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.
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.
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.
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.
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.
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.
Decoding multisyllabic words with closed syllables;
open syllables; VCe syllables; vowel teams, including digraphs and diphthongs;
r-controlled syllables; and final stable syllables;
Developing and sustaining foundational language
skills: listening, speaking, reading, writing, and thinking--self-sustained
reading. The student reads grade-appropriate texts independently. The student
is expected to self-select text and rea...
Monitor comprehension and make adjustments such as
re-reading, using background knowledge, asking questions, and annotating when
understanding breaks down.
Decoding multisyllabic words with closed syllables;
open syllables; VCe syllables; vowel teams, including digraphs and diphthongs;
r-controlled syllables; and final stable syllables;
Developing and sustaining foundational language
skills: listening, speaking, reading, writing, and thinking--fluency.
The student reads grade-level text with fluency and comprehension. The student
is expected to use appropriate fluency (rate...
Developing and sustaining foundational language
skills: listening, speaking, reading, writing, and thinking--self-sustained
reading. The student reads grade-appropriate texts independently. The student
is expected to self-select text and rea...
Monitor comprehension and make adjustments such as
re-reading, using background knowledge, asking questions, and annotating when
understanding breaks down.
Decoding multisyllabic words with closed syllables;
open syllables; VCe syllable; vowel teams, including digraphs and diphthongs;
r-controlled syllables; and final stable syllables;
Developing and sustaining foundational language
skills: listening, speaking, reading, writing, and thinking--fluency.
The student reads grade-level text with fluency and comprehension. The student
is expected to use appropriate fluency (rate...
Developing and sustaining foundational language
skills: listening, speaking, reading, writing, and thinking--self-sustained
reading. The student reads grade-appropriate texts independently. The student
is expected to self-select text and rea...
Monitor comprehension and make adjustments such as
re-reading, using background knowledge, asking questions, and annotating when
understanding breaks down.
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read indepe...
Monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
Author
Garrett
Designed by Sam (Teach Starter)
Teach Starter Publishing
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