Struggling Readers Project

Comprehension
Lesson: Teaching Comprehension through a Cootie Catcher
Goal/Objective: The goal of this lesson is for each child to be able to answer comprehension questions
with a partner using a cootie catcher as a guide.
Common Core Standards:

CCSS.ELA-Literacy.RL.3.3 Describe characters in a story (e.g., their traits, motivations, or feelings)

and explain how their actions contribute to the sequence of events.
CCSS.ELA-Literacy.RL.3.1 Ask and answer questions to demonstrate understanding of a text,
referring explicitly to the text as the basis for the answers.

Materials:

Cootie Catcher Print-Outs

Scissors
Colored Pencils/Crayons

Procedure:
1. Have students cut out on the dotted line of the cootie catcher.
2. Allow the students enough time to color the cootie catcher to make it look more attractive if
they choose to do so.
3. Hand out the directions sheet to each student.
4. Have the students follow the instruction sheet to build the cootie catcher. If students are stuck
on a step, remind them to Ask three, then me!
5. After students have complete building the cootie catcher have all of them pair up with someone
else at their table.
6. Use a back and forth question asking method and play around with the cootie catcher to help
the children understand what they just read in a book to help with their reading comprehension.
Accommodations/Adaptations:
Students that physically cannot make the cootie or who may need extra help with directions will
be worked with specifically by me or someone that is with me in the classroom. Students that
read at a significantly lower rate will be around students that are willing to help and guide this
student. Aids or paraprofessionals will also be available if needed.
Assessment:
Student assessment will be based on how well they can answer questions from using the cootie
catcher. I will make observations while watching the students interact with each other. During
parts of the readings students will have 2 short answer questions that they will have to answer
as they continue to read and comprehension assessments will be based off of that.

Activity #1 Comprehension Story Map

With every book a student reads a reading comprehension story map will be filled out. The
reading comprehension story map will consist of 6 categories: Title, Setting, Characters,
Problems, Solutions, and Theme. After reading the book and after every category is filled out on
the worksheet the student is to turn it in for credit and are then able to move on to a new book
with a new story map.
Activity #2 Beginning, Middle, & End
For each book being read the students will have a worksheet to fill out along the way. When
students finish the beginning of the book they will have to fill out the beginning section of the
worksheet. When children have reached the middle of the book they need to fill out the
middle section of the worksheet. And lastly, at the end of the reading, the student will be
asked to fill out the end portion of the sheet. Once all three sections are completed with a
sufficient amount of information, the sheet is to be turned in for credit to show that the student
understands what he/she is reading.
Activity #3 Comprehension Fans
Each student will create a comprehension fan at the beginning of the year to be able to use with
any book that a student reads. The fans will have 7 categories Visualizing, Synthesizing,
Summarizing, Making Connections, Inferring, Determining Importance, and Asking Questions
with questions referring to each of the categories to help with comprehension strategies.
Activity #4 Beach Ball Bonanza
I will have the students split up into 4 even groups and play with comprehension beach balls
that have good story questions on them to help students recall events, characters, problems,
and solutions, etc. to help students with reading comprehension. This is also a good way to have
students work together to find the answer to a problem through discussions. We will then come
together as a large group to find out what students have learned and even give the students a
chance to make predictions on what might happen next. This activity could be good to do with a
small group of student reading the same book sort of as a book club or it would be good to use
for a read aloud.

Fluency
Lesson: Readers Theater Workshop (Small Groups)
Goal/Objectives:
The goal of this lesson is for students to work on fluency in small groups using the scripts from
The Ant and the Grasshopper. Students will be working on fluency through, expression,
emotion, and correct pronunciation.
Common Core Standards:

CCSS.ELA-Literacy.RF.3.4 Read with sufficient accuracy and fluency to support comprehension.

CCSS.ELA-Literacy.RF.3.4.a Read grade-level text with purpose and understanding.

Materials:

Copies of the script The Ant and the Grasshopper

Highlighters

Procedure:
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Create a small group workshop with 5 people in each group.

Explain what Reading Theaters are and why we are doing it.
Give a brief summary of what they story is about to get the students interested.
Assign roles to each student.
Have students at their seats highlight only the parts that they are to read. Doing this will help
students to know when to say their parts as they read and follow along.
Have students individually look over each of their lines to help prepare them for what they have
to say. Tell students if they come across a word they do not know underline and then come see
me.
At this time, explain expectations of reading such as show emotion, use punctuation, and
expression.
Give students one more time to be able to look over their parts before we begin the theater.
Start at the beginning of the story with each student reading their own lines.

