Guided Reading Level B, Grade Level Equivalent 0.4. This mini-book gives young readers the opportunity to read and write sight words within the context of a story, boosting children's word recognition or word specific knowledge- and putting emergent readers on the path to becoming successful readers and writers.
Before you begin, select and assemble the mini-book you'll be using. To find a list of the mini-books in this collection, along with the sight words their stories cover, refer to the table of contents on page 3. When you've found a book that will suit your needs:
1. Consider introducing the sight words to students using the reproducible word cards on pages 7 and 8. Or, point out sight words as you read aloud Big Books, poetry posters, classroom charts, or word walls that feature the sight words children are studying.
2. Examine a copy of the mini-book with students, looking at its pages as you go on a "picture walk." Elicit information about the text and illustrations from children by asking questions, such as, 'Where is the story taking place?' and 'How can we tell what is happening in the story from this illustration?"
3. As a group, read the book together slowly. When you encounter each cloze-style work blank, encourage students to supply the missing sight word orally.
4. Ask children to read the book again in their own, this time using a pencil to write the missing sight word(s) in the blanks.
5. After each student has completed his or her work, have him or her read the mini-book to you individually. Ask students to use their index finger to pont to each word as they read. This voice to print matching encourages children's attention to print, spotlihting the sight word and reinforcing learning.
6. Invite students to take their mini-books home to color and then to read aloud with family and friends.