Tips for teaching kids comparing and contrasting in reading. Introduce the concept in small steps, practice with differentiated materials, using vocabulary.

Hello friends! A little over a year ago, I blogged about how I used decoding strategies to begin guided reading. I've loved using the task cards and hearing how they have worked for other teachers! So I decided to create similar task cards for comprehension. It's been a long process, but I'm so excited that they are finally finished! It is so important to explicitly teacher our readers to use strategies. This helps readers to be purposeful and effectively make sense of what they are reading. My favorite way to start off guided reading, is by choosing a strategy to focus on. The strategy that you choose may depend on the text you are reading. Or you might focus on a skill you know your guided reading group needs. You can also follow your curriculum and teach the strategy according to it. For example, if you notice your students are struggling with making predictions, you may want to focus on curious cat. Or if you are reading a book during guided reading that includes some unfamiliar vocabulary words and requires students to use context clues, you may want to use repair bear. Either way, you can't go wrong! We typically spend about 5-8 minutes working on the strategies before we begin reading. The time you spend working on them may depend on your group's grade level and how long they can focus. Please note, this blog post may contain affiliate links. That means I can receive a small commission, at no extra cost to you, if you purchase from one of the items linked. Affiliate links allow me to keep blogging and providing resources! You can read more about this at the end of my post. Before you start using your strategies, you need to get the cards organized! I store my cards in the Recollections Color Photo & Craft Keeper! Click the photo to grab the storage container! If you don't want to purchase the craft keeper, you can always hole punch them and store them on rings! Another way to organize the cards if you don't want to use the craft keeper! Before my students start reading, I show them the strategy we are focusing on as an "I can" statement" I explain to them what they will do and how to use the strategy. I attached this to the bottom of the lid of my craft box. Once I have chosen my strategy, I pass out the task cards to students! A Little About Each Strategy... You may wondering how each strategy works. Check out each strategy below or check out the video to see them in action! I apologize in advance for the terrible quality of the video...😱 Inferring Iguana: Make Inferences Students use the Inferring Iguana strategy to make inferences while they read. I've included two levels: "Inferences With Pictures" and "Inferences With Riddles." To use the picture cards, read or have students read the question on each card. Students will use the picture clues on each card to practice making an inference. These cards are recommended if students are just starting out with inferences. To use the riddle cards, read or have students read the riddles. Students will solve each riddle. Optional: print and laminate the picture choices. You can glue them on the back of the cards or students can match them. Curious Cat: Make Predictions Students use Curious Cat to make predications. I've included two levels titled: "Predict a Book By Its Cover" and "What Will Happen Next?" To use the first level, Predict a Book By Its Cover, read or have students read the book title. Students will look at the pictures. Students will practice making a predication based on the title and picture. Encourage students to give more detail than just the title. The next level, What Will Happen Next?, includes a short passage. Students will read or listen to the beginning of the passage and will predict what will happen next. Digger the Dog: Find the Main Idea With Digger the Dog, students will "dig" through the details to find the main idea. Two levels are included: "Details With Pictures" and "Details in Sentences." To use details with pictures, Read or have students read the main idea at the top of each card. Students will use a dry erase marker to circle the details that support the main idea. Once students have mastered details with pictures, you may want to move to details in sentences. To use these cards, Read the sentences or have students read sentences on each card. Students will use a dry erase marker to circle the main idea. Spinner the Spider: Make Connections Students will use Spinner the Spider to make connections while reading. Included are two levels: "Make a Connection" (with pictures) and "What Kind of Connection?" To use the first level, make a connection, students will look at the picture and make a connection. As students begin using this strategy, you may need to encourage them to give more detail. I tried to include pictures that students can easily make a connection to. To use the next level "What kind of connection?" students will read or listen to a short story. Then, they will choose which kind of connection they can make, text-to-self, text-to-text, or text-to-world. Encourage students to tell more, if needed Repair Bear: Monitor and Fix-Up With the next strategy, Repair Bear, students will use it to monitor and fix-up their understanding as they read. The goal of this strategy is to get students thinking as they read. So often students are so busy decoding or reading words that they don't stop and think about what they actually are reading. There are two levels to using this strategy: "Choose the Correct Word" and "Context Clues." For choose the correct word, you will read or or have students read the sentences and two word choices. Students will use a dry erase marker to circle the word that makes sense. To use context clues, you can read or have students read the cards. Students will use the context clues to determine the given word’s meaning. Picturing Penguin: Visualize Next up is Picturing Penguin! This strategy gets students visualizing as they read. When using the visualization strategy, students "make a movie in their mind" and picture what they are reading. By using this strategy, students can better remember what they have read. Two levels are included, "Draw what you read" and "Choose the picture to match the sentence" For "Draw what you read", read or have students read the story on each card. Students can use the paper provided, scrap paper, or a dry erase board to draw what they visualized. Paper Included Next, for "Choose the picture" read or have students read the sentence(s) on each card. Students will use a dry erase marker to circle the picture that matches the sentence. They will need to pay attention to the details in each sentence to choose the correct one! Questioning Owl: Ask and Answer Questions Get students asking questions and looking for answers as they read with Questioning Owl! First, for "Ask Questions", read or have students read the book title, beginning of story, to the middle of the story, or entire story. All four are included! Students will ask a question. Encourage students’ questions to be something they want to know more about or something that can help them learn more about the story. With the next set of cards, "Find the Answer" read or have students read the question in the thought bubble. Then, read or have students read the title and short story. Students will answer the question. They can underline the answer in the story using a dry erase marker! I love these double sided markers for highlighting! Grab them here! Jabber the Reteller: Retell the Story Finally, we have Jabber the Reteller! Jabber the Reteller gets kids retelling and identifying the important story elements needed in a good retell! First, with the cards, "Identify Story Elements," read or have students read the story. Read the question at the bottom of the card. Students can use a dry erase marker to find the answer. Each question asks students to find a story element (character, setting, problem, solution, beginning, middle, end.) Once students can find important story elements, you can move to retelling! Read or have students read the story. Students will retell the story. Several options for retelling cards are included after the story cards. Students can tap each dot as they retell. You can put some Play-Doh on each dot. Students can squish each Play-Doh dot as they retell. Kids love this!! Play-Doh makes this one more fun! When you finish reading, you can have students fill out an exit ticket so they can reflect on the comprehension strategies they used. Just color in any startegies used. Quick and easy! I hope this was helpful! If you'd like to get these cards you can purchase them at my shop by clicking here! What strategies do you use in your classroom? Leave me a comment below! Happy Teaching! **** Want to come back to this blog post? Pin the image below! Like this post? Check out my blog post on decoding strategies! Glitter and Glue 4 K-2 is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to amazon.com GRAB SOME OF MY FAVORITE THINGS FOR THE TASK CARDS: Love these markers for underlining information! Organize your cards! Fun and bright Play-Doh for the retelling cards!

Hello friends! What an important time of the day guided reading is! It can be a difficult time to plan for, but it is so important to get our new readers reading out loud and reading with a purpose. Before you start your guided reading time, it also important to have an instructional focus selected. During guided reading your focuses may include: a comprehension skill, vocabulary words, and word work. One thing I am guilty of neglecting to teach is decoding strategies. Decoding strategies are important tools that allow students to take some kind of action when they come to an unfamiliar word. Sometimes students come to an unfamiliar word and are just "stuck." Most often, it's our struggling readers that don't use strategies. In order to help students grow as readers, we need to teach them strategies! My favorite way to start off guided reading, is by choosing a strategy to focus on. The strategy that you choose, may depend on the text you are reading. If the story you are reading has high frequency sight words, a predictable pattern, and lots of picture clues, you may want to focus on the eagle eye strategy. If your story has a lot of words with vowel teams, digraphs, or another phonetic concept, you may want to focus on chunky monkey. As the teacher, you're the expert on what your students need! :) All of the strategies are helpful so you really can't go wrong! We typically spend about 5-8 minutes working on the strategies before we begin reading. The time you spend working on them may depend on your group's grade level and how long they can focus. Before you start using your strategies, you need to get the cards organized! I store my cards in the Recollections Color Photo & Craft Keeper! Click the photo to grab the storage container! If you don't want to purchase the craft keeper, you can always hole punch them and store them on rings! Before my students start reading, I show them the strategy we are focusing on as an "I can" statement" I explain to them what they will do and how to use the strategy. I attached this to the bottom of the lid of my craft box. Once I have chosen my strategy, I pass out the task cards to students. There are several different levels to each so be sure to choose the phonetic concept your students need practice on. Choose the level that is right for your students! A little about each strategy... You may wondering how each strategy works. Check out each strategy below or check out the video to see them in action! Stretchy Snake Have the student tap each dot and say the letter/letters sound. They can drag their finger across the arrow to blend the word. Lips the Fish Have the student say the first sound of the word. Then, they can slide their finger to say the rest of the word. They can read the word altogether at the bottom. Flippy Dolphin I’ve included a quick “warm up” where students will quickly tap the dots and read the short and long vowel sounds. Have the student read the word using both the short and long vowel sound. They can decide which vowel sound makes sense and matches the picture. They will then use a dry erase marker to circle the answer, long or short. It will be pretty easy for students to read the word since it matches the picture but it really gets them thinking about short and long vowel sounds! Chunky Monkey Give the child a dry erase marker and have them circle familiar “chunks” or parts of the word that they know. I have organized the cards by short, long, and irregular vowels. Many of the words will be longer since it is easier to use these strategy on longer words with more “chunks.” Skippy Frog Cut out the frogs (included) and glue them on popsicle sticks. Have students cover up the end or entire underlined word when reading the sentence. After they have read the sentence, they will uncover the word and reread the entire sentence to decode the underlined word. Students may be able to solve the word using the context of the sentence or, if needed, they can use previously learned strategies. Tryin' Lion First, students will read the sentence. Then, they will read both word choices and decide which word makes sense. They will circle the word with a dry erase marker. Eagle Eye Students will read the sentence and use the picture clue to read the underlined word or words. I hope this was helpful! If you'd like to get these cards you can purchase them at my shop by clicking here! What strategies do you use in your classroom? Leave me a comment below! Happy Teaching! **** Want to come back to this blog post? Pin the image below! Glitter and Glue 4 K-2 is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to amazon.com

I finally finished creating my version of the Beanie Baby Reading and Writing Strategies which is currently 44 pages long- Yikes! There are ...

ANIMAL HABITATS After discussing animal habitats, this was a wonderful way to wrap up the lesson! I was so amazed at the creative ideas they...

Hello friends! What an important time of the day guided reading is! It can be a difficult time to plan for, but it is so important to get our new readers reading out loud and reading with a purpose. Before you start your guided reading time, it also important to have an instructional focus selected. During guided reading your focuses may include: a comprehension skill, vocabulary words, and word work. One thing I am guilty of neglecting to teach is decoding strategies. Decoding strategies are important tools that allow students to take some kind of action when they come to an unfamiliar word. Sometimes students come to an unfamiliar word and are just "stuck." Most often, it's our struggling readers that don't use strategies. In order to help students grow as readers, we need to teach them strategies! My favorite way to start off guided reading, is by choosing a strategy to focus on. The strategy that you choose, may depend on the text you are reading. If the story you are reading has high frequency sight words, a predictable pattern, and lots of picture clues, you may want to focus on the eagle eye strategy. If your story has a lot of words with vowel teams, digraphs, or another phonetic concept, you may want to focus on chunky monkey. As the teacher, you're the expert on what your students need! :) All of the strategies are helpful so you really can't go wrong! We typically spend about 5-8 minutes working on the strategies before we begin reading. The time you spend working on them may depend on your group's grade level and how long they can focus. Before you start using your strategies, you need to get the cards organized! I store my cards in the Recollections Color Photo & Craft Keeper! Click the photo to grab the storage container! If you don't want to purchase the craft keeper, you can always hole punch them and store them on rings! Before my students start reading, I show them the strategy we are focusing on as an "I can" statement" I explain to them what they will do and how to use the strategy. I attached this to the bottom of the lid of my craft box. Once I have chosen my strategy, I pass out the task cards to students. There are several different levels to each so be sure to choose the phonetic concept your students need practice on. Choose the level that is right for your students! A little about each strategy... You may wondering how each strategy works. Check out each strategy below or check out the video to see them in action! Stretchy Snake Have the student tap each dot and say the letter/letters sound. They can drag their finger across the arrow to blend the word. Lips the Fish Have the student say the first sound of the word. Then, they can slide their finger to say the rest of the word. They can read the word altogether at the bottom. Flippy Dolphin I’ve included a quick “warm up” where students will quickly tap the dots and read the short and long vowel sounds. Have the student read the word using both the short and long vowel sound. They can decide which vowel sound makes sense and matches the picture. They will then use a dry erase marker to circle the answer, long or short. It will be pretty easy for students to read the word since it matches the picture but it really gets them thinking about short and long vowel sounds! Chunky Monkey Give the child a dry erase marker and have them circle familiar “chunks” or parts of the word that they know. I have organized the cards by short, long, and irregular vowels. Many of the words will be longer since it is easier to use these strategy on longer words with more “chunks.” Skippy Frog Cut out the frogs (included) and glue them on popsicle sticks. Have students cover up the end or entire underlined word when reading the sentence. After they have read the sentence, they will uncover the word and reread the entire sentence to decode the underlined word. Students may be able to solve the word using the context of the sentence or, if needed, they can use previously learned strategies. Tryin' Lion First, students will read the sentence. Then, they will read both word choices and decide which word makes sense. They will circle the word with a dry erase marker. Eagle Eye Students will read the sentence and use the picture clue to read the underlined word or words. I hope this was helpful! If you'd like to get these cards you can purchase them at my shop by clicking here! What strategies do you use in your classroom? Leave me a comment below! Happy Teaching! **** Want to come back to this blog post? Pin the image below! Glitter and Glue 4 K-2 is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to amazon.com

