Total Possible Score 8.00Summarizes the Student Profile for the.docx

Total Possible Score: 8.00
Summarizes the Student Profile for the Literacy Lesson
Total: 1.00
Distinguished - Completely summarizes the student profile for
the literacy lesson plan.
Proficient - Summarizes the student profile for the literacy
lesson plan. Minor details are missing.
Basic - Partially summarizes the student profile for the literacy
lesson plan. Relevant details are missing.
Below Expectations - Attempts to summarize the student profile
for the literacy lesson plan; however, significant details are
missing.
Non-Performance - The summary of the student profile for the
literacy lesson is either nonexistent or lacks the components
described in the assignment instructions.
Describes the Literacy Lesson, Including Objectives, an
Authentic Trade Book, at Least One Activity Related to the
Text, and an Assessment
Total: 2.00
Distinguished - Comprehensively describes the literacy lesson,
including objectives, an authentic trade book, at least one
activity related to the text, and an assessment.
Proficient - Describes the literacy lesson, including objectives,
an authentic trade book, at least one activity related to the text,
and an assessment. One of these elements is slightly
underdeveloped.
Basic - Briefly describes the literacy lesson, including
objectives, an authentic trade book, at least one activity related
to the text, and an assessment. At least one of these elements is
underdeveloped.
Below Expectations - Minimally describes the literacy lesson,
but may not include objectives, an authentic trade book, at least
one activity related to the text, and/or an assessment. Some of

these elements are significantly underdeveloped.
Non-Performance - The description of the literacy lesson,
including objectives, an authentic trade book, at least one
activity related to the text, and an assessment, is either
nonexistent or lacks the components described in the assignment
instructions.
Explains How the Literacy Lesson Supports the Learning of
Reading for the Specific Student
Total: 3.00
Distinguished - Thoroughly explains how the literacy lesson
supports the learning of reading for the specific student.
Proficient - Explains how the literacy lesson supports the
learning of reading for the specific student. Minor details are
missing.
Basic - Briefly explains how the literacy lesson supports the
learning of reading for the specific student. Relevant details are
missing.
Below Expectations - Attempts to explain how the literacy
lesson supports the learning of reading for the specific student;
however, significant details are missing.
Non-Performance - The explanation of how the literacy lesson
supports the learning of reading for the specific student is either
nonexistent or lacks the components described in the assignment
instructions.
Critical Thinking: Evidence
Total: 0.60
Distinguished - Employs persuasive information from credible
sources to develop an ample analysis or synthesis of the topic.
Viewpoints of experts are scrutinized thoroughly.
Proficient - Employs applicable information from credible
sources to develop an analysis of the topic.
Basic - Identifies applicable information from credible sources,
but may neglect the application of such information toward the
analysis of the topic.

Below Expectations - Displays information from external
sources, but such information may lack credibility and/or
relevance. Neglects the application of such information toward
the analysis of the topic.
Non-Performance - The assignment is either nonexistent or
lacks the components described in the instructions.
Written Communication: Context of and Purpose for Writing
Total: 0.60
Distinguished - Demonstrates methodical application of
organization and presentation of content. The purpose of the
writing is evident and easy to understand. Summaries, quotes,
and/or paraphrases fit naturally into the sentences and
paragraphs. Paper flows smoothly.
Proficient - Demonstrates sufficient application of organization
and presentation of content. The purpose of the writing is, for
the most part, clear and easy to understand. There are some
problems with the blending of summaries, paraphrases, and
quotes. Paper flows somewhat smoothly.
Basic - Demonstrates a limited understanding of organization
and presentation of content in written work. The purpose of the
writing is somewhat evident, but may not be integrated
throughout the assignment. There are many problems with the
blending of summaries, paraphrases, and quotes. Paper does not
flow smoothly in all sections.
Below Expectations - Organization and presentation of content
is extremely limited. The purpose of the writing is unclear.
There is little or no blending of summaries, paraphrases, and
quotes. Paper does not flow smoothly when read.
Written Communication: Control of Syntax and Mechanics
Total: 0.27
Distinguished - Displays meticulous comprehension and
organization of syntax and mechanics, such as spelling and

grammar. Written work contains no errors, and is very easy to
understand.
Proficient - Displays comprehension and organization of syntax
and mechanics, such as spelling and grammar. Written work
contains only a few minor errors, and is mostly easy to
understand.
Basic - Displays basic comprehension of syntax and mechanics,
such as spelling and grammar. Written work contains a few
errors, which may slightly distract the reader.
Below Expectations - Fails to display basic comprehension of
syntax or mechanics, such as spelling and grammar. Written
work contains major errors, which distract the reader.
Written Communication: APA Formatting
Total: 0.27
Distinguished - Accurately uses APA formatting consistently
throughout the paper, title page, and reference page.
Proficient - Exhibits APA formatting throughout the paper.
However, layout contains a few minor errors.
Basic - Exhibits basic knowledge of APA formatting throughout
the paper. However, layout does not meet all APA requirements.
Below Expectations - Fails to exhibit basic knowledge of APA
formatting. There are frequent errors, making the layout
difficult to distinguish as APA.
Written Communication: Page Requirement
Total: 0.26
Distinguished - The length of the paper is equivalent to the
required number of correctly formatted pages.
Proficient - The length of the paper is nearly equivalent to the
required number of correctly formatted pages.
Basic - The length of the paper is equivalent to at least three

