Teaching a Wordless Book Jump Media Big Jump Christian music Media Inc Mission Possible Wordless book Playing Games Chuqui Chuqui Ministry Photos by jordanbetts


									                           Teaching a Decodable Text
 To provide students with the opportunity to practice applying their expanding knowledge of
    phonics skills and high-frequency words.
 To develop automaticity with the code and reading fluency.
   Teach new nondecodable, high-frequency word(s). Review previously introduced words.
   Review Sound/Spelling card(s): name, sound/spellings connected to the decodable text.
   Distribute copies of the book.
   Have students read the title and browse the beginning pages, commenting on whatever
    they notice in the text or illustration.
   Have students discuss what they think the story is about.
   Review steps on the Phonics/Decoding Strategy Poster.
   Look carefully at the word.
   Look for word parts you know and think about the sounds for the letters.
      First, look for word parts that include prefixes and suffixes, and base words.
      Then, divide the base words into syllables.
      Sound out and blend the syllables to say the base word.
   Blend the sounds [or just word parts] to read the word
   Ask yourself: Is it a word I know? Does it make sense in what I am reading?
   If not, ask yourself: What else can I try?
   Model phonics/decoding strategy following the Think Aloud prompt in the TE.
   Students read the decodable book:
      Have the students read the first page to themselves. Then call on one student to read
       the page aloud, or have the whole group read it aloud.
      Words that student(s) have difficulty with can be blended together, reminding students
       to check the sound/spelling cards and phonics decoding poster for help.
 Repeat the procedure above for each page in the story.
 (If needed or at a later time in the day/week) Reread the story twice more, calling on
    different students to read, or read it in unison.
 Then have the entire group do a choral reading of the story.
 Prompt students to respond in complete sentences.
 Ask students to discuss any difficult words they found in the story, and how they figured out
    these words. If necessary, coach them in applying the strategy to the word.
 Ask questions presented in the TE.

*blue text represents additional scaffolds written by C-TAC.

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