Tag Archives: The Reading Crew

Teaching Sensory Language with Mentor Texts – Where Butterflies Grow

21 Apr

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I’m teaming up once again with The Reading Crew to bring you another resource-filled, fun link-up. If you’re just joining us, please check out the blog links at the bottom to learn about all the wonderful mentor texts and scoop up some fun resources!

There will a HUGE giveaway at the end of the link-up for you to enter for a chance to win ALL the books we feature through our blog posts. How fun is that?! All you have to do is collect all the mystery words (look for the words in color), follow all the links, and you may be the winning recipient of over 15 mentor texts to boost your reading instruction this spring! (NOTE: This giveaway ended 4/28/17) 

Introducing the Text

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Where Butterflies Grow by Joanne Ryder is a wonderful spring-themed book filled with descriptive language and beautiful illustrations. It’s the perfect text for teaching visualizing and helping students explore sensory language. In this book, students are taken on a sensory journey through the life cycle of a butterfly. The author writes in the second person point of view, helping students to apply their senses and imagine what it’s like to be an actual caterpillar ready to turn into a butterfly… or what it’s like to be a butterfly who just flapped its wings for the first time.

Focus Skill

In my experience, Sensory Language is often challenging for younger students to understand and apply. I was greatly surprised when I did a lesson with my third grade students and they struggled with matching sensory words to each of the five senses. When given the sentence “The spicy tacos made me extremely thirsty.” the students were able to vaguely explain what it means for something to be spicy AND could identify that spicy connected to food, but they had a difficult time communicating that spicy appeals to the sense of taste.

This mentor text lesson focuses on the language that is associated with each of the five senses. Students will explore adjectives and verbs that connect to each of the senses and how sensory language in texts helps us better comprehend what we are reading. The goal is for students to be able to identify sensory words in a text and communicate which of the senses the words appeal to. (NOTE: This lesson does not dive into similes, metaphors, imagery, or other forms of sensory language.)

Before Reading

What is Sensory Language?

To kick off the lesson, you can activate students background knowledge by asking the following questions:

  • Can you name your five senses?
  • What do each of your five senses do?
  • What parts of your body help you see, hear, taste, smell, and fell?
  • How do the five senses help us?
  • What are some things I can see, hear, taste, smell, and feel?

I would highly recommend creating an anchor chart that you can add to and refer to throughout the lesson. Record your shared background knowledge as you review what students already know about their five senses.

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How Sensory Language Connects to the Five Senses

You can help students explore how sensory language connects to the five senses. Review what “language” is, and then build the analogy between the word “sense” and the word “sensory” (e.g., “If I know what sense means, then I can figure out what sensory language means.”).

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You can help students identify the root word inside of the larger vocabulary word, and help them understand that sensory language is words or phrases that connect to the five senses and describe what we see, hear, taste, smell, and feel.  Be sure to review what a verb and adjective are, as well, since you will be using those parts of speech words throughout the lesson.

Feel free to download the poster below to help remind students of the definition of sensory language throughout the lesson. For those of you who use interactive notebooks or reading notebooks, this may be a nice reference to make into a half-sheet and glue into their notebooks.

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Making Vocabulary Connections

Before moving on, it’s important for students to review the connections between the different vocabulary words for the sense of sight, hearing, and touch. You can add these to your anchor chart (see above). For example, we often use the words looks and sees when we describe the sense of sight. Having three different words connected to one sense can be confusing. Have students point to their different body parts as they complete the following chant: “I use my sense of ______________ to ______________ things with my ______________. Sensory language describes how it______________.” Students can refer to the following reference sheet and echo the sentences below while doing the motions. (The kinesthetic connection often helps builds deeper associations!)

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  • I use my sense of sight to see things with my eyes, and sensory language describes how it looks.
  • I use my sense of hearing to hear things with my ears, and sensory language describes how something sounds.
  • I use my sense of touch, to feel things with my hands, and sensory language describes how it feels.

(These are the same but you can review them anyway!)

