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The 2nd grade standard RL.2.2 and 3rd grade standard RL.3.2 both require students to learn how to recount stories from diverse cultures and determine their central message or moral. This standard puts a focus on fables and folktales from diverse cultures. Teaching this standard can be a lot of fun. In this post, I share my strategies for teaching this dynamic standard along with a few resources that I like to use. My process uses various texts and engages the entire classroom. I hope you find it helpful to you and your students.

Note: This post contains affiliate links.

So What is RL.2.2 & RL.3.2 All About?

This chart will help you unpack this standard. The key factor for this standard is for students to recall the events from the story and determine the message, moral, or lesson the reader is trying to convey. The standard is pretty dynamic because it requires a bit of explicit recall to recount the story and a bit of inferencing to determine the message, moral, or lesson in the story.

Week 1: Recount Folktales with Mentor Texts

During the lesson portion of this unit, I like to focus on folktales. There are so many wonderful folktales from other cultures that are available as picture books, and students really get engaged with these stories.

It's a good idea to begin by modeling with mentor texts. I recommend the following picture books, but you can use any of your favorites. I selected these because they represent folktales from a variety of cultures.

Lon PoPo from China

The Legend of the Bluebonnet a Comanche legend from Texas

Rumplestiltskin from Germany

Modeling the Standard:

Introduce the standard. Review the standard. Discuss the key vocabulary you will focus on during this unit.

Folktales: a story spread, usually by word of mouth, from generations in a particular culture

Recount: retell

Central message, lesson, or moral: what the author wants to teach the reader about life

Display the anchor chart. Show the anchor chart. Explain that when readers read any story, it is important to retell the story to ensure they understand the major events. Readers should then think about the message, lesson or moral that the author wanted to teach the reader.

1. What happens if I cannot retell the story? This tells me I am probably not comprehending the text, so I will reread the story or ask for help.

2. Model the Skill. Select a text to read aloud. Model retelling the story and determining the moral. Be sure to emphasize the culture that the story is coming from. It is helpful to show students the country location on a map or describe a little about the history of the culture.

If you would like the full lesson plans and sticky note questions for Lon PoPo by Ed Young, you can grab my Mentor Standards unit on recounting folktales here. While reading, be sure to model how you stop at various points to monitor comprehension and retell the story.

Guided Practice:

On day two, read a new folktale from a different culture.

1. Be diverse. It is important to expose students to many stories from different cultures while teaching this standard.

2. Partner Up. During the read-aloud, have partners practice turning and talking to each other to retell the story.

3. Open Discussion. In the end, have partner and class discussions about the lesson or moral of the story. If students are having difficulty determining the lesson, ask them some leading questions, like "What did the main character learn?" or "What do you think the author wants you to learn about life?"

On day three, read another folktale.

Work in Groups. Have partners or groups work together to do a writing activity to retell the story and determine the lesson or moral.

Independent Practice:

Once students have ample time to watch you model and practice in partners, have students practice retelling a story and determining the lesson or moral in their independent reading journals. They can use a graphic organizer to organize their thoughts, or sticky note forms I have in my unit
*Note: I recommend that independent reading is the largest block of time during reading workshop or centers. Students need this time to engage in literacy and work with text of their choice at their level. You can read more about why independent reading is so important in this .
Closing:

1. Each day after reader's workshop is over, have everyone gather in your meeting spot with their journals and bag of books. Select about two students to share their independent reading practice. For this skill, students should share the book they read and one of the key details they retold or the lesson or moral of their story. They can also share any problems they came across.

2. Towards the end of the week, when students have had ample time to practice retelling and determining the lesson, students rate how their independent reading work shows their mastery of the standard on a mini rubric in their journal. On the final day of the lesson, conduct very short conferences with each student to review their work and rubric and discuss next steps.

You can use the mini rubrics in my Mentor Standards unit on Folktales here, or if time allows, develop a rubric with your class.

Week 2: Passage Practice
During the second week of instruction, the focus of recounting stories becomes using text evidence in passages. If possible, I recommend you do passage and question practice immediately after week 2. It is important for students to see how the skills they learned the previous week transfer to passage reading; however, it is unrealistic to expect students to automatically translate the skills they learned without explicit instruction and guided practice.
Depending on your curriculum calendar, you can do these next lessons immediately after week 1, or you can revisit later in the year.

