reading strategy today! Ask me how Stretchy Snake can help me read.
I learned a new reading strategy today! Ask me how Stretchy Snake can help me read.
I learned a new reading strategy today! Ask me how Stretchy Snake can help me read.
I learned a new reading strategy today! Ask me how Stretchy Snake can help me read.
I learned a new reading strategy today! Ask me how Chunky Monkey can help me read.
I learned a new reading strategy today! Ask m e how Chunky Monkey can help me read.
I learned a new reading strategy today! Ask me how Chunky Monkey can help me read.
I learned a new reading strategy today! Ask me how Chunky Monkey can help me read.
I learned a new reading strategy today! Ask me how Skippy Frog can help me read.
I learned a new reading strategy today! Ask m e how Skippy Frog can help me read.
I learned a new reading strategy today! Ask me how Skippy Frog can help me read.
I learned a new reading strategy today! Ask me how Skippy Frog can help me read.
I learned a new reading strategy today! Ask me how Flippy Dolphin can help me read.
I learned a new reading strategy today! Ask m e how Flippy Dolphin can help me read.
I learned a new reading strategy today! Ask me how Flippy Dolphin can help me read.
I learned a new reading strategy today! Ask me how Flippy Dolphin can help me read.
I learned a new reading strategy today! Ask me how Tryin’ Lion can help me read.
I learned a new reading strategy today! Ask m e how Tryin’ Lion can help me read.
I learned a new reading strategy today! Ask me how Tryin’ Lion can help me read.
I learned a new reading strategy today! Ask me how can help me read.
Word Work Activities & Printables
Stretchy the Snake and Rub a Dub Sub Word Mats and Activities
can f r p m Give each child a laminated work mat and magnetic letters or use the included *letter tiles to make the words that you have planned. For example, the lesson above needs the letters m, a, n, c, f, r, p If your kids still need some help with letter sounds you may want to go over the letter sounds first. For example, it might sound like this. “Show me the letter that makes the /p/ sound.” The making words portion would sound like this, ©djump2011
“Make the word can. /c / /a/ /n/ can.” Continue with pan, fan, ran. I end with man so that I can throw in a word that requires them to substitute the ending sound. “Now that you have the word man, can you make the word map?” If desired complete the Stretchy the Word Snake making words book. Elkonan boxes are a great way to help students build phonological awareness by segmenting words into sounds. They teach students how to count the number of phonemes in the word (not always the number of letters). For example, the word shop has 4 letters but it only has three sounds /sh/ /o/ /p/ They help students better understand the alphabetic principle in decoding and spelling. You can read more about them here: http://www.readingrockets.org/strategies/elkonin_boxes/ and watch an amateur teacher tube video here: http://www.teachertube.com/viewVideo.php?video_id=107363
s
a
t
**If you are using the letter tiles you may want to copy on cardstock and laminate.
©djump2011
Suggested Skills focus based on reading level Level AA Letters and sounds Print concepts Level D Initial and final Digraphs Sh, ch, th Level H-I ew, ight, aw, oi, oy
Level A Letters & sounds Two phonemes Print concepts Level E Initial and final blends Silent e rule Level J+ Vowel patterns Ous, ough, Endings est, ly, ful, etc:
Level B Short vowels CVC words (initial sounds) Level F Vowel patterns Y says I and e
Level C Short vowels CVC words (changing B,M,E sounds)
Level G vowel patterns ee, ar, ay, oa, or, ow, ou
For level AA readers you will want to spend time going over letters and sounds. Much of your time will be spent identifying letters and producing the sounds they make. When you feel that they are ready you can introduce making words using two phonemes.
Making Words Lessons Using TWo Phonemes For Level A Readers
Letters Needed
Words
i, n, o, a
in, on, an
i, t, a, f
it, at, if
i, s, a, m
is, as, am
Print & Go Making Words Lessons Using Three Phonemes {changing Initial Sounds For Level B Readers } Mixed up sentences
Letters Needed
Words
Sentence
f, r, p, m, c, n, a t, f, c, r, s, m, a
fan, ran, pan, man, can
The man ran.
fat, cat, rat, sat, mat
The fat cat sat.
p, t, m, n, s, v, e
pet, met, net, set, vet
My pet has a vet.
m, n, t, p, h, e
men, pen, ten, hen
My hen has a pen.
p, c, h, n, l, o, t
pot, cot, hot, not, lot
The pot is hot.
m, p, c, h, t, o
mop, cop, hop, top, pop
The cop can hop.
