Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
1. Have students review vocabulary: taking, digging, going, found.
Read the words to them and have them read and point to the words for you.
1. Have students recall what the story is about. What does the chick do to the duckling (copies him).
Read the book. Skip around to different students.
3. Have students track with their fingers.
Get out sentence strips. As a group, read each sentence twice, tracking with your finger.
Cut apart the first strip. Have students collaborate on the correct order of the words. Once students have ordered the words, have them read the sentence. Do this for each strip.
1. Once all the sentences have been put together, assign a sentence to each student and have them find that sentence in the book.
If students cannot order the words for the sentence strips, write the sentence on the board and read their sentence each time they add a word.