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\n\"Chunking\n\n
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\nChunking\n

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\n\nFor Teachers\n\nK - 2nd\n
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\nPractice is a great way to build skills in reading with fluency and intonation. In leveled pairs, learners read a simple passage pausing as indicated by the marks on the page. They take turns reading the passage until they are both...\n
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\n\"Fun\n\n
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\nFun With Fluency\n

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\n\nFor Teachers\n\n1st - 3rd\n\nStandards\n
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\nPractice reading with fluency by blending words together. To start, prepare flash cards with pseudowords on them (words that can be pronounced but have no real meaning), and work with the class to sound out the words using known...\n
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\n\"Reading\n\n
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\nReading Strategies for Decoding Tricky Words\n

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\n\nFor Teachers\n\nK - 2nd\n
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\nHelp primary school pupils learn valuable reading strategies. As they choral read a poster or big book, they predict covered words and learn various reading strategies for figuring out an unknown word. This will help them gain an...\n
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PPT
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\n\"Reciprocal\n\n
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\nReciprocal Reading\n

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\n\nFor Teachers\n\n3rd - 4th\n
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\nThe strategies associated with Reciprocal Reading are outlined in this language arts presentation. Pupils discover what it means to be the questioner, the summarizer, the predictor, and the clarifier. All four strategies lead to...\n
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Worksheet
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\n\"Reading\n\n
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\nReading Comprehension 2\n

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\n\nFor Students\n\n9th - 12th\n
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\nYou scream, I scream! Young learners read this passage about ice cream flavors, then answer 13 questions about details from the reading. The questions address details from the text, vocabulary, and parts of speech. Use this activity to...\n
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Worksheet
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\n\"Reading\n\n
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\nReading Comprehension 5: Level 9\n

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\n\nFor Students\n\n8th - 10th\n
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\nThe piranha is the subject of a reading passage that is sure to engage your learners in a reading comprehension exercise. Pupils must employ multiple strategies to answer the questions based on the passage. Of particular value is the...\n
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Activity
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\n\"Express\n\n
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\nExpress Yourself Lesson Seed 6 Close Reading\n

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\n\nFor Teachers\n\n6th\n\nStandards\n
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\nLook back at the third chapter of The Cay with your class. Pupils will conduct a close reading, taking a second look at a chunk of text and responding to a series of text-dependent questions. Wrap up with an analytical writing prompt...\n
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\n\"Reading\n\n
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\nReading Skills: Chunking \n

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\n\nFor Teachers\n\n7th - 12th\n
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\nPrepare advanced English learners and low-level readers for the reading demands of post-secondary education with skill of chunking. Readers learn to make meaning from phrases rather than individual words, helping them to read more...\n
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\n\"Close\n\n
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\nClose Reading in Expert Groups: What is it Like in the Rainforest Canopy? (Pages 13–16)\n

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\n\nFor Teachers\n\n5th\n\nStandards\n
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\nPut it together piece by piece. Scholars read pages 13-16 of The Most Beautiful Roof in the\nWorld by dividing it into chunks. They analyze each chunk for gist and word meaning. Individuals then create a matching game by writing...\n
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Printables
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\n\"Transitional\n\n
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\nTransitional Guided Reading\n

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\n\nFor Teachers\n\nPre-K - 4th\n
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\nUse a fill-in-the-blank lesson plan template to enhance your guided reading lesson plans with details surrounding decoding strategies, fluency and phrasing, vocabulary strategies, comprehension, and more! \n
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\n\"Fluency:\n\n
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\nFluency: Chunked Text, Reading Chunks\n

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\n\nFor Teachers\n\n4th - 5th\n\nStandards\n
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\nThe activity focuses on reading chunked text. Peers grouped by specific ability levels take turns reading a text with proper intonation, expression, and phrasing.\n
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Worksheet
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\n\"Spinelli's\n\n
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\nSpinelli's Maniac Magee (excerpt): Reading and Critical Thinking Practice \n

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\n\nFor Students\n\n4th - 6th\n
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\nA brief, dialogue-rich passage from Jerry Spinelli's novel Maniac Magee is accompanied by a well-written literacy assessment tool. Thematic content lends itself to age-appropriate discussions about race relations and social justice....\n
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Activity
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\n\"Syllable\n\n
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\nSyllable Hopscotch\n

