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STRATEGY OF THE MONTH

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.


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