Hello friends! A little over a year ago, I blogged about how I used decoding strategies to begin guided reading. I've loved using the task cards and hearing how they have worked for other teachers! So I decided to create similar task cards for comprehension. It's been a long process, but I'm so excited that they are finally finished! It is so important to explicitly teacher our readers to use strategies. This helps readers to be purposeful and effectively make sense of what they are reading. My favorite way to start off guided reading, is by choosing a strategy to focus on. The strategy that you choose may depend on the text you are reading. Or you might focus on a skill you know your guided reading group needs. You can also follow your curriculum and teach the strategy according to it. For example, if you notice your students are struggling with making predictions, you may want to focus on curious cat. Or if you are reading a book during guided reading that includes some unfamiliar vocabulary words and requires students to use context clues, you may want to use repair bear. Either way, you can't go wrong! We typically spend about 5-8 minutes working on the strategies before we begin reading. The time you spend working on them may depend on your group's grade level and how long they can focus. Please note, this blog post may contain affiliate links. That means I can receive a small commission, at no extra cost to you, if you purchase from one of the items linked. Affiliate links allow me to keep blogging and providing resources! You can read more about this at the end of my post. Before you start using your strategies, you need to get the cards organized! I store my cards in the Recollections Color Photo & Craft Keeper! Click the photo to grab the storage container! If you don't want to purchase the craft keeper, you can always hole punch them and store them on rings! Another way to organize the cards if you don't want to use the craft keeper! Before my students start reading, I show them the strategy we are focusing on as an "I can" statement" I explain to them what they will do and how to use the strategy. I attached this to the bottom of the lid of my craft box. Once I have chosen my strategy, I pass out the task cards to students! A Little About Each Strategy... You may wondering how each strategy works. Check out each strategy below or check out the video to see them in action! I apologize in advance for the terrible quality of the video...😱 Inferring Iguana: Make Inferences Students use the Inferring Iguana strategy to make inferences while they read. I've included two levels: "Inferences With Pictures" and "Inferences With Riddles." To use the picture cards, read or have students read the question on each card. Students will use the picture clues on each card to practice making an inference. These cards are recommended if students are just starting out with inferences. To use the riddle cards, read or have students read the riddles. Students will solve each riddle. Optional: print and laminate the picture choices. You can glue them on the back of the cards or students can match them. Curious Cat: Make Predictions Students use Curious Cat to make predications. I've included two levels titled: "Predict a Book By Its Cover" and "What Will Happen Next?" To use the first level, Predict a Book By Its Cover, read or have students read the book title. Students will look at the pictures. Students will practice making a predication based on the title and picture. Encourage students to give more detail than just the title. The next level, What Will Happen Next?, includes a short passage. Students will read or listen to the beginning of the passage and will predict what will happen next. Digger the Dog: Find the Main Idea With Digger the Dog, students will "dig" through the details to find the main idea. Two levels are included: "Details With Pictures" and "Details in Sentences." To use details with pictures, Read or have students read the main idea at the top of each card. Students will use a dry erase marker to circle the details that support the main idea. Once students have mastered details with pictures, you may want to move to details in sentences. To use these cards, Read the sentences or have students read sentences on each card. Students will use a dry erase marker to circle the main idea. Spinner the Spider: Make Connections Students will use Spinner the Spider to make connections while reading. Included are two levels: "Make a Connection" (with pictures) and "What Kind of Connection?" To use the first level, make a connection, students will look at the picture and make a connection. As students begin using this strategy, you may need to encourage them to give more detail. I tried to include pictures that students can easily make a connection to. To use the next level "What kind of connection?" students will read or listen to a short story. Then, they will choose which kind of connection they can make, text-to-self, text-to-text, or text-to-world. Encourage students to tell more, if needed Repair Bear: Monitor and Fix-Up With the next strategy, Repair Bear, students will use it to monitor and fix-up their understanding as they read. The goal of this strategy is to get students thinking as they read. So often students are so busy decoding or reading words that they don't stop and think about what they actually are reading. There are two levels to using this strategy: "Choose the Correct Word" and "Context Clues." For choose the correct word, you will read or or have students read the sentences and two word choices. Students will use a dry erase marker to circle the word that makes sense. To use context clues, you can read or have students read the cards. Students will use the context clues to determine the given word’s meaning. Picturing Penguin: Visualize Next up is Picturing Penguin! This strategy gets students visualizing as they read. When using the visualization strategy, students "make a movie in their mind" and picture what they are reading. By using this strategy, students can better remember what they have read. Two levels are included, "Draw what you read" and "Choose the picture to match the sentence" For "Draw what you read", read or have students read the story on each card. Students can use the paper provided, scrap paper, or a dry erase board to draw what they visualized. Paper Included Next, for "Choose the picture" read or have students read the sentence(s) on each card. Students will use a dry erase marker to circle the picture that matches the sentence. They will need to pay attention to the details in each sentence to choose the correct one! Questioning Owl: Ask and Answer Questions Get students asking questions and looking for answers as they read with Questioning Owl! First, for "Ask Questions", read or have students read the book title, beginning of story, to the middle of the story, or entire story. All four are included! Students will ask a question. Encourage students’ questions to be something they want to know more about or something that can help them learn more about the story. With the next set of cards, "Find the Answer" read or have students read the question in the thought bubble. Then, read or have students read the title and short story. Students will answer the question. They can underline the answer in the story using a dry erase marker! I love these double sided markers for highlighting! Grab them here! Jabber the Reteller: Retell the Story Finally, we have Jabber the Reteller! Jabber the Reteller gets kids retelling and identifying the important story elements needed in a good retell! First, with the cards, "Identify Story Elements," read or have students read the story. Read the question at the bottom of the card. Students can use a dry erase marker to find the answer. Each question asks students to find a story element (character, setting, problem, solution, beginning, middle, end.) Once students can find important story elements, you can move to retelling! Read or have students read the story. Students will retell the story. Several options for retelling cards are included after the story cards. Students can tap each dot as they retell. You can put some Play-Doh on each dot. Students can squish each Play-Doh dot as they retell. Kids love this!! Play-Doh makes this one more fun! When you finish reading, you can have students fill out an exit ticket so they can reflect on the comprehension strategies they used. Just color in any startegies used. Quick and easy! I hope this was helpful! If you'd like to get these cards you can purchase them at my shop by clicking here! What strategies do you use in your classroom? Leave me a comment below! Happy Teaching! **** Want to come back to this blog post? Pin the image below! Like this post? Check out my blog post on decoding strategies! Glitter and Glue 4 K-2 is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to amazon.com GRAB SOME OF MY FAVORITE THINGS FOR THE TASK CARDS: Love these markers for underlining information! Organize your cards! Fun and bright Play-Doh for the retelling cards!

Hello friends! A little over a year ago, I blogged about how I used decoding strategies to begin guided reading. I've loved using the task cards and hearing how they have worked for other teachers! So I decided to create similar task cards for comprehension. It's been a long process, but I'm so excited that they are finally finished! It is so important to explicitly teacher our readers to use strategies. This helps readers to be purposeful and effectively make sense of what they are reading. My favorite way to start off guided reading, is by choosing a strategy to focus on. The strategy that you choose may depend on the text you are reading. Or you might focus on a skill you know your guided reading group needs. You can also follow your curriculum and teach the strategy according to it. For example, if you notice your students are struggling with making predictions, you may want to focus on curious cat. Or if you are reading a book during guided reading that includes some unfamiliar vocabulary words and requires students to use context clues, you may want to use repair bear. Either way, you can't go wrong! We typically spend about 5-8 minutes working on the strategies before we begin reading. The time you spend working on them may depend on your group's grade level and how long they can focus. Please note, this blog post may contain affiliate links. That means I can receive a small commission, at no extra cost to you, if you purchase from one of the items linked. Affiliate links allow me to keep blogging and providing resources! You can read more about this at the end of my post. Before you start using your strategies, you need to get the cards organized! I store my cards in the Recollections Color Photo & Craft Keeper! Click the photo to grab the storage container! If you don't want to purchase the craft keeper, you can always hole punch them and store them on rings! Another way to organize the cards if you don't want to use the craft keeper! Before my students start reading, I show them the strategy we are focusing on as an "I can" statement" I explain to them what they will do and how to use the strategy. I attached this to the bottom of the lid of my craft box. Once I have chosen my strategy, I pass out the task cards to students! A Little About Each Strategy... You may wondering how each strategy works. Check out each strategy below or check out the video to see them in action! I apologize in advance for the terrible quality of the video...😱 Inferring Iguana: Make Inferences Students use the Inferring Iguana strategy to make inferences while they read. I've included two levels: "Inferences With Pictures" and "Inferences With Riddles." To use the picture cards, read or have students read the question on each card. Students will use the picture clues on each card to practice making an inference. These cards are recommended if students are just starting out with inferences. To use the riddle cards, read or have students read the riddles. Students will solve each riddle. Optional: print and laminate the picture choices. You can glue them on the back of the cards or students can match them. Curious Cat: Make Predictions Students use Curious Cat to make predications. I've included two levels titled: "Predict a Book By Its Cover" and "What Will Happen Next?" To use the first level, Predict a Book By Its Cover, read or have students read the book title. Students will look at the pictures. Students will practice making a predication based on the title and picture. Encourage students to give more detail than just the title. The next level, What Will Happen Next?, includes a short passage. Students will read or listen to the beginning of the passage and will predict what will happen next. Digger the Dog: Find the Main Idea With Digger the Dog, students will "dig" through the details to find the main idea. Two levels are included: "Details With Pictures" and "Details in Sentences." To use details with pictures, Read or have students read the main idea at the top of each card. Students will use a dry erase marker to circle the details that support the main idea. Once students have mastered details with pictures, you may want to move to details in sentences. To use these cards, Read the sentences or have students read sentences on each card. Students will use a dry erase marker to circle the main idea. Spinner the Spider: Make Connections Students will use Spinner the Spider to make connections while reading. Included are two levels: "Make a Connection" (with pictures) and "What Kind of Connection?" To use the first level, make a connection, students will look at the picture and make a connection. As students begin using this strategy, you may need to encourage them to give more detail. I tried to include pictures that students can easily make a connection to. To use the next level "What kind of connection?" students will read or listen to a short story. Then, they will choose which kind of connection they can make, text-to-self, text-to-text, or text-to-world. Encourage students to tell more, if needed Repair Bear: Monitor and Fix-Up With the next strategy, Repair Bear, students will use it to monitor and fix-up their understanding as they read. The goal of this strategy is to get students thinking as they read. So often students are so busy decoding or reading words that they don't stop and think about what they actually are reading. There are two levels to using this strategy: "Choose the Correct Word" and "Context Clues." For choose the correct word, you will read or or have students read the sentences and two word choices. Students will use a dry erase marker to circle the word that makes sense. To use context clues, you can read or have students read the cards. Students will use the context clues to determine the given word’s meaning. Picturing Penguin: Visualize Next up is Picturing Penguin! This strategy gets students visualizing as they read. When using the visualization strategy, students "make a movie in their mind" and picture what they are reading. By using this strategy, students can better remember what they have read. Two levels are included, "Draw what you read" and "Choose the picture to match the sentence" For "Draw what you read", read or have students read the story on each card. Students can use the paper provided, scrap paper, or a dry erase board to draw what they visualized. Paper Included Next, for "Choose the picture" read or have students read the sentence(s) on each card. Students will use a dry erase marker to circle the picture that matches the sentence. They will need to pay attention to the details in each sentence to choose the correct one! Questioning Owl: Ask and Answer Questions Get students asking questions and looking for answers as they read with Questioning Owl! First, for "Ask Questions", read or have students read the book title, beginning of story, to the middle of the story, or entire story. All four are included! Students will ask a question. Encourage students’ questions to be something they want to know more about or something that can help them learn more about the story. With the next set of cards, "Find the Answer" read or have students read the question in the thought bubble. Then, read or have students read the title and short story. Students will answer the question. They can underline the answer in the story using a dry erase marker! I love these double sided markers for highlighting! Grab them here! Jabber the Reteller: Retell the Story Finally, we have Jabber the Reteller! Jabber the Reteller gets kids retelling and identifying the important story elements needed in a good retell! First, with the cards, "Identify Story Elements," read or have students read the story. Read the question at the bottom of the card. Students can use a dry erase marker to find the answer. Each question asks students to find a story element (character, setting, problem, solution, beginning, middle, end.) Once students can find important story elements, you can move to retelling! Read or have students read the story. Students will retell the story. Several options for retelling cards are included after the story cards. Students can tap each dot as they retell. You can put some Play-Doh on each dot. Students can squish each Play-Doh dot as they retell. Kids love this!! Play-Doh makes this one more fun! When you finish reading, you can have students fill out an exit ticket so they can reflect on the comprehension strategies they used. Just color in any startegies used. Quick and easy! I hope this was helpful! If you'd like to get these cards you can purchase them at my shop by clicking here! What strategies do you use in your classroom? Leave me a comment below! Happy Teaching! **** Want to come back to this blog post? Pin the image below! Like this post? Check out my blog post on decoding strategies! Glitter and Glue 4 K-2 is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to amazon.com GRAB SOME OF MY FAVORITE THINGS FOR THE TASK CARDS: Love these markers for underlining information! Organize your cards! Fun and bright Play-Doh for the retelling cards!

