Documente Academic
Documente Profesional
Documente Cultură
can do
it!
Written
By
Edward Demesa
Illustrated
By
Nathalie Hoskins
Table of Contents
Introduction
Skill Focus
Comprehension Questions
22
23
28
34
3
Introduction
It is my belief that teaching reading at the primary level should go beyond learning alphabet letter names and sounds,
decoding letter/sound combinations, adding and moving those sounds around, and blending those sounds together to learn new
words. Of course, increasing phonetic knowledge and learning sight words improves reading fluency. However, this method
does not enhance reading comprehension. Since the focus is typically on phonological awareness, comprehension instruction is
often left out. Thus, the student learns passive reading techniques, instead of active reading techniques. Consequently, the child
may develop fluent reading skills, but poor comprehension skills. To think that comprehension just happens, or ought to, just
because one can decode words on the page is nave.
As a reading teacher, it is not uncommon for me to hear parents say that their child reads fluently, but struggles with
comprehension. This is because the student does not know how to use reading as a tool for thinking and learning, which is a
result of passive reading. In fact, research suggests that both learning and reading are active processes. In other words, effective
readers are strategic and active. Hence, a complete reading instruction must go beyond phonological awareness and address
comprehension skills as well, particularly at the primary level. Not only must we teach the child to read well, but also to
comprehend well by teaching them active reading strategies to help comprehension. After all, comprehension is the main
purpose of reading.
It is often said that students become good readers only by reading a lot. However, many difficulties students have with
school reading assignments are caused by a variety of skill-related issues. Many students have trouble understanding what they
have read, or the authors point because they have not learned how to organize what they have read in their mind. This is often
referred to as comprehension breakdown. Perhaps they dont have much experience with the topic, thereby not able to make
meaningful and personal connections to new ideas that they have read. When this comprehension breakdown occurs, students
will often label their reading assignments as boring or too hard because they lack the reading and self regulations skills
needed to succeed.
Students who struggle with reading comprehension often give up on reading and lose confidence in themselves as
students. They develop low self-esteem and often blame the text, themselves, and even the teacher when they are not successful
at comprehending. These students are unaware that comprehension requires more than just decoding because they have not been
taught the active role to play while reading. Effective readers interact with the text while they read, use prior knowledge to
make sense of the text, use context clues to decode meaning out of words, and apply strategies to stay on task. Thus, the goal of
this book is to not only focus on specified phonetic reading practice, but to also address comprehension reading strategies that
will teach students to become active readers.
4
Skill Focus
Note:
To aid comprehension and to prepare the student for reading, the pre-reading
activities on page 28 is highly suggested.
Definition:
CVC words are words that follow the pattern consonant-vowel-consonant. These are considered
the simplest words and the starting point of many phonics programs. These words highlight the
short vowels such as the a in cat, the e in bed, the I in hit, the o in top, and the u in sub.
Sight words are common words that a reader should recognize on sight. These important words are also
referred to as high-frequency words. Sight words are words that readers must know on sight, instantly, and
automatically in order to develop into an efficient and fluent reader. Many sight words are service
words (pronouns, adjectives, adverbs, prepositions, conjunctions, and verbs), which cannot be learned through
the use of pictures and often cannot be sounded out. Some examples of sight words are: a, is, the, of, and, with,
that, I, and you.
5
the
had
on
it
was
with
to
up
saw
put
his
one
ran
in
but
you
asked
am
just
said
not
know
if
Special Words:
home
told
Note: Student may need help reading special words.
Suggested Activities:
Write each sight word on an index card. Have student read each sight word on a daily basis until mastered.
Point at each word on the box above and have student read each sight word. This can be done as a speed
drill.
Play Happy Face: This is a kindlier and gentler version of hangman. Instead of drawing a man hanging, draw
a happy face. Draw the happy face features as goofy as you want them to be. This simple word game is a good
way to build student vocabulary and sight word knowledge. It only requires a pencil and paper and can easily 6
be played while waiting in waiting rooms.
You
can do
it!
Written
By
Edward Demesa
Illustrated
By
Nathalie Hoskins
Sam the Rat had on a cap. It was red with a big dot on the top.
10
11
Sam the Rat got up and saw a bat. He put on his cap, the one
with the big dot on top. Sam the Rat ran to the bat.
12
Sam the Rat had the bat in his hand, but he was sad.
13
14
15
But I am just a rat, Sam the Rat said, a rat with a red cap
with a big dot on top. I do not know if I can hit that ball with a
bat.
16
17
19
Sam the Rat hit the ball with his bat. It was a home run!
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21
Name: ______________________
Comprehension Questions
1. Did you like the title of the story? If you had to change the title, what would be a
good title for it?
2. Were your predictions correct? Where did you have to fix your prediction as you
read?
3. What color is Sam the rats cap?
4. What did Sam the rat see when he got up from his nap?
5. Why was Sam the rat sad?
6. What did Sid the bug say to Sam the rat?
7. What did Sam the rat learn from Sid the bug?
8. What was your favorite part of the story? Why?
9. Can you retell the story in sequential order using words like first, second, then,
next, finally, etc.?
10.Why do you think the author wrote this story?
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23
Name: ______________________
Directions: Say each picture word. Write the missing short vowels in the spaces below.
r __ t
S __ m
f __ x
p __ g
d __ g
m __ n
c __ p
l __ g
b __ t
b __ g
p __ p
b __ ll
s __ d
n __ p
d __ t
s __ t
S __ d
h __ t
24
sat
pat
ran
wig
pat
cat
bug
nut
hug
sat
pup
wag
rat
pig
fox
pup
sat
rat
sat
yell
beg
big
jet
pig
wag
ten
cat
26
Name: ______________________
home
hit
told
run
he
Sid
gave
bug
said
red
with
dot
top
on
you
bat
the
and
cap
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28
Tasks:
I. Read the title
II. Scan the pages and look at all the pictures
III. Predict what will happen
IV. Ask and discuss pre-reading questions:
__________
__________
__________
__________
(Note: At this age, these questions should take form in a discussion. Writing is not necessary. Engaged conversation is a more important focus.)
1. Looking at the title and all the pictures, what do you think will happen in this book?
2. What makes you think that?
3. What characters do you think might be in the book?
4. Do you think there will be a problem in the story? Why?
5. What are some things you already know about the topic?
6. Can you relate to the topic of the story? How?
7. What do you want to learn or find out?
29
Concept Map
(Note to Parents/Teachers: This concept definition map is a pre-reading activity that is designed for teaching students the meaning of new concepts. This is a graphic organizer
that will help students understand the essential attributes, qualities, or characteristics of a words meaning. Students must describe what the concept is, as well as what it isnt, and
cite examples of it. At this age, this should be done verbally and adults should write the answers for the students.)
Word/term
Self Confidence
30
Concept Map II
Directions: Complete each section for the vocabulary term or phrase.
What is it? (Definition)
Self Confidence
31
K-W-L
Directions: Discuss K-W-L chart with student and fill in the answer for them. This can also be done as a discussion without
writing in the chart.
K
What I know
W
What I want to
find out
L
What I learned
32
Problematic Situation
Note to Parents/Teachers: This is a pre-reading activity that is designed to activate the students prior knowledge, encourage them to read the text,
and help them focus on the main ideas of the story as they read. Depending on the students writing skills, this is an activity that can be done
verballyas a discussion.
Self Confidence
Problem: You are a football coach and have just been told that you are getting a new player on your team.
Discussion:
As the football coach, what advice might you give this new player? How might you encourage this player to not quit and give
football a chance?
Possible Solutions:
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