3-6 Decodable book

Small Group Decodable Text Instructional Routine

Basic Guidelines: 1. The first reading of the decodable text should be guided by the teacher to ensure accurate reading of the text 2. Students should finger-point and read aloud while reading decodable text Immediate!Error!Correction!Routine!! 1. !! Intervene when an error is heard – Correct even the little words such as ‘a’ and ‘the’ to develop accurate reading skills 2. Provide Error Correction Support: To give the student the word, say: “My turn, that word is….” What word? “Go back and read again.” “Try that word again.” If the student is accurate say: “Now put it in the sentence.” If the student is inaccurate a second time say: “That word is …. What word? Now put it in the sentence.” 3. Reread the sentence--Upon correction of the word, reread the sentence to support comprehension and provide an opportunity to correctly read the word. 3. All errors are corrected using immediate error correction routine 4. Students are supported in developing fluent reading of the text 1. Using the word bank, on the front cover of the decodable, and sound spelling card, review the targeted phonics skill . Select 5-7 words and write them while students blend/read the words. 2. Write the high frequency words on index cards. Hold up each card, tell them the word and have students repeat the word. Then, mix up the cards and have students chorally read the words. 3. Next, have students chorally read each line of the word bank. Repeat if needed to build automaticity. To support student correction, say: ! Second/Third Read For the third read, have each student individually whisper read 3-5 lines of the text at a time. When they finish reading the assigned lines, have them place their finger where they stopped. When all students have finished reading, have them choral read the last lines read. Continue in this manner until the text is finished. Teacher models retelling the story in sequence. Then, have students practice retelling the story in sequence. Ask comprehension questions and have student find the answer or information that supports their answer in the text. Check Have students work in partners to do a fluency check. Reader 1 will start at the beginning of the text and read for 60 seconds. While Reader 1 reads, Reader 2 keeps track of any errors Reader 1 makes and helps to keep track of how far Reader 1 got in 60 seconds. Record their rate and errors on a fluency graph. Switch roles. Below Level: For the second read, have the students echo read the text. The teacher will read a sentence with good expression and intonation and students will echo what the teacher has read. Make sure students are tracking what they are reading with their finger. Comprehension Check On-Level or Above Level: Have all students chorally reread the text with a partner. Reader 1 begins reading alternating sentences/pages with Reader 2. On the third read, have Reader 2 start the reading. Pre-reading First Read 1. Read the title aloud. 2. Chorally read the text.

Fluency

3-5 Decodable

1

9/14