Yellow Plus 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. Attends to internal parts of words:
a. Take a closer look at ____ (teacher/parent determines the part of the word to which the student must attend i.e. use the consonants plus the next two letters).
b. Do you see a part you know in this word?
c. Move your eyes across that word letter by part.
2. Crosschecks with emphasis on graphophonic information:
a. Could it be (child’s miscue) or (actual text)?
b. Take a closer look at _____ (teacher/parent determines the part of the word to which the student must attend.)
c. Does that look right?
d. Are you right?
3. Crosschecks with emphasis on structure/syntax:
a. Read it again and make sure it sounds like it would in a book…
b. Could it be _____?
c. Does it sound like it would in a book?
d. Are you right? (Ask this even when the student is correct. This motivates self-monitoring.)
4. Crosschecks with emphasis on meaning:
a. Use the what is happening in the story with the picture to help you.
b. Think more about the story/picture/character to help you figure it out.
c. Does that make sense?
d. Are you right?
5. Integrates 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. Could it be (child’s miscue)?
6. Self-corrects/crosschecks near point of error/miscue:
a. Go back and read so it makes sense/sounds right/looks right.
b. Check that.
c. Why did you stop there?
d. How did you know that?
7. 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 ****.
8. Read with fluency:
a. You don’t need your finger. Use your eyes.
b. Listen to me read it. Now you try it. (Demonstrate appropriate stress on words, voice change for punctuation, phrasing, pausing and intonation for meaning.)
c. Read this book just like you read _____ (name an easier text or a shared reading text the child knows well.)
d. Say it like the character would say it.
9. 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?
10. 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.