Model:

1. Review of Skills. Display the anchor chart about recounting folktales from the previous week. Review the description of a folktale or fable, keeping in mind the importance of cultural diversity. Discuss how recounting a story means to retell a story. Explain how to tell all of the important events from the beginning, middle, and end of the story. Then explain, to determine the lesson or moral, we ask ourselves, "What did the author want the reader to learn about life from this story?"

2. Model a Passage. Show students a one-page passage either blown up on chart paper or on a projector. For more details on how I make my passages into posters, check out this blog post.

3. Model Proper Reading Skills. Model how to close read the sample passage. Read it through one time, stopping to think aloud about the topic. Then model retelling the passage.

4. Model Proper Question Skills. Model how to read each question, then go back into the text to underline the text evidence directly in the passage. I like to model using different colored crayons, colored pencils, or markers and have students do the same. You can find more about using this method in my blog about 2nd& 3rdGrade Common Core Reading Passages.

Guided Practice: (Can be a different day)
Questions to Ask:
Have students help you answer the remainder of the questions. For some questions, use turn-and-talk or have students come up to underline text evidence on the poster.

"What key events happened in the beginning? In the middle? In the end?"

"What is the problem?"

"What is the solution?"

"Where is the text evidence for this question?"

If your students need more support before working independently, you can have partners work on passage and question sets together on the following day. During this time, I would also pull a small group with my students who are reading well below level and work with them on a text they can have success with. For many of my ESE, ESOL, or intervention students, I would use my first-grade passages.

Independent Practice:

1. Students work on fable and folktale passages independently. I recommend scaffolding the passage levels you use.

2. For more scaffolding and differentiation tips, see my Teaching Reading Passages blog post here.

3. Students continue to practice reading passages for RL.2.2/RL.3.2until most of the class is showing mastery.

Assessment:

1. On the final day (typically at the end of the week), I administer an assessment for answering questions RL.2.2/RL.3.2. You can find a certified Lexile leveled assessment to use in my Fables product here.

2. The day after administering the assessment, I go over it with students. For more tips on reviewing and correcting assessments, visit my Teaching Reading Passages blog post here.

Final Considerations:

After you have thoroughly taught recounting stories from diverse cultures, it is important to continue to model and expect students to apply their skills to all of their reading, including read-alouds, independent reading and guided reading. It is important that skills aren't only taught in isolation. We want students to apply these skills and strategies throughout their daily lives to become stronger readers and thinkers.

Looking for More??

I created a Folktales, Fables, and Fairytales sort to help students compare and contrast these literature styles - and it's free with email signup.

If you're looking for passages to use for these lessons, I have these units available in my store.

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RL.2.2 RL.3.2 | How to Teach Recounting Fables, Folktales & Tall Tales

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The 2nd grade standard RL.2.2 and 3rd grade standard RL.3.2 both require students to learn how to recount stories from diverse cultures and determine their central message or moral. This standard puts a focus on fables and folktales from diverse cultures. Teaching this standard can be a lot of fun.

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Activities, Worksheets, and Assessments 

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Activities, Worksheets, and Assessments 

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Standard Rl 2.2 Worksheets & Teaching Resources | TpT

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Browse standard rl 2.2 resources on Teachers Pay Teachers, a marketplace trusted by millions of teachers for original educational resources.

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Second Grade English Learner Lesson Plans

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Second Grade English Learner Lesson Plans

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Worksheets for Kids & Free Printables | Education.com

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Worksheets and printables that help children practice key skills. Download, print & watch your kids learn today!

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Strategies for Teaching English Language Learners

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Strategies for Teaching English Language Learners

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Over 10 percent of students in the United States-more than 4.8 million kids-are English language learners (ELLs), and the number is on the rise. Though these students do not learn differently than their native-English-speaking peers, they do have particular educational needs.

To learn about these needs-and best practices for addressing them-I interviewed a range of educators and observers, including Larry Ferlazzo, an educator and author of The ESL/ELL Teacher's Survival Guide; longtime teachers of English as a second language (ESL) Emily Francis and Tan Huynh; and the journalist Helen Thorpe, who spent a year observing a teacher who works with ELLs.

The group emphasized that the strategies listed here, which include both big-picture mindsets and nitty-gritty teaching tactics, can be incorporated into all classrooms, benefiting both native English speakers and ELLs.

1. Cultivate Relationships and Be Culturally Responsive

No surprise here. A successful classroom, our educators agreed, is one in which students feel known, appreciated, and comfortable taking emotional and intellectual risks. That requires intentional planning and consistent messaging by the teacher.

