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Teaching Phonics to the Approaching Reader

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Teaching Phonics to the Approaching Reader

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Objective:
Identify and know the meaning of the most common prefixes and derivational suffixes.

Decode words with prefixes un-, re, pre-.

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Teaching Phonics to the Approaching Reader

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Teaching Phonics to the Approaching Reader

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Setting:
I would pull my small group of children during independent work.  We would go to the back kidney table and focus on the prefix lesson that the other children are completing independently.
Materials:
White boards, markers, erasers

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Teaching Phonics to the Approaching Reader

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Teaching Phonics to the Approaching Reader

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I Do:
Review that a prefix is a word part added to the beginning of a base or root word to make a new word. Explain that three common prefixes are un-, re-, and pre-, and each prefix has its own meaning: un- means “not,” so unhappy means “not happy”; re- means “again,” so replay means “to play again”; and pre- means “before,” so preview means “view before.” I can write these down as I say them for an auditory and visual connection.

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Teaching Phonics to the Approaching Reader

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Teaching Phonics to the Approaching Reader

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We Do:

Write unlock, retell, and preheat on the board. Say each word aloud and have students repeat. Model identifying each word‘s prefix and base word. Then model identifying each word‘s meaning by using its prefix.

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Teaching Phonics to the Approaching Reader

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Teaching Phonics to the Approaching Reader

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You Do:

Next, write unable, recount, and preview on the board. Have students say the words. Then, have students identify each word‘s prefix and base word. Have them use each word‘s prefix to determine its meaning. Have students read the words chorally.

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I would keep this chart while working with this group of children. I would date it at the top and mark it according to their accuracy. I would revisit every day until the student was able to accurately identify and know the meaning of the prefix for three consecutive sessions.

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As a quick assessment, I can have each child complete the approaching worksheet independently. I can scaffold if needed.

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Teaching Phonics to the Approaching Reader

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Teaching Phonics to the Approaching Reader

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Phonics Game: I would allow the students to play this game with my supervision once they have completed the worksheet. This would help me with my progress monitoring because as they divided the words, I could ask the meaning of each word.

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Teaching Visualizing to the Approaching Reader

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Teaching Visualizing to the Approaching Reader

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Setting:
This would take place at the kidney table in the back of the room during RtII.
Materials:
Worksheet and pencil

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Teaching Visualizing to the Approaching Reader

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Teaching Visualizing to the Approaching Reader

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Objective:
To use the strategy of visualizing to better comprehend the story. Good readers visualize what they read. They use details in the passage to form pictures in their minds.

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Teaching Visualizing to the Approaching Reader

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Teaching Visualizing to the Approaching Reader

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I Do:
Ask questions to reinforce academic language:
What do you see if you

visualize  a forest?  (trees, rocks) a beach? (waves, sand, sun)

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Teaching Visualizing to the Approaching Reader

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Teaching Visualizing to the Approaching Reader

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Worksheet

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Teaching Visualizing to the Approaching Reader

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Teaching Visualizing to the Approaching Reader

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We Do:
Distribute Practice Reproducible C88.

Echo-read “A Hike in the Mountains” with students. Remind them to read back to you. Model using text evidence

to visualize part of the first paragraph.
Think Aloud:

This passage is about a hike in the mountains. How can I

visualize the hike? I’ll reread the first paragraph. Look at the underlined words:

We look up. Huge mountains rise into the sky!

I can picture the hikers and

the mountains in my mind.

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Teaching Visualizing to the Approaching Reader

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Teaching Visualizing to the Approaching Reader

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You Do:

Have students partner-read “A Hike in the Mountains.” Then help them complete

Exercise 1. Use the following support as needed.

Scaffold Support for Exercise 1

Say: Look at the details about the meadow. How do you picture it? Describe what you see to a partner. Then write your answer.

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Have students work independently to complete Exercises 2–3. If students have

difficulty, provide the following support. Discuss answers as a group.

Scaffold Support for Exercises 2–3

Reread the underlined details in the third paragraph. Ask:

How do you picture the camp? How do you picture the sky?