I always start with word work. I write out index cards for words that will give meaning
to the story or those I think they will have trouble with. I put them on the board
one by one and we talk about them. We can practice decoding them at this time
and discuss the meaning. I sometimes will even include characters, setting words
aqnd other story elements.
We read the story aloud (round robin) or I read it, If I read it, the students
are to raise their hand when I read one of the words on the board.
I then use the words for students to "orally retell": the story.
I do word work across the curriculum. It's great to science and social studies
and I color code them on mounted paper. Use as flash cards and then
post to your word wall. Every 2 months you can retire the word wall when the
class proves they know them.
Did you know that Scholastic offers K-2 students 54 nonfiction read-along books? On their website, students are engaged in reading by Listen and Read activities that tell a story through words, images, and sound. You can use these online activities in a variety of ways, from one-on-one instruction using a computer or tablet to class instruction on an interactive whiteboard.
Check out the Listen and Read book choices at http://teacher.scholastic.com/commclub/index.htm and get your students involved in interactive learning. The stories feature pictures and short passages of text that students can read on their own or have read to them by each story's narrator.
The collection of stories is divided into eight categories: social studies, science, plants and flowers, environmental stories, civics and government, animals, American history, and community.
What do you think of these books and activities? Do your students have any favorites?
Have you tried paired reading? Research suggests it as a strategy that works well for young readers. You (or a parent) and the student read together, then when the student feels comfortable, he signals and you stop reading. The student reads alone until he begins to struggle and make mistakes. Then you correct the mistake (s),have the student repeat the correction, and the two of you begin to read together again, repeating the process.
Students need some strategies to help with self-correcting. In addition to context (What word fits in the sentence?) recognizing word families and prefixes and suffixes can be helpful in expanding word recognition, vocabulary and comprehension. Working with phonograms (word families) can be fun and can extend beyond the simple an/and family words – ban, fan, tan, sand band, land – to include longer words, such as mansion, handsome and standard.
Hi, this year we are using words there way for struggling readers. we tested to create our groups. I use the pattern words. They make four sentences that rhyme and then we try a create a rhythm to make a rap for them. The students like the creative activities. Another activitiy is we make a list of a few words and then they turn and talk with a partner to see what other words they can make. Advance students will want to be apart of the group because they want to do what they do so they make a list of longer words. Try many fun ways good luck for the year.