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http://www.getreadytorea d.org/
Phonemic Awareness
• Read aloud poetry followed by a repeating reading, omitting the last word in the line for students to shout out. Ex. My mother says I’m sickening by Jack Prelutsky
My Mother Says I’m Sickening
by Jack Prelutsky
My mother says I’m sickening,
My mother says I’m crude, she says this when she sees me playing Ping-Pong with my food.
She doesn’t seem to like it when I slurp my bowl of stew, and now she’s got a list of things she says I mustn’t do---
DO NOT catapult the carrots!
DO NOT juggle gobs of fat!
DO NOT drop the mashed potatoes on the gerbil or the cat!
NEVER punch the pumpkin pudding!
NEVER tunnel through the bread!
Put NO peas into your pocket!
Place NO noodles on your head!
DO NOT squeeze the steamed zucchini!DO NOT make the melon ooze!NEVER stuff vanilla yogurt in your little sister’s
shoes!Draw NO faces in the ketchup!Make NO little gravy pools!
I wish my mother wouldn’t make so many useless rules!
Phonemic Awareness
• Finger plays– “Itsy, Bitsy Spider”
• Clap out syllables to help them spell each syllable. Ex. Stu-dent and Hinky Pinky book
Hinky PinkyGreat for syllables!
Phonemic Awareness
• Alliteration- The Absolutely Awful Alphabet by Mordicai Gerstein.
• Tongue twisters- Web site, boasting the world's largest collection of these phrases on line. http://www.uebersetzung.at/twister/en.htm
Tongue twisters- Web sitehttp://www.uebersetzung.at/twister/en.htm
Phonemic Awareness• Read aloud books- Book, book, book by Deborah Bruss;
Dr. Seuss books; Is your Mama a Llama by Deborah Guarino; the Amelia Bedelia books by Peggy Parrish; It’s Raining Pigs and Noodles by Jack Prelutsky.
•Wordless picture books on a document camera, let students write simple sentences. Ex. The Red Book by Barbara Lehman; Yellow Umbrella by Jae-Soo Liu; My Friend Rabbit by Eric Rohman.
Wordless picture books
Phonics The sounds of the printed word.
Read-alouds using the following strategies:
Use context clues, including surrounding words and pictures, to figure out the meaning of words.
Read big books aloud stopping during the second reading to discuss words and let children read
Project the page of a nursery rhyme book and let the students read the rhyme together.
Make a Library Lingo Word Wall including such words as spine, cover, title, fiction, author, and illustrator to highlight frequently used words. Students can sound the words out as they are placed on the wall, then define them in their own words or point to the appropriate part of their book.
Books – fiction and nonfiction Audio recordings Video recordings Puppets Computer software Overhead projectors or document cameras Magazines Computer-assisted reading incentive programs (AR, Reading Counts)
http://www.bbc.co.uk/schools/wordsandpictures/index.shtml
Phonics• Read aloud books support phonics instruction.• Context clues, surrounding words and pictures• Read big books aloud• Project the page of a nursery rhyme book on a
doc cam and let student read it together.
Make a library lingo word wall.
Ex. Our wall
Fluency The ability to read smoothly without having to stop to decode words and with an obvious understanding of word usage and sentence structure so that meaning is derived from the text. Fluent readers can read aloud with inflection in their voices that reflects an understanding of the characters they are portraying or the author’s purpose for writing the piece of fiction or nonfiction.
Reader’s Theatre Before reading, preview the
challenging words, study the characters, and discuss how they might act or react in given situations.
Begin by “echo reading” a few lines and then do a choral reading.
Place students in groups so that each student has one or two parts and gets to read frequently.
During reading, circulate between the groups and listen while offering occasional suggestions.
After practicing they can perform for each other or switch characters within their groups and continue reading practicing characterization, phrasing, and fluent reading.
Act out verbs taken from the read-aloud.
Take phrases from the text and students can practice reading them out loud in character.
Audio Recordings
Students who listen to books on tape hear words spoken correctly.
They hear expressive reading. Students hear phrases and
vocabulary they might not hear at home or in the classroom.
