Teaching Resource
Decoding Strategy Posters – Middle-Upper Years
PDF | 7 pages|Grades: 3 - 6A set of 7 posters that display different decoding strategies.
Display these posters to help students select a decoding strategy when reading unfamiliar texts. Each poster contains a character and their reading superpower.
Ways to use this resource:
- Print on tabloid paper and display in your classroom for students to reference when decoding unfamiliar words and texts.
- Print on letter-size paper and use in your guided reading groups to teach each strategy.
- Print 2 to a page on cardstock, cut, and place on a binder ring. Place these in your reading center for students to reference during independent reading.
The posters include the following strategies:
- Envision – Uses pictures to help read the words.
- Dr. Stretch – Sounds out each letter of the word, and then blends them together.
- Numero Uno – Focuses on saying the first sound.
- Leaper – Leaps over unknown words, and the returns to the start.
- Chunkinator – Break words into chunks of letters that make known sounds.
- Flipster – Flips the vowel sound to be long or short.
- Retracer – Retraces reading and begins the sentence again, this time trying something different.
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Common Core Curriculum alignment
- CCSS.ELA-LITERACY.RL.3.10
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 text complexity band independently and proficiently.
- CCSS.ELA-LITERACY.RF.3.3.C
Decode multisyllable words.
- CCSS.ELA-LITERACY.RF.3.4.C
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
- CCSS.ELA-LITERACY.RF.4.3.A
Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
- CCSS.ELA-LITERACY.RF.4.4
Read with sufficient accuracy and fluency to support comprehension.
- CCSS.ELA-LITERACY.RF.4.4.C
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
- CCSS.ELA-LITERACY.RF.5.3.A
Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multisyllabic words in context and out of context.
- CCSS.ELA-LITERACY.RF.5.4
Read with sufficient accuracy and fluency to support comprehension.
- CCSS.ELA-LITERACY.RF.5.4.C
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
- CCSS.ELA-LITERACY.L.4.4.C
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
- CCSS.ELA-LITERACY.L.5.4.C
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.
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English Language Arts and ReadingPhonological AwarenessReadingComprehension SkillsFoundational Language SkillsMetacognitive SkillsPosters
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