quarters of the required number of correctly formatted pages.
Below Expectations - The length of the paper is equivalent to at
least one half of the required number of correctly formatted
pages.
STAGES OF READING DEVELOPMENT
1
The stage of reading development is a scale that illustrates how
students progress as readers. Generally it refers to the different
phases that a student passes before he actually becomes a good
reader. There are different stages of reading development that
help teachers to understand his student. The stages of
development basically comprises of: Emergent readers; early
readers; transitional readers and fluent readers. These are the
basic stages that students pass through in the reading
development.
Erick, a male student, in my elementary class, is an aspiring
reader who has just began grasping the basic concepts of books
and prints. Occasionally one sees him getting hold of alphabet
and he has the ability to identify and name upper and lower case
letters. He is also able to recognize phonemes, syllables and
rhymes.
In his spoken and written languages he is slowly learning sound
and symbol relationship commencing with consonants and short
vowels. He also has the capability of reading consonant-vowel-
consonants words and high frequency words. He is strongly
enriched in books especially picture books and he enjoys that
experience and he seems comfortable with the picture books.
Erick also has the ability to carefully control text in his reading.
He also has the capability of identifying repetitive patterns in
words. He also has a strong control of repeated vocabulary. In

his writing, he has a wide letter spacing which makes him to
have limited text on each page.
Work Cited:
Pacific education for resources and learning. (2012). Stages of
reading development. Retrieved from
http://www.readingrockets.org/article/stages-reading-
development
Rasinski T. & Padak N.D.(2013). From phonics to fluency:
effective teaching of fluency and reading fluency in the
elementary school. NJ: Pearson
5 Using Authentic Texts to Learn New Words and Develop
Fluency
It was a rainy vacation day at the beach. Three-year-old Annie
took a nap; her mom and her Aunt Nancy each grabbed a book
and were engrossed in their reading when Annie awoke. After
she rubbed the sleep from her eyes, she began trying to find a
playmate. She asked her mom to play dolls; her mom said,
“Sure. Just let me finish this chapter.” She asked Nancy to do
watercolors with her; Nancy’s reply was the same. Annie looked
around at the adults reading, went to her room, and came back
with Bill Martin’s Brown Bear, Brown Bear, What Do You See?
(2010). She hopped up on the couch, opened her book, and
began reading aloud.
Annie had heard Brown Bear many times and had read it along
with her mother. The story’s pattern was easy for her to recall,
so she read the words by remembering previous readings and by
looking at the pictures for clues. For Annie, Brown Bear was a
supportive and encouraging text. Support and encouragement
are important concepts for all readers, but particularly for those

who are just beginning to learn to read or who struggle with
reading. They describe the instructional environment, the
teacher’s role, and especially materials. Effective materials for
beginners or struggling readers support and encourage them in
their quest for meaning. Authentic texts that are predictable,
like Brown Bear, work well because they enable even a
beginning reader to predict, sample, and confirm—in short, do
all the things a mature reader does. For our purposes in this
book, an added benefit of authentic predictable text is that its
familiar, dependable context provides a rich resource for word
learning. Moreover, because predictable books are easy for
children to read, they often read them repeatedly, which
enhances fluency development.
Materials are predictable when children can easily determine
what will come next—both what the author will say and how it
will be said. Language-experience texts (see Chapter 13) are
predictable because they reflect children’s own experiences in
their own words. We describe many other sources of predictable
text in this chapter, and we also offer some suggestions for
using predictable texts to foster word learning. First, however,
we explore some conceptions (and misconceptions) about what
makes material easy to read.
5.1 What Is Easy to Read?
We can all agree that beginning and struggling readers need
access to texts that they can easily read (Allington 2005). We
may disagree, however, about what makes something easy to
read. Is a highly structured text with controlled vocabulary
easier to read than one that relies on natural language patterns?
Some believe structure and control facilitate learning. Others,
however (and we include ourselves here), see faults with this
“go, Spot, go” type of writing. Simple language patterns are
usually unfamiliar to children because they do not represent the
natural oral language they hear in daily life; moreover, the
vocabulary repetition is unnatural (when was the last time you
said, “Look. Oh look, look, look” in conversation?). Stories
written to fit a formula with certain words and restricted

sentence patterns usually lack literary merit.
Heidi Mesmer (2006) surveyed 300 primary-level teachers who
were members of the International Reading Association about
the materials they used for beginning reading instruction. Most
chose not to use decodable texts or controlled vocabulary
readers (14 percent and 15 percent, respectively). Teachers said
decodable text was “stilted, boring, and flat” (p. 411). Mesmer
(2010) also explored the influence of text type (decodable vs.
more natural language patterns) on first-grade children’s word
recognition and fluency. Three times over the school year she
assessed children who regularly read each type of text.
Decoding results were inconclusive, but children who read texts
with more natural language patterns read more fluently than
their peers who read decodable texts.
For these reasons, among others, many educators rely on pattern
books and other authentic, predictable texts for reading
instruction. These texts contain distinct language patterns—
naturally repetitive language, cumulating events, and/or use of
rhythm or rhyme—all of which support children’s reading
success. Moreover, the repetitive and predictable language
patterns are an enjoyable way for children to play with sounds,
words, phrases, and sentences.
5.2 Types of Authentic Text
In addition to dictated texts (see Chapter 13), several other
types of authentic texts provide the support that beginning and
struggling readers need to learn words—indeed, to learn to read.
Following are a variety of suggestions we recommend for use
with these readers.
Pattern Books
Many wonderful, new children’s pattern books are published
each year. And because teachers continue to be interested in
using pattern books for instruction, many old favorite titles are
still available as well. These predictable books are easy for
children to read because they quickly catch on to the pattern

