Emergent Readers Group with Coop Strip

Component: Reading and Writing

Objective:  To develop competency in grade-level reading and writing skills

Rationale: Scaffolds reading to build confident, successful, independent readers

• Allows students to develop concepts of sentences and words by going from whole to part
• Provides time for practicing academic language
• Supports fluency in reading
• Provides access to grade level text
• Affords students opportunities to take risks in a low affective filter environment
• Promotes discussion of skills and words in context
• Encourages metacognition through questioning

   
KEY POINTS:
Strategic Design

• Copy fully revised and edited Cooperative Strip Paragraph onto sentence strips (one sentence per strip), incorporating the original colors used

Delivery:

• Have original whole class Cooperative Strip Paragraph accessible
• Pull a leveled/homogeneous group ( emergent readers) in close proximity
• Use the Three Personal Standards and Literacy Awards
• Establish and articulate comprehensible language objective and content objective
• Chorally read paragraph fluently, off the pocket chart
• Pass out sentences to each student
• Chorally read paragraph fluently, off the pocket chart, one sentence at a time, students place sentences on the floor/table, all read and check for accuracy, continue sentence by sentence
• Chorally read rebuilt paragraph together
• Collect sentences and cut into intentional phrases: subject, predicate, natural phrases, (fluent readers pay attention to punctuation)
• As phrases are passed to each student, have students engage in grade level appropriate word study or reading skills: count number of words, define vocabulary, prefixes, etc.
• Chorally read entire sentence fluently off of pocket chart, pointing to assist with scaffolding; students rebuild sentence phrase by phrase on the floor/table; when entire sentence is built, chorally read rebuilt sentence, checking for accuracy
• Process continues sentence by sentence until the paragraph is rebuilt; chorally read the entire paragraph fluently
• Incorporate metacognition, articulate WHY (metacognition), "Are you right?", "How did you know?", "Prove it" (by reading it back/ matching to original)
• Collect phrases, cut into words, pass out words (i.e. define vocabulary, discuss words, chorally read)
• Fluently read entire sentence off of pocket chart, use pointer, chorally read, students must read word as they place it in sentence
• Encourage students to drop use of color-coding
• Use pointer, scaffold process, point to words students are looking for if necessary
• Incorporate metacognition, articulate WHY, "Are you right?", "How did you know?", "Prove it" (by reading it back/ matching to original)
• Read rebuilt paragraph together, all read
• Clues game: "I spy a word that ... " (comprehension, phonics skills, sounds, vocabulary, synonyms, antonyms)
• Modified doze game: Students close their eyes, take a word away, leave a space, have students raise their hands, think time, share word
• Pass out a typed copy of the paragraph
• Students read paragraph to adults in the school and get signatures

English Language Development Focus & Consideration
To address language structures use constant rebuilding of intentional phrases, subject-predicate and subject-verb agreement. Explicitly teach the structures of the target language for recognition to of these key elements. Note: For emergent language level students provide additional sketches make vocabulary comprehensible.