Forming a foundation requires readers to develop and apply basic reading skills and strategies across genres to read and understand texts at the appropriate grade level. This involves reading a variety of texts at the word, sentence, and connected text level across all content areas

Supportive Literacy Activity

• apply context and self-correction strategies while reading

• apply context and self-correction strategies while reading

• Use the activity with students during reading.  Ask students to review their answers to determine how they are thinking while reading.

• formulate questions to guide reading (before, during and after reading)

• formulate questions to guide reading (before, during and after reading

• Ask students before reading to determine what they already know about the topic and what they would like to know.  Review the responses following the reading assignment.

• apply word recognition strategies (e.g., phonetic principles, context clues, structural analysis) to determine pronunciations or meanings of words in passages

• apply word recognition strategies (e.g., phonetic principles, context clues, structural analysis) to determine pronunciations or meanings of words in passages

• Using the format of the running record activity, select a reading passage and indicate where the student is having word recognition difficulties.  Notice any trends and patterns.

• apply knowledge of synonyms, antonyms,homonyms/homophones, compound words, or differences in meaning to assist comprehension

• apply knowledge of synonyms, antonyms, homonyms/homophones, compound words, or differences in meaning to assist comprehension

• Using word families, establish an area in the classroom where students can add words from their reading that reinforces the word structure being studied.

• identify syllables and parts of words (e.g., prefixes, suffixes, base words); apply the meanings of common prefixes or suffixes to comprehend unfamiliar words

• identify syllables and parts of words (e.g., prefixes, suffixes, base words) and apply the meanings to comprehend unfamiliar words

• In order to understand word structure it is sometimes advisable to deconstruct words to determine their order.  The word sort activity is a good activity for word analysis.

• describe words in terms of categories (e.g., water is a liquid), functions (e.g., water is for drinking), or features (e.g., water flows)

• describe words in terms of categories (e.g., water is a liquid), functions (e.g., water is for drinking), or features (e.g., water flows)

• The data chart activity enables students to develop categories for words based on their attributes and meaning.

• scan to find specific key information (e.g., dates, places); skim to get the general meaning of a passage

• scan to find specific key information (e.g., dates, places); skim to get the general meaning of a passage

• This proven strategy requires students to engage actively in their reading through survey, question, read/recite/review strategies.

Developing an initial understanding of text requires readers to consider the text as a whole or in a broader perspective. Texts (including multicultural texts) encompass literary and informational texts (expository, persuasive, and procedural texts and documents). Strategies for gaining a broad or literal understanding of print texts can also be applied to non-print texts (e.g., digital, environmental).

Description

• use text structure cues (e.g., sequence, chronology, compare/contrast, description) to aid in comprehension

• use text structure cues (e.g., chronology, cause/effect, compare/contrast, description, classification, logical/sequential) to aid in comprehension

• The Cloze procedure encourages students to use context clues and text structure to determine the missing words from a reading passage.

• describe explicitly stated cause and effect relationships

• describe explicitly stated cause and effect relationships

• This chart will visually and graphically demonstrate how ideas are linked and how an action results from an antecedent action.

• distinguish between fiction and non-fiction texts

• distinguish between fiction and non-fiction texts

• A chart that depicts the shared elements of an issue, idea, concept, or textual material.

• identify unfamiliar words and specialized vocabulary (words/terms needed to understand content)

• identify meanings of unfamiliar words and specialized vocabulary (words/terms needed to understand content)

• This journal format allows the reader to have a conversation with self about words that are new or unclear in meaning.

• paraphrase and summarize (e.g., to show relationships, relative importance of information) and sequence major events or steps in a process if appropriate

• paraphrase and summarize (e.g., to show relationships, relative importance of information), or sequence major events or steps in a process if appropriate

• To fully engage a reader in all possible connections within a story, a book box provides a tangible activity of visible artifacts that demonstrate these connections.

• make text-based inferences; make and check predictions

• make text-based inferences; make and check predictions

• This prescriptive activity provides a sequential process for making inferences and checking them through reading.

• identify and describe characters ,major events/plot, setting or problem/solution

• identify meanings of unfamiliar words and specialized vocabulary (words/terms needed to understand content)

• A visual activity that maps out the connections among narrative story elements.

• make and check predictions

• make and check predictions

• demonstrate understanding of informational passages/texts:

• demonstrate understanding of informational passages/texts:

• locate key ideas, information, facts, or details

• locate key ideas, information, facts or details

• use information to state and support central/main idea or to interpret the meaning of specialized vocabulary (words and terms specific to understanding the content)

• use information to state and support central/main idea or to interpret the meaning of specialized vocabulary (words and terms specific to understanding the content)

• use information from text to accomplish a specific task or answer questions

• use information from text to accomplish a specific task or answer questions

• use visual information (e.g., maps, charts, graphs timelines, visual organizers) to understand texts

• use text features and visual information to understand texts