that the author used to write the book. Patterns usually involve
repetitive language and/or repeating or cumulative episodes (as
in The House That Jack Built). Rhyme may also be used. Figure
5.1 provides titles of dozens of pattern books. Many titles are
appropriate for older struggling readers and English language
learner (ELL) students as well as beginning readers. Rereading
pattern books, first with support and later independently, is
important for all three groups of readers (Barone 1996; Helman
and Burns 2008; Rasinski, Padak, and Fawcett 2010).
Many pattern books are available from children’s book clubs in
big book format, so teachers might strive to collect sets of
children’s favorites that include both a big book version and
several copies of little books. After the whole group works with
the big book version, copies of the little books are eagerly
sought for independent reading.
Figure 5.1 Predictable Pattern Books
1. Adams, P. (2007). This old man. New York: Grosset and
Dunlap.
2. Aliki. (1991). My five senses. New York: Crowell.
3. Allenberg, J. and Allenberg, A. (1986). Each peach, pear,
plum. New York: Viking Press.
4. Baer, G. (1994). Thump, thump, ratatat-tat. New York:
Harper and Row.
5. Barton, B. (1993). Dinosaurs, dinosaurs. New York: Crowell.
6. Brown, M. W. (1947). Goodnight moon. New York: Harper
and Row.
7. Brown, M. W. (1949/1999). The important book. New York:
HarperCollins.
8. Brown, R. (1992). A dark, dark tale. New York: Dial.
9. Campbell, R. (2007). Dear zoo. New York: Four Winds.
10. Carle, E. (1996). The grouchy ladybug. New York: Crowell.
11. Carle, E. (1997). Today is Monday. New York: Putnam.
12. Carle, E. (2009). The very hungry caterpillar. New York:
Philomel.
13. Carle, E. and Iwamura, K (2003). Where are you going? To
see my friend! New York: Orchard Books.

14. Chaconas, D. (2007). One little mouse. Glenview, IL:
Pearson Scott Foresman.
15. Cowley, J. (2006). Mrs. Wishy-Washy. Bothell, WA: Wright
Group.
16. Dillon, L. (2002). Rap a tap tap: Here’s Bojangles. New
York: Blue Sky Press.
17. Dougherty, T. (2006). Days of the week. Minneapolis, MN:
Picture Window Books.
18. Fox, M. (1992). Hattie and the fox. New York: Bradbury.
19. Galdone, P. (1986). The teeny tiny woman. New York:
Clarion.
20. Galdone, P. (2006). The little red hen. New York:
Scholastic.
21. Guarino, D. (1989). Is your mama a llama? New York:
Scholastic.
22. Hayles, M. (2005). Pajamas anytime. New York: G.P.
Putnam’s Sons.
23. Hennessy, B. G. (1992). Jake baked the cake. New York:
Viking.
24. Hoberman, M. (2000). The seven silly eaters. New York:
Voyager.
25. Hoberman, M. (2007). A house is a house for me. New
York: Puffin.
26. Hutchins, P. (1971). Rosie’s walk. New York: Macmillan.
27. Hutchins, P. (1989). The doorbell rang. New York:
Greenwillow.
28. Hutchins, P. (1993). Titch. New York: Aladdin.
29. Janovitz, M. (2007). Look out, bird! New York: North-
South.
30. Jonas, A. (1989). Color dance. New York: Greenwillow.
31. Jones, C. (1998). Old MacDonald had a farm. New York:
Sandpiper.
32. Keats, E. J. (1999). Over in the meadow. New York:
Scholastic.
33. Kraus, R. (2000). Whose mouse are you? New York:
Macmillan.

34. Langstaff, J. (1991). Oh, ahunting we will go. New York:
Atheneum.
35. Leuck, L. (1996). Sun is falling, night is calling. New York:
Simon and Schuster.
36. Lies, B. (2006). Bats at the beach. Boston: Houghton
Mifflin.
37. Martin, B. (2010). Brown bear, brown bear, what do you
see? New York: Holt.
38. Martin, B. (2009). Chicka chicka boom boom. New York:
Aladdin.
39. McKissack, F. (1986). Who is coming? Chicago: Children’s
Press.
40. Neitzel, S. (1998). The bag I’m taking to Grandma’s. New
York: Harper Trophy.
41. Numeroff, L. (1985). If you give a mouse a cookie. New
York: Harper and Row.
42. Numeroff, L. (1994). If you give a moose a muffin. New
York: HarperCollins.
43. Peek, M. (2006). Mary wore her red dress. New York:
Clarion.
44. Raffi. (1988). Down by the bay. New York: Crown.
45. Ricci, C. (2004). Say “cheese”! New York: Simon Spotlight.
46. Sadler, M. (2006). Money, money, honey, bunny. New York:
Random House.
47. Sendak, M. (1994). Chicken soup with rice. New York:
Williams.
48. Seuss, Dr. (1960). Green eggs and ham. New York: Random
House.
49. Seuss, Dr. (2005). Wet pet, dry pet, your pet, my pet. New
York: Random House.
50. Shaw, N. (1992). Sheep on a ship. Boston: Houghton
Mifflin.
51. Shaw, N. (2006). Sheep in a jeep. Boston: Houghton
Mifflin.
52. Strickland, P. (2002). One bear, one dog. San Francisco:
Chronicle Books.