  • I use my sense of smell to smell things with my nose, and sensory language describes how something smells.
  • I use my sense of taste to taste things with my mouth, and sensory language describes how something tastes.

The Purpose of Sensory Language

It is important to also review the purpose of sensory language. Start off by asking a few simple questions:

  • Why do you think authors use sensory language?
  • How does sensory language help me comprehend what I’m reading?

Guide their responses to the actual purpose, which is: Authors use sensory language to help readers make connections, visualize what they are reading, and “experience” things they may not have a chance to experience in real-life. 

To help students better understand how authors do this, you can provide a few simple examples of sentences with and without sensory language for the students to compare (see below). Sight is the most utilized sense when authors are adding sensory details, so encourage students to really pay attention to how the other senses can be brought into writing.

  • Examples:
    • The bright green fish was swimming quickly through the sparkly, deep, blue ocean.
    • The fuzzy, brown caterpillar crunched loudly as he ate the fresh, green leaf.
  • Non-Examples:
    • The fish was swimming through the ocean.
    • The caterpillar ate the leaf.

With your support, students should hopefully develop a pre-reading understanding that sentences with sensory language will allow them to better visualize, imagine, and ultimately comprehend what is being described.

During Reading

For this lesson, students will stop and think about the sensory language the author uses throughout the text. Introduce the book, Where Butterflies Grow. Students can go on a picture walk and predict some the sensory language they may come across.

Possible Prediction Questions: 

  • What senses do you think the author wants you to use as you read about life cycle of the butterfly?
  • How do you think the author will describe the life cycle of the butterfly?
  • What specific sensory/describing words do you think the author will use?
  • How will the author help you visualize or imagine what you are reading?

NOTE: Every page is filled with sensory words and phrases, so there will be no shortage of sentences to dissect and explore!

Sensory Language Guided Practice

Depending on the reading levels of your students, they may need help navigating the vocabulary and sensory language of this text. Although it’s a Guided Reading (F&P) level N, the book is filled with rich vocabulary, so you may need to guide students in using context clues to determine the meaning of these higher-level words.

If you’re working with students in a small group setting, you can use enlarged-text sentences from the book to help with the guided practice (see below). The sentences I used are the same ones from the graphic organizer and I put them in sheet protectors so I could use dry or wet erase markers with them.  (You can also laminate them!) They are the same sentences that are listed on the scaffolded graphic organizer. You’ll notice that I like to color-code the different senses as I’m guiding students through the process. You can have your students do this for the graphic organizer, as well, if you want them to think about the sense before underlining. Otherwise, the students can underline first in pencil and then identify the sense using the context.

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To determine which color to use when underlining each sensory word/phrase, I first use a think-aloud to model identifying the sensory language by looking for describing words (adjectives or verbs). Once I find the describing words, I model how to think through making connections between sensory language and the five senses.

For example, for the first sentence, I say that I know the word “soft” is a describing word and an adjective. I model using the fill-in-the-blank questions below to help determine that soft is a something I feel with my hands so it connects with the sense of touch.

Students plug in the sensory words and ask themselves:

  • Is ____________ something I can smell with my nose?
  • Is ____________ something I can taste with my tongue?
  • Is ____________ something I can hear with my ears?
  • Is ____________ something I can see with my eyes?
  • Is ____________ something I can feel with my hands?

You may wish to guide the students through a few sentences and then let them work independently or in partners for the rest, or you can guide them through each sentence if you predict they will have a difficult time on their own. Students can fill out the graphic organizer as you complete each sentence together.

You may want to provide the sentence starter chart (below) as a helpful resource, as well. Students finish the sentence with the sensory word or phrase to see which makes sense.

Slide5Lesson Differentiation

If your students are more advanced and you still wish to use this mentor text to introduce sensory language, just modify the lesson so that you’re providing less support. After modeling how to complete the graphic organizer, students can navigate the text on their own or with a partner. Instead of using the scaffolded graphic organizer with provided sentences, they can hunt for their own sensory language examples and can record the sentences using the blank graphic organizer. You can also just use one page of the scaffolded graphic organizer and place a blank copy on the back for the second half of the text. You decide what works best for your students!