Hello friends! A little over a year ago, I blogged about how I used decoding strategies to begin guided reading. I've loved using the task cards and hearing how they have worked for other teachers! So I decided to create similar task cards for comprehension. It's been a long process, but I'm so excited that they are finally finished! It is so important to explicitly teacher our readers to use strategies. This helps readers to be purposeful and effectively make sense of what they are reading. My favorite way to start off guided reading, is by choosing a strategy to focus on. The strategy that you choose may depend on the text you are reading. Or you might focus on a skill you know your guided reading group needs. You can also follow your curriculum and teach the strategy according to it. For example, if you notice your students are struggling with making predictions, you may want to focus on curious cat. Or if you are reading a book during guided reading that includes some unfamiliar vocabulary words and requires students to use context clues, you may want to use repair bear. Either way, you can't go wrong! We typically spend about 5-8 minutes working on the strategies before we begin reading. The time you spend working on them may depend on your group's grade level and how long they can focus. Please note, this blog post may contain affiliate links. That means I can receive a small commission, at no extra cost to you, if you purchase from one of the items linked. Affiliate links allow me to keep blogging and providing resources! You can read more about this at the end of my post. Before you start using your strategies, you need to get the cards organized! I store my cards in the Recollections Color Photo & Craft Keeper! Click the photo to grab the storage container! If you don't want to purchase the craft keeper, you can always hole punch them and store them on rings! Another way to organize the cards if you don't want to use the craft keeper! Before my students start reading, I show them the strategy we are focusing on as an "I can" statement" I explain to them what they will do and how to use the strategy. I attached this to the bottom of the lid of my craft box. Once I have chosen my strategy, I pass out the task cards to students! A Little About Each Strategy... You may wondering how each strategy works. Check out each strategy below or check out the video to see them in action! I apologize in advance for the terrible quality of the video...😱 Inferring Iguana: Make Inferences Students use the Inferring Iguana strategy to make inferences while they read. I've included two levels: "Inferences With Pictures" and "Inferences With Riddles." To use the picture cards, read or have students read the question on each card. Students will use the picture clues on each card to practice making an inference. These cards are recommended if students are just starting out with inferences. To use the riddle cards, read or have students read the riddles. Students will solve each riddle. Optional: print and laminate the picture choices. You can glue them on the back of the cards or students can match them. Curious Cat: Make Predictions Students use Curious Cat to make predications. I've included two levels titled: "Predict a Book By Its Cover" and "What Will Happen Next?" To use the first level, Predict a Book By Its Cover, read or have students read the book title. Students will look at the pictures. Students will practice making a predication based on the title and picture. Encourage students to give more detail than just the title. The next level, What Will Happen Next?, includes a short passage. Students will read or listen to the beginning of the passage and will predict what will happen next. Digger the Dog: Find the Main Idea With Digger the Dog, students will "dig" through the details to find the main idea. Two levels are included: "Details With Pictures" and "Details in Sentences." To use details with pictures, Read or have students read the main idea at the top of each card. Students will use a dry erase marker to circle the details that support the main idea. Once students have mastered details with pictures, you may want to move to details in sentences. To use these cards, Read the sentences or have students read sentences on each card. Students will use a dry erase marker to circle the main idea. Spinner the Spider: Make Connections Students will use Spinner the Spider to make connections while reading. Included are two levels: "Make a Connection" (with pictures) and "What Kind of Connection?" To use the first level, make a connection, students will look at the picture and make a connection. As students begin using this strategy, you may need to encourage them to give more detail. I tried to include pictures that students can easily make a connection to. To use the next level "What kind of connection?" students will read or listen to a short story. Then, they will choose which kind of connection they can make, text-to-self, text-to-text, or text-to-world. Encourage students to tell more, if needed Repair Bear: Monitor and Fix-Up With the next strategy, Repair Bear, students will use it to monitor and fix-up their understanding as they read. The goal of this strategy is to get students thinking as they read. So often students are so busy decoding or reading words that they don't stop and think about what they actually are reading. There are two levels to using this strategy: "Choose the Correct Word" and "Context Clues." For choose the correct word, you will read or or have students read the sentences and two word choices. Students will use a dry erase marker to circle the word that makes sense. To use context clues, you can read or have students read the cards. Students will use the context clues to determine the given word’s meaning. Picturing Penguin: Visualize Next up is Picturing Penguin! This strategy gets students visualizing as they read. When using the visualization strategy, students "make a movie in their mind" and picture what they are reading. By using this strategy, students can better remember what they have read. Two levels are included, "Draw what you read" and "Choose the picture to match the sentence" For "Draw what you read", read or have students read the story on each card. Students can use the paper provided, scrap paper, or a dry erase board to draw what they visualized. Paper Included Next, for "Choose the picture" read or have students read the sentence(s) on each card. Students will use a dry erase marker to circle the picture that matches the sentence. They will need to pay attention to the details in each sentence to choose the correct one! Questioning Owl: Ask and Answer Questions Get students asking questions and looking for answers as they read with Questioning Owl! First, for "Ask Questions", read or have students read the book title, beginning of story, to the middle of the story, or entire story. All four are included! Students will ask a question. Encourage students’ questions to be something they want to know more about or something that can help them learn more about the story. With the next set of cards, "Find the Answer" read or have students read the question in the thought bubble. Then, read or have students read the title and short story. Students will answer the question. They can underline the answer in the story using a dry erase marker! I love these double sided markers for highlighting! Grab them here! Jabber the Reteller: Retell the Story Finally, we have Jabber the Reteller! Jabber the Reteller gets kids retelling and identifying the important story elements needed in a good retell! First, with the cards, "Identify Story Elements," read or have students read the story. Read the question at the bottom of the card. Students can use a dry erase marker to find the answer. Each question asks students to find a story element (character, setting, problem, solution, beginning, middle, end.) Once students can find important story elements, you can move to retelling! Read or have students read the story. Students will retell the story. Several options for retelling cards are included after the story cards. Students can tap each dot as they retell. You can put some Play-Doh on each dot. Students can squish each Play-Doh dot as they retell. Kids love this!! Play-Doh makes this one more fun! When you finish reading, you can have students fill out an exit ticket so they can reflect on the comprehension strategies they used. Just color in any startegies used. Quick and easy! I hope this was helpful! If you'd like to get these cards you can purchase them at my shop by clicking here! What strategies do you use in your classroom? Leave me a comment below! Happy Teaching! **** Want to come back to this blog post? Pin the image below! Like this post? Check out my blog post on decoding strategies! Glitter and Glue 4 K-2 is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to amazon.com GRAB SOME OF MY FAVORITE THINGS FOR THE TASK CARDS: Love these markers for underlining information! Organize your cards! Fun and bright Play-Doh for the retelling cards!

Hello friends! A little over a year ago, I blogged about how I used decoding strategies to begin guided reading. I've loved using the task cards and hearing how they have worked for other teachers! So I decided to create similar task cards for comprehension. It's been a long process, but I'm so excited that they are finally finished! It is so important to explicitly teacher our readers to use strategies. This helps readers to be purposeful and effectively make sense of what they are reading. My favorite way to start off guided reading, is by choosing a strategy to focus on. The strategy that you choose may depend on the text you are reading. Or you might focus on a skill you know your guided reading group needs. You can also follow your curriculum and teach the strategy according to it. For example, if you notice your students are struggling with making predictions, you may want to focus on curious cat. Or if you are reading a book during guided reading that includes some unfamiliar vocabulary words and requires students to use context clues, you may want to use repair bear. Either way, you can't go wrong! We typically spend about 5-8 minutes working on the strategies before we begin reading. The time you spend working on them may depend on your group's grade level and how long they can focus. Please note, this blog post may contain affiliate links. That means I can receive a small commission, at no extra cost to you, if you purchase from one of the items linked. Affiliate links allow me to keep blogging and providing resources! You can read more about this at the end of my post. Before you start using your strategies, you need to get the cards organized! I store my cards in the Recollections Color Photo & Craft Keeper! Click the photo to grab the storage container! If you don't want to purchase the craft keeper, you can always hole punch them and store them on rings! Another way to organize the cards if you don't want to use the craft keeper! Before my students start reading, I show them the strategy we are focusing on as an "I can" statement" I explain to them what they will do and how to use the strategy. I attached this to the bottom of the lid of my craft box. Once I have chosen my strategy, I pass out the task cards to students! A Little About Each Strategy... You may wondering how each strategy works. Check out each strategy below or check out the video to see them in action! I apologize in advance for the terrible quality of the video...😱 Inferring Iguana: Make Inferences Students use the Inferring Iguana strategy to make inferences while they read. I've included two levels: "Inferences With Pictures" and "Inferences With Riddles." To use the picture cards, read or have students read the question on each card. Students will use the picture clues on each card to practice making an inference. These cards are recommended if students are just starting out with inferences. To use the riddle cards, read or have students read the riddles. Students will solve each riddle. Optional: print and laminate the picture choices. You can glue them on the back of the cards or students can match them. Curious Cat: Make Predictions Students use Curious Cat to make predications. I've included two levels titled: "Predict a Book By Its Cover" and "What Will Happen Next?" To use the first level, Predict a Book By Its Cover, read or have students read the book title. Students will look at the pictures. Students will practice making a predication based on the title and picture. Encourage students to give more detail than just the title. The next level, What Will Happen Next?, includes a short passage. Students will read or listen to the beginning of the passage and will predict what will happen next. Digger the Dog: Find the Main Idea With Digger the Dog, students will "dig" through the details to find the main idea. Two levels are included: "Details With Pictures" and "Details in Sentences." To use details with pictures, Read or have students read the main idea at the top of each card. Students will use a dry erase marker to circle the details that support the main idea. Once students have mastered details with pictures, you may want to move to details in sentences. To use these cards, Read the sentences or have students read sentences on each card. Students will use a dry erase marker to circle the main idea. Spinner the Spider: Make Connections Students will use Spinner the Spider to make connections while reading. Included are two levels: "Make a Connection" (with pictures) and "What Kind of Connection?" To use the first level, make a connection, students will look at the picture and make a connection. As students begin using this strategy, you may need to encourage them to give more detail. I tried to include pictures that students can easily make a connection to. To use the next level "What kind of connection?" students will read or listen to a short story. Then, they will choose which kind of connection they can make, text-to-self, text-to-text, or text-to-world. Encourage students to tell more, if needed Repair Bear: Monitor and Fix-Up With the next strategy, Repair Bear, students will use it to monitor and fix-up their understanding as they read. The goal of this strategy is to get students thinking as they read. So often students are so busy decoding or reading words that they don't stop and think about what they actually are reading. There are two levels to using this strategy: "Choose the Correct Word" and "Context Clues." For choose the correct word, you will read or or have students read the sentences and two word choices. Students will use a dry erase marker to circle the word that makes sense. To use context clues, you can read or have students read the cards. Students will use the context clues to determine the given word’s meaning. Picturing Penguin: Visualize Next up is Picturing Penguin! This strategy gets students visualizing as they read. When using the visualization strategy, students "make a movie in their mind" and picture what they are reading. By using this strategy, students can better remember what they have read. Two levels are included, "Draw what you read" and "Choose the picture to match the sentence" For "Draw what you read", read or have students read the story on each card. Students can use the paper provided, scrap paper, or a dry erase board to draw what they visualized. Paper Included Next, for "Choose the picture" read or have students read the sentence(s) on each card. Students will use a dry erase marker to circle the picture that matches the sentence. They will need to pay attention to the details in each sentence to choose the correct one! Questioning Owl: Ask and Answer Questions Get students asking questions and looking for answers as they read with Questioning Owl! First, for "Ask Questions", read or have students read the book title, beginning of story, to the middle of the story, or entire story. All four are included! Students will ask a question. Encourage students’ questions to be something they want to know more about or something that can help them learn more about the story. With the next set of cards, "Find the Answer" read or have students read the question in the thought bubble. Then, read or have students read the title and short story. Students will answer the question. They can underline the answer in the story using a dry erase marker! I love these double sided markers for highlighting! Grab them here! Jabber the Reteller: Retell the Story Finally, we have Jabber the Reteller! Jabber the Reteller gets kids retelling and identifying the important story elements needed in a good retell! First, with the cards, "Identify Story Elements," read or have students read the story. Read the question at the bottom of the card. Students can use a dry erase marker to find the answer. Each question asks students to find a story element (character, setting, problem, solution, beginning, middle, end.) Once students can find important story elements, you can move to retelling! Read or have students read the story. Students will retell the story. Several options for retelling cards are included after the story cards. Students can tap each dot as they retell. You can put some Play-Doh on each dot. Students can squish each Play-Doh dot as they retell. Kids love this!! Play-Doh makes this one more fun! When you finish reading, you can have students fill out an exit ticket so they can reflect on the comprehension strategies they used. Just color in any startegies used. Quick and easy! I hope this was helpful! If you'd like to get these cards you can purchase them at my shop by clicking here! What strategies do you use in your classroom? Leave me a comment below! Happy Teaching! **** Want to come back to this blog post? Pin the image below! Like this post? Check out my blog post on decoding strategies! Glitter and Glue 4 K-2 is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to amazon.com GRAB SOME OF MY FAVORITE THINGS FOR THE TASK CARDS: Love these markers for underlining information! Organize your cards! Fun and bright Play-Doh for the retelling cards!

