Congratulations on your purchase of this ReallyGood Stuff® Reading Strategies Poster—a colorfulreference to reinforce good reading strategies forbeginning readers.

This Really Good Stuff® product includes:• Reading Strategies Poster, Write Again®

wipe-off laminate• This Really Good Stuff® Activity Guide

Meeting Common Core State StandardsThis Really Good Stuff® Reading Strategies Posteris aligned with the following Common Core StateStandards for English Language Arts:

Phonics and Word RecognitionRF.K.3 Know and apply grade-level phonics and word analysis

skills in decoding words.RF.K.3a Demonstrate basic knowledge of one-to-one

letter-sound correspondences by producing theprimary or many of the most frequent sound foreach consonant.

RF.K.3b Associate the long and short sounds with commonspellings (graphemes) for the five major vowels.

RF.K.3c Read common high-frequency words by sight(e.g., the, of, to, you, she, my, is, are, do, does).

RF.K.3d Distinguish between similarly spelled words byidentifying the sounds of the letters that differ.

RF.1.3 Know and apply grade-level phonics and word analysisskills in decoding words.

RF.1.3a Know the spelling-sound correspondences for commonconsonant digraphs.

RF.1.3b Decode regularly spelled one-syllable words.RF.1.3c Know final -e and common vowel team conventions for

representing long vowel sounds.RF.1.3d Use knowledge that every syllable must have a vowel

sound to determine the number of syllables in aprinted word.

RF.1.3e Decode two-syllable words following basic patterns bybreaking the words into syllables.

RF.1.3f Read words with inflectional endings.RF.1.3g Recognize and read grade-appropriate irregularly

spelled words.

RF.2.3 Know and apply grade-level phonics and word analysisskills in decoding words.

RF.2.3a Distinguish long and short vowels when readingregularly spelled one-syllable words.

RF.2.3b Know spelling-sound correspondences for additionalcommon vowel teams.

RF.2.3c Decode regularly spelled two-syllable words withlong vowels.

RF.2.3d Decode words with common prefixes and suffixes.RF.2.3e Identify words with inconsistent but common spelling-

sound correspondences.RF.2.3f Recognize and read grade-appropriate irregularly

spelled words.RF.3.3 Know and apply grade-level phonics and word analysis

skills in decoding words.RF.3.3a Identify and know the meaning of the most common

prefixes and derivational suffixes.RF.3.3b Decode words with common Latin suffixes.RF.3.3c Decode multi-syllable words.RF.3.3d Read grade-appropriate irregularly spelled words.

Displaying the Reading Strategies PosterBefore displaying the Reading Strategies Poster,make copies of this Really Good Stuff® ActivityGuide and file the pages for future use. Or, download another copy of it from our Web site atwww.reallygoodstuff.com. Hang the Poster wherestudents will be able to see and interact with it easily.

Introducing the Reading Strategies PosterRemind students that all good readers need to usestrategies to decode unfamiliar words while reading.Encourage volunteers to share some of thestrategies that have worked for them in the pastwhen they come to a word they do not know. Gatherstudents near the Poster. Read through thestrategies together, pointing out the strategiesthat students mentioned earlier: • Get your mouth ready to sound out the word• Look at the picture• Chunk the word• Skip the word and read on, then reread• Think about the story• Reread the sentenceBriefly model how each strategy works. Explain thatthese six strategies are easy to remember andsimple to apply. Tell students that whenever theycome to a word they do not recognize, they shouldrefer to the Poster to remind them of what to do.

Reading Strategies Poster

Helping Teachers Make A Difference® © 2013 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in USA #161268

All activity guides can be found online.

Think AloudAs you read aloud, pause when you come to a wordthat you know is difficult for students to sound out.Model how you use one of the strategies to help youdecode the word. Demonstrate that sometimes just“getting your mouth ready” may not help youdiscover the word, but using that strategy inaddition to “chunking the word” does the trick. Try to give at least one example of each strategy as you read. After you have modeled each strategy,pause again at an unfamiliar word and ask studentsto recommend which strategy might work for theunknown word. Be sure to encourage them to referto the Poster by using the same language as on the Poster.

Reading Strategies ReproducibleMake and distribute copies of the ReadingStrategies Reproducible. Have students store the reproducible in their ELA folder, and direct them to refer to it whenever they encounter anunfamiliar word.

Reading BuddiesTeaching another student to use the readingstrategies will help your student internalize thestrategies and to use them automatically. Inviteanother class (possibly younger students) to visitas reading buddies. Introduce the ReadingStrategies Poster briefly. Have students pair up, onestudent from your class who is familiar with thestrategies paired with a student from the otherclass. Have your student model how each strategyworks, referring to his or her Reading StrategiesReproducible. When the other student reads, urgeyour student to give his or her partner pointers onhow to apply each strategy to help him or her figureout new words.

“Chunk the Word” PracticeWrite content area vocabulary words on cards orsentence strips and laminate them or cover themwith contact paper. As an independent activity, havestudents use dry erase markers, overhead markers,or highlighter strips to highlight chunks in words.Provide an answer key for self-correcting.

Examples:American formulate United Statescaterpillar establishment

“Get Your Mouth Ready” and “Skip the Word, ReadOn, Reread” PracticeUsing grade-level vocabulary, write a short piece oftext, covering selected words with narrow stickynotes leaving the first sound visible. Encouragestudents to use the first letter as a clue along withthe context of the sentence to guess the coveredword. When students are done, tell them to peekunder the sticky notes to see if they guessed theword correctly.

Example: Many people enjoy eating apples in the fall.Apples are crunchy, juicy and delicious. Somefavorite types of apples include Granny Smith, RedDelicious, and Golden Delicious apples. Apples can bemade into mouth-watering desserts like apple pie,applesauce, apple cakes, and apple cobbler. What’syour favorite apple dish?

Class ChecklistCopy the Class Checklist Reproducible to track which strategies students use consistently withoutprompting. For students who apply no strategy orapply strategies inconsistently, use the checklist to develop flexible groupings for reteaching certain strategies.

Reading Strategies Poster

Helping Teachers Make A Difference® © 2013 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in USA #161268

Class Checklist Reproducible

Helping Teachers Make A Difference® © 2013 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in USA #161268

Reading Strategies Reproducible

Helping Teachers Make A Difference® © 2013 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in USA #161268