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After Reading

Independent Practice

For independent practice with identifying sensory language examples and connecting them to the five senses, students can reread the text independently and hunt for additional sensory language sentences. They can also read a new text at their independent reading level and hunt for sensory language. Students can use the blank graphic organizer for this independent portion of the lesson.

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Sensory Language Word Sorts

To reinforce sensory language and how sensory words connect to the five senses, students can complete the sensory language word sort (click image below). Some of the words are from the text, but some are random. The sensory language in this book only really appeals to the sense of touch and sight (It does appeal to the sense of motion, but we’re not focusing on that for sensory language in this lesson, since it’s not one of the five senses!)

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Here are a few tips & reminders for students:

  • Sense of sight words are often colors, shapes, or describing the appearance of an object.
  • Sense of hearing words are often verbs that mimic actual sounds (onomatopoeia).
  • Sense of taste and smell words are often closely related (salty, fresh, burnt, etc.).
  • Sense of touch words are often textures.
  • Some words can be used for more than one category depending on the context (e.g., “soft” can be a touch word or a sound word).

This sensory language word sort can be used to practice making sensory language connections at home for homework, or even in an independent literacy center. You can laminate for students to sort again and again, or you can make individual copies for each student to cut and glue down into their reading notebooks or on a piece of construction paper.

Let’s Reflect!

After completing the mentor text lesson, students can ask themselves the following questions:

  • How will sensory language help me as a reader?
  • How will sensory language help me as a writer?
  • Why is it important for me to use sensory language when I’m writing?
  • How will I use sensory language when I’m reading and writing independently?

The idea is for students to start thinking about how sensory language translates to their own writing.

Lesson Extension

Writing with Sensory Language

When working with literacy skills, it’s important to make connections and bridge the skills across reading and writing. Students can extend their learning to start adding sensory details to their writing. Students can work toward using sensory language to enhance their writing and help their writing audience visualize and experience what they’re writing about, similar to Where Butterflies Grow.

Need an idea for getting started? Ask students brainstorm sensory sentences for a specific object. They can pick their own or you can provide them with a spring-themed object to describe (i.e., flower, bumblebee, umbrella, etc.). Students should think beyond the sense of sight and challenge themselves to bring in all five senses to include a full sensory experience in their writing pieces. Use thematic webs for brainstorming and provide graphic organizers to help them through the writing process.

Descriptive Writing Unit

This lesson is also a nice segue into a descriptive writing unit where students learn to apply imagery, figurative language (i.e., similes, metaphors, etc.) and descriptive details in their writing. The sensory language activities from this lesson provide a strong foundation for later descriptive writing mini-lessons.

Lesson Resources

As part of this link-up event, the lesson materials for Where Butterflies Grow are currently FREE! Be sure to check out the companion resources for Where Butterflies Grow, and scoop up the print-and-go materials for your next guided reading lesson!

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(NOTE: This resource was a temporary freebie from 4/21/17-4/28/17 for the link-up!)

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Check out the mentor text lesson resource for Where Butterflies Grow by clicking HERE or the image above.

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Download the FREE posters by clicking HERE or the image above!

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Check out my “Resources for Sensory Language” Pinterest board for additional ideas. I’ll be adding to this board throughout the year, so make sure you “Follow” me on Pinterest!

Hope you found these resources to be valuable! How do you teach sensory language? Feel free to comment below!

Reminder: Be sure to check out the other mentor text links below and collect the mystery words for the giveaway. Follow the Rafflecopter links for each blog and enter for a chance to win an amazing collection of books! 🙂 (NOTE: This giveaway ended 4/28/17) 

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Happy Teaching! 

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**This post contains affiliate links. Click HERE to learn what that means!

Teaching Sensory Language with Mentor Texts -- Where Butterflies Grow | A mentor text lesson with sensory language activities, anchor charts, guiding questions, and free printables for your literacy lesson

Teaching Author’s Message with Penguin & Pinecone

27 Nov

Unpack your scarves and boots… winter is fast-approaching! To help you prepare for the long winter season, I’m sharing a wonderful winter mentor text and resource to use with your students this snowy season.

