Blue Plus Dot Goals

  • Your child is now a Blue Plus 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)

    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.     Deals with more complex vocabulary/unfamiliar words:

    a.    Did you try all the different strategies we use to figure out the words? (Consonants + the next two, taking the word apart, using letter sequence, thinking what the word might mean, etc.).

    b.    You are checking across all parts of the word, but think about what is going on in the text to figure out what it is.

    c.    What does the author tell you in the story that helps you know what that word (group of words, or concept) means?

    d.    Do you know a word like that one (point to word) that means the same thing?

    2.     Deals with literary structures including nonfiction:

    a.    We’ve read a text (name it) that was written just like this part.

    b.    What do we know about the information in the beginning part of the sentence, when the author uses the word “but?” (Same for pronoun reference, there, there, where, this, however, thus, and, so, furthermore, because, then, etc.)

    c.    Think about how this kind of text goes…how does that help you understand?

    d.    How can we think about those words (i.e. I can’t nail him down.) to see what they really mean?

    e.    This is a problem/solution format, how can that help you to read this? (Same for other nonfiction structures.)

    f.     Instead of “said Dad,” this author used “yelled Dad.” How does that help you understand Dad’s feeling in this part of the story?

    3.     Stops and self-corrects at point of error:

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

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

    c.    You fixed this word immediately, good job! Tell me what happened.

    4.     Reads with fluency and phrasing:

    a.    Use the punctuation in this part to help you read this like you are telling a story.

    b.    Read this part again remembering to read in phrases.

    c.    This is a scary (funny, silly, etc.) part of the story, reread this and make the words tell what is happening in the story.

    d.    Make a picture in your mind about what is going on in this part of the story then reread this and make the words tell what is happening in the story.

    e.    Does your reading sound like you are telling a story?

    5.     Envisions the text to compensate for lower picture support:

    a.    Because there’s no illustration, let’s get a picture in our mind for what’s going on. I’ll start…

    b.    Stop and picture what’s going on here…

    c.    Can you ask yourself a question that will help you picture this part of the story? [i.e. How does this character (or situation) compare to me when I experience the same thing?]

    d.    What are you thinking?

    6.     Keeps the accumulating story events (or content) in mind:

    a.    Are you making a picture in your mind of what this is about?

    b.    Stop the child at the end of several paragraphs or pages and ask what is happening at that point of the story. Ask student to predict what would come next.

    c.    This part is like another story we’ve read, remember _____. (Teacher/parent tells the story part.) (Use a similar prompt for attending to illustrations, story content, or text connections.)

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

    e.    Let’s think about this section and look back through the pages to help us think about what happened so far in the story.

    7.     Retells and summarizes:

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

    b.    What happened in the story?

    c.    What was the book about?

    8.     Making inferences:

    a.    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… (Character’s actions, theme, perspective, making judgments, personal opinion.)

    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)