Illustrated

By

Nathalie Hoskins

Written

By

Edward Demesa

You

can do

it!

2

Copyright © 2012 by Edward DeMesa

Illustrated by Nathalie Hoskins

All rights reserved.

3

Table of Contents

Introduction

4

Skill Focus

5

6

Sight word page

Story: Sam the Rat

7

Comprehension Questions

22

Suggested phonics activities

23

Suggested pre-reading activities

28

Suggested questions to ask while reading

34

4

Introduction

It is my belief that teaching reading at the primary level should go beyond learning alphabet letter names and sounds,

decoding letter/sound combinations, adding and moving those sounds around, and blending those sounds together to learn new

words. Of course, increasing phonetic knowledge and learning sight words improves reading fluency. However, this method

does not enhance reading comprehension. Since the focus is typically on phonological awareness, comprehension instruction is

often left out. Thus, the student learns passive reading techniques, instead of active reading techniques. Consequently, the child

may develop fluent reading skills, but poor comprehension skills. To think that comprehension “just happens,” or ought to, just

because one can decode words on the page is naïve.

As a reading teacher, it is not uncommon for me to hear parents say that their child reads fluently, but struggles with

comprehension. This is because the student does not know how to use reading as a tool for thinking and learning, which is a

result of passive reading. In fact, research suggests that both learning and reading are active processes. In other words, effective

readers are strategic and active. Hence, a complete reading instruction must go beyond phonological awareness and address

comprehension skills as well, particularly at the primary level. Not only must we teach the child to read well, but also to

comprehend well by teaching them active reading strategies to help comprehension. After all, comprehension is the main

purpose of reading.

It is often said that students become good readers only by reading a lot. However, many difficulties students have with

school reading assignments are caused by a variety of skill-related issues. Many students have trouble understanding what they

have read, or the author’s point because they have not learned how to organize what they have read in their mind. This is often

referred to as comprehension breakdown. Perhaps they don’t have much experience with the topic, thereby not able to make

meaningful and personal connections to new ideas that they have read. When this comprehension breakdown occurs, students

will often label their reading assignments as “boring” or “too hard” because they lack the reading and self regulations skills

needed to succeed.

Students who struggle with reading comprehension often give up on reading and lose confidence in themselves as

students. They develop low self-esteem and often blame the text, themselves, and even the teacher when they are not successful

at comprehending. These students are unaware that comprehension requires more than just decoding because they have not been

taught the active role to play while reading. Effective readers interact with the text while they read, use prior knowledge to

make sense of the text, use context clues to decode meaning out of words, and apply strategies to stay on task. Thus, the goal of

this book is to not only focus on specified phonetic reading practice, but to also address comprehension reading strategies that

will teach students to become active readers.

5

Skill Focus

Consonant-Vowel-Consonant (CVC) words

Short vowel sounds (Short a, e, i, o, u)

Sight words

Reading Fluency

Reading Comprehension

Note:

To aid comprehension and to prepare the student for reading, the pre-reading

activities on page 28 is highly suggested.

Definition: CVC words are words that follow the pattern consonant-vowel-consonant. These are considered

the simplest words and the starting point of many phonics programs. These words highlight the

short vowels such as the a in cat, the e in bed, the I in hit, the o in top, and the u in sub.

Sight words are common words that a reader should recognize on “sight.” These important words are also

referred to as “high-frequency words.” Sight words are words that readers must know on sight, instantly, and

automatically in order to develop into an efficient and fluent reader. Many sight words are “service

words” (pronouns, adjectives, adverbs, prepositions, conjunctions, and verbs), which cannot be learned through

the use of pictures and often cannot be sounded out. Some examples of sight words are: a, is, the, of, and, with,

that, I, and you.

6

Sight Word Page

the had on it was with a to

up saw put his one ran in but

you asked am just said not know if

Special Words: home told

Note: Student may need help reading special words.

Suggested Activities:

Write each sight word on an index card. Have student read each sight word on a daily basis until mastered.

Point at each word on the box above and have student read each sight word. This can be done as a speed

drill.

Play Happy Face: This is a kindlier and gentler version of hangman. Instead of drawing a man hanging, draw

a happy face. Draw the happy face features as goofy as you want them to be. This simple word game is a good

way to build student vocabulary and sight word knowledge. It only requires a pencil and paper and can easily

be played while waiting in waiting rooms.

7

Illustrated

By

Nathalie Hoskins

Written

By

Edward Demesa

You

can do

it!

8

Sam the Rat had on a cap. It was red with a big dot on the top.

9

Sam the Rat ran to the log.

10

Sam the Rat sat on the log.

11

Sam the Rat had a nap on the log.

12

Sam the Rat got up and saw a bat. He put on his cap, the one

with the big dot on top. Sam the Rat ran to the bat.

13

Sam the Rat had the bat in his hand, but he was sad.

14

“Are you sad?” Sid the Bug asked.

“I am just a rat,” Sam the Rat said. “I do not know

if I can hit that ball with a bat.”

15

“You can do it,” Sid the

Bug said. “Just say it and

you can do it.”

16

“But I am just a rat,” Sam the Rat said, “a rat with a red cap

with a big dot on top. I do not know if I can hit that ball with a

bat.”

17

“A rat with a red cap

can hit a ball with a

bat,” Sid the Bug said.

“So can a bug, a ram, a

pig, a fox, a cat, a dog,

and even a pup. Just

say it and you can do

it!”

18

Sam the Rat gave Sid the Bug a

nod and said, “I can do it!”

19

Sam the Rat was at bat.

20

Sam the Rat hit the ball with his bat. It was a home run!