Emily Francis, an ESL teacher in Concord, North Carolina, makes clear that she wants her students to "embrace their culture and their language as a foundation of who they are" and to consider their acquisition of a new culture and language "not as subtractive, but as additive." To help support students who may never have attended school before or may be coping with migration-based trauma, Francis emphasizes that little things make a big difference. "The first thing that I need to think about is, how is my student feeling in my classroom?" she says. "Are they sitting next to a buddy they can ask a question in their home language? Do they feel comfortable tapping me on the shoulder if they have to go to the bathroom?"

But creating a supportive environment is also about cultivating an appreciation of diversity-it's critical that both the curriculum and the classroom environment honor and reflect the lives of the students. For instance, Francis makes certain that her classroom library is reflective of her students' diverse backgrounds and identities.

ESL teacher Katie Toppel, who teaches near Portland, Oregon, champions the value of home visits to get to know students' families and takes care to incorporate the particulars of students' lives, such as pets' names and favorite sports, into lessons. Students are most engaged when they feel a personal connection to a lesson or unit, a connection that's created in part by a teacher's investment in culturally competent relationships.

2. Teach Language Skills Across the Curriculum

English language learners should not be learning the fundamentals of English in isolation; they should be applying their developing language skills to rich academic content in all subjects.

"It is key that in mainstream classrooms, teachers understand their role as language teachers," says Valentina Gonzalez, a district leader in Katy, Texas, suggesting that all teachers should be aware of the specialized idiom they work within. "If we teach math, then we teach the language of mathematics. If we teach science, then we teach the language of science." Math teachers, in other words, should take the time to teach the unfamiliar vocabulary of mathematics- add, subtract, calculator, solve -concurrently with the teaching of math skills.

3. Emphasize Productive Language

The educators I interviewed agreed that productive language skills-hard-to-master dimensions of language fluency like speaking and writing-should be front and center from day one, even if students feel hesitant about them.

Beginning ELLs often develop receptive language skills like listening and reading first. Educators who are unaware of the typical path to fluency may believe that students who can follow verbal or written directions will be able to produce oral or written language, but that's usually not the case.

To support reluctant speakers, Tan Huynh, an educator who blogs at Empowering ELLs, suggests using sentence frames. "For example, when a science teacher wants ELLs to produce a hypothesis, they might offer the sentence, 'If _____ was added, then _____ because _____.' This sentence frame provides clues that empower ELLs to sound and think like scientists," Huynh says.

Andrea Honigsfeld, a professor of education at Molloy College in Rockville, New York, suggests that all lessons touch on every letter of the acronym SWIRL, which stands for Speak, Write, Interact, Read, Listen. The approach intentionally privileges productive language skills "from the beginning," she says.

4. Speak Slowly-and Increase Your Wait Time

Easier said than done. Still, many of the teachers I spoke to said this simple change is vital. You can record yourself speaking in class to measure your cadence, and adjust.

"Adding in an extra three to five seconds after we pose a question offers all students time to think," explains Gonzalez. "However, for English learners, it also gives time to translate, process their thinking, translate back into English, and develop the courage to answer. If we call on students too quickly, many of our students will stop thinking about the answers-or trying to answer at all."

That means undoing some of our own habits, according to Larry Ferlazzo, a high school ESL teacher in Sacramento, California. "Researchers have found that typically most teachers give one to two seconds between asking a question and expecting a student response," he says. "The same researchers have shown that if you wait three to five seconds, the quality of responses is astronomically greater."

5. Differentiate-and Use Multiple Modalities

All kids learn better when they engage with material in multiple ways: Lessons that involve writing, speaking, drawing, and listening, for example, give students four opportunities to deepen their understanding of the work. For ELLs, those additional engagements also provide a little breathing room so they can work through the language barrier.

Helen Thorpe, a journalist who spent a year observing Eddie Williams's classroom in Denver in order to write a book about immigrants called The Newcomers, marveled at Williams's method of differentiation. "Eddie would enunciate very clearly in English multiple times, he would write it on the board, and he would go to the projector to give a visual. And, finally, he'd be asking the kids to verbalize aspects of the lesson themselves," she says, tracing Williams's efforts to move his students from receptive to productive language fluency.

Toppel uses a strategy called QSSSA to scaffold classroom discussions with ELLs. The letters stand for Question (the teacher poses a question, then gives ample think time); Signal (a designated motion like a thumbs-up, a finger on the nose-something that lets students indicate that they're ready to answer); Stem (the teacher provides a sentence starter for the question-for example, for "What is your favorite place to read a book?" the stem might be, "My favorite place to read a book is _____"); Share; and Assess.