Fluency is modeled Vocabulary is taught Comprehension of text is
achieved
Books – fiction and nonfiction Audio recordings Video recordings Puppets Computer software Computer-assisted reading incentive programs (AR, Reading Counts)
Fluency
• Echo reading. Ex. Rookie Reader books
Fluency
• Readers Theater
Ex. Acting out characters- Little old lady who was not afraid of anything
Fluency
• Books on tape. Ex. Freckle Juice on tape with 2nd grade reading class. Ex. The Giver and Harry Potter series with older students
Vocabulary It is learned through exposure to words in text and conversation.
Author Study Word Wall Post vocabulary words that an
author uses in his or her work on the wall and use in discussions with the students.
Choose a read-aloud book and then go to amazon.com and use the Concordance to find the book’s 100 most frequently used words. The larger the word the more frequently it is used. Each word in the Concordance is a hyperlink to the pages in the text where the word appears along with the sentences from the text containing the word.
Write unfamiliar words on a white board and talk about them before reading the text aloud.
Ask students, as a review, to define the words after the read-aloud.
Reader’s Theatre Have students act out words
from the script as a warm up activity.
Call out words for students to act out by using body movements and facial expressions.
Books Have Vocabulary Clubs using
books such as The Word Eater by Mary Amatoin.
Encourage students to read by using incentives because the more they read the higher the possibility for improved vocabulary.
Books – fiction and nonfiction Audio recordings Video recordings Puppets Computer software Overhead projectors or document cameras Magazines Reference books – dictionaries, glossaries, thesauruses Content Area Informational books Online Reference Databases
Vocabulary
• Science Word
Wall
Vocabulary
• Author Study Word Wall use the Concordance- amazon.com
• Books that have “search inside” had this tool.
Concordance- amazon.com
Concordance- amazon.com
Concordance- amazon.com
Concordance- amazon.com
Size DOES MATTER- move mouse over the word, click on it…
It tells the page number and frequency.
Vocabulary
• Thesaurus- rewrite nursery rhymes using
Jack and Jill went up the hill
To fetch a pail of water
Jack fell down and broke his crown
And Jill came tumbling after
Vocabulary
• Thesaurus- rewrite nursery rhymes using
Jack and Jill traveled up the mound
To bring back a bucket of liquid
Jack lost his footing and busted his cranium
And Jill plummeted later
Comprehension These strategies are done before, during, and after reading.
Before Reading Strategies Examine the structure of
informational text: cause-effect, compare-contrast, sequence, description, and problem –solution.
Students can talk or write about what they already know about the topic (access prior knowledge).
Use Before Reading questions including the following: How is the text organized? Are key words in bold? Are subheadings in bold? Are there pictures with captions? What does the cover tell us about information that might be found in this text?
Make a list of questions students expect to see answered in the text.
Predict what information might be included in the informational text. For fiction predict what the story might be about based on the cover, title, and pictures.
During Reading Strategies Stop and answer student
questions during a read-aloud. Talk about the text as it is read
aloud. Teach the students that they do
not have to read informational texts from beginning to end. Show them how to use a table of contents and index to go to sections that would answer their prereading questions.
Read the captions to pictures, sidebars, tables, etc. Stop to ask and to let students ask new questions.
Help students to make inferences to what they want to know, or what they already know, during the reading.
After Reading Strategies Use graphic organizers to pull
out the main ideas of the text. Have students draw pictures
demonstrating their comprehension of the text.
Write a summary of the text. Have students retell a story. Discuss the author’s purpose
for writing informational text. Is his/her purpose to inform? To persuade? To entertain?
Books – fiction and nonfiction Audio recordings Video recordings Computer software Overhead projectors or document cameras Magazines Computer-assisted reading incentive programs (AR, Reading Counts) Reference Books Content Area Informational books Online Reference Databases
Comprehension
• Use nonfiction and informational text.
• Photo copy pages from an encyclopedia, let kids highlight facts.
• Real resources! Ex. Kids InfoBits (GALE Group web database) Pluto search.
Kids InfoBits
Kids InfoBits
