and flow supporting an ‘emergent’ reader · who is an emergent reader: what skills they should...

Supporting an

‘Emergent’ Reader:

Presented by: Maryjo Callahan Support by: Katie Abarca-Good

A Reading Pals TrainingFebruary 28th 5:00pm-6:00pm

OR March 1st 9:30am-10:30am

Topics Include: ● Ideas for fluency

practice● Supporting

strategies for read aloud

● High frequency word review

● Sentence structure and flow

Who is an Emergent Reader:

What skills they should have:

Alphabet, phonological awareness, early phonics, comprehension strategies (+-), recognize differences between nonfiction & fiction text, less reliant upon text patterns and pictures.

Emergent Readers books contain:

More lines of text per page, use of complex sentences, less photos & pictures, use of multiple typefaces in nonfiction texts.

*Usually a student reading books on levels E, F, G or H

Utilize Strategies in the Lesson Plan:

Alternative Pre-Reading Activities for Emergent Readers:

Pre-Reading Understanding -- Background Knowledge

Provide extra background information if student is unfamiliar -- discussion, internet, read-to or read-together the non-fiction book to insure understanding.


Vocabulary -- Content Word Knowledge

Guide discussion of picture walk if background knowledge is lacking -- explain situations, characters, setting if student is unfamiliar.

Use content vocabulary in picture walk of story or section discussion of non-fiction text.

Locate content vocabulary words on a page -- Word Hunt -- Look closely! Can you find the content word on this page? Write word for student to match.


High Frequency Words (HFW) or Sight Words

Getting away from flashcard flip-throughs --

Use two sets of flashcards to play Memory-type matching games.

Cut flashcards into two piece puzzles (cuts in the same places) and have students find the matching pairs to make a word.

withwhere


Write three HFWs on a whiteboard. Write each word 2 or 3 times. Add another HFW or two to the board. The student circles the words in different colors or puts a circle, square, or triangle around each of the words.



Configuration:

Draw boxes for students to put letters in --

For the word with you would draw

For the word what you would draw


FluencyPaired Reading

Sometimes more support is needed when reading a book. When this occurs, you can read the story with the student.

Before you begin, let the student know you will read with him/her for awhile and then stop reading. Ask the student to think of a signal to show if he/she will want to join in with the reading again. This can be a tap on the book or table or just a look to you.

FluencyPaired Reading - continued

The student can track print smoothly while you read together setting the pace.

As the student gains confidence as a reader, you can withdraw from the reading, letting your student read independently.

If the student wishes you to join in to read again, he/she will give you the signal and you can join in. Also, if you hear the student falter, you can quietly join the reading for support.

FluencyRe-reading Old Favorites - A Strong Starting Point

Re-reading familiar books builds fluency because the student has command of the three cueing strategies

● Visual - recognizable words due to prior work with sight words, vocabulary, and phonics.

● Meaning - content knowledge● Syntax - Understands the structure of the sentences,

paragraphs, and story lines.

After Reading StoryCut-Up Sentence

After reading a story or section/chapter of non-fiction book, ask your student to retell the main idea. If the retelling is too long, you can revise and edit it into a manageable sentence. Write this sentence on a piece of paper.

For example from Frog’s New Pond, level E:

“Frog’s old pond dried up, so he went to look for a

new pond.”

Cut Up Sentence

Now write the sentence on a strip of paper, leaving space between words.

Frog’s old pond dried up, so he went to look for a new pond.

Ask your student to read the sentence on the strip of paper to you.

Cut the strip of paper between each word and then mix the up.

Frog’s old pond dried up, so he went to look for a new pond.

Cut Up Sentence

Ask your student to rebuild the sentence in order. You can have your student match the words to the sentence you wrote on the paper, or if not, you can have him/her rebuild it without following the model. Give clues as needed. Remind him/her about capital letters at the beginning of the sentences and periods at the end.

went oldpond

dried up, sohe Frog’s

tolook

for new

a

pond.

Cut Up SentenceAs your student builds the sentence, ask him/her to leave a space between words. If he/she mixes up words, have him/her re-read the sentence to clarify meaning.

Optional -- Glue the sentence to a piece of paper and send it home with the student illustrate, or use this as an introductory activity for your next session.

wentold

pond.

dried up, so heFrog’s to look

for newa

pond

Helpful Tool

Manuscript handwriting chart

Helpful Prompts for Emergent Readers:

Does is MAKE SENSE? (with the

picture, with what you already know

about the story, with the world)

Does it SOUND right? (do we say it

that way, is it ok for someone else to

say it like that)

Does it LOOK right? (do you see

words you know already, do the

words or letters match)

and flow supporting an ‘emergent’ reader · who is an emergent reader: what skills they should...

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