Accommodations/Adaptations:
Students who might read at a significantly lower rate may be assigned easier parts with more
high frequency words that the student would know. If the student needs to have an aid assist
him/her while reading, one will be given.
Assessment:
Students will be observed when they are highlighting their lines and the words they know,
underlining words they are unfamiliar with, and re-reading their lines silently so they become
familiar with the entire script. While students are performing their lines during the readers
theater workshop, I will be listening and taking notes on their accuracy and fluency.
Activity #1 Fluency Evaluation
I think it is good for children to know what they need to work on when they are reading
especially when it comes to fluency. My CT uses this chart at the end of every book a child reads.
They are to fill out this sheet so that they know they have a goal to work for while reading the

next book. Having a good reading fluency works hand in hand with comprehension so the better
they are as a reader, the easier it will be for them to understand.
Activity #2 Popcorn Reading
During a read aloud or a guided reading I will have students read paragraphs at a time to help
with fluency. Sometimes hearing themselves read out loud helps them to be a better reader.
Notes will be recorded where appropriate on how well he/she is reading.
Activity #3 Tic Tac Toe Reading
This is a neat activity where students can practice reading with a partnerbut with a twist. The
teacher can set up the tic tac toe in any setting they would like. For example, a student would
pick a passage from a book he/she is reading and that student would have to read it as if they
were underwater, or in a cartoon characters voice, or even while music is playing. Its a cute idea
that gets students motivated to read because it is a fun activity.
Activity #4 Roll and Read
This is an activity students can do on their own to work on fluency. The only thing you need is a
dice and a worksheet with sentences on it that correspond with a number on the dice. The
student can roll the dice and whatever number it lands on they will look at the sheet and say the
sentence. After the student has said the sentence accurate and fluently they will tally off and
once each number has been read 5 times they can move onto a new sheet with harder
sentences.

Phonemic Awareness
Lesson: Paper Bag Objects
Goal/Objectives:
After this lesson students will be able to chant beginning and ending phonemes in words, match
objects with the same beginning or ending sound, and connect phonemes with written letters.
Common Core Standards:

CCSS.ELA-Literacey.RF.1.2 Demonstrate understanding of spoken words, syllables, and sounds

(phonemes).

Materials:

Paper bag
Select Objects/Object Images
Transparency with Objects on them or an enlarged worksheet.
Markers
Document Camera

Procedure:
1. Using the bag of objects, pull one object out of the bag.
2. Ask students to identify the object.
3. Ask them what sound they hear at the end of the word. Have students make the sound (e.g.,
/n/ for can).
4. Begin a chant by slapping knees and clapping hands with the object to find number of syllables.
5. Continue the chant with all objects in the bag.
6. Display the transparency or enlarged worksheet from the lesson pack with the objects on them
and the possible answers.
7. Say each object aloud and ask students which sound they hear at the end of the word. If they
are able, have students identify the correct letter for that phoneme. If not, tell the students
which letter makes that sound.
8. Have a student volunteer circle the correct letter and the number of syllables it contains.
Accommodations/Adaptations:
For students who have a reading disability give them a longer time to complete their thinking.
Doing so will allow the child to be comfortable and not feel overwhelmed. Allow the student to
ask for some help from a friend if he/she is stuck.
Assessment:
Students will be assessed through observations and anecdotal notes during the games and
activities. Students will be assessed by using the worksheet they complete individually to see if
they are able to isolate the phonemes.
Activity #1 Magic Spoon
This is a simple activity where there is a magic letter written on a spoon. There will be a list of
rime words on a paper and the student will put the spoon in front of the rime word and sound it
out to figure out what that word says. A great activity for helping students to sound out words.

Activity #2 Phonemic Wheel

This activity contains directions on what a child can do with a word that was given. The child
would spin the wheel and if it lands on any of the four topics (tell me a rhyming word, clap the
syllables, tell me the ending sound, or tell me a word with the same beginning sound) the child
has to do what it asks. This could be done in partners or individually.
Activity #3 Count the Syllables
This activity is good for students to be able to recognize how many syllables are in a word. Have
some pictures written on the paper with numbers 1-3 written below the picture. The students
need to say the name of the picture then say the word to figure out how many syllables it
contains. When they figure it out they will circle the correct number below and then color in the
picture.
Activity #4 Beginning Sounds Sort
Students will have a picture bank that they are to cut out and paste into the correct row to
match the beginning sound of the picture. Students will sound out each beginning letter of the
picture to be able to put them into correct rows.

Phonics
Lesson: Egg Shell Words
Goal/Objectives:
After this lesson students will be able to use phonics to sound out words.
Common Core Standards:

CCSS.ELA-Literacy.L.1.1 Demonstrate command of the conventions of Standard English grammar

and usage when speaking.

Materials:

Easter Egg Shells with onsets and rimes

Pencil
Lined paper (to write words down that were created)

Procedure:
1.
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4.

