Yellow Dot Goals

  • Your child is now a Yellow Dot Reader! Now your child is ready to learn more in depth reading strategies. 

    While reading Yellow Dot Books your child will be learning the importance of locating words they know, and learning beginning strategies to figure out tricky words. Below you will find the goals your child will be working on while reading Yellow Dot Books.

    Emergent Readers (Levels Yellow/Yellow Plus, Green/Green Plus, Blue/Blue Plus, Purple)

    Readers at this stage have developed an understanding of the alphabet, phonological awareness, and early phonics. They have command of a significant number of high-frequency words.

    Emergent readers are developing a much better grasp of comprehension strategies and word-attack skills. They can recognize different types of text, particularly fiction and nonfiction, and recognize that reading has a variety of purposes.

    Books at this stage have:

    -      Increasingly more lines of print per page

    -      More complex sentence structure

    -      Less dependency on repetitive pattern and pictures

    -      Familiar topics but greater depth

    1.     Use graphophonic information:

    a.     Use the first letter(s)/last letter(s) of the word to help you. (Consonant blends and digraphs are more common at the beginning and ending of words.)

    b.     Check the pictures and use the first letters/last letters of the word to help you.

    c.     Think about what’s happening in the book right now and use the first letters/last letters of the word to help.

    d.     Could it be (child’s miscue) or (actual text)?

    e.     Does that look right and make sense?

    2.     Use and locate known words:

    a.     Expect and compliment instant recognition of easy high frequency words when reading.

    3.     Integrate sources of information:

    a.     Read it again and see if it sounds like book language.

    b.     Read it again and see if it makes sense.

    c.     Does that sound right and make sense?

    d.     Does that look right and make sense?

    4.     Use the pattern as a source of information:

    a.     Watch how I read and listen for the pattern because that helps me with the words.

    b.     Notice how I use the words in a sentence to predict what the next word would be.

    c.     Notice the repeating words/pattern in this story.

    d.     How does this story go?

    5.     Analyze story to comment events or characters:

    a.     Notice how I talk about this part of the story to show why it is funny, happy, sad, etc.

    b.     What did you think about this part of the story?

    c.     Find a part of the story you thought was *****.

    6.     Read with fluency:

    a.     Listen as I read this part smoothly without using my finger… now you try it.

    b.     Notice how I use the punctuation to stop (.), raise my voice at the end (?), sound excited (!).

    c.     Reread that part in a smooth voice using just your eyes.

    d.     Make it sound smooth.

    7.     Retells and summarizes

    a.     Let’s think about the title and look back through the pages to help us think about what happened in the story…

    b.     What happened in the story?

    c.     What was the book about?

    8.     Making Inferences

    a.     Watch how I find information in the story (or pictures) to support my idea about this story.

    b.     Why did you say that? Show me evidence on this page.

    c.     Show me evidence that tells why you have that idea.

    (These Goals were adapted from the TC writing & reading project)