Module 7 Reading Strategies Carolyn Gould EEX 6061

Sight Word Tree Title: Sight Word Tree Content Area: Reading Grade level: Grade 1 Standard: Phonics/Word Analysis - The student demonstrates knowledge of the alphabetic principle and applies grade level phonics skills to read text. SSS Benchmarks: LA : The student will recognize high frequency words. Description of Practices: A sight word is a word that children recognize automatically, which means producing the correct pronunciation and meaning of the word. Acquiring a mental lexicon of frequently used sight words may help young students develop early text recognition and reading readiness (pre-primer) skills. Students could practice memorizing sight words with flash cards, magnetic letters, board games (Sight Word Bingo), and computer games. When the students have mastered the sight word, that word is added as a leaf to a bulletin board sight word tree. However, teachers must not rely on memorization of words; students need to learn how to decode, and identify root words, affixes, consonant patterns, and vowel diagraphs, in order to develop reading fluency. Service Delivery Models: Direct instruction, small groups, peer tutoring in grade level, grade level inclusion, co-taught inclusion, and self-contained classrooms References: Koralek, D. & Collins, R. (1997). Tutoring strategies for the primary grades. Retrieved from Vaughn, S. & Bos, C. (2009). Strategies for teaching students with learning and behavior problems. Upper Saddle River, NJ: Pearson. Wren. S. (1999). Reading by sight. Retrieved from

Sight Word Tree big funny play see one

Choral Reading Title: Choral Reading Content Area: Reading Grade level: Grade 1 Standard: Phonics/Word Analysis - The student demonstrates knowledge of the alphabetic principle and applies grade level phonics skills to read text. SSS Benchmarks: LA : The student will decode words from common word families. LA : The student will recognize high frequency words. LA : The student will decode base words and inflectional endings. Description of Practices: Choral reading is a strategy where the teacher and student(s) read out loud, in unison. This technique is helpful for students who comprehend literature that is read aloud, but struggle with fluency and word recognition. Vaughn and Bos (2009) suggest that students have a sight word lexicon of at least twenty-five words. The teacher selects a book that contains decodable and predictable text, and is targeted at the students independent reading level. Choral reading entails a three-step process: after distributing a copy of the text to each student, the teacher reads aloud, modeling fluent reading. Depending on the size of the group, or available materials (big books, overhead, LCD projector, or computer), the teacher can demonstrate with her finger or pointer as she reads from word to word. Then the students and teacher read aloud, together, while pointing to the words in the text. Finally, the students independently read the text aloud and in unison. Extension activities include reading buddies/paired reading, Web based text, or cross-curricular such as the social studies example in the Appendix at Service Delivery Models: Direct instruction in grade level, grade level inclusion, co-taught inclusion, and self-contained classrooms Choral reading can be used with heterogeneous and homogenous groups or individual students. References: Classroom strategies: choral reading. (2009). Retrieved from Vaughn, S. & Bos, C. (2009). Strategies for teaching students with learning and behavior problems. Upper Saddle River, NJ: Pearson.

Suggestions for Choral Reading Mr. Popper's Penguins by Richard and Florence Atwater You Read to Me, I'll Read to You by Mary Hoberman Brown Bear, Brown Bear, What Do You See? by Bill Martin, Jr.

Imbedded Decodable Text Title: Embedded Decodable Text Content Area: Reading Grade level: Grade 1 Standard: Phonics/Word Analysis - The student demonstrates knowledge of the alphabetic principle and applies grade level phonics skills to read text. Fluency - The student demonstrates the ability to read grade level text orally with accuracy, appropriate rate, and expression. SSS Benchmarks: LA : The student will decode words from common word families. LA : The student will apply letter-sound knowledge to decode phonetically regular words quickly and accurately in isolation and in context Description of Practices: Decodable text is a type of beginning text that supports practice with word recognition, letter-sound correspondence, onset-rime, and basic sentence structure. Decodable text reinforces direct instruction in the alphabetic principle, phonemic awareness, and phonics. Teachers should use and encourage independent practice with linguistic (onset-rime) and phonics (CVC, CVCC) readers, which correspond to the specific word family or consonant-vowel patterns that have been explicitly taught. Decodable beginning text should include a high percentage of new words that reflect phonics instruction, pictures to connect meaning, and interesting text at the students independent reading level. Service Delivery Models: Independent reading at grade level, grade level inclusion, co-taught inclusion, and self-contained classrooms References: Learning First Alliance. (1998). First grade instruction. Retrieved from Vaughn, S. & Bos, C. (2009). Strategies for teaching students with learning and behavior problems. Upper Saddle River, NJ: Pearson.

Pigs by Carolyn Gould Imbedded Decodable Text Example

I see a pig. This is a big pig.

I see a big pig and a little pig.

I see a pig in a rig.

This big pig likes to dig.

The little pigs want to dig.

The little pigs like mud. The little pigs like to dig in mud.

No, no, little pigs. Do not dig in the mud.