53. Wescott, N. (1980). I know an old lady who swallowed a
fly. Boston: Houghton Mifflin.
54. Williams, S. (2000). I went walking. Orlando, FL: Harcourt
Brace Jovanovich.
55. Wood, A. (1991). The napping house. New York: Harcourt
Brace Jovanovich.
56. Wood, A. (2007). Silly Sally. San Diego: Harcourt.
57. Yolen, J. (2000). How do dinosaurs say goodnight? New
York: Blue Sky Press.
58. Zelinsky, P. (1990). The wheels on the bus. New York:
Dutton.
Some teachers also make their own big books. Materials needed
for making a big book include chart paper (18” × 20” or larger)
for the pages, stiff cardboard such as poster board for covers, a
wide felt-tip marker for printing the text, materials for
illustrations, and something, such as metal shower rings, to bind
the finished product together. Individual pages might be
laminated so that they will withstand repeated readings. Print
should be large and legible from at least 15 feet.
Children can prepare illustrations for class-made big books. The
first step in this process is for the teacher and students to read
the story several times in order to decide where the page breaks
should be. Pairs of learners can then read a portion of the text to
be illustrated, talk about illustration possibilities, decide, and
illustrate. All this activity involves reading and rereading the
text—excellent fluency practice and a wonderful opportunity for
word learning; children must also comprehend their individual
pages in order to create appropriate illustrations. Moreover,
children’s pride of ownership and accomplishment are a joy to
see.
Songs, Finger Plays, and Other Rhymes
These are already staples in most primary classrooms. To make
them into material for reading instruction, the teacher simply
needs to make text copies of them, make the copies available
for children to see, and use them instructionally. Since children
already know the words, these items are particularly useful for

developing concepts about print (e.g., What is a word?) and for
learning sight words.
Some songs are used repeatedly throughout the school year,
such as “Happy Birthday to You.” The teacher can make a copy
of this song, leaving a blank where the child’s name is to be
sung. The birthday child can create a name card to be affixed at
the appropriate spot. After the class sings to the birthday child,
the teacher can use the text of the song to help children learn
new words.
Because of the repetitive nature of the language and the
accompanying actions, children likewise learn finger plays
rapidly. These, too, become reading material as soon as the
teacher creates a large version of the rhyme for children to read.
Some finger plays and other childhood rhymes have many
stanzas, but they tend to be highly repetitive. A generic chart
containing most of the stanza can be prepared, and word cards
can be used to differentiate the stanzas. In the rhyme below, for
example, the beginning blank is completed with word cards
containing the numbers ten through one:
_______ little monkeys jumping on the bed.
One fell off and bumped its head.
Mama called the doctor, and the doctor said,
“No more monkeys jumping on the bed!”
As children chant the verse, they need to read the number cards
to decide which goes next. In this way, they learn the number
words by sight.
Jump rope rhymes and other childhood chants are likewise
helpful for word learning. Teachers should keep their ears open
while children are on the playground; opportunities for reading
material will abound!
Nursery Rhymes and Poems
Many Mother Goose rhymes and other childhood poems are
excellent choices for authentic, predictable texts. These short
poems with strong rhythms and clear rhymes are easy for
children to learn. As we note in Chapters 7 and 16, these texts
are also quite useful for building students’ competencies in both

phonics and fluency. Easytoread poems are located in most
children’s poetry anthologies. Moreover, teachers and students
can write their own rhymes and poems. Poetry reading should
be a daily routine in classrooms.
Environmental Print
Children learn a great deal from their surroundings. Print in the
environment, both outside of school and in the classroom, is a
great source for incidental word learning. Children begin to
recognize print in real-life contexts, such as road signs, fast-
food logos, and the packaging on their favorite toys, at a very
early age, as anyone who lives with a preschooler knows. To
recognize environmental print, children appear to attend to
shapes, colors, and logos, as well as print. Recognition of
decontextualized print comes later, usually when children enter
school (Lomax and McGee 1987). Nevertheless, children’s
strong interest in environmental print makes it a good choice for
reading material.
Although simply seeing environmental print and other
predictable texts may be too indirect to foster precise word
learning (Stahl and Murray 1993), teachers can focus children’s
attention on the words in environmental print messages fairly
easily. For example, children can look through old newspapers,
magazines, and junk mail to find material to put into theme
books about environmental print (Christie, Enz, and Vukelich
1997). Theme books can be created for such topics as soft
drinks, sneakers, pizza, fast food, cereal, cookies, and
professional sports teams. To encourage focus on the words and
not just the logos, teachers can insert pages into the theme
books that contain the words alone in standard print or type
format. Many children enjoy guessing which words belong with
which logos.
Labels, lists, schedules, directions, messages, and other forms
of environmental print inside the classroom can also foster word
learning. In general, we recommend using as much functional
print as possible in the classroom. Children see and often must

use these words daily, so they naturally learn them. Moreover,
such a print-rich classroom shows children rather directly about
the functions of writing and the value of the written word.
5.3 Using Authentic Text
Probably the best way to introduce authentic, predictable texts
to children is through what Holdaway (1979) calls the “shared
Book Experience,” an idea inspired by parents and children
reading bedtime stories in a comfortable, relaxed manner.
Translating this experience into classroom practice involves
preparing an enlarged version of the text, since it is critical for
the children to see the words as the teacher reads them.
Teachers may use chart paper to make these enlarged texts;
electronic versions can be projected using an LCD projector.
We recommend that teachers prepare smaller versions of the
texts, perhaps with room for children’s illustrations, so that
each child can have an individual copy.
In general, pattern books or other types of authentic text should
be read to children several times to allow children to learn them
thoroughly. The next stage is to read the text with children in
choral or antiphonal fashion (see Chapter 16). Many teachers
pause before reading repetitive portions of the text; the children
chime in, usually with gusto, to say the parts they know.
Finally, children are invited to read the text alone. (See Chapter
16 for other ideas for repeated readings.) All this can be done
over several days, if needed. This overall pattern, “I’ll read it to
you. You read it with me. Now you read it alone,” provides the
support that children need to decode the text successfully.
After children have learned the text, the teacher can begin to
direct their attention to individual sentences, phrases, words,
letters, and letter combinations. This natural progression from
whole to part, which we have also described in other chapters,
allows children to discover how smaller units of language work
without distorting or disrupting the process of reading and
enjoying the entire text. Moreover, it’s easy to help children see
the value of what they learn about words and sounds because
the new knowledge can be easily related back to the text. Thus,