Last November, I had the privilege of attending the NYS Reading Association conference where Salina Yoon was presented with the 2014 Charlotte Award for her book Penguin and Pinecone. She talked about her inspiration for writing this beautiful book and the message about friendship she hoped to share with her readers. It was very inspiring to listen to her speak and share her story, and I just knew I needed to share this story with YOU!

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Book Description

“When penguin finds a lost pinecone one day, an unlikely friendship blooms.”

Penguin and Pinecone (MsJordanReads)

In the heart-warming story, Penguin and Pinecone, a little penguin becomes friends with a pinecone; however, he finds out that his friend pinecone can’t live in the snow, so he takes the pinecone back to his home in woods with the hope of being reunited again. Later, he visits his friend pinecone in the woods and discovers that “love only grows over time.” (Read the full summary at www.salinayoon.com)

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Lesson Introduction

So how do I use this story in my classroom? Well… I actually use this grades 2-5 with all the students I work with, since it’s a great mentor text for all ages, but for this specific lesson, I used it to teach author’s message to my RTI 2nd & 3rd graders.

First, to get my students thinking about the story, I show them the book trailer created by Salina Yoon.

PenguinPineconeBookTrailer

I have them activate their schema, thinking about what friendship means, and then I ask them to think deeply about why this book is labeled as “a friendship story.” I share that friendship and love are the two themes of the story, and I ask the students to make predictions about what the author’s message might be (connected to themes). Students record their predictions on a sticky note to revisit after we finish reading.

NOTE: If your students need a review of what “author’s message” is, you may wish to use the poster below (it’s a forever freebie!) or create an anchor chart for your classroom.

AuthorsMessage_MsJordanReads

With their individual predictions in mind, students now have a personal purpose for reading — to see if their author message predictions are correct!

Lesson Activity

For my 2nd and 3rd grade groups, I read the story aloud to the students. In my small groups, the students follow along in their copies of the text. (NOTE: You could easily share it as a read aloud on your reading rug, or even using a projector screen using an AverMedia player with your whole class.)

After reading the story, we talk about the story events and complete a shared graphic organizer for author message. Students hunt for text-evidence to support their understanding of the author’s message (CCSS RL2.1, RL3.1). They use this evidence in their written responses and visualizations.

Penguin and Pinecone Graphic Organizers (MsJordanReads)

There are many discussion questions connected to theme and author’s message you can use during your instruction. These can also be used as writing prompts.

Possible Discussion Questions: 

  • What is the author’s message for FRIENDSHIP? (How do you know?)
  • What is the author’s message for LOVE? (How do you know?)
  • What does Penguin learn about friendship and love from his friendship with Pinecone?
  • What did YOU learn from the story about Penguin and Pinecone?
  • What evidence from the text supports the author’s message that “Love only grows over time”?
  • What evidence from the text supports the author’s message that “Friendship lasts forever, even if you’re miles apart”?
  • Why do you think the author chose these themes for her book?
  • Why do you think the author chose these specific messages for her book?

Download This Resource

Would you like try out this resource in your classroom? Check it out here or by clicking the cover image below. You can use this resource as a shared lesson, similar to how I explained it above, to model author’s message using a think-aloud process. You can also use it for students to apply their knowledge of the skills independently.

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(NOTE: This resource was a limited time free resource from 11/27/15 – 12/4/15 as part of a blog hop. It has since returned to being a paid resource in my TpT store.)

Lesson Extension

There are SO many lesson extensions for Penguin and Pinecone. I could make it a blog post in itself, but below are a few resources and ideas for you to try out and explore for yourself!

EDUCATOR’S GUIDE:

Salina Yoon shares a wonderful CCSS-aligned educator’s guide on her website to use with your students. This resource (created by www.teachingseasons.com) includes text-based activities for sensory language, making predictions, compare/contrast, sequence of events, and author’s message. You can download it for FREE here!