21

“I told you that you can

do it,” Sid the Bug said

with a nod.

He gave Sam the Rat a

pat on his back.

“Yes, you did,” Sam the

Rat said with a red cap

with a big dot on top. “I

can do it!”

22

Comprehension Questions

1. Did you like the title of the story? If you had to change the title, what would be a

good title for it?

2. Were your predictions correct? Where did you have to fix your prediction as you

read?

3. What color is Sam the rat’s cap?

4. What did Sam the rat see when he got up from his nap?

5. Why was Sam the rat sad?

6. What did Sid the bug say to Sam the rat?

7. What did Sam the rat learn from Sid the bug?

8. What was your favorite part of the story? Why?

9. Can you retell the story in sequential order using words like first, second, then,

next, finally, etc.?

10.Why do you think the author wrote this story?

Name: ______________________

23

Suggested Phonics Activities

I. Short vowel fill-ins

II. Matching words with pictures

III. Selecting word with picture

IV. Short vowel identification

24

Directions: Say each picture word. Write the missing short vowels in the spaces below.

r __ t S __ m f __ x p __ g d __ g m __ n

c __ p l __ g b __ t b __ g p __ p b __ ll

s __ d n __ p d __ t s __ t S __ d h __ t

Name: ______________________

25

Match pictures with words and write it.

rat fox pig cap dot pup

Ball log hat bat bug sad

___ ___ ___ ___ ___

___ ___ ___ ___ ___

___ ___ ___ ___ ___

___ ___ ___ ___ ___

___ ___ ___ ___ ___

___ ___ ___ ___ ___

___ ___ ___ ___ ___

___ ___ ___ ___ ___

___ ___ ___ ___ ___

___ ___ ___ ___ ___

___ ___ ___ ___ ___

___ ___ ___ ___ ___

26

nap

ran

tap

sat

pat

ran

wig

pat

cat

bug

nut

hug

sat

pup

wag

rat

pig

fox

pup

sat

rat

sat

yell

beg

big

jet

pig

wag

ten

cat

Circle the word that matches the picture.

27

Circle the short vowel words

Sam home hit told run

he Sid gave bug said

red with dot top on

you bat the and cap

Name: ______________________

28

Suggested Pre-Reading Activities

Note: Effective teachers help students prepare for reading by incorporating pre-reading strategies that activate

and assess learners’ prior knowledge. Teachers can activate student prior knowledge through: brainstorming,

asking questions, discussing topic, and providing analogies. Parents/teachers may choose to use one or all the

strategies listed below.

Pre-reading checklists and questions

Concept Definition Map

K-W-L

Problematic Solutions

29

Pre-reading checklists and questions

Directions: Have the student complete the following task. Place a checkmark on the line provided once task is completed.

Tasks:

I. Read the title __________

II. Scan the pages and look at all the pictures __________

III. Predict what will happen __________

IV. Ask and discuss pre-reading questions: __________ (Note: At this age, these questions should take form in a discussion. Writing is not necessary. Engaged conversation is a more important focus.)

1. Looking at the title and all the pictures, what do you think will happen in this book?

2. What makes you think that?

3. What characters do you think might be in the book?

4. Do you think there will be a problem in the story? Why?

5. What are some things you already know about the topic?

6. Can you relate to the topic of the story? How?

7. What do you want to learn or find out?

30

Concept Map (Note to Parents/Teachers: This concept definition map is a pre-reading activity that is designed for teaching students the meaning of new concepts. This is a graphic organizer

that will help students understand the essential attributes, qualities, or characteristics of a word’s meaning. Students must describe what the concept is, as well as what it isn’t, and

cite examples of it. At this age, this should be done verbally and adults should write the answers for the students.)

Directions: Complete each section for the vocabulary term or phrase.

What is it? (Definition)

Word/term

Self Confidence

What are some examples?

What does it look like?

What is it like? (Characteristics)

31

Self Confidence

What is it? (Definition)

Draw a picture. (Illustration)

Use it in a sentence? (Write it)

Words that are like it? (Synonyms)

Concept Map II

Directions: Complete each section for the vocabulary term or phrase.

32

K-W-L

Directions: Discuss K-W-L chart with student and fill in the answer for them. This can also be done as a discussion without

writing in the chart.

K

What I know

W

What I want to

find out

L

What I learned

33

Problematic Situation Note to Parents/Teachers: This is a pre-reading activity that is designed to activate the student’s prior knowledge, encourage them to read the text,

and help them focus on the main ideas of the story as they read. Depending on the student’s writing skills, this is an activity that can be done

verbally—as a discussion.

Self Confidence

Problem: You are a football coach and have just been told that you are getting a new player on your team. Even though the new player can run

really fast, he does not really want to be on the team because he doesn’t believe that he can catch a football. Maybe if he learned how to catch the

ball, he would enjoy football more and would want to be a part of the team. But for right now, the only reason why he is out there is because his

parents are forcing him.

Discussion: As the football coach, what advice might you give this new player? How might you encourage this player to not quit and give

football a chance?

Possible Solutions:

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

34

Suggested Questions to Ask While Reading

1. Can you tell me what has happened so far in the story? (Use sequence words like first, second, next, after,

finally, etc.)

2. What do you predict will happen next?

3. How do you think the story will end?

4. Why do you think the character __________________? (Teacher/Parent choice to come up with the rest of

the question.)

5. What kind of advice would you give the character?

6. How would you have felt if you were the character?

7. When you read, what pictures do you see in your head?

8. What are you wondering about as you read?

9. Do you have any questions so far?

10.Think about the predictions you made before reading the story, do you still think the story will go that way?

Why or why not?

11.How do you think the story will go now?