Hello friends! A little over a year ago, I blogged about how I used decoding strategies to begin guided reading. I've loved using the task cards and hearing how they have worked for other teachers! So I decided to create similar task cards for comprehension. It's been a long process, but I'm so excited that they are finally finished! It is so important to explicitly teacher our readers to use strategies. This helps readers to be purposeful and effectively make sense of what they are reading. My favorite way to start off guided reading, is by choosing a strategy to focus on. The strategy that you choose may depend on the text you are reading. Or you might focus on a skill you know your guided reading group needs. You can also follow your curriculum and teach the strategy according to it. For example, if you notice your students are struggling with making predictions, you may want to focus on curious cat. Or if you are reading a book during guided reading that includes some unfamiliar vocabulary words and requires students to use context clues, you may want to use repair bear. Either way, you can't go wrong! We typically spend about 5-8 minutes working on the strategies before we begin reading. The time you spend working on them may depend on your group's grade level and how long they can focus. Please note, this blog post may contain affiliate links. That means I can receive a small commission, at no extra cost to you, if you purchase from one of the items linked. Affiliate links allow me to keep blogging and providing resources! You can read more about this at the end of my post. Before you start using your strategies, you need to get the cards organized! I store my cards in the Recollections Color Photo & Craft Keeper! Click the photo to grab the storage container! If you don't want to purchase the craft keeper, you can always hole punch them and store them on rings! Another way to organize the cards if you don't want to use the craft keeper! Before my students start reading, I show them the strategy we are focusing on as an "I can" statement" I explain to them what they will do and how to use the strategy. I attached this to the bottom of the lid of my craft box. Once I have chosen my strategy, I pass out the task cards to students! A Little About Each Strategy... You may wondering how each strategy works. Check out each strategy below or check out the video to see them in action! I apologize in advance for the terrible quality of the video...😱 Inferring Iguana: Make Inferences Students use the Inferring Iguana strategy to make inferences while they read. I've included two levels: "Inferences With Pictures" and "Inferences With Riddles." To use the picture cards, read or have students read the question on each card. Students will use the picture clues on each card to practice making an inference. These cards are recommended if students are just starting out with inferences. To use the riddle cards, read or have students read the riddles. Students will solve each riddle. Optional: print and laminate the picture choices. You can glue them on the back of the cards or students can match them. Curious Cat: Make Predictions Students use Curious Cat to make predications. I've included two levels titled: "Predict a Book By Its Cover" and "What Will Happen Next?" To use the first level, Predict a Book By Its Cover, read or have students read the book title. Students will look at the pictures. Students will practice making a predication based on the title and picture. Encourage students to give more detail than just the title. The next level, What Will Happen Next?, includes a short passage. Students will read or listen to the beginning of the passage and will predict what will happen next. Digger the Dog: Find the Main Idea With Digger the Dog, students will "dig" through the details to find the main idea. Two levels are included: "Details With Pictures" and "Details in Sentences." To use details with pictures, Read or have students read the main idea at the top of each card. Students will use a dry erase marker to circle the details that support the main idea. Once students have mastered details with pictures, you may want to move to details in sentences. To use these cards, Read the sentences or have students read sentences on each card. Students will use a dry erase marker to circle the main idea. Spinner the Spider: Make Connections Students will use Spinner the Spider to make connections while reading. Included are two levels: "Make a Connection" (with pictures) and "What Kind of Connection?" To use the first level, make a connection, students will look at the picture and make a connection. As students begin using this strategy, you may need to encourage them to give more detail. I tried to include pictures that students can easily make a connection to. To use the next level "What kind of connection?" students will read or listen to a short story. Then, they will choose which kind of connection they can make, text-to-self, text-to-text, or text-to-world. Encourage students to tell more, if needed Repair Bear: Monitor and Fix-Up With the next strategy, Repair Bear, students will use it to monitor and fix-up their understanding as they read. The goal of this strategy is to get students thinking as they read. So often students are so busy decoding or reading words that they don't stop and think about what they actually are reading. There are two levels to using this strategy: "Choose the Correct Word" and "Context Clues." For choose the correct word, you will read or or have students read the sentences and two word choices. Students will use a dry erase marker to circle the word that makes sense. To use context clues, you can read or have students read the cards. Students will use the context clues to determine the given word’s meaning. Picturing Penguin: Visualize Next up is Picturing Penguin! This strategy gets students visualizing as they read. When using the visualization strategy, students "make a movie in their mind" and picture what they are reading. By using this strategy, students can better remember what they have read. Two levels are included, "Draw what you read" and "Choose the picture to match the sentence" For "Draw what you read", read or have students read the story on each card. Students can use the paper provided, scrap paper, or a dry erase board to draw what they visualized. Paper Included Next, for "Choose the picture" read or have students read the sentence(s) on each card. Students will use a dry erase marker to circle the picture that matches the sentence. They will need to pay attention to the details in each sentence to choose the correct one! Questioning Owl: Ask and Answer Questions Get students asking questions and looking for answers as they read with Questioning Owl! First, for "Ask Questions", read or have students read the book title, beginning of story, to the middle of the story, or entire story. All four are included! Students will ask a question. Encourage students’ questions to be something they want to know more about or something that can help them learn more about the story. With the next set of cards, "Find the Answer" read or have students read the question in the thought bubble. Then, read or have students read the title and short story. Students will answer the question. They can underline the answer in the story using a dry erase marker! I love these double sided markers for highlighting! Grab them here! Jabber the Reteller: Retell the Story Finally, we have Jabber the Reteller! Jabber the Reteller gets kids retelling and identifying the important story elements needed in a good retell! First, with the cards, "Identify Story Elements," read or have students read the story. Read the question at the bottom of the card. Students can use a dry erase marker to find the answer. Each question asks students to find a story element (character, setting, problem, solution, beginning, middle, end.) Once students can find important story elements, you can move to retelling! Read or have students read the story. Students will retell the story. Several options for retelling cards are included after the story cards. Students can tap each dot as they retell. You can put some Play-Doh on each dot. Students can squish each Play-Doh dot as they retell. Kids love this!! Play-Doh makes this one more fun! When you finish reading, you can have students fill out an exit ticket so they can reflect on the comprehension strategies they used. Just color in any startegies used. Quick and easy! I hope this was helpful! If you'd like to get these cards you can purchase them at my shop by clicking here! What strategies do you use in your classroom? Leave me a comment below! Happy Teaching! **** Want to come back to this blog post? Pin the image below! Like this post? Check out my blog post on decoding strategies! Glitter and Glue 4 K-2 is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to amazon.com GRAB SOME OF MY FAVORITE THINGS FOR THE TASK CARDS: Love these markers for underlining information! Organize your cards! Fun and bright Play-Doh for the retelling cards!

Hello friends! A little over a year ago, I blogged about how I used decoding strategies to begin guided reading. I've loved using the task cards and hearing how they have worked for other teachers! So I decided to create similar task cards for comprehension. It's been a long process, but I'm so excited that they are finally finished! It is so important to explicitly teacher our readers to use strategies. This helps readers to be purposeful and effectively make sense of what they are reading. My favorite way to start off guided reading, is by choosing a strategy to focus on. The strategy that you choose may depend on the text you are reading. Or you might focus on a skill you know your guided reading group needs. You can also follow your curriculum and teach the strategy according to it. For example, if you notice your students are struggling with making predictions, you may want to focus on curious cat. Or if you are reading a book during guided reading that includes some unfamiliar vocabulary words and requires students to use context clues, you may want to use repair bear. Either way, you can't go wrong! We typically spend about 5-8 minutes working on the strategies before we begin reading. The time you spend working on them may depend on your group's grade level and how long they can focus. Please note, this blog post may contain affiliate links. That means I can receive a small commission, at no extra cost to you, if you purchase from one of the items linked. Affiliate links allow me to keep blogging and providing resources! You can read more about this at the end of my post. Before you start using your strategies, you need to get the cards organized! I store my cards in the Recollections Color Photo & Craft Keeper! Click the photo to grab the storage container! If you don't want to purchase the craft keeper, you can always hole punch them and store them on rings! Another way to organize the cards if you don't want to use the craft keeper! Before my students start reading, I show them the strategy we are focusing on as an "I can" statement" I explain to them what they will do and how to use the strategy. I attached this to the bottom of the lid of my craft box. Once I have chosen my strategy, I pass out the task cards to students! A Little About Each Strategy... You may wondering how each strategy works. Check out each strategy below or check out the video to see them in action! I apologize in advance for the terrible quality of the video...😱 Inferring Iguana: Make Inferences Students use the Inferring Iguana strategy to make inferences while they read. I've included two levels: "Inferences With Pictures" and "Inferences With Riddles." To use the picture cards, read or have students read the question on each card. Students will use the picture clues on each card to practice making an inference. These cards are recommended if students are just starting out with inferences. To use the riddle cards, read or have students read the riddles. Students will solve each riddle. Optional: print and laminate the picture choices. You can glue them on the back of the cards or students can match them. Curious Cat: Make Predictions Students use Curious Cat to make predications. I've included two levels titled: "Predict a Book By Its Cover" and "What Will Happen Next?" To use the first level, Predict a Book By Its Cover, read or have students read the book title. Students will look at the pictures. Students will practice making a predication based on the title and picture. Encourage students to give more detail than just the title. The next level, What Will Happen Next?, includes a short passage. Students will read or listen to the beginning of the passage and will predict what will happen next. Digger the Dog: Find the Main Idea With Digger the Dog, students will "dig" through the details to find the main idea. Two levels are included: "Details With Pictures" and "Details in Sentences." To use details with pictures, Read or have students read the main idea at the top of each card. Students will use a dry erase marker to circle the details that support the main idea. Once students have mastered details with pictures, you may want to move to details in sentences. To use these cards, Read the sentences or have students read sentences on each card. Students will use a dry erase marker to circle the main idea. Spinner the Spider: Make Connections Students will use Spinner the Spider to make connections while reading. Included are two levels: "Make a Connection" (with pictures) and "What Kind of Connection?" To use the first level, make a connection, students will look at the picture and make a connection. As students begin using this strategy, you may need to encourage them to give more detail. I tried to include pictures that students can easily make a connection to. To use the next level "What kind of connection?" students will read or listen to a short story. Then, they will choose which kind of connection they can make, text-to-self, text-to-text, or text-to-world. Encourage students to tell more, if needed Repair Bear: Monitor and Fix-Up With the next strategy, Repair Bear, students will use it to monitor and fix-up their understanding as they read. The goal of this strategy is to get students thinking as they read. So often students are so busy decoding or reading words that they don't stop and think about what they actually are reading. There are two levels to using this strategy: "Choose the Correct Word" and "Context Clues." For choose the correct word, you will read or or have students read the sentences and two word choices. Students will use a dry erase marker to circle the word that makes sense. To use context clues, you can read or have students read the cards. Students will use the context clues to determine the given word’s meaning. Picturing Penguin: Visualize Next up is Picturing Penguin! This strategy gets students visualizing as they read. When using the visualization strategy, students "make a movie in their mind" and picture what they are reading. By using this strategy, students can better remember what they have read. Two levels are included, "Draw what you read" and "Choose the picture to match the sentence" For "Draw what you read", read or have students read the story on each card. Students can use the paper provided, scrap paper, or a dry erase board to draw what they visualized. Paper Included Next, for "Choose the picture" read or have students read the sentence(s) on each card. Students will use a dry erase marker to circle the picture that matches the sentence. They will need to pay attention to the details in each sentence to choose the correct one! Questioning Owl: Ask and Answer Questions Get students asking questions and looking for answers as they read with Questioning Owl! First, for "Ask Questions", read or have students read the book title, beginning of story, to the middle of the story, or entire story. All four are included! Students will ask a question. Encourage students’ questions to be something they want to know more about or something that can help them learn more about the story. With the next set of cards, "Find the Answer" read or have students read the question in the thought bubble. Then, read or have students read the title and short story. Students will answer the question. They can underline the answer in the story using a dry erase marker! I love these double sided markers for highlighting! Grab them here! Jabber the Reteller: Retell the Story Finally, we have Jabber the Reteller! Jabber the Reteller gets kids retelling and identifying the important story elements needed in a good retell! First, with the cards, "Identify Story Elements," read or have students read the story. Read the question at the bottom of the card. Students can use a dry erase marker to find the answer. Each question asks students to find a story element (character, setting, problem, solution, beginning, middle, end.) Once students can find important story elements, you can move to retelling! Read or have students read the story. Students will retell the story. Several options for retelling cards are included after the story cards. Students can tap each dot as they retell. You can put some Play-Doh on each dot. Students can squish each Play-Doh dot as they retell. Kids love this!! Play-Doh makes this one more fun! When you finish reading, you can have students fill out an exit ticket so they can reflect on the comprehension strategies they used. Just color in any startegies used. Quick and easy! I hope this was helpful! If you'd like to get these cards you can purchase them at my shop by clicking here! What strategies do you use in your classroom? Leave me a comment below! Happy Teaching! **** Want to come back to this blog post? Pin the image below! Like this post? Check out my blog post on decoding strategies! Glitter and Glue 4 K-2 is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to amazon.com GRAB SOME OF MY FAVORITE THINGS FOR THE TASK CARDS: Love these markers for underlining information! Organize your cards! Fun and bright Play-Doh for the retelling cards!

The Independent Reading Challenge It can be challenging to keep your students engaged with reading and writing for longer periods of time. A great incentive is to introduce reading and writing workshop buddies. During independent reading and writing time, I like to give incentives to my students that are using the strategies taught in my

