Section One: Reading Strategies
Comprehension:
Strategy 1: Visualize- Visualizing is the ability to create pictures in our head based on text we have read. Students will develop mental images of what they are reading.
Visualizing activities including differentiated instruction:
• Read a few pages of a book without showing any pictures. Stop and let the children draw a picture of what they are visualizing. Some students may need to search for pictures to cut out of magazines to explain their visualization.
• Some students may need to search for pictures to cut out of magazines to explain their visualization.
• Think a Thought activity encourages students to draw a thought bubble illustrating the picture they have made in their mind.
Strategy …show more content…
Decoding activities including differentiated instruction:
• Play missing letter using letter cards, place letters on a tray with a blank card indicating a missing letter in some location of the word. Show students a concrete object and provide the name of the object. Let students select the correct letter card that will spell the word of the object shown.
• Play stretch and snap. Teach students to s—tr—e—t—ch a word out by its sounds and then to snap the word back together to aide them in oral recognition of the word. Frequent practice of this technique will help students identify words that stump them while reading. Teacher may use a slinky to show the students how to stretch the word.
• Provide students with a magnetic board and plastic magnetic letters to use as manipulatives. Ask students to make given words on the magnetic board with the letters. Students can even make sentences on the magnetic board if enough letters are available. Students can create as many words as possible and then read to their partner.
Phonemic …show more content…
Phoneme blending activities including differentiated instruction:
• Teacher will ask what is the word while giving students 3 sounds to produce a word such as /c/ /a/ /t/. Continue using several cvc word combinations.
• Place picture cards in front of the students in a small group. Tell them you are going to say a word using a slinky to stretch the sounds out. They have to look at the pictures and guess the word you are saying. Take turns between having one student identify the picture and having all the students identify the word.
• Play My Sound Slide in a small group setting. Give each student a word and have them segment the sound while sliding down each box of the slide. For those students that are ready, let them identify the sound on a particular part of the slide (beginning, middle or ending).
Strategy 3: Phoneme Deletion- Students will recognize a new word when a phoneme is removed from another word.
Phoneme deletion activities including differentiated instruction:
• Teachers will use picture cards and say “what is clock without the /c/?” The new word would be
Comprehension:
Strategy 1: Visualize- Visualizing is the ability to create pictures in our head based on text we have read. Students will develop mental images of what they are reading.
Visualizing activities including differentiated instruction:
• Read a few pages of a book without showing any pictures. Stop and let the children draw a picture of what they are visualizing. Some students may need to search for pictures to cut out of magazines to explain their visualization.
• Some students may need to search for pictures to cut out of magazines to explain their visualization.
• Think a Thought activity encourages students to draw a thought bubble illustrating the picture they have made in their mind.
Strategy …show more content…
Decoding activities including differentiated instruction:
• Play missing letter using letter cards, place letters on a tray with a blank card indicating a missing letter in some location of the word. Show students a concrete object and provide the name of the object. Let students select the correct letter card that will spell the word of the object shown.
• Play stretch and snap. Teach students to s—tr—e—t—ch a word out by its sounds and then to snap the word back together to aide them in oral recognition of the word. Frequent practice of this technique will help students identify words that stump them while reading. Teacher may use a slinky to show the students how to stretch the word.
• Provide students with a magnetic board and plastic magnetic letters to use as manipulatives. Ask students to make given words on the magnetic board with the letters. Students can even make sentences on the magnetic board if enough letters are available. Students can create as many words as possible and then read to their partner.
Phonemic …show more content…
Phoneme blending activities including differentiated instruction:
• Teacher will ask what is the word while giving students 3 sounds to produce a word such as /c/ /a/ /t/. Continue using several cvc word combinations.
• Place picture cards in front of the students in a small group. Tell them you are going to say a word using a slinky to stretch the sounds out. They have to look at the pictures and guess the word you are saying. Take turns between having one student identify the picture and having all the students identify the word.
• Play My Sound Slide in a small group setting. Give each student a word and have them segment the sound while sliding down each box of the slide. For those students that are ready, let them identify the sound on a particular part of the slide (beginning, middle or ending).
Strategy 3: Phoneme Deletion- Students will recognize a new word when a phoneme is removed from another word.
Phoneme deletion activities including differentiated instruction:
• Teachers will use picture cards and say “what is clock without the /c/?” The new word would be