Print & Go Making Words Lessons Using Three Phonemes {changing Initial Sounds}
Letters Needed
Words
Sentence
p, b, j, r, w, i, g t, h, s, f, k, b, i
pig, big, wig, rig, jig
The big pig has a wig.
hit, sit, fit, kit, bit
The kid had a fit.
m, b, r, j, h, u, g
mug, bug, jug, rug, hug
The bug is on the rug.
n, c, h, r, u, t
nut, cut, hut, rut
A nut is by the hut.
Materials for making words lessons on pages 29-38 Make one copy for every four students. Make the words on the stretchy the snake word mat and have then record three of the words in the stretchy word book or in their word work journal (see page 71). Step 2: Give the students the cut up sentence and have them read the words and try to put the sentence in order. Glue and illustrate. OPTIONS: Use magnetic letters or the laminated alphabet letters on pages 51 & 52 and have the students write the sentence instead of using the typed version.
f f f f
r r r r
p p p p
m m m m
c c c c
a a a a
ran. man The ran. man The ran. man The ran. man The
t t t t
f f f f
c c c c
r r r r
s s s s
m m m m
a a a a
fat The cat sat. fat The cat sat. fat The cat sat. fat The cat sat.
p p p p
t t t t
n n n n
m m m m
s s s s
v v v v
e e e e
pet has My vet. a pet has My vet. a pet has My vet. a pet has My vet. a
p p p p
t t t t
n n n n
m m m m
h h h h
e e e e
hen pen. has My a hen pen. has My a hen pen. has My a hen pen. has My a
p p p p
c c c c
n n n n
h h h h
l l l l
o o o o
t t t t
hot. is The pot hot. is The pot hot. is The pot hot. is The pot
m m m m
p p p p
o o o o
c c c c
h h h h
t t t t
cop can The hop. cop can The hop. cop can The hop. cop can The hop.
b b b b
g g g g
i i i i
p p p p
j j j j
pig wig. big has a The pig wig. big has a The
r r r r
w w w w
h h h h
b b b b
s s s s
f f f f
i i i i
had fit. The kid a had fit. The kid a
t t t t
m m m m
b b b b
r r r r
j j j j
h h h h
u u u u
g g g g
bug on rug. The is the bug on rug. The is the
n n n n
c c c c
h h h h
r r r r
u u u u
t t t t
nut A hut. the by is nut A hut. the by is
Print & Go Making Words Lessons Using Three Phonemes {changing B, M, E Sounds For Level c Readers } At this level they write the sentence.
Letters Needed
Words
Sentence
man, fan, fun, run, rig
The man has a fun rig.
bug, jug, jog, job
I see a big bug in the jug.
n, o, t, h, u, g
not, hot, hut, hug
It is not hot in the hut.
m, e, b, i, g, t, d, o
met, bet, bit, big, dig, dog
I have a big dog at home.
1
m, a, n, f, u, r, i, g 2 b, u, g, j, o, b
3 4
5
s, t, a, i, c, p, m
sit, sat, cat, cap, map, mat
The cat can sit on the mat.
6
p, g, b, i, j, e, t
pig, jig, big, beg, bet, jet
The big pig is in the jet.
7
h, a, m, j, i, t, o, p
jam, ham, him, hit, hot, top
I like jam on top of my ham.
1
2
3
4
5
6
7
Print & Go Making Words Lessons Using Three Phonemes {Initial and final Digraphs For Level D Readers } At this level they write the sentence.
Letters Needed
Words
Sentence
1
s, h, o, p, i, w , d
shop, ship, wish, dish
I wish I had a big ship.
2
s, h, e, c, a, m
she, sham, mash, cash
She has my cash.
3 c,
h ,i, n, o, p, a ,c, t
chin, chip, chop, cat, catch
I can not catch the cat.
4
t, h, a, t, b, i, n, s, w
that, bath, thin, this, with
I will get in this bath.
