Red Dot Goals
Red books focus on beginning reading strategies. These books will have very few words on each page. The pictures on each page will match the words. The sentences will typically follow a pattern (example: The bus is yellow, The sun is yellow, The balloon is yellow).
The first thing we focus on is looking at the cover to get ready to read. Looking and talking about the cover helps children focus on what the story is going to be about. In the beginning, children will look at each page and state what the picture says, disregarding the words. Our goal during this time is to encourage children to point to the words and begin to realize that the words on the page have meaning. Although children may not be able to read the exact words on the page, by the end of this unit, the children will understand that if there are three words on a page they must only say three words. For example, the actual text says "This is a ball" but the child reads, "This is a balloon" this would be considered correct. However, if the child reads, "The ball is yellow and bounces" this would be considered incorrect as they are saying too many words.
Below you will find the list of strategies that your child will be working on while they are reading Red Dot books. Again, I want to emphasize that your child will not be working on ALL of these goals at once, but rather slowly moving through the goals.
Early Emergent Readers (Levels Red, Red Plus, Orange)
Aspiring readers are just beginning to grasp the basic concepts of book and print. They are acquiring a command of the alphabet with the ability to recognize and name upper- and lowercase letters. They are also developing many phonological awareness skills, such as recognizing phonemes, syllables, and rhyme.
Early Emergent readers are beginning to learn sound/symbol relationships--starting with consonants and short vowels--and are able to read CVC (consonant-vowel-consonant) words, as well as a number of high-frequency words.
Books at this level have:
- Strong picture support
- Carefully controlled text
- Repetitive patterns
- Controlled, repeated vocabulary
- Natural language
- Large print
- Wide letter spacing
- Familiar concepts
- Limited text on a page
1. Use cover (title, illustration, etc.) to get ready to read:
a. Watch how I read the title, look at the illustration, and think, “What might this book be about?”
b. Think about the cover to get your mind ready to read.
2. Use illustration as a source of information to figure out words:
a. Watch how I use the story and the picture and think about the story to help me figure out the word.
b. Look at the picture and think about the story to help you.
c. Teacher/parent taps the picture as a reminder
d. What could help your figure that out?
3. Use one to one matching:
a. Let me show you how I point under the words…
b. Point under the words.
c. Does it match?
d. Were there enough words?
e. Check it.
4. Use and locate known words:
a. Is there a word you know?
b. What words do you know?
c. Point at and read the words you know.
5. Use meaning to figure out words:
a. What would make sense here?
b. What’s going on here?
6. Understand the book:
a. After I finish a book I think about it. Watch me as I do this.
b. What’s the whole book about?
c. So what happened?
d. What are you thinking?
7. Read with fluency:
a. Notice how I touch under a word, read it, and move quickly to the next word.
b. Are you moving quickly from word to word?
c. Compliment reading in a voice slow enough to demonstrate crisp pointing under each word without long pauses.
d. Let me go back and read that in a smooth voice.
e. Can you reread that in a smooth voice?
f. Use a smooth voice.
(These Goals were adapted from the TC writing & reading project)