WHAT IS SUPPORTIVE READING?
To give as much support as is necessary to make reading a successful experience for students.
1. Text is read with the students using s shared reading procedure. See procedures in the link below. AFTER, PRESS YOUR BACK BUTTON TO RETURN TO THIS PAGE.
Preschool and Kindergarten Reading
Text may be in a big book, written on chart paper, displayed on an overhead or smartboard. The alphabet readers have been specifically designed to use for this purpose. Many of them have enlarged pictures that can be made into a big book.
2. Teacher and students reread the text several times as in the shared reading procedure until the text is very familiar to the students.
3. The teacher undertakes a series of activities to help students move from reading from memory to
-transfer the knowledge of the sight and sounds of alphabet letters
-transferring this knowledge of letters and how they blend together to make words
-recognizing individual words in the text
-acquiring some basic word recognition skills
-transfer the recognition of familiar words to other contexts
4. A sample set of procedures might look like the following:
Teacher reads, students listen.
Teacher reads and tracks, students join in as they are able.
Teacher reads and pauses, students fill in and continue reading.
Teacher resumes reading with students.
Teacher introduces the new letter and its related sound within the context of the story.
The students pick out that letter(s) and its related sound used within the text.
The link from the site below has good link on how to introduce a new letter and its related sound. AFTER, PRESS YOUR BACK BUTTON TO RETURN TO THIS PAGE.
Introducing a New Alphabet Letter
NOTE: If you are using the alphabet readers from the Kinderplans.com site, these readers already have a focus letters and specific sight words built into them (from Dolch and Fry's word lists).
Students complete an activity on the text, e.g., draw in illustration and print something about it (using invented spelling).
NOTE: Many of the readers have an interactive component built into them.
Teacher and students reread the text.
Students share their independent work completed on the previous day.
The focus alphabet letter is reviewed. The picture mnemonic activity would be introduced at this time.
The link below also gives ideas on how letters and their related sounds can be reviewed. The alphabet pictures on the Kinderplans.com membership site could be used for this purpose. AFTER, PRESS YOUR BACK BUTTON TO RETURN TO THIS PAGE.
Reviewing the Alphabet
Teacher presents text with selected words masked. The marked words are written on individual word cards. These word cards are distributed to the students.
Teacher and students read the text together, stopping to identify each masked word. As the masked word is identified by the students, they search their cards for the appropriate word. Once found, the student is asked "How do you know what the word are your cards is ...? The text is used for verification as masked words are uncovered.
At the end, students read the word cards they held.
Students can underline these words in their individual readers that have been copied off for them.
1. Particular word patterns are selected from the text for a lesson on word structure e.g., if the word "sat" is in the text, students might have a simple lesson on the "at" word family and other words that rhyme.
NOTE: If you follow the "Alphabet Program" on the Kinderplans.com site, each theme sequence and the suggested emergent readers to use to develop these reading skills already have suggested word family activities incorporated into the lessons. If you wish to learn more about the "Alphabet Program".
Preschool and Kindergarten Reading - Alphabet Program
2. Individual word which have become sight words for any student are written on word cards and the student can place these in his/her word bank. Several times each week students take out their word banks to read their words and to engage in activities using these words.
NOTE: Within the "Alphabet Program" themes you will find engaging suggested games that can be used for this purpose.
3. If the text is appropriate, teachers can use the frame of the original to help students create their own books. They can brainstorm for superstitions, and read the text putting in the substitutions they suggested.