DAILY 5 and the READING CAFE
Every day I will be teaching reading strategies which is part of our CAFE Menu (C-Comprehension, A-Accuracy, F-Fluency, E-Expanded Vocabulary).
While I am teaching "Guided Reading", the children will be involved in the Daily 5. They will be involved in the following activities.."Read to Someone", "Read to Self", "Listen to Reading", "Work on Words" or "Write".
Below I have indicated the reading strategies which the children will be learning this year. In the Home Reading Book, I will indicate the strategy your child is working on. Hopefully, the link beside each strategy, will help you understand what your child needs to learn.
Please never say "Sound it out"!. Ask your child what they know instead. Hopefully it will be one of the strategies below. Perhaps you could suggest they stretch out a few sounds and think about what would make sense. Initially, we work very hard to get the children to match their finger to the first sound in a word. This helps them with "Lippy the Fish" strategy. However, at level four the finger needs to come out. The children learn about fluency ...or that reading "needs to sound like talking". When children read slowly, they may have more difficulty with reading comprehension. Sometimes to see chunks in words a finger may sneak in and that is just fine!
Every day I will be teaching reading strategies which is part of our CAFE Menu (C-Comprehension, A-Accuracy, F-Fluency, E-Expanded Vocabulary).
While I am teaching "Guided Reading", the children will be involved in the Daily 5. They will be involved in the following activities.."Read to Someone", "Read to Self", "Listen to Reading", "Work on Words" or "Write".
Below I have indicated the reading strategies which the children will be learning this year. In the Home Reading Book, I will indicate the strategy your child is working on. Hopefully, the link beside each strategy, will help you understand what your child needs to learn.
Please never say "Sound it out"!. Ask your child what they know instead. Hopefully it will be one of the strategies below. Perhaps you could suggest they stretch out a few sounds and think about what would make sense. Initially, we work very hard to get the children to match their finger to the first sound in a word. This helps them with "Lippy the Fish" strategy. However, at level four the finger needs to come out. The children learn about fluency ...or that reading "needs to sound like talking". When children read slowly, they may have more difficulty with reading comprehension. Sometimes to see chunks in words a finger may sneak in and that is just fine!
We use the story "Flora and the Flamingo" to learn the "EAGLE EYE" reading strategy. This is a book that does not have any words. I tell the children that good readers can make up a story by using their imaginations when they look at the pictures in a book. First the children looked at the picture and thought about what was happening. As we turned the pages the children would make a prediction about what might happen next. This is a great comprehension strategy as well. The children are going to get used to the refrain "READING HAS TO?!.....MAKE SENSE!!!" Pictures are a great way to make meaning from a text!
To use the "Flippy the Dolphin" strategy the children need to know that vowels make two sounds. The vowel bat song is a great way to learn them!
LET'S LEARN SOME SIGHT WORDS! TRY TO READ AND WRITE THEM!!
If I know g-et then I can read and write these words!
ow chunk
If I know r-ide, I can read and write other words!
this
If I know g-et, then I can read and write other words
was
If you know "ball" you know the chunk "all"
You can read and write these words!
You can read and write these words!
If you know "well" you know the chunk "ell".
You can read and write these words!
You can read and write these words!
are
ame word family
QUESTION WORDS- WHO, WHAT, WHERE, WHY and WHEN???
look
come
play
big
ing
me song
see song
the -ot family
and song
it family
in song
-at family
THE -an FAMILY