E. Become an emergent reader by beginning to control early strategies, such as directionality, one-to-one voice print match, and relying on picture clues and language to support meaning.

The Napping House
Students will create mental images while reading. The repeated phrases make Napping House ideal for beginning readers. Children with very limited attention spans also enjoy the complete restating of all the preceding action.

Draw a Story: Stepping from Pictures to Writing
In this activity, students draw a series of pictures that tell a simple, sequential story.  Using drawings on which to build stories can help young children learn that book illustrations can support their reading.

Word Sorts for Beginning and Struggling Readers
This series of lessons provides a framework for introducing students to short-vowel word families.  As their skills and confidence improves, students are asked to read, sort, and write words individually.
 

Between the Lions:  Different stories and activities each week to use with the students.

StoryPlace:  Find online stories for preschoolers and elementary school-aged children. Stories to read and related activities provided.

Story-time and Bed-time stories:  Read alouds and activities

Building Language for Literacy:  This is a program that equips young children with the critical language and literacy skills and experiences they need to build the foundation for success in reading.

Suggestions for English Language Learners (ELLs):
(E/B=Entering/Beginning, D=Developing, E=Expanding)

E/B: Identify key characters and setting through gesturing or with key words or phrases when given an oral prompt.
E/B: Represent key characters, setting, and main events nonverbally (i.e. pictures or gestures) or with one-or-two word responses.
E/B: Identify different types of everyday print materials (i.e. books, signs, newspapers) through gestures or one-or-two word responses; D: Describe with simple sentences the differences between types of everyday print materials (i.e. books, signs, newspapers); E: Describe with sentences the differences between types of everyday print materials (i.e. books, signs, newspapers).
E/B: Respond to simple questions about character and setting nonverbally (i.e. pictures and gestures) or with one-or-two word responses or simple words and phrases; D: Respond to questions about characters, setting, and main events with spoken words, phrases, and simple sentences.
E/B: Describe key characters, setting, and main events pictorially and with key words or phrases; D: Describe key characters, setting, and main events with spoken words, phrases, and simple sentences; E: Describe key characters, setting, and main events with spoken words, phrases, and moderately complex sentences.
E/B: Distinguish between fantasy and reality with simple words or phrases; D: Identify difference between fantasy and reality with spoken words, phrases, and simple sentences; E: Compare fantasy and reality and support with evidence from given book with sentences.

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