LESSON STEPS: MULTI-SENSORY LESSONS - STEP 6: Storybook comprehension
The Multi-Sensory Lessons Begin
Step 6: Storybook Comprehension
Once we can say the printed words, we’re reading–RIGHT ?
WRONG ! That would be like listening to someone just spout off random words that make no sense. It just isn’t enough.
MAYBE... we can call it reading if someone sees a picture of a dog with just the one word “dog” printed next to it and then makes an association between the picture and the printed word. LABELS are an example of this type of reading. Teachers and parents often put labels on things in the classroom or home to help students identify the words with their objects, a type of sight word identification.
However, when we start putting a lot of words together to make sentences, the words need to have another type of meaning to convey a message to the reader. If the message is to inform or give directions, for example, it may be critical for the reader to understand all words thoroughly. Then we are really reading.
In addition to providing reinforcement for words introduced in each blending lesson, Ready Reading Storybooks can be used to help beginning readers learn to incorporate their word recognition skills with comprehension skills. For this purpose, Ready Reading Storybook Comprehension activities are provided for each lesson. The basic comprehension activities require the student to work with information related to the content of the storybook. In addition to story-related comprehension, in Ready Reading Set 1 there is another set of comprehension materials that enable practice of close reading to select the answer that correctly correlates the sentence and the picture, as they might be required to do in standardized testing.
These comprehension activities can be used for guided discussion and practice or for independent practice as an assessment of comprehension.