transfer, a critical element in word recognition instruction, is
facilitated.
Guessing Games
Texts can be used for instruction that focuses on the
conventions of print and other aspects of word learning in a
guessing-game format. For example, the teacher can ask
questions like these:
· Where’s the title? How many words are in the title? Where’s
the first word in the title? Where’s the last word? Who can
circle all the words in the title?
· Where’s the first word in the story? Where’s the last word?
Where’s the first word in line _______? How many words are in
the first sentence? How many words are in the last line?
· Where does the first sentence begin? Where does it end? How
can we tell where a sentence begins and where one ends? How
many sentences are in our text? How many lines?
· Who can find a [letter] in the text? Are there more [letter]s?
Who can find a capital [letter]? A lowercase [letter]?
· Who can find the word [a word with a featured word family]?
How many words that contain the _______ family are in our
text? What are they?
· Who can find a word that has a [phonic element]? How many
words that contain [phonic element] are in our text? What are
they?
· Who can find a two-syllable word? How many two-syllable
words are there in our text?
Lessons like this focus children’s attention on the parts of
written language—lines, sentences, words, letters, and phonic
elements. Note too the variation in difficulty of the guessing-
game questions. Some focus on very beginning print concepts
(e.g., Who can circle all the words in the title? Who can find a
lowercase [letter]?), and others are more advanced (e.g., How
many words that contain [phonic element] are in our text? Who
can find a two-syllable word?). Children enjoy this sort of
guessing game; it’s also an easy way to differentiate instruction
to accommodate different ability levels among individual

children.
Children can use markers to circle or underline their responses
to these questions on a second copy of the text. They can point
with their fingers or use a pointer or flashlight. Some teachers
use word whoppers, which are fly swatters with rectangles cut
in them. Words of interest to children (or the teacher) can also
be added to each student’s word bank (see Chapter 11) .
However children respond, working with familiar and
meaningful text provides support and allows them to discover
relationships between the parts and the whole. And the multiple
readings that occur naturally support both word learning and
fluency development.
Word Sorts
Word sort activities (see Chapter 11) can also be used to direct
children’s attention to the language of the texts. Consider, for
example, the following Mother Goose rhyme:
Jelly on a plate, jelly on a plate
Wibble, wobble, wibble, wobble
Jelly on a plate.
Sausage in a pan, sausage in a pan
Frizzle, frazzle, frizzle, frazzle
Sausage in a pan
Baby on the floor, baby on the floor
Pick him up, pick him up
Baby on the floor.
After the poem is enjoyed for its own sake, its words can be
used to focus children’s attention on the sounds of long and
short A. The teacher can ask children to circle all the words
containing the letter A in the poem. Next, in pairs or groups of
three, they can complete a closed word sort in which they put
each A word into a category, as shown here:
Copy Change
Individuals or small groups can make their own versions of
authentic, predictable texts, especially pattern books and poems.
This writing activity is often called copy change because

children use the author’s copy as a framework, but change it to
reflect their own ideas. Simple pattern books, like Brown Bear,
work well for introducing children to copy change. The teacher
can simply read the book several times to children, eventually
asking them to identify what the author “does over and over.”
Some teachers write children’s ideas on the chalkboard so that
they can refer to them later. Others prepare sheets with some of
the text provided for children.
Little mouse, little mouse, what do you see?
I see a hungry cat looking at me.
Pitcher, pitcher, what do you see?
I see the batter looking at me.
Students thought about rhyming words and syllables as they
wrote their own books. They also practiced writing sight words.
Most important, they enjoyed the entire lesson and celebrated
their authorship.
Songs can also be used for copy change activities. Here’s a
version of “Yankee Doodle” that a struggling first-grader
recently wrote (and performed) in our reading clinic.
Yankee Doodle went to town
Riding on a doggy
They got lost on their way
Because it was so foggy.
In this case the student used the original text as a scaffold, but
at the same time had to attend to rhythm, rhyme, and meaning as
she created her own version of this simple text.
Copy change activities encourage careful reading and listening
so that children can discover, appreciate, and use the author’s
words and language patterns. Children must also analyze the
structure of the original text (Leu and Kinzer 1999). Best of all,
students find it fun and satisfying to write stories or poems that
are similar to those they have read and to share these new
stories or poems with their classmates and families. All this
practice promotes fluent, expressive reading.
Figure 5.2 Kevin’s Mother Goose Page