Hello friends! A little over a year ago, I blogged about how I used decoding strategies to begin guided reading. I've loved using the task cards and hearing how they have worked for other teachers! So I decided to create similar task cards for comprehension. It's been a long process, but I'm so excited that they are finally finished! It is so important to explicitly teacher our readers to use strategies. This helps readers to be purposeful and effectively make sense of what they are reading. My favorite way to start off guided reading, is by choosing a strategy to focus on. The strategy that you choose may depend on the text you are reading. Or you might focus on a skill you know your guided reading group needs. You can also follow your curriculum and teach the strategy according to it. For example, if you notice your students are struggling with making predictions, you may want to focus on curious cat. Or if you are reading a book during guided reading that includes some unfamiliar vocabulary words and requires students to use context clues, you may want to use repair bear. Either way, you can't go wrong! We typically spend about 5-8 minutes working on the strategies before we begin reading. The time you spend working on them may depend on your group's grade level and how long they can focus. Please note, this blog post may contain affiliate links. That means I can receive a small commission, at no extra cost to you, if you purchase from one of the items linked. Affiliate links allow me to keep blogging and providing resources! You can read more about this at the end of my post. Before you start using your strategies, you need to get the cards organized! I store my cards in the Recollections Color Photo & Craft Keeper! Click the photo to grab the storage container! If you don't want to purchase the craft keeper, you can always hole punch them and store them on rings! Another way to organize the cards if you don't want to use the craft keeper! Before my students start reading, I show them the strategy we are focusing on as an "I can" statement" I explain to them what they will do and how to use the strategy. I attached this to the bottom of the lid of my craft box. Once I have chosen my strategy, I pass out the task cards to students! A Little About Each Strategy... You may wondering how each strategy works. Check out each strategy below or check out the video to see them in action! I apologize in advance for the terrible quality of the video...😱 Inferring Iguana: Make Inferences Students use the Inferring Iguana strategy to make inferences while they read. I've included two levels: "Inferences With Pictures" and "Inferences With Riddles." To use the picture cards, read or have students read the question on each card. Students will use the picture clues on each card to practice making an inference. These cards are recommended if students are just starting out with inferences. To use the riddle cards, read or have students read the riddles. Students will solve each riddle. Optional: print and laminate the picture choices. You can glue them on the back of the cards or students can match them. Curious Cat: Make Predictions Students use Curious Cat to make predications. I've included two levels titled: "Predict a Book By Its Cover" and "What Will Happen Next?" To use the first level, Predict a Book By Its Cover, read or have students read the book title. Students will look at the pictures. Students will practice making a predication based on the title and picture. Encourage students to give more detail than just the title. The next level, What Will Happen Next?, includes a short passage. Students will read or listen to the beginning of the passage and will predict what will happen next. Digger the Dog: Find the Main Idea With Digger the Dog, students will "dig" through the details to find the main idea. Two levels are included: "Details With Pictures" and "Details in Sentences." To use details with pictures, Read or have students read the main idea at the top of each card. Students will use a dry erase marker to circle the details that support the main idea. Once students have mastered details with pictures, you may want to move to details in sentences. To use these cards, Read the sentences or have students read sentences on each card. Students will use a dry erase marker to circle the main idea. Spinner the Spider: Make Connections Students will use Spinner the Spider to make connections while reading. Included are two levels: "Make a Connection" (with pictures) and "What Kind of Connection?" To use the first level, make a connection, students will look at the picture and make a connection. As students begin using this strategy, you may need to encourage them to give more detail. I tried to include pictures that students can easily make a connection to. To use the next level "What kind of connection?" students will read or listen to a short story. Then, they will choose which kind of connection they can make, text-to-self, text-to-text, or text-to-world. Encourage students to tell more, if needed Repair Bear: Monitor and Fix-Up With the next strategy, Repair Bear, students will use it to monitor and fix-up their understanding as they read. The goal of this strategy is to get students thinking as they read. So often students are so busy decoding or reading words that they don't stop and think about what they actually are reading. There are two levels to using this strategy: "Choose the Correct Word" and "Context Clues." For choose the correct word, you will read or or have students read the sentences and two word choices. Students will use a dry erase marker to circle the word that makes sense. To use context clues, you can read or have students read the cards. Students will use the context clues to determine the given word’s meaning. Picturing Penguin: Visualize Next up is Picturing Penguin! This strategy gets students visualizing as they read. When using the visualization strategy, students "make a movie in their mind" and picture what they are reading. By using this strategy, students can better remember what they have read. Two levels are included, "Draw what you read" and "Choose the picture to match the sentence" For "Draw what you read", read or have students read the story on each card. Students can use the paper provided, scrap paper, or a dry erase board to draw what they visualized. Paper Included Next, for "Choose the picture" read or have students read the sentence(s) on each card. Students will use a dry erase marker to circle the picture that matches the sentence. They will need to pay attention to the details in each sentence to choose the correct one! Questioning Owl: Ask and Answer Questions Get students asking questions and looking for answers as they read with Questioning Owl! First, for "Ask Questions", read or have students read the book title, beginning of story, to the middle of the story, or entire story. All four are included! Students will ask a question. Encourage students’ questions to be something they want to know more about or something that can help them learn more about the story. With the next set of cards, "Find the Answer" read or have students read the question in the thought bubble. Then, read or have students read the title and short story. Students will answer the question. They can underline the answer in the story using a dry erase marker! I love these double sided markers for highlighting! Grab them here! Jabber the Reteller: Retell the Story Finally, we have Jabber the Reteller! Jabber the Reteller gets kids retelling and identifying the important story elements needed in a good retell! First, with the cards, "Identify Story Elements," read or have students read the story. Read the question at the bottom of the card. Students can use a dry erase marker to find the answer. Each question asks students to find a story element (character, setting, problem, solution, beginning, middle, end.) Once students can find important story elements, you can move to retelling! Read or have students read the story. Students will retell the story. Several options for retelling cards are included after the story cards. Students can tap each dot as they retell. You can put some Play-Doh on each dot. Students can squish each Play-Doh dot as they retell. Kids love this!! Play-Doh makes this one more fun! When you finish reading, you can have students fill out an exit ticket so they can reflect on the comprehension strategies they used. Just color in any startegies used. Quick and easy! I hope this was helpful! If you'd like to get these cards you can purchase them at my shop by clicking here! What strategies do you use in your classroom? Leave me a comment below! Happy Teaching! **** Want to come back to this blog post? Pin the image below! Like this post? Check out my blog post on decoding strategies! Glitter and Glue 4 K-2 is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to amazon.com GRAB SOME OF MY FAVORITE THINGS FOR THE TASK CARDS: Love these markers for underlining information! Organize your cards! Fun and bright Play-Doh for the retelling cards!

Hello friends! What an important time of the day guided reading is! It can be a difficult time to plan for, but it is so important to get our new readers reading out loud and reading with a purpose. Before you start your guided reading time, it also important to have an instructional focus selected. During guided reading your focuses may include: a comprehension skill, vocabulary words, and word work. One thing I am guilty of neglecting to teach is decoding strategies. Decoding strategies are important tools that allow students to take some kind of action when they come to an unfamiliar word. Sometimes students come to an unfamiliar word and are just "stuck." Most often, it's our struggling readers that don't use strategies. In order to help students grow as readers, we need to teach them strategies! My favorite way to start off guided reading, is by choosing a strategy to focus on. The strategy that you choose, may depend on the text you are reading. If the story you are reading has high frequency sight words, a predictable pattern, and lots of picture clues, you may want to focus on the eagle eye strategy. If your story has a lot of words with vowel teams, digraphs, or another phonetic concept, you may want to focus on chunky monkey. As the teacher, you're the expert on what your students need! :) All of the strategies are helpful so you really can't go wrong! We typically spend about 5-8 minutes working on the strategies before we begin reading. The time you spend working on them may depend on your group's grade level and how long they can focus. Before you start using your strategies, you need to get the cards organized! I store my cards in the Recollections Color Photo & Craft Keeper! Click the photo to grab the storage container! If you don't want to purchase the craft keeper, you can always hole punch them and store them on rings! Before my students start reading, I show them the strategy we are focusing on as an "I can" statement" I explain to them what they will do and how to use the strategy. I attached this to the bottom of the lid of my craft box. Once I have chosen my strategy, I pass out the task cards to students. There are several different levels to each so be sure to choose the phonetic concept your students need practice on. Choose the level that is right for your students! A little about each strategy... You may wondering how each strategy works. Check out each strategy below or check out the video to see them in action! Stretchy Snake Have the student tap each dot and say the letter/letters sound. They can drag their finger across the arrow to blend the word. Lips the Fish Have the student say the first sound of the word. Then, they can slide their finger to say the rest of the word. They can read the word altogether at the bottom. Flippy Dolphin I’ve included a quick “warm up” where students will quickly tap the dots and read the short and long vowel sounds. Have the student read the word using both the short and long vowel sound. They can decide which vowel sound makes sense and matches the picture. They will then use a dry erase marker to circle the answer, long or short. It will be pretty easy for students to read the word since it matches the picture but it really gets them thinking about short and long vowel sounds! Chunky Monkey Give the child a dry erase marker and have them circle familiar “chunks” or parts of the word that they know. I have organized the cards by short, long, and irregular vowels. Many of the words will be longer since it is easier to use these strategy on longer words with more “chunks.” Skippy Frog Cut out the frogs (included) and glue them on popsicle sticks. Have students cover up the end or entire underlined word when reading the sentence. After they have read the sentence, they will uncover the word and reread the entire sentence to decode the underlined word. Students may be able to solve the word using the context of the sentence or, if needed, they can use previously learned strategies. Tryin' Lion First, students will read the sentence. Then, they will read both word choices and decide which word makes sense. They will circle the word with a dry erase marker. Eagle Eye Students will read the sentence and use the picture clue to read the underlined word or words. I hope this was helpful! If you'd like to get these cards you can purchase them at my shop by clicking here! What strategies do you use in your classroom? Leave me a comment below! Happy Teaching! **** Want to come back to this blog post? Pin the image below! Glitter and Glue 4 K-2 is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to amazon.com

Hello friends! What an important time of the day guided reading is! It can be a difficult time to plan for, but it is so important to get our new readers reading out loud and reading with a purpose. Before you start your guided reading time, it also important to have an instructional focus selected. During guided reading your focuses may include: a comprehension skill, vocabulary words, and word work. One thing I am guilty of neglecting to teach is decoding strategies. Decoding strategies are important tools that allow students to take some kind of action when they come to an unfamiliar word. Sometimes students come to an unfamiliar word and are just "stuck." Most often, it's our struggling readers that don't use strategies. In order to help students grow as readers, we need to teach them strategies! My favorite way to start off guided reading, is by choosing a strategy to focus on. The strategy that you choose, may depend on the text you are reading. If the story you are reading has high frequency sight words, a predictable pattern, and lots of picture clues, you may want to focus on the eagle eye strategy. If your story has a lot of words with vowel teams, digraphs, or another phonetic concept, you may want to focus on chunky monkey. As the teacher, you're the expert on what your students need! :) All of the strategies are helpful so you really can't go wrong! We typically spend about 5-8 minutes working on the strategies before we begin reading. The time you spend working on them may depend on your group's grade level and how long they can focus. Before you start using your strategies, you need to get the cards organized! I store my cards in the Recollections Color Photo & Craft Keeper! Click the photo to grab the storage container! If you don't want to purchase the craft keeper, you can always hole punch them and store them on rings! Before my students start reading, I show them the strategy we are focusing on as an "I can" statement" I explain to them what they will do and how to use the strategy. I attached this to the bottom of the lid of my craft box. Once I have chosen my strategy, I pass out the task cards to students. There are several different levels to each so be sure to choose the phonetic concept your students need practice on. Choose the level that is right for your students! A little about each strategy... You may wondering how each strategy works. Check out each strategy below or check out the video to see them in action! Stretchy Snake Have the student tap each dot and say the letter/letters sound. They can drag their finger across the arrow to blend the word. Lips the Fish Have the student say the first sound of the word. Then, they can slide their finger to say the rest of the word. They can read the word altogether at the bottom. Flippy Dolphin I’ve included a quick “warm up” where students will quickly tap the dots and read the short and long vowel sounds. Have the student read the word using both the short and long vowel sound. They can decide which vowel sound makes sense and matches the picture. They will then use a dry erase marker to circle the answer, long or short. It will be pretty easy for students to read the word since it matches the picture but it really gets them thinking about short and long vowel sounds! Chunky Monkey Give the child a dry erase marker and have them circle familiar “chunks” or parts of the word that they know. I have organized the cards by short, long, and irregular vowels. Many of the words will be longer since it is easier to use these strategy on longer words with more “chunks.” Skippy Frog Cut out the frogs (included) and glue them on popsicle sticks. Have students cover up the end or entire underlined word when reading the sentence. After they have read the sentence, they will uncover the word and reread the entire sentence to decode the underlined word. Students may be able to solve the word using the context of the sentence or, if needed, they can use previously learned strategies. Tryin' Lion First, students will read the sentence. Then, they will read both word choices and decide which word makes sense. They will circle the word with a dry erase marker. Eagle Eye Students will read the sentence and use the picture clue to read the underlined word or words. I hope this was helpful! If you'd like to get these cards you can purchase them at my shop by clicking here! What strategies do you use in your classroom? Leave me a comment below! Happy Teaching! **** Want to come back to this blog post? Pin the image below! Glitter and Glue 4 K-2 is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to amazon.com