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\n\nFor Teachers\n\nK - 1st\n
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\nLet your little learners move while they practice breaking words into syllables or chunks. Place a hopscotch \"board\" on the floor (this can be done with tape). Your class takes turns choosing picture cards, and then they say the name of...\n
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\n\"The\n\n
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\nThe Outsiders: Question Answer Relationships Strategy\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nKids learn best when asking questions about what they have read. Encourage active reading with a comprehension activity based on S.E. Hinton's The Outsiders, in which kids read passages from the beginning of the book and identify...\n
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\n\"Letter\n\n
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\nLetter from Christopher Columbus to Luis de Sant Angel Announcing His Discovery (1493)\n

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\n\nFor Students\n\n7th - 12th\n\nStandards\n
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\nWhen Christopher Columbus landed, he found many things to comment on. Have your class read this letter that he wrote to Luis de Sant Angel in 1493. The text is split up into sections. Each section is paired with two to three...\n
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\n\"Only\n\n
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\nOnly the Facts\n

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\n\nFor Teachers\n\n1st - 4th\n
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\nPractice the strategy of summarizing to gain meaning and knowledge from an informational text. Young readers highlight supporting details and main ideas, and then they use this to summarize two articles: \"The Great Quake\" and \"What...\n
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\n\"QAR:\n\n
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\nQAR: Question Answer Relationships with an example from Canyons by Gary Paulsen \n

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\n\nFor Teachers\n\n6th - 8th\n
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\nAs you're reading Gary Paulsen's tale of self discovery and adventure, Canyons, bring this questioning strategy into your classroom. The QAR questioning strategy is meant to encourage a deeper analysis of the text, as some questions are...\n
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\n\"What's\n\n
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\nWhat's Wrong - Intensive Reading\n

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\n\nFor Teachers\n\n7th - 9th\n
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\nThere are different types of reading meant for different texts. Discuss four of these with your emerging readers. When does one perform an extensive or intensive reading? When does one skim or scan a text? How are these all different? \n
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Organizer
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\n\"Study\n\n
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\nStudy Guide for Hatchet\n

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\n\nFor Students\n\n4th - 6th\n\nStandards\n
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\nUse this packet as a companion to your study of Hatchet by Gary Paulsen. The resource breaks the novel up into several chunks, and for each chunk provides activities, background information, vocabulary, graphic organizers, and response...\n
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\n\"Touching\n\n
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\nTouching Spirit Bear: Question Answer Response Strategy\n

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\n\nFor Teachers\n\n6th - 8th\n\nStandards\n
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\nWhat types of questions help readers learn the most? Sixth, seventh, and eighth graders learn how to ask four types of questions from the Question Answer Response (QAR) reading strategy to help grow their comprehension of Touching Spirit...\n
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\n\"Print\n\n
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\nPrint & Go ESL\n

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\n\nFor Teachers\n\n4th - 10th\n
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\nImprove reading comprehension with a set of ESL worksheets. Kids read through various passages, note which facts are true or false, mark their opinion on two statements, and write a short reply based on a writing prompt.\n
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\n\"Ready,\n\n
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\nReady, Set, Read Again!\n

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\n\nFor Teachers\n\n2nd - 3rd\n
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\nStudent increase their reading fluency through the use of various strategies. After reviewing chunking and decoding, students complete an initial read of a novel text. Working with the instructor, they complete a read of their passage to...\n
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\n\"Read\n\n
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\nRead Like Sonic the Hedgehog\n

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\n\nFor Teachers\n\n2nd - 3rd\n
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\nStudents investigate the benefits of rereading books to increase reading fluency and comprehension in this lesson. They practice saying site words orally as quickly as they can. They then work with a partner reading a story multiple...\n
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\n\"Lets\n\n
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\nLets Read Faster with Junie\n

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\n\nFor Teachers\n\nK - 2nd\n
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\nStudents practice a variety of techniques and strategies to assist them in becoming fluent readers. They practice reading with expressiveness and fluency with Junie B. Jones and some \"Sneaky Peeky Spying,\" by Barbara Park. A checklist is...\n
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