5
m, a, t, h, t, p, o
that, path, math, moth
Is that the path?
1
2
3
4
5
a a e e i i o o u u b c d f g h i j k l m n p q r s t v w x
y i f m t
z f l a o u b c g h j k n p q r v w x y
e d l s z
My Stretchy the Snake Making Words Book I can stretch words and record the sounds I hear.
Name ©djump2011
My Stretchy the Snake Making Words Book I can stretch words and record the sounds I hear.
Name ©djump2011
©djump2011
©djump2011
My Rub a Dub Sub Word Book I can record the sounds I hear in words and write sentences using the words.
Name ©djump2011
My Rub a Dub Sub Word Book I can record the sounds I hear in words and write sentences using the words.
Name ©djump2011
I can write a sentence using the word I made.
_______________ _______________ _______________ _______________ _______________ I can write a sentence using the word I made.
_______________ _______________ _______________ _______________ _______________
The following activities can be used when teaching word families and the chunky monkey strategy. Choose the book you want to use and staple them together. Have the kids use them to record the words you work on during word work. You will probably only want to do one page each session shout
stand shake
couch
round
My Word Ladder Book
©djump2011
My Word Ladder Book
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My word-a-pillar word book Name
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My word-a-pillar word book Name
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©djump2011
Chunky Monkey
Chunky Monkey
Word strategy
Word strategy
Book
Book
Name
Name
These are some of the words that I used the chunky monkey strategy to read.
These are some of the words that I used the chunky monkey strategy to read.
©djump2011
©djump2011
Word Work Spinners The word work spinners on the following pages will encourage your little word detectives to go back into the text and pay close attention to the words. Students spin the spinner to determine what the group is looking for. To prepare- laminate the spinners and add a brad and paperclip. If desired provide the students with the recording sheets. Two words that start the same. ask
apple
The apple is red.
Sentence using one of the words.
©djump2011
Find two words that start the same
Find two words that end the same
Find two words that have four letters
Find two words that have three letters
Find two Choose a words that word and have a say a word short vowel that rhymes Find a word Find two that has words that more than have a long two syllables vowel
If you like to keep all of your word work in one place (like I do) Then you will want your littles to have a spiral notebook. Instead of making booklets I use the individual pages and glue them into their spiral notebooks whenever we complete a page. Choose whichever method works best for you.
Other Examples of Word Work Elkonin box stamps from Really Good Stuff {or use the templates from the stretch snake Book Or use the ones on the following pages.}
Garage sale sticky dots for mixed up sight words. Write them mixed up and have students peel and stick in order.
Comprehension Activities & Printables
Laminate and cut out the spinner. Add a brad and a paperclip. Have the kids spin the spinner and tell you about that part of the story.
Characters
Problem
Setting
Solution ©djump2011
how
when
what where why
who
Questioning Cube: After you’ve read the story roll the cube to determine which type of question will be asked. You can ask the questions at first and then gradually release the responsibility of formulating the questions to the kids.
Somebody
But
Wanted
So
©djump2011
Characters
Problem
Setting
Solution
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Wanted
Somebody the gingerbread man
to run away
example
But
he let the fox give him a ride
So the fox ate him
Story map characters:
Solution:
Setting:
problem:
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I love to read books about… My favorite character
©djump2011
Nonfiction Notes Topic
Fact
Fact
©djump2011
Nonfiction Notes Topic
Fact
Fact
Fact
©djump2011
Teacher Talk/ Comprehension Cards Laminate and cut out the cards on the following four pages. Punch a hole in the upper left hand corner and put them together using a ring. Use these cards as a reference during guided reading.
Teacher Talk Cards to Support… Early Reading Behaviors
Self-Monitoring Behaviors
•Read it with your finger. •Did it match? •Did you run out of words? •Do you think it looks like? •Get your mouth ready to make the first sound and try reading the word again.
fish •You said_________, if that word were fish ________ what would it start with? •Where’s the tricky word? •Which part of the word makes it tricky? •Can you find a part you know? •Think about the story. Does that make sense?
Self-correction Behaviors
•You’re close. Try that word again. •Something wasn’t quite right. Read it again and see if you can fix it.
Guided Reading Cards
•You said__________does that look right? Sound right? Make sense? •What can you do to help your self?