Hello friends! A little over a year ago, I blogged about how I used decoding strategies to begin guided reading. I've loved using the task cards and hearing how they have worked for other teachers! So I decided to create similar task cards for comprehension. It's been a long process, but I'm so excited that they are finally finished! It is so important to explicitly teacher our readers to use strategies. This helps readers to be purposeful and effectively make sense of what they are reading. My favorite way to start off guided reading, is by choosing a strategy to focus on. The strategy that you choose may depend on the text you are reading. Or you might focus on a skill you know your guided reading group needs. You can also follow your curriculum and teach the strategy according to it. For example, if you notice your students are struggling with making predictions, you may want to focus on curious cat. Or if you are reading a book during guided reading that includes some unfamiliar vocabulary words and requires students to use context clues, you may want to use repair bear. Either way, you can't go wrong! We typically spend about 5-8 minutes working on the strategies before we begin reading. The time you spend working on them may depend on your group's grade level and how long they can focus. Please note, this blog post may contain affiliate links. That means I can receive a small commission, at no extra cost to you, if you purchase from one of the items linked. Affiliate links allow me to keep blogging and providing resources! You can read more about this at the end of my post. Before you start using your strategies, you need to get the cards organized! I store my cards in the Recollections Color Photo & Craft Keeper! Click the photo to grab the storage container! If you don't want to purchase the craft keeper, you can always hole punch them and store them on rings! Another way to organize the cards if you don't want to use the craft keeper! Before my students start reading, I show them the strategy we are focusing on as an "I can" statement" I explain to them what they will do and how to use the strategy. I attached this to the bottom of the lid of my craft box. Once I have chosen my strategy, I pass out the task cards to students! A Little About Each Strategy... You may wondering how each strategy works. Check out each strategy below or check out the video to see them in action! I apologize in advance for the terrible quality of the video...😱 Inferring Iguana: Make Inferences Students use the Inferring Iguana strategy to make inferences while they read. I've included two levels: "Inferences With Pictures" and "Inferences With Riddles." To use the picture cards, read or have students read the question on each card. Students will use the picture clues on each card to practice making an inference. These cards are recommended if students are just starting out with inferences. To use the riddle cards, read or have students read the riddles. Students will solve each riddle. Optional: print and laminate the picture choices. You can glue them on the back of the cards or students can match them. Curious Cat: Make Predictions Students use Curious Cat to make predications. I've included two levels titled: "Predict a Book By Its Cover" and "What Will Happen Next?" To use the first level, Predict a Book By Its Cover, read or have students read the book title. Students will look at the pictures. Students will practice making a predication based on the title and picture. Encourage students to give more detail than just the title. The next level, What Will Happen Next?, includes a short passage. Students will read or listen to the beginning of the passage and will predict what will happen next. Digger the Dog: Find the Main Idea With Digger the Dog, students will "dig" through the details to find the main idea. Two levels are included: "Details With Pictures" and "Details in Sentences." To use details with pictures, Read or have students read the main idea at the top of each card. Students will use a dry erase marker to circle the details that support the main idea. Once students have mastered details with pictures, you may want to move to details in sentences. To use these cards, Read the sentences or have students read sentences on each card. Students will use a dry erase marker to circle the main idea. Spinner the Spider: Make Connections Students will use Spinner the Spider to make connections while reading. Included are two levels: "Make a Connection" (with pictures) and "What Kind of Connection?" To use the first level, make a connection, students will look at the picture and make a connection. As students begin using this strategy, you may need to encourage them to give more detail. I tried to include pictures that students can easily make a connection to. To use the next level "What kind of connection?" students will read or listen to a short story. Then, they will choose which kind of connection they can make, text-to-self, text-to-text, or text-to-world. Encourage students to tell more, if needed Repair Bear: Monitor and Fix-Up With the next strategy, Repair Bear, students will use it to monitor and fix-up their understanding as they read. The goal of this strategy is to get students thinking as they read. So often students are so busy decoding or reading words that they don't stop and think about what they actually are reading. There are two levels to using this strategy: "Choose the Correct Word" and "Context Clues." For choose the correct word, you will read or or have students read the sentences and two word choices. Students will use a dry erase marker to circle the word that makes sense. To use context clues, you can read or have students read the cards. Students will use the context clues to determine the given word’s meaning. Picturing Penguin: Visualize Next up is Picturing Penguin! This strategy gets students visualizing as they read. When using the visualization strategy, students "make a movie in their mind" and picture what they are reading. By using this strategy, students can better remember what they have read. Two levels are included, "Draw what you read" and "Choose the picture to match the sentence" For "Draw what you read", read or have students read the story on each card. Students can use the paper provided, scrap paper, or a dry erase board to draw what they visualized. Paper Included Next, for "Choose the picture" read or have students read the sentence(s) on each card. Students will use a dry erase marker to circle the picture that matches the sentence. They will need to pay attention to the details in each sentence to choose the correct one! Questioning Owl: Ask and Answer Questions Get students asking questions and looking for answers as they read with Questioning Owl! First, for "Ask Questions", read or have students read the book title, beginning of story, to the middle of the story, or entire story. All four are included! Students will ask a question. Encourage students’ questions to be something they want to know more about or something that can help them learn more about the story. With the next set of cards, "Find the Answer" read or have students read the question in the thought bubble. Then, read or have students read the title and short story. Students will answer the question. They can underline the answer in the story using a dry erase marker! I love these double sided markers for highlighting! Grab them here! Jabber the Reteller: Retell the Story Finally, we have Jabber the Reteller! Jabber the Reteller gets kids retelling and identifying the important story elements needed in a good retell! First, with the cards, "Identify Story Elements," read or have students read the story. Read the question at the bottom of the card. Students can use a dry erase marker to find the answer. Each question asks students to find a story element (character, setting, problem, solution, beginning, middle, end.) Once students can find important story elements, you can move to retelling! Read or have students read the story. Students will retell the story. Several options for retelling cards are included after the story cards. Students can tap each dot as they retell. You can put some Play-Doh on each dot. Students can squish each Play-Doh dot as they retell. Kids love this!! Play-Doh makes this one more fun! When you finish reading, you can have students fill out an exit ticket so they can reflect on the comprehension strategies they used. Just color in any startegies used. Quick and easy! I hope this was helpful! If you'd like to get these cards you can purchase them at my shop by clicking here! What strategies do you use in your classroom? Leave me a comment below! Happy Teaching! **** Want to come back to this blog post? Pin the image below! Like this post? Check out my blog post on decoding strategies! Glitter and Glue 4 K-2 is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to amazon.com GRAB SOME OF MY FAVORITE THINGS FOR THE TASK CARDS: Love these markers for underlining information! Organize your cards! Fun and bright Play-Doh for the retelling cards!

Hello friends! A little over a year ago, I blogged about how I used decoding strategies to begin guided reading. I've loved using the task cards and hearing how they have worked for other teachers! So I decided to create similar task cards for comprehension. It's been a long process, but I'm so excited that they are finally finished! It is so important to explicitly teacher our readers to use strategies. This helps readers to be purposeful and effectively make sense of what they are reading. My favorite way to start off guided reading, is by choosing a strategy to focus on. The strategy that you choose may depend on the text you are reading. Or you might focus on a skill you know your guided reading group needs. You can also follow your curriculum and teach the strategy according to it. For example, if you notice your students are struggling with making predictions, you may want to focus on curious cat. Or if you are reading a book during guided reading that includes some unfamiliar vocabulary words and requires students to use context clues, you may want to use repair bear. Either way, you can't go wrong! We typically spend about 5-8 minutes working on the strategies before we begin reading. The time you spend working on them may depend on your group's grade level and how long they can focus. Please note, this blog post may contain affiliate links. That means I can receive a small commission, at no extra cost to you, if you purchase from one of the items linked. Affiliate links allow me to keep blogging and providing resources! You can read more about this at the end of my post. Before you start using your strategies, you need to get the cards organized! I store my cards in the Recollections Color Photo & Craft Keeper! Click the photo to grab the storage container! If you don't want to purchase the craft keeper, you can always hole punch them and store them on rings! Another way to organize the cards if you don't want to use the craft keeper! Before my students start reading, I show them the strategy we are focusing on as an "I can" statement" I explain to them what they will do and how to use the strategy. I attached this to the bottom of the lid of my craft box. Once I have chosen my strategy, I pass out the task cards to students! A Little About Each Strategy... You may wondering how each strategy works. Check out each strategy below or check out the video to see them in action! I apologize in advance for the terrible quality of the video...😱 Inferring Iguana: Make Inferences Students use the Inferring Iguana strategy to make inferences while they read. I've included two levels: "Inferences With Pictures" and "Inferences With Riddles." To use the picture cards, read or have students read the question on each card. Students will use the picture clues on each card to practice making an inference. These cards are recommended if students are just starting out with inferences. To use the riddle cards, read or have students read the riddles. Students will solve each riddle. Optional: print and laminate the picture choices. You can glue them on the back of the cards or students can match them. Curious Cat: Make Predictions Students use Curious Cat to make predications. I've included two levels titled: "Predict a Book By Its Cover" and "What Will Happen Next?" To use the first level, Predict a Book By Its Cover, read or have students read the book title. Students will look at the pictures. Students will practice making a predication based on the title and picture. Encourage students to give more detail than just the title. The next level, What Will Happen Next?, includes a short passage. Students will read or listen to the beginning of the passage and will predict what will happen next. Digger the Dog: Find the Main Idea With Digger the Dog, students will "dig" through the details to find the main idea. Two levels are included: "Details With Pictures" and "Details in Sentences." To use details with pictures, Read or have students read the main idea at the top of each card. Students will use a dry erase marker to circle the details that support the main idea. Once students have mastered details with pictures, you may want to move to details in sentences. To use these cards, Read the sentences or have students read sentences on each card. Students will use a dry erase marker to circle the main idea. Spinner the Spider: Make Connections Students will use Spinner the Spider to make connections while reading. Included are two levels: "Make a Connection" (with pictures) and "What Kind of Connection?" To use the first level, make a connection, students will look at the picture and make a connection. As students begin using this strategy, you may need to encourage them to give more detail. I tried to include pictures that students can easily make a connection to. To use the next level "What kind of connection?" students will read or listen to a short story. Then, they will choose which kind of connection they can make, text-to-self, text-to-text, or text-to-world. Encourage students to tell more, if needed Repair Bear: Monitor and Fix-Up With the next strategy, Repair Bear, students will use it to monitor and fix-up their understanding as they read. The goal of this strategy is to get students thinking as they read. So often students are so busy decoding or reading words that they don't stop and think about what they actually are reading. There are two levels to using this strategy: "Choose the Correct Word" and "Context Clues." For choose the correct word, you will read or or have students read the sentences and two word choices. Students will use a dry erase marker to circle the word that makes sense. To use context clues, you can read or have students read the cards. Students will use the context clues to determine the given word’s meaning. Picturing Penguin: Visualize Next up is Picturing Penguin! This strategy gets students visualizing as they read. When using the visualization strategy, students "make a movie in their mind" and picture what they are reading. By using this strategy, students can better remember what they have read. Two levels are included, "Draw what you read" and "Choose the picture to match the sentence" For "Draw what you read", read or have students read the story on each card. Students can use the paper provided, scrap paper, or a dry erase board to draw what they visualized. Paper Included Next, for "Choose the picture" read or have students read the sentence(s) on each card. Students will use a dry erase marker to circle the picture that matches the sentence. They will need to pay attention to the details in each sentence to choose the correct one! Questioning Owl: Ask and Answer Questions Get students asking questions and looking for answers as they read with Questioning Owl! First, for "Ask Questions", read or have students read the book title, beginning of story, to the middle of the story, or entire story. All four are included! Students will ask a question. Encourage students’ questions to be something they want to know more about or something that can help them learn more about the story. With the next set of cards, "Find the Answer" read or have students read the question in the thought bubble. Then, read or have students read the title and short story. Students will answer the question. They can underline the answer in the story using a dry erase marker! I love these double sided markers for highlighting! Grab them here! Jabber the Reteller: Retell the Story Finally, we have Jabber the Reteller! Jabber the Reteller gets kids retelling and identifying the important story elements needed in a good retell! First, with the cards, "Identify Story Elements," read or have students read the story. Read the question at the bottom of the card. Students can use a dry erase marker to find the answer. Each question asks students to find a story element (character, setting, problem, solution, beginning, middle, end.) Once students can find important story elements, you can move to retelling! Read or have students read the story. Students will retell the story. Several options for retelling cards are included after the story cards. Students can tap each dot as they retell. You can put some Play-Doh on each dot. Students can squish each Play-Doh dot as they retell. Kids love this!! Play-Doh makes this one more fun! When you finish reading, you can have students fill out an exit ticket so they can reflect on the comprehension strategies they used. Just color in any startegies used. Quick and easy! I hope this was helpful! If you'd like to get these cards you can purchase them at my shop by clicking here! What strategies do you use in your classroom? Leave me a comment below! Happy Teaching! **** Want to come back to this blog post? Pin the image below! Like this post? Check out my blog post on decoding strategies! Glitter and Glue 4 K-2 is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to amazon.com GRAB SOME OF MY FAVORITE THINGS FOR THE TASK CARDS: Love these markers for underlining information! Organize your cards! Fun and bright Play-Doh for the retelling cards!

Hello friends! A little over a year ago, I blogged about how I used decoding strategies to begin guided reading. I've loved using the task cards and hearing how they have worked for other teachers! So I decided to create similar task cards for comprehension. It's been a long process, but I'm so excited that they are finally finished! It is so important to explicitly teacher our readers to use strategies. This helps readers to be purposeful and effectively make sense of what they are reading. My favorite way to start off guided reading, is by choosing a strategy to focus on. The strategy that you choose may depend on the text you are reading. Or you might focus on a skill you know your guided reading group needs. You can also follow your curriculum and teach the strategy according to it. For example, if you notice your students are struggling with making predictions, you may want to focus on curious cat. Or if you are reading a book during guided reading that includes some unfamiliar vocabulary words and requires students to use context clues, you may want to use repair bear. Either way, you can't go wrong! We typically spend about 5-8 minutes working on the strategies before we begin reading. The time you spend working on them may depend on your group's grade level and how long they can focus. Please note, this blog post may contain affiliate links. That means I can receive a small commission, at no extra cost to you, if you purchase from one of the items linked. Affiliate links allow me to keep blogging and providing resources! You can read more about this at the end of my post. Before you start using your strategies, you need to get the cards organized! I store my cards in the Recollections Color Photo & Craft Keeper! Click the photo to grab the storage container! If you don't want to purchase the craft keeper, you can always hole punch them and store them on rings! Another way to organize the cards if you don't want to use the craft keeper! Before my students start reading, I show them the strategy we are focusing on as an "I can" statement" I explain to them what they will do and how to use the strategy. I attached this to the bottom of the lid of my craft box. Once I have chosen my strategy, I pass out the task cards to students! A Little About Each Strategy... You may wondering how each strategy works. Check out each strategy below or check out the video to see them in action! I apologize in advance for the terrible quality of the video...😱 Inferring Iguana: Make Inferences Students use the Inferring Iguana strategy to make inferences while they read. I've included two levels: "Inferences With Pictures" and "Inferences With Riddles." To use the picture cards, read or have students read the question on each card. Students will use the picture clues on each card to practice making an inference. These cards are recommended if students are just starting out with inferences. To use the riddle cards, read or have students read the riddles. Students will solve each riddle. Optional: print and laminate the picture choices. You can glue them on the back of the cards or students can match them. Curious Cat: Make Predictions Students use Curious Cat to make predications. I've included two levels titled: "Predict a Book By Its Cover" and "What Will Happen Next?" To use the first level, Predict a Book By Its Cover, read or have students read the book title. Students will look at the pictures. Students will practice making a predication based on the title and picture. Encourage students to give more detail than just the title. The next level, What Will Happen Next?, includes a short passage. Students will read or listen to the beginning of the passage and will predict what will happen next. Digger the Dog: Find the Main Idea With Digger the Dog, students will "dig" through the details to find the main idea. Two levels are included: "Details With Pictures" and "Details in Sentences." To use details with pictures, Read or have students read the main idea at the top of each card. Students will use a dry erase marker to circle the details that support the main idea. Once students have mastered details with pictures, you may want to move to details in sentences. To use these cards, Read the sentences or have students read sentences on each card. Students will use a dry erase marker to circle the main idea. Spinner the Spider: Make Connections Students will use Spinner the Spider to make connections while reading. Included are two levels: "Make a Connection" (with pictures) and "What Kind of Connection?" To use the first level, make a connection, students will look at the picture and make a connection. As students begin using this strategy, you may need to encourage them to give more detail. I tried to include pictures that students can easily make a connection to. To use the next level "What kind of connection?" students will read or listen to a short story. Then, they will choose which kind of connection they can make, text-to-self, text-to-text, or text-to-world. Encourage students to tell more, if needed Repair Bear: Monitor and Fix-Up With the next strategy, Repair Bear, students will use it to monitor and fix-up their understanding as they read. The goal of this strategy is to get students thinking as they read. So often students are so busy decoding or reading words that they don't stop and think about what they actually are reading. There are two levels to using this strategy: "Choose the Correct Word" and "Context Clues." For choose the correct word, you will read or or have students read the sentences and two word choices. Students will use a dry erase marker to circle the word that makes sense. To use context clues, you can read or have students read the cards. Students will use the context clues to determine the given word’s meaning. Picturing Penguin: Visualize Next up is Picturing Penguin! This strategy gets students visualizing as they read. When using the visualization strategy, students "make a movie in their mind" and picture what they are reading. By using this strategy, students can better remember what they have read. Two levels are included, "Draw what you read" and "Choose the picture to match the sentence" For "Draw what you read", read or have students read the story on each card. Students can use the paper provided, scrap paper, or a dry erase board to draw what they visualized. Paper Included Next, for "Choose the picture" read or have students read the sentence(s) on each card. Students will use a dry erase marker to circle the picture that matches the sentence. They will need to pay attention to the details in each sentence to choose the correct one! Questioning Owl: Ask and Answer Questions Get students asking questions and looking for answers as they read with Questioning Owl! First, for "Ask Questions", read or have students read the book title, beginning of story, to the middle of the story, or entire story. All four are included! Students will ask a question. Encourage students’ questions to be something they want to know more about or something that can help them learn more about the story. With the next set of cards, "Find the Answer" read or have students read the question in the thought bubble. Then, read or have students read the title and short story. Students will answer the question. They can underline the answer in the story using a dry erase marker! I love these double sided markers for highlighting! Grab them here! Jabber the Reteller: Retell the Story Finally, we have Jabber the Reteller! Jabber the Reteller gets kids retelling and identifying the important story elements needed in a good retell! First, with the cards, "Identify Story Elements," read or have students read the story. Read the question at the bottom of the card. Students can use a dry erase marker to find the answer. Each question asks students to find a story element (character, setting, problem, solution, beginning, middle, end.) Once students can find important story elements, you can move to retelling! Read or have students read the story. Students will retell the story. Several options for retelling cards are included after the story cards. Students can tap each dot as they retell. You can put some Play-Doh on each dot. Students can squish each Play-Doh dot as they retell. Kids love this!! Play-Doh makes this one more fun! When you finish reading, you can have students fill out an exit ticket so they can reflect on the comprehension strategies they used. Just color in any startegies used. Quick and easy! I hope this was helpful! If you'd like to get these cards you can purchase them at my shop by clicking here! What strategies do you use in your classroom? Leave me a comment below! Happy Teaching! **** Want to come back to this blog post? Pin the image below! Like this post? Check out my blog post on decoding strategies! Glitter and Glue 4 K-2 is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to amazon.com GRAB SOME OF MY FAVORITE THINGS FOR THE TASK CARDS: Love these markers for underlining information! Organize your cards! Fun and bright Play-Doh for the retelling cards!

