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Decodable text align with phonics instruction.- Ms. Griffith

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Decodable text align with phonics instruction.- Ms. Griffith

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I am familiar with the decodable texts in HMH-Madonna  

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I am familiar with the decodable texts in HMH-Madonna  

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Texts that students can apply phonics knowledge to read the words. - Kramer

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Texts that students can apply phonics knowledge to read the words. - Kramer

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Some decodable text focus on word families

-Finelli

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I have used them for a while. I have used sing and spell and the geodes they follow a phonics pattern

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I have used them for a while. I have used sing and spell and the geodes they follow a phonics pattern

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Texts that allow students to identify words using rules they have learned. Emphasis should not be on picture clues. -Guzman

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Texts that allow students to identify words using rules they have learned. Emphasis should not be on picture clues. -Guzman

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Decodable texts are useful for teaching phonological skills - Reyes

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Decodable texts are useful for teaching phonological skills - Reyes

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You can use them to reinforce phonics skills -Roth

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It focuses on phonics

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Books that have repetition with letters and correspondong phonemes

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Children use phonics knowledge with decidable text

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Review sight word, sounds, and phonics rules. -Roth

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Review current phonics rule

Front load vocab

examine cover

Maybe take a picture walk

Make predictions

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I have dictated some sight words and the students write them down on the dry erase board.-Madonna 

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I have dictated some sight words and the students write them down on the dry erase board.-Madonna 

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front loading vocab words

prior/ background knowledge

predicting

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teach or review word families , glued sounds, or phonic patterns that the text is focusing on.

-Finelli

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Reviewed trick words, key vocabulary and phonics skill - Reyes

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Reviewing words with specific sounds that students need to know in order to decode. Reviewing stretching, tapping, and scooping.

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Review skills that have been taught.

Neal

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Students look for spelling patterns as they read, comprehension questions referring back to where in the text the answer is found

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Teacher uses questioning

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questioning

ask and answer questions

stop and jot

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questioning, rereading for fluency especially if the student struggled the first time

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Ask comprehension questions, review what was just read

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I have used putting a question mark on a post-it if they come across a word they unfamilar with- Madonna 

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I have used putting a question mark on a post-it if they come across a word they unfamilar with- Madonna 

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provide reference sheets based on skills focusing on.

For example: if phonics was the goal, then I would provide specific fundation picture cards to help remind students of sounds.

-Finelli

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Making predictions, Making inferences, Story maps with pictures

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find details and support with text evidence

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I have sent them back to their seats and do an extension to the reading-Madonna 

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I have sent them back to their seats and do an extension to the reading-Madonna 

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Questions and retell

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retell

go back and check prediction

review focus question or LT

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Discuss the strategy that was practiced and have students share what they learned.

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Discuss the strategy that was practiced and have students share what they learned.

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Ask students literal questions and some questions that may require them to make inferences. _ Ms. Griffith

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ask specific questions let them go back and find the answer

talk about the central idea or main idea

talk about the characters how they felt, changed or acted.

make text to self connections

partner read

go on a scavenger hunt for a phonics rule

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Comprehension questions they can reference in the text or beyond text questions to see if they can apply what they learned.

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Ask them comprehension questions. Who are the characters, where the events take place setting, and the events.

Neal

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using more complex decodable text with higher students. -finelli

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using more complex decodable text with higher students. -finelli

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I will make it more of a routine to use them with small groups during targeted time.

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I will make it more of a routine to use them with small groups during targeted time.

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Use them when learning new rules in fundations,

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Planning out specific targets for before, during, and after reading using the decodable texts for guided instruction.

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We can challenge the students more during targeted reading by using decodable text to allow students to move up in their reading levels.- Madonna 

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We can challenge the students more during targeted reading by using decodable text to allow students to move up in their reading levels.- Madonna 

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look for decodable texts based on the  students data and or levels

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look for decodable texts based on the  students data and or levels

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use higher level texts for my groups

ask higher level questions

make more of a routine for small group instruction

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decide if mastery was accomplished, you might have to follow up with another similar book.

move on to the next phonics rule

build fluency by multiple reads

focus next time on a different reading strategy since the students are familiar with the words in the text.

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I plan to use the current data on my students' phonological skills and reading levels to plan lessons that target their specific needs and learning goals using the decodable text.

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In fundations as a shared read and small group during targeted groups.  

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In fundations as a shared read and small group during targeted groups.  