Other Independent Activities
Children can illustrate their copy change texts; they can also
type their texts, one sentence per page, to make their own
books. Figure 5.2 shows an example of an individual book
Kevin made of the Mother Goose rhyme “One, two, three, four,
five.” Cloze exercises (see Chapter 12) are also effective.
All instructional texts should be available for children to reread
independently. Because of the support they have received
during the repeated reading and study of the texts, children can
usually read them alone or with peers. They take great pride in
this accomplishment and are generally interested in reading the
texts again and again. This success fosters positive attitudes
toward reading and helps children develop good concepts of
themselves as readers. Children also learn about the conventions
of print, acquire sight vocabulary, practice word recognition
strategies, and develop fluency as they practice with the texts;
these findings hold for both beginning readers and ELL students
(Barone 1996; Helman and Burns 2008; Kuhn 2004).
5.4 Just Good Books
Finally, we recommend good stories and lots of reading for
students . Not only do good stories provide students with great
opportunities for practicing their word recognition skills and
strategies, they also make reading satisfying and exciting for
students—they help to get students hooked on reading and
hooked on books. We know that students who are voracious
readers tend to be our best readers. Indeed, the National
Assessment of Educational Progress results from 1992, 1994,
1998, and 2000 showed that fourth-graders who read the most at
school and at home had the highest levels of reading
achievement (National Center for Educational Statistics 2001).
Thus, teachers need to know the very best reading materials
available for students, even when the instructional focus is
phonics and word recognition.
With the thousands of children’s books published every year,
it’s difficult for teachers to become experts in instruction and

experts in children’s literature at the same time. Fortunately,
teachers can use several resources to help find great books for
students to read. The primary resources, we think, are media
specialists or librarians and other veteran teachers. These
professionals are filled with knowledge about the very best
books for students, books they know will turn kids on to
reading. Media specialists and librarians, in particular, are
trained to find books that students will enjoy. They read the
professional materials that review, rate, and recommend books
for children. If you are a new teacher, be sure to ask your
school librarian and teacher colleagues to recommend books and
other reading material, including online resources, for your
students. You will find them most accommodating.
Book awards are another good resource for finding good books
for children. The American Library Association (ALA) sponsors
several awards for children’s literature each year, including the
prestigious Caldecott (for illustrations in books) and Newbery
(for best story) medals. But don’t limit yourself only to the
winners. Caldecott and Newbery Honor Books didn’t win the
awards but are still of exceptional merit. Other important annual
awards include the Batchelder Award for best books translated
into English and the Coretta Scott King Awards for African
American authors, illustrators, and “new talent’’; both of these
are also sponsored by the ALA. Current and past winners and
Honor Books for all of these awards are located at the ALA
website: http://www.ala.org/awardsgrants/. The Orbis Pictus
Award for nonfiction books for children is sponsored by the
National Council of Teachers of English (http://ncte.org). Many
states also sponsor book awards. Children love reading books
that have been recognized by others in their state.
Professional journals are also a valuable resource for teachers in
search of good books. The Reading Teacher (RT), published by
the International Reading Association (IRA) (1800-336-READ,
www.reading.org), is one of the best. Many elementary and
middle schools receive it. (If yours doesn’t, ask your principal

to get a subscription or two for your school.) Published monthly
during the school year, RT frequently features review columns,
written by children’s literature and reading experts, on recently
published books for students. RT also publishes Children’s
Choices (October issue) and Teachers’ Choices (November
issue). Children’s Choices reports on recently published books
that children across the country rated as their favorites.
Teachers’ Choices reports on favorite books of recent vintage
from the teachers’ point of view. The IRA newspaper, Reading
Today, also publishes book reviews. The Web is another
outstanding resource for learning about children’s books.
Online bookstores such as http://www.barnesandnoble.com/ and
http://www.amazon.com/ offer synopses and sometimes book
reviews of selected titles. In fact, children can write and publish
reviews of books they have read on these websites. The
following list shows other handy Web resources for children’s
book lists:
Association for Library Service to Children
www.ala.org/alsc/
Carol Hurst’s Children’s Literature Site
http://www.carolhurst.com
Children’s Literature Web Guide
www.ucalgary.ca/~dkbrown/index.html
The Internet Public Library (also includes many online texts for
children to read)
http://www.ipl.org/div/kidspace/
Recommended Trade Books at the Ohio Literacy Resource
Center
http://literacy.kent.edu/eureka/
5.5 Texts and Phonics
Our main reason for selecting or recommending books for
children should be their literary quality. Is the book a good
read? Will the reader find the text engaging? Will the material
lead students to want to read more? As students read books of

exceptional merit, they exercise their phonics and word study
strategies in real life and satisfying contexts.
This issue of providing children with authentic practice
opportunities is very important. In their discussion of phonics
research, for example, the National Reading Panel (2000)
concluded:
Programs that focus too much on the teaching of letter-sound
relations and not enough on putting them to use are not likely to
be very effective. In implementing systematic phonics
instruction, educators must keep the end in mind and ensure that
children understand the purpose of learning letter-sounds and
are able to apply their skills in their daily reading and writing
activities. (p. 2–96)
Authentic texts especially effective for providing this needed
practice are a critical tool. Listed in Figure 5.3 (adapted from
Trachtenburg 1990) are books that highlight particular vowel
sounds. Figures 5.4 and 5.5 offer some resources for working
with ELLs. Figure 5.4 mentions several easy bilingual series
books, and Figure 5.5 lists single titles. After providing
students with instruction in a particular vowel sound,
introducing them to books associated with the relevant vowel
will give them immediate practice in using their newfound
knowledge in real reading.
Figure 5.3 Trade Books That Repeat Phonic Elements
Short a
· Flack, M. (1997). Angus and the cat. New York: Doubleday.
· Griffith, H. (1982). Alex and the cat. New York: Greenwillow.
· Kent, J. (1971). The fat cat. New York: Scholastic.
· Most, B. (1992). There’s an ant in Anthony. New York:
William Morrow.
· Robins, J. (1988). Addie meets Max. New York: Harper and
Row.
· Schmidt, K. (1985). The gingerbread man. New York:
Scholastic.
· Seuss, Dr. (1957). The cat in the hat. New York: Random