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PENGUIN’S BLOG: 

Apparently, penguin has his own blog! It’s a cute photo journal from penguin’s point of view, sharing what he’s been up to. It hasn’t been updated since 2013, though, so this could be a fun writing extension activity to use with your students. Students have to think beyond the text to come up with what they think penguin is doing now in 2015. Have students create a picture/photo journal, or even their own blog from penguin’s point of view. As an extension to the mentor text lesson, students could try to incorporate their own “author’s message” into their journal/blog entries. (They could use one of the penguin crafts below to document their penguin’s journey in photos!)

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PENGUIN CRAFTS:

COLORING PAGES:

The author created three coloring pages you can use for your K-2 fast finishers. Check them out here!

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AUTHOR STUDY:

I came across a wonderful interview on the Charlotte Award blog that I thought would be fun to share with students. It could lead nicely into an author study, after using it as a mentor text. Students can even compare/contrast the author’s messages in each book!

ADDITIONAL BOOKS IN THE PENGUIN SERIES: 

Check out the other books in Salina Yoon’s series:

Happy Winter!

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NOTE: This blog post was originally part of a blog hop sponsored by The Reading Crew. We divided our blog posts into primary and upper elementary link-ups. Explore the category that is most appropriate for the grade you teach, or check out both if you wish. Each blog post will feature a mentor text along with a corresponding skill freebie to use with the book.

Grades K-2 Link-Up
Click HERE or the image below to access all the blog posts in the K-2 link-up!

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Grades 3 & Up Link-Up
Click HERE or the image below to access all the blog posts in the Grades 3 and up link-up!
ReadingWonderland3UpLinkUp

 

Avoid the Dreaded “Summer Slide” with Fluency Fun

19 Jun

 

Avoid the Dreaded Summer Slide with Fluency Fun - MsJordanReads

Practicing oral reading fluency throughout the summer is a great way for children to further develop reading skills and prevent summer regression.

Fluency is the glue that holds together oral reading and comprehension. Without fluency, your student or child may have a difficult time understanding the text they are reading. It is the path to comprehension and is a key foundational skill for children who are learning to read.

There are many resources and activities you can use to develop fluency skills. Many of the activities are free and just require books or texts at your child’s “independent level.” The goal is not to challenge your child with complex phonics patterns or unknown words, but to have them interact with texts that are on the easier side. This transfers the focus from “word reading” to “reading for meaning.”

Over the past few years, I’ve shared many fluency activities for teachers to use in the classroom; however, many of these activities can be used at home, as well.

Activities for Fluency Fun & Practice

Here are a few fluency activities that parents can try at home this summer:

Rereading

Rereading texts is one of the best ways to improve oral reading fluency (and comprehension!). After the first read-through, students are more familiar with the words and can focus on grouping words together, adding expression, and stopping at punctuation. They can also try to improve their reading pace. Although reading speed is not the biggest focus of fluency, an improved pace will subsequently improve your child’s comprehension of texts. The pace should increase naturally as your child completes multiple readings of the same text!

Poetry

Poetry is a great way for children to practice fluency! Typically, poems are short enough that they can complete multiple readings in one sitting. If your child needs fluency practice, he/she would benefit from listening to someone read each poem with “good fluency” first before practicing it. As a parent, you can model the poem and then have your child “echo read” each line to build up accuracy and phrasing. It takes away the “unknown word barrier” and allows your child to focus on changing his/her voice to sound like you! Poetry is an effective resource that allows children to practice all the components of fluency at once.

Audio Recording

Having children record themselves reading is an extremely powerful fluency tool! There are many free programs out there that are easy to use and allow kids to record their reading (i.e., Audacity for computers, iTalk for Apple devices, etc.). The playback feature of these recordings is the key to fluency development and can build self-awareness for kids regarding HOW they sound as readers. Many children don’t even realize how disfluent they actually are! With the playback feature, your child can listen to his/her recordings and reflect on the different parts of fluency. Encourage your child to answer the following questions: Did I read with appropriate pace? Did I read with phrasing? Did I read with expression? Did I attend to punctuation? Through reflections, your child can set goals and try to make changes. He/she can later compare repeated readings and listen for improvements.