Hello friends! A little over a year ago, I blogged about how I used decoding strategies to begin guided reading. I've loved using the task cards and hearing how they have worked for other teachers! So I decided to create similar task cards for comprehension. It's been a long process, but I'm so excited that they are finally finished! It is so important to explicitly teacher our readers to use strategies. This helps readers to be purposeful and effectively make sense of what they are reading. My favorite way to start off guided reading, is by choosing a strategy to focus on. The strategy that you choose may depend on the text you are reading. Or you might focus on a skill you know your guided reading group needs. You can also follow your curriculum and teach the strategy according to it. For example, if you notice your students are struggling with making predictions, you may want to focus on curious cat. Or if you are reading a book during guided reading that includes some unfamiliar vocabulary words and requires students to use context clues, you may want to use repair bear. Either way, you can't go wrong! We typically spend about 5-8 minutes working on the strategies before we begin reading. The time you spend working on them may depend on your group's grade level and how long they can focus. Please note, this blog post may contain affiliate links. That means I can receive a small commission, at no extra cost to you, if you purchase from one of the items linked. Affiliate links allow me to keep blogging and providing resources! You can read more about this at the end of my post. Before you start using your strategies, you need to get the cards organized! I store my cards in the Recollections Color Photo & Craft Keeper! Click the photo to grab the storage container! If you don't want to purchase the craft keeper, you can always hole punch them and store them on rings! Another way to organize the cards if you don't want to use the craft keeper! Before my students start reading, I show them the strategy we are focusing on as an "I can" statement" I explain to them what they will do and how to use the strategy. I attached this to the bottom of the lid of my craft box. Once I have chosen my strategy, I pass out the task cards to students! A Little About Each Strategy... You may wondering how each strategy works. Check out each strategy below or check out the video to see them in action! I apologize in advance for the terrible quality of the video...😱 Inferring Iguana: Make Inferences Students use the Inferring Iguana strategy to make inferences while they read. I've included two levels: "Inferences With Pictures" and "Inferences With Riddles." To use the picture cards, read or have students read the question on each card. Students will use the picture clues on each card to practice making an inference. These cards are recommended if students are just starting out with inferences. To use the riddle cards, read or have students read the riddles. Students will solve each riddle. Optional: print and laminate the picture choices. You can glue them on the back of the cards or students can match them. Curious Cat: Make Predictions Students use Curious Cat to make predications. I've included two levels titled: "Predict a Book By Its Cover" and "What Will Happen Next?" To use the first level, Predict a Book By Its Cover, read or have students read the book title. Students will look at the pictures. Students will practice making a predication based on the title and picture. Encourage students to give more detail than just the title. The next level, What Will Happen Next?, includes a short passage. Students will read or listen to the beginning of the passage and will predict what will happen next. Digger the Dog: Find the Main Idea With Digger the Dog, students will "dig" through the details to find the main idea. Two levels are included: "Details With Pictures" and "Details in Sentences." To use details with pictures, Read or have students read the main idea at the top of each card. Students will use a dry erase marker to circle the details that support the main idea. Once students have mastered details with pictures, you may want to move to details in sentences. To use these cards, Read the sentences or have students read sentences on each card. Students will use a dry erase marker to circle the main idea. Spinner the Spider: Make Connections Students will use Spinner the Spider to make connections while reading. Included are two levels: "Make a Connection" (with pictures) and "What Kind of Connection?" To use the first level, make a connection, students will look at the picture and make a connection. As students begin using this strategy, you may need to encourage them to give more detail. I tried to include pictures that students can easily make a connection to. To use the next level "What kind of connection?" students will read or listen to a short story. Then, they will choose which kind of connection they can make, text-to-self, text-to-text, or text-to-world. Encourage students to tell more, if needed Repair Bear: Monitor and Fix-Up With the next strategy, Repair Bear, students will use it to monitor and fix-up their understanding as they read. The goal of this strategy is to get students thinking as they read. So often students are so busy decoding or reading words that they don't stop and think about what they actually are reading. There are two levels to using this strategy: "Choose the Correct Word" and "Context Clues." For choose the correct word, you will read or or have students read the sentences and two word choices. Students will use a dry erase marker to circle the word that makes sense. To use context clues, you can read or have students read the cards. Students will use the context clues to determine the given word’s meaning. Picturing Penguin: Visualize Next up is Picturing Penguin! This strategy gets students visualizing as they read. When using the visualization strategy, students "make a movie in their mind" and picture what they are reading. By using this strategy, students can better remember what they have read. Two levels are included, "Draw what you read" and "Choose the picture to match the sentence" For "Draw what you read", read or have students read the story on each card. Students can use the paper provided, scrap paper, or a dry erase board to draw what they visualized. Paper Included Next, for "Choose the picture" read or have students read the sentence(s) on each card. Students will use a dry erase marker to circle the picture that matches the sentence. They will need to pay attention to the details in each sentence to choose the correct one! Questioning Owl: Ask and Answer Questions Get students asking questions and looking for answers as they read with Questioning Owl! First, for "Ask Questions", read or have students read the book title, beginning of story, to the middle of the story, or entire story. All four are included! Students will ask a question. Encourage students’ questions to be something they want to know more about or something that can help them learn more about the story. With the next set of cards, "Find the Answer" read or have students read the question in the thought bubble. Then, read or have students read the title and short story. Students will answer the question. They can underline the answer in the story using a dry erase marker! I love these double sided markers for highlighting! Grab them here! Jabber the Reteller: Retell the Story Finally, we have Jabber the Reteller! Jabber the Reteller gets kids retelling and identifying the important story elements needed in a good retell! First, with the cards, "Identify Story Elements," read or have students read the story. Read the question at the bottom of the card. Students can use a dry erase marker to find the answer. Each question asks students to find a story element (character, setting, problem, solution, beginning, middle, end.) Once students can find important story elements, you can move to retelling! Read or have students read the story. Students will retell the story. Several options for retelling cards are included after the story cards. Students can tap each dot as they retell. You can put some Play-Doh on each dot. Students can squish each Play-Doh dot as they retell. Kids love this!! Play-Doh makes this one more fun! When you finish reading, you can have students fill out an exit ticket so they can reflect on the comprehension strategies they used. Just color in any startegies used. Quick and easy! I hope this was helpful! If you'd like to get these cards you can purchase them at my shop by clicking here! What strategies do you use in your classroom? Leave me a comment below! Happy Teaching! **** Want to come back to this blog post? Pin the image below! Like this post? Check out my blog post on decoding strategies! Glitter and Glue 4 K-2 is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to amazon.com GRAB SOME OF MY FAVORITE THINGS FOR THE TASK CARDS: Love these markers for underlining information! Organize your cards! Fun and bright Play-Doh for the retelling cards!

Hello friends! What an important time of the day guided reading is! It can be a difficult time to plan for, but it is so important to get our new readers reading out loud and reading with a purpose. Before you start your guided reading time, it also important to have an instructional focus selected. During guided reading your focuses may include: a comprehension skill, vocabulary words, and word work. One thing I am guilty of neglecting to teach is decoding strategies. Decoding strategies are important tools that allow students to take some kind of action when they come to an unfamiliar word. Sometimes students come to an unfamiliar word and are just "stuck." Most often, it's our struggling readers that don't use strategies. In order to help students grow as readers, we need to teach them strategies! My favorite way to start off guided reading, is by choosing a strategy to focus on. The strategy that you choose, may depend on the text you are reading. If the story you are reading has high frequency sight words, a predictable pattern, and lots of picture clues, you may want to focus on the eagle eye strategy. If your story has a lot of words with vowel teams, digraphs, or another phonetic concept, you may want to focus on chunky monkey. As the teacher, you're the expert on what your students need! :) All of the strategies are helpful so you really can't go wrong! We typically spend about 5-8 minutes working on the strategies before we begin reading. The time you spend working on them may depend on your group's grade level and how long they can focus. Before you start using your strategies, you need to get the cards organized! I store my cards in the Recollections Color Photo & Craft Keeper! Click the photo to grab the storage container! If you don't want to purchase the craft keeper, you can always hole punch them and store them on rings! Before my students start reading, I show them the strategy we are focusing on as an "I can" statement" I explain to them what they will do and how to use the strategy. I attached this to the bottom of the lid of my craft box. Once I have chosen my strategy, I pass out the task cards to students. There are several different levels to each so be sure to choose the phonetic concept your students need practice on. Choose the level that is right for your students! A little about each strategy... You may wondering how each strategy works. Check out each strategy below or check out the video to see them in action! Stretchy Snake Have the student tap each dot and say the letter/letters sound. They can drag their finger across the arrow to blend the word. Lips the Fish Have the student say the first sound of the word. Then, they can slide their finger to say the rest of the word. They can read the word altogether at the bottom. Flippy Dolphin I’ve included a quick “warm up” where students will quickly tap the dots and read the short and long vowel sounds. Have the student read the word using both the short and long vowel sound. They can decide which vowel sound makes sense and matches the picture. They will then use a dry erase marker to circle the answer, long or short. It will be pretty easy for students to read the word since it matches the picture but it really gets them thinking about short and long vowel sounds! Chunky Monkey Give the child a dry erase marker and have them circle familiar “chunks” or parts of the word that they know. I have organized the cards by short, long, and irregular vowels. Many of the words will be longer since it is easier to use these strategy on longer words with more “chunks.” Skippy Frog Cut out the frogs (included) and glue them on popsicle sticks. Have students cover up the end or entire underlined word when reading the sentence. After they have read the sentence, they will uncover the word and reread the entire sentence to decode the underlined word. Students may be able to solve the word using the context of the sentence or, if needed, they can use previously learned strategies. Tryin' Lion First, students will read the sentence. Then, they will read both word choices and decide which word makes sense. They will circle the word with a dry erase marker. Eagle Eye Students will read the sentence and use the picture clue to read the underlined word or words. I hope this was helpful! If you'd like to get these cards you can purchase them at my shop by clicking here! What strategies do you use in your classroom? Leave me a comment below! Happy Teaching! **** Want to come back to this blog post? Pin the image below! Glitter and Glue 4 K-2 is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to amazon.com