House.
Long a
· Aaredema, V. (1992). Bringing the rain to Kapiti Plain. New
York: Dial.
· Bang, M. (1987). The paper crane. New York: Greenwillow.
· Byars, B. (1975). The lace snail. New York: Viking.
· Henkes, K. (1996). Sheila Rae, the brave. New York:
Greenwillow.
· Hines, A. (1983). Taste the raindrops. New York:
Greenwillow.
Short e
· Aliki. (1996). Hello! Good-bye. New York: Greenwillow.
· Ets, M. (1972). Elephant in a well. New York: Viking.
· Galdone, P. (2006). The little red hen. New York: Scholastic.
· Ness, E. (1974). Yeck eck. New York: Dutton.
· Shecter, B. (1977). Hester the jester. New York: Harper and
Row.
· Thayer, J. (1975). I don’t believe in elves. New York: William
Morrow.
Long e
· Brown, M. W. (1996). Four fur feet. Mt. Pleasant, SC: Dell.
· Keller, H. (1983). Ten sleepy sheep. New York: Greenwillow.
· Martin, B. (2010). Brown bear, brown bear, what do you see?
New York: Holt.
· Oppenheim, J. (1967). Have you seen trees? New York: Young
Scott Books.
· Reiser, L. (1996). Beachfeet. New York: Greenwillow.
· Shaw, N. (1995). Sheep out to eat. Boston: Houghton Mifflin.
· Shaw, N. (2006). Sheep in a jeep. Boston: Houghton Mifflin.
Short i
· Hutchins, P. (1993). Titch. New York: Aladdin.
· Kessler, C. (1997). Konte Chameleon: Fine, fine, fine.
Honesdale, PA: Boyds Mills.
· Lewis T. (1981). Call for Mr. Sniff. New York: Harper and
Row.
· Lobel, A. (1988). Small pig. New York: Harper and Row.

· McPhail, D. (1992). Fixit. New York: Dutton.
· Robins, J. (1986). My brother, Will. New York: Greenwillow.
Long i
· Cameron, J. (1979). If mice could fly. New York: Atheneum.
· Cole, S. (1985). When the tide is low. New York: Lothrop,
Lee and Shepard.
· Gelman, R. (1976). Why can’t I fly? New York: Scholastic.
· Hazen, B. (1983). Tight times. New York: Viking.
Short o
· Dunrea, O. (1985). Mogwogs on the march! New York:
Holiday House.
· Emberley, B. (1972). Drummer Hoff. New York: Prentice-
Hall.
· McKissack, P. (1986). Flossie & the fox. New York: Dial.
· Seuss, Dr. (1965). Fox in socks. New York: Random House.
Long o
· Cole, B. (2001). The giant’s toe. New York: Farrar, Straus and
Giroux.
· Gerstein, M. (1984). Roll over! New York: Crown.
· Johnston, T. (1972). The adventures of Mole and Troll. New
York: Putman.
· Johnston, T. (1977). Night noises and other Mole and Troll
stories. New York: Putnam.
· Hamanaka, S. (1997). The hokey pokey. New York: Simon and
Schuster.
· Pinczes, E. (1997). One hundred hungry ants. Boston:
Houghton Mifflin.
Short u
· Cooney, N. (1987). Donald says thumbs down. New York:
Putnam.
· Lorenz, L. (1982). Big Gus and little Gus. New York:
Prentice-Hall.
· Marshall, J. (2001). The cut-ups at Camp Custer. New York:
Puffin.
· Udry, J. (2001). Thump and plunk. New York: Harper and
Row.

Long u
· Lobel, A. (1966). The troll music. New York: Harper and
Row.
· Medearis, A. (1997). Rumatum-tum. New York: Holiday
House.
· Segal, L. (1977). Tell me a Trudy. New York: Farrar, Straus
and Giroux.
Books and Poetry Anthologies That Feature Several Vowel and
Consonant Sounds
· Carle, E. (1999). Eric Carle’s animals animals. New York:
Philomel.
· de Regniers, B. S., et al. (1988). Sing a song of popcorn:
Every child’s book of poems. New York: Scholastic.
· Lansky, B. (1996). Poetry party. Deephaven, MN:
Meadowbrook.
· Lansky, B. (1999). The new adventures of Mother Goose:
Gentle rhymes for happy times. New York: Atheneum.
· Lobel, A. (Ed). (2003). The Arnold Lobel book of Mother
Goose. New York: Knopf.
· Moss, L. (2000). Zin! Zin! Zin! A violin. New York: Simon
and Schuster.
· Slier, D. (Ed.). (2003). Make a joyful sound: Poems for
children by African-American poets. New York: Checkerboard
Press.
Source: Adapted from P. Trachtenburg (1990). Using children’s
literature to enhance phonics instruction. The Reading Teacher,
43, 648–654.
Figure 5.4 Spanish-English Bilingual Series Books
1. Barron’s I Can Read Spanish series (also available in
French): George the Goldfish; Get Dressed, Robbie; Goodnight
Everyone; Happy Birthday; Hurry Up, Molly; I Want My
Bandana; I’m Too Big; Puppy Finds a Friend; Space Postman;
What’s for Supper?
2. DK Publishing, My First Spanish . . . (board books):
Animals, Words, Farms, Numbers, Trucks
3. Houghton Mifflin’s Good Beginnings series, written by P.