6. Incorporate Students' Native Languages-and Don't Be Afraid of Technology

Bilingualism is the goal, of course, not replacement.

Ferlazzo uses a strategy called "preview, view, review," which leverages a student's native language skills as a foundation for learning the new language. He introduces a topic and encourages students to preview it in materials in their home language (often using multilingual videos and other online resources); he then teaches the topic in English, and then has students review the information in their home language.

Ferlazzo also encourages teachers to embrace technologies that students find helpful, like Google Translate. He stresses that the app can be a useful way for students to translate words quickly-but warns that it can quickly "become a dependency" if it's used as more than a handy dictionary.

Thorpe agrees that Translate can take pressure off teachers, who sometimes find that they "just stand at the front of the room and say things over and over. And if the kids didn't know what those words are, they're out of luck." Translation technology means you can say it once (or twice) and let the students use the technology to translate key words and phrases.

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6 Essential Strategies for Teaching English Language Learners

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We interviewed educators with decades of experience in teaching ELLs and tapped a network of experts and observers to find the strategies that work.

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Printable Worksheets to Assess Proficiency

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Printable Worksheets to Assess Proficiency

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⭐️This collection of 12 printable and digital Lexile® leveled measured fables and question sets are perfect for teaching, developing, or reinforcing RL2.2 and RL3.2 skills. Printable PDF & Digital Google Slides versions make this resource perfect for classroom and distance learning. Students use fables to recount stories and determine the central message, lesson, moral, or theme. Students identify and explain how the message is conveyed through key details in the text.

⭐️If you do not use Common Core, this packet is still perfect for teaching main idea skills. Aligns with many state specific standards, including TEKS and VA SOL.

⭐️Includes standard based questions, anchor charts, and two skills focused test passages. Certified Lexile measured close reading comprehension texts are varied within the second and third grade bands.

⭐️ This printable and digital resource is compatible with Google Drive and Google Slides.

*This digital version saves paper, but still requires teachers to correct student responses.
Key Features:
✏️ Lexile Levels - Each passage contains a certified Lexile measure to make differentiation easy. Passages vary across the 2nd grade & 3rd grade Common Core Text Complexity Band (the range for second and third grade is 420L-820L).

✏️ Integrated Color Coding - Color coding strategy encourages students to learn how to find and use text evidence in their answers.

✏️ Comprehensive - Passages are perfect for comprehensive standard based test prep. Included anchor charts and questions make this resource great for lesson modeling. Works perfectly for small groups and guided reading.

✏️ Scaffolding - Utilizes the Lexile Framework® for Reading and a mix of standard based essay and multiple choice questions to allow educators to scaffold independent work and homework. Also great for centers and interventions.

✏️ Highly Engaging - Reworked stories and custom illustrations are designed to engage students of all levels and interests.

★ Tahnee U. said, " Thank you! I love the differentiation in passages [and] the streamline of the design of responses for the passages. This resource is very helpful when teaching Fables. Thank you!"

★ Rachel M. said, "Great resource for fables. Really solid examples. Great for differentiation! Thanks!"

★ Hannah said, " I teach resource and needed some fables at differentiated levels to work on these skills. We don't use common core (Texas teacher here) but these are AWESOME! The color coding is PERFECT for teaching students to go back and find the answers. I am now looking at the HUGE bundles that you offer as these would be AWESOME for my classroom!!! Thanks for the thoughtful and well put together resource!"
What's Included: 1. What are Fables Journal Page 2. Fables Practice Passages & Question Sets

The Frogs & The Ox- 440L

The Dancing Monkeys- 570L

The Two Goats- 590L

The Wolf and the Kid- 620L

The Fox and the Grapes- 620L

The Peacock and the Crane- 640L

The Dog in the Manger- 660L

The Lion and the Mouse- 690L

Belling the Cat- 730L

The Dog and His Reflection- 740L

3. Fables Assessment Passages & Question Sets

The Crow and the Pitcher- 510L

The Young Crab and His Mother- 560L

Common Core Kingdom is a Certified Lexile Partner
See more about why certified Lexile measures matter by clicking on the product preview and navigating to the About Lexile Levels page.