Audio Books

Audio books are wonderful for summer break! With these “books-on-tape,” kids can follow along in a text as someone else reads to them. The power of modeled fluency is HUGE. Your child can listen to how fluent readers group their words together into phrases, change their voices to match character emotions and punctuation, pause appropriately after phrasing and punctuation, and apply intonation.

As our world becomes more digital, there are websites popping up everywhere that offer “Read to Me” books, such as Reading A-Z, Epic!, Farfaria, MeeGenius and more! Hundreds of books-on-CD and audio books are also available through Amazon, Barnes & Noble, and iTunes.

If you’re looking for a few free audio books to start with, NOOK Read to Me Books are fabulous and can be used on any device you can download the app to. (My students listen and read the free NOOK “Read to Me” books I’ve downloaded through the NOOK app on our iPads.) Also, if your local library is like mine, you can download audio books to your personal device via their website, using software such as Overdrive. This is a great way to bring new audio books into your home or classroom each week. If you have a long car trip coming up, audio books are an extremely valuable way to fill the time!

“Fluency Fun” Picture Books

If you are already reading with your child, why not pick some fun fluency books? These picture books will be sure to bring out your best phrasing and expression. Be silly. Have fun. Show off your fluency!

The books listed below are my favorite for modeling and practicing fluency, especially expression. Use them for read-alouds, partner reading, and choral reading (reading at the same time). You can even read them at bedtime!

Daily Fluency Task Cards — Summer FREEBIE!

To help you avoid the “summer slide,” I’m sharing my SUMMER set of seasonal Daily Fluency task cards. This resource is perfect for parents looking to further develop their child’s fluency skills. The resource is also great for teachers who are tutoring or teaching summer school during the summer months!

The fluency task cards in this set are geared toward grades 2/3 and focus on the four major components of fluency: Pace, Phrasing, Expression, and Attention to Punctuation. (Want to learn more about each of the fluency components? Download my free “What is Fluency?” Reference Sheet HERE, or read more about fluency HERE!)

Daily Fluency Task Cards SUMMER

(Download this free resource HERE or by clicking the image above!)

How to Use Fluency Task Cards at Home

After modeling and going over the directions listed for each task, your child should be able to use these fluency task cards independently. You can put the cards on a key ring, organize them in an index card box, or even put them in a dollar store photo book. Each day, have your child complete 1-2 task cards and record the completed task cards on the task card log. There are four sets for your child to rotate through.

You child should practice each task card aloud a few times. (Repeated readings are built into each task.) You can even create a DIY whisper phone using PVC pipes so they can monitor their fluency and hear themselves read! Every task has a specific fluency focus (i.e., pace, phrasing, expression, punctuation), but you will find that students will need to combine fluency skills to complete each card.

Tips for Promoting Summer Fluency Development

Obviously, fluency is not a skill that develops overnight. Like most reading skills, it takes consistent practice and requires your child to read EVERY. SINGLE. DAY.

Here is a review of a few tips and suggestions I shared in this post to help you promote fluency development at home this summer:

  • Encourage repeated reading (reading a text multiple times)
  • Read lots of poetry
  • Choose books that are at easier levels
  • Build in time everyday for your child to practice reading
  • Read to your child to model appropriate fluency
  • Encourage your child to read along with audio books
  • Have your child record their voice while reading to reflect and set goals
  • Switch it up — echo read, choral read, and partner read
  • Complete fluency task cards! 🙂

NOTE: This post was orginally part of the Summer Blog Party Kick Off Hop! Check out the first post in the blog hop HERE to scoop up all the summer reading ideas and resources. Continue on to the next stop in the blog hop here at Literacy Spark

Happy Summer!

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**This post contains affiliate links. Click HERE to learn what that means!

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Fluency Task Cards for the Summer that you can download for FREE! | Blog post includes other summer fluency ideas to help students practice fluency and avoid the typical "summer slide" reading regression.

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