Green Dot Goals

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

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

    http://www.readinga-z.com/guided/stages.html

    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.     Reading increasingly more difficult words using letter by word parts:

    a.    You read the consonant letter(s) and the next part. Now move on to the next. (Teacher/parent might show student how to segment parts of the word on paper or a small white board.)

    b.    Did you check across the word to make sure all parts are correct?

    c.    Move your eyes across the word checking each part.

    d.    What did you do to help yourself?

    2.     Use parts from known words to read unknown words:

    a.    You know _____ (teacher/parent writes word on a small white board changing the initial consonants.) See if that helps.

    b.    You know _____. Use that word to help you read this one.

    c.    Take a closer look at this part. (Teacher/parent points to the familiar part.)

    d.    Use a word you know to help you.

    3.     Use context to figure out unfamiliar words or vocabulary:

    a.    Go back to the beginning of the sentence, think about what is going on in the story then predict what the word might be.

    b.    Think about what’s going on in this part to figure out what that word means.

    c.    What does that mean?

    4.     Integrates sources of meaning:

    a.    (Stop the child at the end of a page and ask what is happening at that point of the story. Discuss what sources of meaning he/she was attending to.)

    b.    This is like another story we’ve read, remember _____?

    c.    You are thinking about the story, are you checking the illustrations?

    d.    You are checking the illustrations, are you thinking about the story?

    e.    What do you know that can help you here? (Could be something student knows about topic, genre, author, series, character, etc.)

    5.     Begins to self-correct at point of error using sources of information:

    a.    Read this again and see if you can fix this word before you read on (teacher/parent points to the tricky word).

    b.    You reread and fixed this word. What helped you? (If the child’s response suggests that he could have self-corrected at the point of error, discuss what he/she needed to do.)

    c.    Something wasn’t quite right. Go back and see if you can find it.

    d.    You fixed this word immediately. Tell me what happened.

     

    6.     Retells and summarizes:

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

    b.    Retell the story (using qualities of good retelling).

    c.    Is that a “big event” in the story or a “little detail”?

    d.    What happened in the story?

    e.    What was the book about?

    7.     Reads with fluency and phrasing:

    a.    Listen to me read it. Now you try.

    b.    Teacher/parent gets an easier book the child does read fluently. Discuss what his/her reading sounds like after reading the easy book, and encourages the same reading on another text.

    c.    This is a scary (funny, silly, etc.) part of the story. Reread this and make your voice tell what is happening in the story. (Teacher/parent models if necessary.)

    d.    Make your reading sound like you are telling a story.

    8.     Analyzing 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 picture did you have in your mind that helped you to think about what happened in this part of the story?

    c.    Can you ask yourself a question such as, “What happened to me that would make me feel like this character does now?” OR “What do I know about this kind of situation that would help me to know if the story is… (happy, sad, funny, etc.)?”

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

    9.     Making inferences:

    a.    Watch how I find information in the story (or pictures) to support my idea about this story. (Character’s actions, theme, perspective, making judgments, personal opinion.)

    b.    Can you think about something you know that would help you to talk about what is happening in the story here? How does that help you to understand… (the character, the situation, the mood of the story, etc.).

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

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

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