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Folktales and Fairytales Around the World- R.2.2 & RL.3.2 Greek Mythology- RL.3.2 Tall Tales- RL.2.2 & RL.3.2 Bundle Up to Save Big ! Recount Stories Bundle- RL2.2 & RL3.2 Fiction Reading Comprehension Bundle- 2nd Grade Fiction Reading Comprehension Bundle - 3rd Grade 2nd Grade Fiction and Nonfiction Comprehension MEGA Bundle 3rd Grade Fiction and Nonfiction Comprehension MEGA Bundle
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Recount Stories: Fables - 2nd RL.2.2 & 3rd RL.3.2 - Google Distance Learning

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This collection of 12 printable and digital Lexile® leveled measured fables and question sets are perfect for teaching, developing, or reinforcing RL2.2 and RL3.2 skills. Printable PDF & Digital Google Slides versions make this resource perfect for classroom and distance learning. Students use ...

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Worksheet for Determining the Central Message, Lesson, or Moral

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Worksheet for Determining the Central Message, Lesson, or Moral

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Central Message, Lesson or Moral in Fiction Texts | Education.com

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Award winning educational materials like worksheets, games, lesson plans and activities designed to help kids succeed. Start for free now!

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Accommodations for Students with Disabilities 

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Accommodations for Students with Disabilities 

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Common Classroom Accommodations and Modifications | Understood

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Refer to this checklist of common modifications and accommodations to get to know options for struggling students.

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Reading Strategies for Students with Learning Disabilities

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Reading Strategies for Students with Learning Disabilities

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What Are Reading Strategies?

When students read, several things are going on at once. First, they use their knowledge of sound/symbol relationships in phonics to decode words they don't know. Think of a young student reading - they decode many or most words in text as they build their sight word vocabulary and begin to rely less and less on sounding words out. As their sight word vocabulary grows, they gain fluency, or the ability to read text in a steady pace with accurate tone.

Finally, students learn to understand what they read, or comprehend. There are many comprehension strategies, methods we use to remember and understand what we're reading. These strategies include things like making mental images, inferring, or connecting to the text.

Struggles for Students with Learning Disabilities

Students with special needs who have been formally diagnosed with a learning disability, or a difficulty understanding language, often struggle with the strategies used when reading. Let's start with the basics.

Decoding

Like we said above, emergent readers rely on their decoding skills to read text until they build a sight word vocabulary, or words they can remember without decoding. Decoding is reliant on several sub skills related to sound/symbol relationships embedded in phonics. Think about everything that goes into decoding a word, like 'cat.' First, you need to hear, understand, and be able to manipulate sounds, called phonemic awareness. Then you learn that letters represent sounds in speech, and remember what each letter/sound is. Finally, you call on these skills as you decode 'c,' 'a,' and 't,' blending the individual sounds into the word 'cat.'

Students with learning disabilities who struggle with decoding may have:

Low or no phonemic awareness skills

Lack understanding of letters and sounds

Issues with directional tracking, or moving from left to right

Inability to recognize the patterns found in print

Fluency

Students rely on being able to accurately decode and build their sight word vocabulary in order to become fluent readers. Emergent readers who are just beginning to learn and apply decoding skills will not be fluent; instead, fluency is built as they increase awareness of print and build confidence as readers.

A lack of fluency skills, then, typically means a student is not yet reading with confidence and is decoding most text. However, if a student knows many sight words and still reads in a choppy, word-by-word manner, they may have speech or language processing issues that prevent them from becoming a fluent reader. The text may also be too challenging or the reader may not be getting enough practice to build confidence.

Comprehension

Understanding what we read and remembering it is central to the act of reading. Children with learning disabilities, however, think, process, and understand differently than other students. They may struggle with comprehending what they read for several reasons, including poor decoding or fluency. There are often more complicated reasons students with learning difficulties struggle to comprehend, such as:

Lack of vocabulary or understanding of words

Inability to connect ideas in the text to larger issues

Low attention or concentration issues while reading

A challenge in determining important ideas in text

Reading Strategies

Now that we know how students with learning disabilities struggle with decoding, fluency, and comprehension, let's shift to how we can help them find success as readers. Teachers can begin addressing these issues by using direct instruction, a method that teaches concepts explicitly and in a straightforward manner. Many students with learning disabilities lack the ability to connect ideas. When teachers use direct instruction, they use language that gets straight to the point and lets students know the purpose of learning and how to find success. The following are some ways that teachers can help students with learning disabilities.

Decoding Strategies

The following are some ways that teachers can help students who struggle with decoding:

Breaking down tasks into small, step-by-step pieces.

Following a predictable sequence.

Helping students organize information.