©djump2011
Before Reading
•What schema do you have about...? •What do you notice about the illustrations? •What do you hope to find out? (nonfiction text)
During Reading
•What has happened in the text so far? •What do you wonder about... ? •Why do you think______ is happening? •How do you think the character feels?
After Reading
Lesson Sequence
•Retell the story.
Introduce new book.
•What questions do you still have?
Say title and give an overview. Discuss Schema for the story.
•What did you learn about________?
Take a picture walk and introduce new vocabulary.
•Why do you think _____________? •What was the author’s purpose?
Students read/Running record on one child. Comprehension check Word work
This is what I look like when I’m serious about my reading.
©djump
Three things that help me improve my reading
Thinking about myself as a reader…
Creating Mental Images Title of Book:
My Image
Evidence from the text to support my image
__________ __________ __________ __________ __________ ©djump
Lesson Plan Templates & Running Record Forms
There are two options for the lesson plan template and planning calendar sheet. Choose the option that works best for you. For example, I know that my schedule will only allow for me to meet with 3 groups a day. Therefore, I use the second Planning Calendar option that has a spot for 3 groups.
Guided Reading Groups
Guided Reading Groups
Guided Reading Lesson plans for the week of ___________________________ day
Group
Text Level
Title of Book
Teaching Point
M t W Th F
words/vocabulary:
M t W Th F
words/vocabulary:
M t W Th F
words/vocabulary:
M t W Th F
words/vocabulary:
Strategy:
Strategy:
Strategy:
Strategy:
Word Work
date
Guided Reading Lesson plans for Group______________________ Title of Book
Teaching Point
Text Level
words/vocabulary: Strategy: words/vocabulary: Strategy: words/vocabulary: Strategy: words/vocabulary: Strategy:
Word Work
Planning Calendar for Guided Reading Groups Monday
Tuesday
Wednesday
Thursday
Friday
Group: Running Records:
Group: Running Records:
Group: Running Records:
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Planning Calendar for Guided Reading Groups Monday
Tuesday
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Friday
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Monday
Planning Calendar for Guided Reading Groups Tuesday
Wednesday
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Group: Running Records:
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Notes:
Monday
Planning Calendar for Guided Reading Groups Tuesday
Wednesday
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Notes:
Guided Reading Planning Monday
Tuesday
Wednesday
Week of:
Thursday
Friday
Group:
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Running Records and Reading Notes for_______________________ Date
Title of Book
Text Level
Accuracy
SC
Date
Title of Book
Text Level
Accuracy
Running Record
Running Record
Strategies Observed
Strategies Observed
Notes/Instructional Goals
Notes/Instructional Goals
SC
Group name: Date
Strategy Focus
Book introduction:
During:
After:
Word Work:
Next Steps:
Book Title and Level
Name: Date
Book Title and Level
Text Level
Accuracy:
Running Record:
Strategies Observed:
Notes/Instructional Goals
SC:
Reading Levels and Lesson Ideas Pre Level A
Level A - B
Level C
Phonological Awareness Rhyming Sentence segmentation Syllable blending and segmenting Onset-rime blending and segmenting Phonemic Awareness Phoneme segmenting and blending Phoneme substitution and manipulation Concepts about Print Left to right Return sweep Print matching Letter ID Letter sounds Letter names Letter formation Oral Language Speaks in expanded sentences Connects ideas Expanded oral vocabulary
Phonological Awareness Rhyming Sentence segmentation Syllable blending and segmenting Onset-rime blending and segmenting Phonemic Awareness Phoneme segmenting and blending Phoneme substitution and manipulation Concepts about Print Left to right Return sweep Print matching Phonics Start to use beginning sounds May start to notice ending sounds. Vocabulary Remembers and uses text patterns Acquires sight words Comprehension Uses pictures to check words Makes connections
Phonemic Awareness Phoneme segmenting and blending Phoneme substitution and manipulation Concepts about Print Rereads to self correct Phonics Decodes CVC words Uses beginning and ending sounds to learn new words. Vocabulary Remembers and uses text patterns Acquires sight words Comprehension Uses pictures to check words Uses pictures and words to make predictions. Makes connections Can retell Self corrects to make sense
Reading Levels and Lesson Ideas Level D
Level E
Level F
