Graph Your Fluency

Graph Your Fluency

Listening Post

Timed Word Wall Race Find a partner. Use the stopwatch to see who can read all of the words from the word wall the fastest.

Repeated Reading

(with questions and dice) Take turns to read the section (no more than 50 words!) three times each (taking turns). After each round, roll the dice and use the number it lands on to choose a question starter. Remember to work with the reading buddy your teacher has paired you with. J

Repeated Reading (main idea & 2 key words)

After each round of reading, work together to identify the main idea of the passage and 2 key words. Remember to work with the reading buddy your teacher has paired you with. J

Fluency

1 Main Idea

2 Key Words

Readers’ Theatre (Scripts can be found in the

Comprehension Box- Fluency Folder)

Intonation Strips

                                           

 Sound Bingo

Sound Snap (Remember that you need to shout out the rhyming sound rather than ‘snap’! (e.g. ‘at’)).

Memory Sight Word Bang! Boom! Bam!

iPad Apps

Decoding Multisyllabic Words Choose 6 words to decode J

OR  

Graphophemic Investigations Choose two graphemes from the same phoneme family. Use your independent reading book (or books from the bookshelf) to find words that match your chosen grapheme(s).

Prefix Investigations Use the focus prefix on the board to direct your investigation. Use your independent reading book (or books from the bookshelf) to find words J

Suffix Investigations Use the focus suffix on the board to direct your investigation. Use your independent reading book (or books from the bookshelf) to find words J

Sound Bang! Boom! Bam!

Learning Letter Sounds

Learning Digraphs

Learning Consonant Blends

Learning Consonant Digraphs

The ‘or’ family

au or

aw augh

-ful meaning: full of/ characterized by

care

beauti

mind

Learning Vowel Digraphs

Learning to Blend CVC Words

                                                                       

       

Predicting

Thinking about what will happen next.

Why?: It helps us to become interested in what we read because we’re thinking about events or character actions and feelings. When?: We can use this strategy with all text types, but it is used most often with stories when we think about what might happen next. When we’re reading non-fiction books, we can predict what we might learn about.

Comparing Thinking about how two or more things

are the same.

Why?: It helps us to see similarities so we can connect ideas together. When?: We can use this strategy with all text types.

• For non-fiction texts, we might compare how the information we have read is the same as information we read in a different book.

• For fiction texts, we might compare how two characters are the same.

These characters are similar because…

The information in this book is the same as… Both

stories have…

What will happen?

What are the clues?

Have my predictions been confirmed?

Scanning

Looking only for a specific fact or piece of information (e.g. names, dates, sports scores,

etc.).

Why?: It helps us to find a specific fact or piece of information without having to read everything. When?: We scan when we’re looking for specific names, facts, dates, words, etc.

Questioning

Asking questions to understand what we’re reading.

Why?: When we ask ourselves questions, we can think about whether or not we understand what we’re reading. When?: We can use this strategy with all text types.

• We can question ourselves when we don’t understand something we read (e.g. Does this make sense? Why does that happen?).

• We can ask ‘wonder questions’ when what we’ve read makes us want to know more about something.

• We can ask questions when we’d like to know why the author used a particular feature in his/her text.

Skimming Working out the main ideas of a text

without reading everything.

Why?: It helps us to get through lots of material in a short amount of time. When?: When we have lots to read in a short amount of time (e.g. when we’re choosing a book at the library, or when we’re working out which texts will

Key

words

Bold

print

Bullete

d

informatio

n

I wonder w

hy...

Why did ___ do that?

What does this word mean?

Why did the author put

that part in there?

Does this part make

sense?

be useful for our project). Synthesising

When our thinking grows and changes as we read.

Why?: We can see how different things we know about fit together. When?: We most often synthesise when we read non-fiction texts. When we read an exposition, information report or biography, we might form a new understanding, opinion or viewpoint on the topic.

Making Connections

Making connections between the different things we read:

Text-to-Self: Connecting to something in our own life. Text-to-Text: Connecting to a text we’ve read before. Text-to-World: Connecting to something that’s happening in the world.

Why?: When we connect a text to something we know or have experienced, we can understand it better. When?: We can use this strategy with all text types.

• With non-fiction texts, we might make connections by thinking about what we know about the topic.

• With fiction texts, we might think about how the story or characters connect to something/ someone we’ve experienced or read about.

I first thought…

Now I think…

After reading this, my opinion

of ___ is…

I know abo

ut this

topic bec

ause I…

This reminds

me of a

time when I…

This book

is like…

Visualising

Creating a picture in our mind as we are reading.

Why?: It helps the text come alive. When?: We can use this strategy with all text types.

• With fiction texts, we can visualise what a character or setting might look like.

• With non-fiction texts, such as a recipe, we might visualise the steps.

Inferring

Using clues in the text and what we already know plus what we read to decide what the

author is trying to say.

Why?: It helps us to ‘read between the lines’ and get a better understanding of the text. When?: When we read picture books and fiction texts/ stories.

Text clues

What we already know

 

Determining Importance

Taking away the interesting facts we’ve read and thinking about the facts that are

important. Determining importance also means thinking about the main message of a story.

Why?: It’s impossible to remember every word we read so it helps to decide what the important parts are so that we can remember the ‘big idea’ of the text. When?: We determine importance most often with non-fiction texts when we work out which information is most important and worth remembering. When we read fiction texts, we can determine importance by thinking about the main message of the story.

Summarising

Telling what you’ve read in your own words.

Why?: So we can remember it more easily. When?: We can use this strategy with all text types.

• When we read non-fiction texts, we can summarise by retelling the story (beginning, middle and end).

• When we read fiction texts, we can summarise by deciding what the most important facts are.

Beginning, middle, end

Main ideas and facts What was th

e

book about? What did I learn from the book?