Embedded Files
Grades K-1
Grades K-1
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Reading
Reading
Interventions
Interventions
“sound tapping” help students segment and blend sounds.
What is a digraph?
What is a digraph?
“voiceless” combinations of two consonants that make one sound. The following are examples: ck sh, ch, th, wh. Why: There are only two words in our spoken and written language that have one letter.
Reading Comprehension Strategies
Reading Comprehension Strategies
Reading comprehension strategy that you can encourage your child to use before he or she reads:
Preview the book. Look at the cover, the back of the book, the author blurb, the table of contents, and other book features to predict what might happen in the book.
Reading comprehension strategy that you can encourage your child to use during reading:
Read back. When you begin to read, reread the page or two that you finished reading yesterday to refresh your memory.
Reading comprehension strategy that you can encourage your child to use after reading:
Summarize what you just read. Include important information (who, what, where, when, why, and how). Think about the beginning, middle, and end as you retell this part of the story.
In order to build comprehension, students need to interact with the text in meaningful and targeted ways. Each exposure to text should have a specific purpose designed to build an identified skill. When targeting reading comprehension, you should look to incorporate instruction and practice with active reading strategies, which are explained below.
Active Reading Strategies: Foundations of Reading The following six active reading strategies encourage readers to interact with the text in a way that allows them to understand the material and connect that material to their prior knowledge. Successful readers naturally incorporate all six strategies during reading.
● Visualize: Describe the images you imagine as you read the words on the page. Use the details from the text to create the “movie in your mind.” Visualizations should include all of the senses to deepen understanding.
● Clarify: Explain what you have read. This is a great place to stop and check whether you understand the text. ○ Summarizing should be incorporated as part of clarifying.
● Question: Ask questions about the text such as, “what are the characters motivated by?” “Why are certain things happening?” Educators can then lead a discussion or sorting activity with student questions based on what can be answered in the text and what they might need to find in additional resources
. ● Predict: Use what you know to figure out what might happen next and how it might end. Then, read on to see if you are right. Predictions should be rooted in the text and reference text-specific language for support
● Connect: Connect personally with what you are reading. Think of similarities between the selection and what you have seen, heard, experienced, or read about. There are three main types of connections: ○ Text to Self: Make a connection between the text and your own life. ○ Text to Text: Make a connection between the text and another text you have read. ○ Text to World: Make a connection between the text and some other media/world event.
● Evaluate: Form opinions about what you read, both while you are reading and after you have finished. Develop your own ideas!
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