Phonemic Awareness Phoneme segmenting and blending Phoneme substitution and manipulation Phonics Uses consonants and blends to decode words Uses parts of words to predict and check meaning Knows and uses most short vowels. Vocabulary Uses vocabulary from the book in retelling Acquires sight words Comprehension Uses pictures to check words Uses pictures and words to make predictions. Makes connections Retells Self corrects to make sense Fluency Moves away from finger in text Learning to read in phrases when rereading
Phonics Decodes slightly longer words Uses long vowel sounds (ay, ea…) Reads compound words Vocabulary Uses new vocabulary Acquires sight words Comprehension Makes predictions and checks them Uses words more than pictures Makes connections across texts Rereads and checks meaning Retells Infers at times. Fluency Finger pointing only on hard words Learning to read in phrases Sounds more fluent, especial y during rereads
Phonics Decodes 2-3 syllable words Uses long vowel sounds (ay, ea…) Begins to use vowel +r combinations Vocabulary Notices new words and determines meaning from the text/pictures Comprehension Makes predictions and checks them Uses words more than pictures Makes connections across texts Rereads and checks meaning Retells Infers at times. Fluency Notices punctuation and uses it for phrasing. Beginning to use more intonation Moves more quickly through text.
Date
Title of Book
Signature
Guided Reading Log
Guided Reading
Labels for spiral notebooks
Guided Reading work
Guided Reading work
Tips on Organizing the Guided Reading materials Use a 3 ring binder and dividers. I have a divider for the planning calendars, lesson plans and one for each child. The following pages show you how it is organized and explain what each form is used for.
Guided Reading Groups This form is the first thing in my notebook. It lists the names of the kids in each group and tells me who I need to monitor and/or get ready to move to another group.
Visual Grouping on wall by my Table
Students are placed in a color group based on their reading level. Their names are laminated and I use velcro so that I can easily move them to a different group when their reading level changes.
Run on colored paper
Planning Calendar for Groups (Behind First Divider) This is a great visual for planning which groups I will meet with each day. I color code each group so that I can make sure I am meeting with them as often as I should. This form also tells me which student from each group I need to do a running record on each day.
Guided Reading Lesson Plans You may want to have them all behind one tab or you may choose to have a tab for each group. It depends on which lesson plan format you prefer. I prefer to have a tab for each group and use the template that lists one group per page. This way I can easily see what I’ve been working on with each group.
Running Records and Reading Notes Form I have a tab for each student. The students are listed in alphabetical order. Each day I do a running record on one student from each group. After I’ve introduced the story and we’ve done the picture walk I have the other students read the book quietly to themselves while I do a running record on the chosen student. I note on the running record any errors that the student makes and I pay close attention to the reading strategies I observe the student using. For example, in the running record below the student only used the eagle eye strategy. I noted in her instructional goals that we need to work on lips the fish.
Student Materials Each student has their own reading bag. Inside the reading bag they have the reading strategy card, their word work booklet or spiral, pointer, guided reading log for their parents to sign each time they take their bag home.
I can find the patterns. I see a tree.
I see a nest.
I can point to each word. I see a tree.
I can read the new words. I see a nest.
I can read with a talking voice.
I see a bird.
I can think about the story. I can get my mouth ready to read. I can stretch the word. I can look for chunks I know.
s a t ring
I can read the story again and again.
I can think about the tone.
I can use my face and hands to show expression.
I can ask myself… Does it look right?
Does it sound right? Does it make sense?
Eagle Eye Look at the pictures.
Lips the Fish Say the first sound.
Lips the Fish Say the first sound.
Stretchy Snake Stretch the words. Chunky Monkey Look for chunks. Flippy Dolphin Flip the vowel sound. Skippy Frog Skip the word and come back. Tryin’ Lion
Try a word that makes sense.
Reading Strategies
Reading Strategies
Eagle Eye Look at the pictures.
Stretchy Snake Stretch the words. Chunky Monkey Look for chunks. Flippy Dolphin Flip the vowel sound. Skippy Frog Skip the word and come back. Tryin’ Lion
Try a word that makes sense.
melonheadz