Create small groups with 4 people to each group. Pair the students up within the small group.
Tell students that they are to match up the egg shells to create new words.
Pass out enough egg shells for each of the pairings of students for them to work with.
Tell each pair that one student will be the recorder and one student will be matching up egg
shells.
5. This will be a timed activity where each pair will have exactly 4 minutes to create as many words
as they can and be able to say them correctly. If the student cannot say the word correctly, it
does not count.
6. At the end of the set time, the student will read off all of the words to the class and the winning
team will receive a prize.
Accommodations/Adaptations:
Students that need a little extra help will have it available to them by aids in the classroom.
Struggling students will be put into groups where students could help each other out when
stuck.
Assessment:
I will see what students are working together nicely and seeing what words each person is able
to come up with. These lists of words will then come to me to see where each of my students
are at with using their phonics to figure words out.
Activity #1 Flip Cards
Flip cards are really easy to create, all you really need is a few flip notebooks with the alphabet
written in each. The only thing that I would add to this is have an extra flip notebook on the end
that has pictures that relate to some of the words. With this students are able to concentrate on
sounding out each letter to make a word.
Activity #2 Letter-Sound Identifications

This worksheet is wonderful for kids that are able to see a picture then have to sound out each
individual letter to make that word. For example: the picture fan, they would say fan then
sound it out to figure what letters make up that word.f, a, n = fan.
Activity #3 Paper Plate Phonics
This activity works with consonant blends and CVC words. You stick 2 paper plates together with
a little window cut out of the plate on top. A rime will be written on the plate that stays put and
the bottom plate that can be rotated will have consonant blends or CVC onsets written on them.
Students could work in partners to quiz each other on what words are shown. Sounding out the
words is something that will need to take place in order for the students to say the word.
Activity #4 Middle Sound Review
Teachers can create worksheets with the middle sound of a word missing. Students then have to
choose a clip with a vowel written down on it and match it to the rest of the word for it to make
sense. Students then sound out the word and practice writing it down 3 times.

Vocabulary Development
Lesson: Working with Words
Goal/Objectives:
The learning goal of this lesson is for the children to be able to create words using the letters in
their own first and last name, then the next day they are going to be creating sentences using
the words they found. This will help build and expand their vocabulary.
Common Core Standards:

CCSS.ELA-Literacy.RF.1.2c Isolate and pronounce initial, medial vowel, and final sounds
(phonemes) in spoken single-syllable words.
CCSS.ELA-Literacy.RF.1.2b Orally produce single-syllable words by blending sounds (phonemes),
including consonant blends.

Materials:
Pencil
Paper with each childs first and last name written at the top.
Procedure:
1. Today we are going to be playing around with words. How we are going to do that is by using
only the letters in your first and last name and then creating a new from those.
2. I brought in my sheet for me to show you as an example. I have Miss Pierce written at the top of
my paper. Can anyone find a word using any letter combination that my name has in it?
3. Allow time for students to find a word, raise their hands, and then call on someone for an
answer. Once the word is seen by everyone in the class, write the word down on the paper
below the name and continue with the list.
4. Use my example I found the word ice, how do you spell ice?
5. Allow time for students to spell it.
6. Write the word ice on the paper.
7. Have the paper passers pass out each paper to the person whose name is at the top of the
paper.
8. Tell students that they will have 15 minutes to work on this.
9. Every once in a while ask students to read off the list of words they have come up with.
10. During the last five minutes allow students to come up to the doc camera to share the list they
have come up with and then hand in their assignment to me.
11. Tomorrow with their teacher they are going to be taking the words that they found and writing
a sentence that contains each word.
Accommodations/Adaptations:
Students that need help combining individual letters into one word will be working with me or a
classroom aid. When it comes time to put the words into sentences help will be available for the
student.
Assessment:

I will know that students understood the directions I gave them and did the assignment correctly
by observing what they were presenting if they wanted to present but then also by looking over
the list of words the students created and had turned into me.
Activity #1 New Word Notecards
Every time a child sees a new word in a book they are reading they are going to write it down on
a notecard. Once they write it down they are to skip over it and continue to read. The last five
minutes of silent reading time the student is allowed to grab a dictionary to look up the words
definition to find out what it means. They will write the definition down along with a picture if
possible, a synonym, an antonym, and a sentence including that word. Once completed they will
put it in an index card case for when they need to look back at it.
Activity #2 Word Sort
This a great worksheet when it comes to categorizing vocabulary words. Kids could cut these out
and sort them into the piles that they belong in or they could color them in to show that they go
together. You could do this with so many words. Once a student has a set of these mastered
have them move on to another one to help keep building his vocabulary. To extend this activity
you could have the student write a story using these words to show that he/she understands
how to use them.
Activity #3 iPad Apps for Vocabulary
iPad apps are a great way to get students attention since technology is becoming more and
more of a thing in elementary classrooms. There are thousands of apps out there that help with
vocabulary. Many of the apps contain flash cards where a picture is on one side and a word in
on the other and you have to guess and what picture is being shown and be able to say the
word. Games like these are interactive and make learning fun.
Activity #4 Crossword Puzzles
If you teach your class how to use crossword puzzles this would be a quick way to help children
develop a bigger vocabulary. Crossword puzzles could be used with theme like holidays or it
could be used with subjects like math. Crossword puzzles can be created quickly on internet
sites for free so they are always accessible when needed. Puzzles like this can also be available
any time in the classroom in case a student may finish an assignment early and has time to work
on it.