Teaching Resource
Decoding Strategy Posters – Middle-Upper Years
A 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
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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.
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CCSS.ELA-LITERACY.RF.3.3.C
Decode multisyllable words.
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CCSS.ELA-LITERACY.RF.3.4.C
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
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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.
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CCSS.ELA-LITERACY.RF.4.4
Read with sufficient accuracy and fluency to support comprehension.
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CCSS.ELA-LITERACY.RF.4.4.C
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
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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.
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CCSS.ELA-LITERACY.RF.5.4
Read with sufficient accuracy and fluency to support comprehension.
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CCSS.ELA-LITERACY.RF.5.4.C
Use context to confirm or self-correct word recognition and understanding, rereading as necessary.
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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.
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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.
Find more resources for these topics
English Language Arts and ReadingPhonological AwarenessReadingComprehension SkillsFoundational Language SkillsMetacognitive SkillsPosters
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Resource Updates
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In your classroom, use this flip book style teaching presentation to display new vocabulary to your students for each week of the learning year. Turn this resource into a flip book by:
- Printing out the pages
- Use a hole punch to create holes in the three marked places at the top of the page
- Use metal book rings to bind them
- Display the flip book by hanging it with string or sitting it on a stand.
- a new word
- the definition of the word
- an example sentence, showing the word being used in context.
by Royce (Teach Starter) Jan 31st, 2019
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