Zagarenski: How Do I Feel? / Como Me Siento; What Color Is
It? / Que Color Es Este?
4. Little, Brown’s Concept Books, written by R. Emberley: My
Animals, My Food, My Numbers, My Shapes, My Toys, My
Clothes, My Day, My House, My Opposites
Figure 5.5 Bilingual and Multilingual Books for Early Readers
1. Ada, A. and Zubizarreta, R. (Trans.). (1999). The lizard and
the sun: A folktale in English and Spanish / La lagarija y el sol.
New York: Dell.
2. Chin, C. (1997). China’s bravest girl: The Legend of Hua Mu
Lan / Chin Kuo Ying Hsiung Hua Mulan. Emeryville, CA:
Children’s Book Press.
3. De Zutter, H. (1997). Who says a dog goes bow-wow? New
York: Doubleday.
4. Ehlert, L. (2003). Moon rope / Un lazo a la luna. San Diego:
Harcourt.
5. Elya, S. (1997). Say hola to Spanish, otra vez (again!). New
York: Lee and Low Books.
6. Griego, M., Bucks, B., Gilbert, S., Kimball, L., and Cooney,
B. (1988). Tortillas para Mama and other nursery rhymes
(bilingual edition). New York: Holt.
7. Heiman, S. (2003). Mexico ABCs. Minneapolis, MN: Picture
Window Books.
8. Hinojosa, T. (2004). Cada niño / Every child: A bilingual
songbook. El Paso, TX: Conco Punto Press.
9. Jaramillo, N. (Comp.). (1996). Las nanas de abuelita /
Grandmother’s nursery rhymes. New York: Holt.
10. Johnston, T. (1996). My Mexico-México mío. New York:
G.P. Putnam’s Sons.
11. Morales, Y. (2003). Just a minute: A trickster tale and
counting book. San Francisco: Chronicle Books.
12. Reiser, L. (1998). Tortillas and lullabies / Tortillas y
cancioncitas. New York: Greenwillow.
13. Rohmer, H. (1997). Uncle Nacho’s hat / El sombrero del Tio
Nacho. Emeryville, CA: Children’s Book Press.
14. Soto, G. (1995). Chato’s kitchen. New York: G.P. Putnam’s

Sons.5.6 Dictated Texts
We are great believers in the potential of language-experience
activities for nurturing students’ reading development.
Language experience for young readers begins with an
experience, individual or shared (see Chapter 13), that is
discussed with classmates and the teacher. Next, the child or
children dictate a text about the experience to the teacher, who
immediately transcribes the oral text onto paper that all
participants can see or onto a computer screen using large fonts
that enable easy viewing.
The dictated and written text then becomes instructional
material. Students can read these texts because they are
familiar. Moreover, children come to see themselves as writers
as well as readers.
Dictated texts contain a variety of phonic and structural word
patterns because they are derived from natural language. For
this reason dictated texts are useful for focused instruction and
practice in decoding skills and strategies. For example, after
instruction about a particular beginning consonant (onset) or
structural element, students can search their dictated texts for
words that contain that element. The additional and repeated
readings that occur when students read their dictated stories for
targeted elements or patterns will also build their sight
vocabulary and proficiency in reading fluency.
5.7 Texts and Reading Fluency
Fluency is the bridge between word recognition and
comprehension. It is marked by quick, accurate, and expressive
oral reading that the reader understands well. Fluency is a
relative concept—all readers are more or less fluent depending
on the nature and difficulty of the text being read. Although you
are probably a fairly good reader, we could easily make you a
disfluent reader by asking you to read something highly
technical for which you have little background, perhaps an
essay on nuclear physics or a legal contract.
Thus, when teaching reading fluency, we recommend that the
texts students read not be overly difficult. For building reading

fluency, we recommend predictable stories and texts, stories
drawn out of a series (e.g., Cynthia Rylant’s Henry and Mudge
series or Barbara Park’s Junie B. Jones series), stories around a
given theme, stories with a minimum of difficult words or
grammar, and stories that are not too long. Once students
become familiar with a book that is part of a series, for
example, their familiarity with the author’s style, the book’s
characters and setting, and the general plots will enable them to
read succeeding books in the series with greater fluency and
understanding.
Difficult texts may require teacher support. The teacher may
read the text once or repeatedly, for example, or ask students to
read with partners. Stahl and Heubach (2005) found that under
these conditions students can benefit from working with more
challenging texts.
Among the instructional strategies we have advocated for
fluency development is repeated readings (Samuels 1979/1997).
Because repeated readings, by its very nature, requires students
to read a passage more than once, texts used in repeated
readings should be relatively short (50 to 250 words in length).
Where do you find such texts? One way is to break a story into
250-word segments. Another and preferred approach is to use
poetry for students. Poetry is short, highly patterned, and
predictable, and it contains letter patterns that can be adapted to
phonics instruction. Perhaps most importantly, poetry is meant
to be performed, to be read aloud to an audience. If a text is
meant to be performed orally, the reader has a real reason to
practice so that reading to the audience will be flawless and
meaningful. Thus, poetry, the same poetry that we mentioned
earlier in this chapter for phonics and word study instruction, is
ideal for building students’ fluency.
With current reading programs’ emphasis on prose reading,
poetry is sometimes ignored in the reading curriculum (Perfect
2005). Using poetry for fluency instruction will certainly
improve students’ fluency. Of equal or greater importance,

integrating poetry and poetry performance into the classroom
will add variety and help students develop greater appreciation
for this most aesthetic of reading texts.In Conclusion
Predictable materials offer beginning readers the support and
encouragement they need to grow as readers, and to grow in
their belief in themselves as readers. Benefits are similar for
children learning English and for those who struggle in reading.
One study that compared children’s learning with predictable
literature to their learning with basal reading materials
concluded that “using predictable materials with beginning
readers spurs their acquisition of sight vocabulary, encourages
them to use context clues when encountering unfamiliar words,
and creates more positive feelings about reading aloud” (Bridge,
Winograd, and Haley 1983, p. 890). This conclusion is a strong
endorsement for using authentic, predictable materials, and one
with which we concur.

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