Teachers can help students learn the complex decoding process by breaking larger tasks into small, step-by-step pieces. For example, students with special needs may need a teacher to focus on one sound/symbol at a time instead of several. Teachers should also follow a predictable sequence in teaching, such as beginning with a review of the letter of the week, practicing with letter tiles, then writing the letters on a white board. Finally, teachers can help students stay organized about their learning by connecting to prior knowledge, things they already learned and found success with, and telling students learning objectives at the beginning and throughout lessons.

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reading strategies for students with learning disabilities | study.com

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Reading Strategies for Students with Learning Disabilities | Study.com

# data[].attributes.attachment_link.description
When students read, several things are going on at once. First, they use their knowledge of sound/symbol relationships in phonics to decode words they don't know. Think of a young student reading - they decode many or most words in text as they build their sight word vocabulary and begin to rely less and less on sounding words out.

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How to Support Students with Disabilities 

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How to Support Students with Disabilities 

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Center for Parent Information and Resources

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Supports, Modifications, and Accommodations for Students - Center for Parent Information and Resources

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Your Central Hub for Parent Centers Serving Families of Children With Disabilities

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Students will be able to recount stories from diverse cultures, as well as determine the main message of the story.

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Manipulatives are great to use for ELL students because they provide visuals. This resource has multiple printable manipulatives to choose from.

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Ela Manipulatives Worksheets & Teaching Resources | TpT

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Browse ela manipulatives resources on Teachers Pay Teachers, a marketplace trusted by millions of teachers for original educational resources.

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Manipulatives are a good strategy to sue with students with disabilities as they provide visuals and engage students.

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Manipulatives are physical objects that are used as teaching tools to engage children in hands-on learning. This blog article discusses the importance of using manipulatives when reading and shares hands-on reading activities parents can do with their children today.

From as early as 1837, Frederick Froebel - a German educator - created the very first Kindergarten program that included the use of many physical items to help his children learn about math concepts. Since then, the use of manipulatives (beans, rice, blocks, shapes, models, etc.) has been recommended by the National Council of Teachers of Mathematics in teaching mathematical concepts at all grade levels.

The research behind the use of manipulatives to increase the level of learning is undeniable. The theory behind this type of educational technique revolves around the idea that learning is enhanced when students acquire knowledge through active processes that engage them (Hartshorn and Boren, 1990). Adding physical interaction to lessons that are typically sedentary, directs children to move through various stages of learning (from concrete to abstract learning).
Application to Reading
So why don't we apply this same technique when we are teaching our children to become stronger readers? We are all well aware that many learners have shorter attention spans today as a result of technology that provides them with instant answers. Thus, more children are becoming disinterested during long stretches of quiet, inactive periods that require focus (such as during reading time). Let's involve them more in the learning process by having them use manipulatives when they read.

Try using the everyday objects (manipulatives) referenced below when reading with your children or when doing a reading response activity. You will be pleasantly surprised by their increased attention to the task and the enhancement of their level of understanding.

Reading Activities with Manipulatives
Clothespin Reading - Tag story elements such as characters, setting, problem/solution, and vocabulary with clothespins.

Window Words - Practice spelling and vocabulary words daily by writing them with washable markers on a window in your home.

References
Hartshorn, R. and Boren, S. (1990). Experiential Learning of Mathematics: Using Manipulatives. ERIC Clearinghouse on Rural Education and Small School.

Heddens, J. W. (1986). Bridging the Gap Between the Concrete and the Abstract. The Arithmetic Teacher, 33: 14-17.
About
Diane DiMemmo is a former elementary teacher and current tutor for struggling readers. She developed many hands-on reading games for her active classroom learners that worked equally well during home tutoring sessions. The parents of her students noticed the positive results so they began using the same strategies at home with their other children. At their request, Diane compiled all of her reading games and routines into a book titled THE READING HOUSE, which is now available on Amazon at http://amzn.to/2bQJrp5. For more information, visit www.readinghouse.com.

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Manipulatives are physical objects that are used as teaching tools to engage children in hands-on learning. This blog article discusses the importance of using manipulatives when reading and shares hands-on reading activities parents can do with their children today.

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Teacher will go over with the classroom pages 120-121 then students can work in groups to answer the questions to the story.

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Activity for Determining the Central Message

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Activity for Determining the Central Message

# data[].attributes.body
Students will be given a story and will use this method to determine the main message of the story. Students will be able to work in groups or individually.

# data[].attributes.body
Students will read a story and if they pick the correct theme, they are able to protect the king in the game. Games are great ways to engage students!