# data[].attributes.body
As students start to learn letters, they can draw pictures or cut images out of magazines that begin with that letter. Alphabet books can be customized to any learning (ie. choosing pictures based on digraphs)

# data[].attributes.body
Using two sets of card - with with a picture and another with a matching word (home language can absolutely be attached!) - students turn over cards as a memory game. Their goal is to find matching pictures and words. This activity can be differentiated even more to fit any need (ex. high frequency words).

# data[].attributes.body
In groups that will eventually rotate, students are given a sheet of paper with a specific sound/spelling pattern. In one color, that particular group comes up with as many words using that pattern. After a few minutes, groups rotate to the next paper with a new sound/spelling pattern. Using their color, they will again work together to come up with as many words as possible.

# data[].attributes.body
Orally, students practice blending to figure out words. First, start by chunking familiar words into syllables. Then, move into onset and rime. Finally, isolate phonemes of smaller words (CVC) before moving into longer, complex words.

# data[].attributes.body
When possible, preview and/or read the text in the student's home language. This is an activity that all students can benefit from, even if they aren't familiar with the language.

# data[].attributes.body
Using a visual, title, first sentence, or key words, have students make predictions prior to reading a text to better familiarize themselves with what to expect.

# data[].attributes.body
Using a set of related pictures to the text, students arrange the pictures into a possible sequence. As a pre-read strategy, students can possibly connect cause and effect in the story to access challenging parts in the text.

# data[].attributes.body
Appropriately reading a text with expression and pausing can act as a model for students to mimic. Texts can additionally be read repeatedly with modeled with leaving "thinking tracks." For example, one can stop to make a prediction, showing how readers think about texts.

# data[].attributes.body
After reading a text several times, use a sticky note to cover specific words in a text. Ask students to predict what the word is. Depending on the type of covered word, this activity not only can support students in noticing syntactic cues, but also can build on vocabulary knowledge.

# data[].attributes.body
Using drawn pictures or details from the text, students help the teacher create a story map of what they read. The map includes pictures or details of the main parts of the story.

# data[].attributes.body
As an activity that comes in many forms, cloze activities essentially focus on the deletion of words from a text. For early readers, deletions can be highly supported with providing a word bank. Though every sixth to seventh word of a cloze is traditionally deleted, more specific words like key vocabulary can be removed. The main goal in performing a cloze is not necessarily just getting the answer right, but having students explain and justify their word choice.

# data[].attributes.body
As a strategy that can be highly differentiated, students practice reading a script of the story. Depending on language levels, students can help craft the script based on the story they've read.

# data[].attributes.body
Gibbons, P. (2015). Scaffolding language, scaffolding learning: Teaching English language learners in the mainstream classroom (2nd ed.). Heinemann.