Hello friends! A little over a year ago, I blogged about how I used decoding strategies to begin guided reading. I've loved using the task cards and hearing how they have worked for other teachers! So I decided to create similar task cards for comprehension. It's been a long process, but I'm so excited that they are finally finished! It is so important to explicitly teacher our readers to use strategies. This helps readers to be purposeful and effectively make sense of what they are reading. My favorite way to start off guided reading, is by choosing a strategy to focus on. The strategy that you choose may depend on the text you are reading. Or you might focus on a skill you know your guided reading group needs. You can also follow your curriculum and teach the strategy according to it. For example, if you notice your students are struggling with making predictions, you may want to focus on curious cat. Or if you are reading a book during guided reading that includes some unfamiliar vocabulary words and requires students to use context clues, you may want to use repair bear. Either way, you can't go wrong! We typically spend about 5-8 minutes working on the strategies before we begin reading. The time you spend working on them may depend on your group's grade level and how long they can focus. Please note, this blog post may contain affiliate links. That means I can receive a small commission, at no extra cost to you, if you purchase from one of the items linked. Affiliate links allow me to keep blogging and providing resources! You can read more about this at the end of my post. Before you start using your strategies, you need to get the cards organized! I store my cards in the Recollections Color Photo & Craft Keeper! Click the photo to grab the storage container! If you don't want to purchase the craft keeper, you can always hole punch them and store them on rings! Another way to organize the cards if you don't want to use the craft keeper! Before my students start reading, I show them the strategy we are focusing on as an "I can" statement" I explain to them what they will do and how to use the strategy. I attached this to the bottom of the lid of my craft box. Once I have chosen my strategy, I pass out the task cards to students! A Little About Each Strategy... You may wondering how each strategy works. Check out each strategy below or check out the video to see them in action! I apologize in advance for the terrible quality of the video...😱 Inferring Iguana: Make Inferences Students use the Inferring Iguana strategy to make inferences while they read. I've included two levels: "Inferences With Pictures" and "Inferences With Riddles." To use the picture cards, read or have students read the question on each card. Students will use the picture clues on each card to practice making an inference. These cards are recommended if students are just starting out with inferences. To use the riddle cards, read or have students read the riddles. Students will solve each riddle. Optional: print and laminate the picture choices. You can glue them on the back of the cards or students can match them. Curious Cat: Make Predictions Students use Curious Cat to make predications. I've included two levels titled: "Predict a Book By Its Cover" and "What Will Happen Next?" To use the first level, Predict a Book By Its Cover, read or have students read the book title. Students will look at the pictures. Students will practice making a predication based on the title and picture. Encourage students to give more detail than just the title. The next level, What Will Happen Next?, includes a short passage. Students will read or listen to the beginning of the passage and will predict what will happen next. Digger the Dog: Find the Main Idea With Digger the Dog, students will "dig" through the details to find the main idea. Two levels are included: "Details With Pictures" and "Details in Sentences." To use details with pictures, Read or have students read the main idea at the top of each card. Students will use a dry erase marker to circle the details that support the main idea. Once students have mastered details with pictures, you may want to move to details in sentences. To use these cards, Read the sentences or have students read sentences on each card. Students will use a dry erase marker to circle the main idea. Spinner the Spider: Make Connections Students will use Spinner the Spider to make connections while reading. Included are two levels: "Make a Connection" (with pictures) and "What Kind of Connection?" To use the first level, make a connection, students will look at the picture and make a connection. As students begin using this strategy, you may need to encourage them to give more detail. I tried to include pictures that students can easily make a connection to. To use the next level "What kind of connection?" students will read or listen to a short story. Then, they will choose which kind of connection they can make, text-to-self, text-to-text, or text-to-world. Encourage students to tell more, if needed Repair Bear: Monitor and Fix-Up With the next strategy, Repair Bear, students will use it to monitor and fix-up their understanding as they read. The goal of this strategy is to get students thinking as they read. So often students are so busy decoding or reading words that they don't stop and think about what they actually are reading. There are two levels to using this strategy: "Choose the Correct Word" and "Context Clues." For choose the correct word, you will read or or have students read the sentences and two word choices. Students will use a dry erase marker to circle the word that makes sense. To use context clues, you can read or have students read the cards. Students will use the context clues to determine the given word’s meaning. Picturing Penguin: Visualize Next up is Picturing Penguin! This strategy gets students visualizing as they read. When using the visualization strategy, students "make a movie in their mind" and picture what they are reading. By using this strategy, students can better remember what they have read. Two levels are included, "Draw what you read" and "Choose the picture to match the sentence" For "Draw what you read", read or have students read the story on each card. Students can use the paper provided, scrap paper, or a dry erase board to draw what they visualized. Paper Included Next, for "Choose the picture" read or have students read the sentence(s) on each card. Students will use a dry erase marker to circle the picture that matches the sentence. They will need to pay attention to the details in each sentence to choose the correct one! Questioning Owl: Ask and Answer Questions Get students asking questions and looking for answers as they read with Questioning Owl! First, for "Ask Questions", read or have students read the book title, beginning of story, to the middle of the story, or entire story. All four are included! Students will ask a question. Encourage students’ questions to be something they want to know more about or something that can help them learn more about the story. With the next set of cards, "Find the Answer" read or have students read the question in the thought bubble. Then, read or have students read the title and short story. Students will answer the question. They can underline the answer in the story using a dry erase marker! I love these double sided markers for highlighting! Grab them here! Jabber the Reteller: Retell the Story Finally, we have Jabber the Reteller! Jabber the Reteller gets kids retelling and identifying the important story elements needed in a good retell! First, with the cards, "Identify Story Elements," read or have students read the story. Read the question at the bottom of the card. Students can use a dry erase marker to find the answer. Each question asks students to find a story element (character, setting, problem, solution, beginning, middle, end.) Once students can find important story elements, you can move to retelling! Read or have students read the story. Students will retell the story. Several options for retelling cards are included after the story cards. Students can tap each dot as they retell. You can put some Play-Doh on each dot. Students can squish each Play-Doh dot as they retell. Kids love this!! Play-Doh makes this one more fun! When you finish reading, you can have students fill out an exit ticket so they can reflect on the comprehension strategies they used. Just color in any startegies used. Quick and easy! I hope this was helpful! If you'd like to get these cards you can purchase them at my shop by clicking here! What strategies do you use in your classroom? Leave me a comment below! Happy Teaching! **** Want to come back to this blog post? Pin the image below! Like this post? Check out my blog post on decoding strategies! Glitter and Glue 4 K-2 is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to amazon.com GRAB SOME OF MY FAVORITE THINGS FOR THE TASK CARDS: Love these markers for underlining information! Organize your cards! Fun and bright Play-Doh for the retelling cards!

So a couple of weeks ago, I saw this SUPER cute idea on First Grader..At Last blog! She took a bunch of old Beanie Babies and had her students create habitats for them in box lids. Of course, I had about 100 Beanie Babies when I was younger so I immediately went and dug out seven to do this in my class. The kids LOVED it! They had so much fun! I started by getting a book on each animal from our library. Then each student got to draw an animal from the jar, by the end of it I had 7 groups total. Each group got together and read the book aloud. I made this little sheet to help them keep track of what they were discovering about their animals. Click here to snag this freebie! We did the practice sheet one day and then the next day, I gave them a lid, butcher paper, and crayons. They created some cute habitats and they were very proud. Each group was able to share they habitat with the class. They did such a great job, I just had to share! Hope you all enjoy as well!! Mrs. Walker

I found some old beanie babies in my closet at school--perfect timing for our animals and habitats unit! I assigned groups of kids one anim...

I originally saw these darling Word Helper strategy cards on the First Grader At Last blog and knew I had to have them!!! My kids are seriously OBSESSED with word strategies now! Every time they get stuck on a word, I’ll hear someone say, “think Stretchy Snake!” OR, “don’t forget Fly Eye!” I changed up …

Hello friends! A little over a year ago, I blogged about how I used decoding strategies to begin guided reading. I've loved using the task cards and hearing how they have worked for other teachers! So I decided to create similar task cards for comprehension. It's been a long process, but I'm so excited that they are finally finished! It is so important to explicitly teacher our readers to use strategies. This helps readers to be purposeful and effectively make sense of what they are reading. My favorite way to start off guided reading, is by choosing a strategy to focus on. The strategy that you choose may depend on the text you are reading. Or you might focus on a skill you know your guided reading group needs. You can also follow your curriculum and teach the strategy according to it. For example, if you notice your students are struggling with making predictions, you may want to focus on curious cat. Or if you are reading a book during guided reading that includes some unfamiliar vocabulary words and requires students to use context clues, you may want to use repair bear. Either way, you can't go wrong! We typically spend about 5-8 minutes working on the strategies before we begin reading. The time you spend working on them may depend on your group's grade level and how long they can focus. Please note, this blog post may contain affiliate links. That means I can receive a small commission, at no extra cost to you, if you purchase from one of the items linked. Affiliate links allow me to keep blogging and providing resources! You can read more about this at the end of my post. Before you start using your strategies, you need to get the cards organized! I store my cards in the Recollections Color Photo & Craft Keeper! Click the photo to grab the storage container! If you don't want to purchase the craft keeper, you can always hole punch them and store them on rings! Another way to organize the cards if you don't want to use the craft keeper! Before my students start reading, I show them the strategy we are focusing on as an "I can" statement" I explain to them what they will do and how to use the strategy. I attached this to the bottom of the lid of my craft box. Once I have chosen my strategy, I pass out the task cards to students! A Little About Each Strategy... You may wondering how each strategy works. Check out each strategy below or check out the video to see them in action! I apologize in advance for the terrible quality of the video...😱 Inferring Iguana: Make Inferences Students use the Inferring Iguana strategy to make inferences while they read. I've included two levels: "Inferences With Pictures" and "Inferences With Riddles." To use the picture cards, read or have students read the question on each card. Students will use the picture clues on each card to practice making an inference. These cards are recommended if students are just starting out with inferences. To use the riddle cards, read or have students read the riddles. Students will solve each riddle. Optional: print and laminate the picture choices. You can glue them on the back of the cards or students can match them. Curious Cat: Make Predictions Students use Curious Cat to make predications. I've included two levels titled: "Predict a Book By Its Cover" and "What Will Happen Next?" To use the first level, Predict a Book By Its Cover, read or have students read the book title. Students will look at the pictures. Students will practice making a predication based on the title and picture. Encourage students to give more detail than just the title. The next level, What Will Happen Next?, includes a short passage. Students will read or listen to the beginning of the passage and will predict what will happen next. Digger the Dog: Find the Main Idea With Digger the Dog, students will "dig" through the details to find the main idea. Two levels are included: "Details With Pictures" and "Details in Sentences." To use details with pictures, Read or have students read the main idea at the top of each card. Students will use a dry erase marker to circle the details that support the main idea. Once students have mastered details with pictures, you may want to move to details in sentences. To use these cards, Read the sentences or have students read sentences on each card. Students will use a dry erase marker to circle the main idea. Spinner the Spider: Make Connections Students will use Spinner the Spider to make connections while reading. Included are two levels: "Make a Connection" (with pictures) and "What Kind of Connection?" To use the first level, make a connection, students will look at the picture and make a connection. As students begin using this strategy, you may need to encourage them to give more detail. I tried to include pictures that students can easily make a connection to. To use the next level "What kind of connection?" students will read or listen to a short story. Then, they will choose which kind of connection they can make, text-to-self, text-to-text, or text-to-world. Encourage students to tell more, if needed Repair Bear: Monitor and Fix-Up With the next strategy, Repair Bear, students will use it to monitor and fix-up their understanding as they read. The goal of this strategy is to get students thinking as they read. So often students are so busy decoding or reading words that they don't stop and think about what they actually are reading. There are two levels to using this strategy: "Choose the Correct Word" and "Context Clues." For choose the correct word, you will read or or have students read the sentences and two word choices. Students will use a dry erase marker to circle the word that makes sense. To use context clues, you can read or have students read the cards. Students will use the context clues to determine the given word’s meaning. Picturing Penguin: Visualize Next up is Picturing Penguin! This strategy gets students visualizing as they read. When using the visualization strategy, students "make a movie in their mind" and picture what they are reading. By using this strategy, students can better remember what they have read. Two levels are included, "Draw what you read" and "Choose the picture to match the sentence" For "Draw what you read", read or have students read the story on each card. Students can use the paper provided, scrap paper, or a dry erase board to draw what they visualized. Paper Included Next, for "Choose the picture" read or have students read the sentence(s) on each card. Students will use a dry erase marker to circle the picture that matches the sentence. They will need to pay attention to the details in each sentence to choose the correct one! Questioning Owl: Ask and Answer Questions Get students asking questions and looking for answers as they read with Questioning Owl! First, for "Ask Questions", read or have students read the book title, beginning of story, to the middle of the story, or entire story. All four are included! Students will ask a question. Encourage students’ questions to be something they want to know more about or something that can help them learn more about the story. With the next set of cards, "Find the Answer" read or have students read the question in the thought bubble. Then, read or have students read the title and short story. Students will answer the question. They can underline the answer in the story using a dry erase marker! I love these double sided markers for highlighting! Grab them here! Jabber the Reteller: Retell the Story Finally, we have Jabber the Reteller! Jabber the Reteller gets kids retelling and identifying the important story elements needed in a good retell! First, with the cards, "Identify Story Elements," read or have students read the story. Read the question at the bottom of the card. Students can use a dry erase marker to find the answer. Each question asks students to find a story element (character, setting, problem, solution, beginning, middle, end.) Once students can find important story elements, you can move to retelling! Read or have students read the story. Students will retell the story. Several options for retelling cards are included after the story cards. Students can tap each dot as they retell. You can put some Play-Doh on each dot. Students can squish each Play-Doh dot as they retell. Kids love this!! Play-Doh makes this one more fun! When you finish reading, you can have students fill out an exit ticket so they can reflect on the comprehension strategies they used. Just color in any startegies used. Quick and easy! I hope this was helpful! If you'd like to get these cards you can purchase them at my shop by clicking here! What strategies do you use in your classroom? Leave me a comment below! Happy Teaching! **** Want to come back to this blog post? Pin the image below! Like this post? Check out my blog post on decoding strategies! Glitter and Glue 4 K-2 is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to amazon.com GRAB SOME OF MY FAVORITE THINGS FOR THE TASK CARDS: Love these markers for underlining information! Organize your cards! Fun and bright Play-Doh for the retelling cards!

Hello friends! A little over a year ago, I blogged about how I used decoding strategies to begin guided reading. I've loved using the task cards and hearing how they have worked for other teachers! So I decided to create similar task cards for comprehension. It's been a long process, but I'm so excited that they are finally finished! It is so important to explicitly teacher our readers to use strategies. This helps readers to be purposeful and effectively make sense of what they are reading. My favorite way to start off guided reading, is by choosing a strategy to focus on. The strategy that you choose may depend on the text you are reading. Or you might focus on a skill you know your guided reading group needs. You can also follow your curriculum and teach the strategy according to it. For example, if you notice your students are struggling with making predictions, you may want to focus on curious cat. Or if you are reading a book during guided reading that includes some unfamiliar vocabulary words and requires students to use context clues, you may want to use repair bear. Either way, you can't go wrong! We typically spend about 5-8 minutes working on the strategies before we begin reading. The time you spend working on them may depend on your group's grade level and how long they can focus. Please note, this blog post may contain affiliate links. That means I can receive a small commission, at no extra cost to you, if you purchase from one of the items linked. Affiliate links allow me to keep blogging and providing resources! You can read more about this at the end of my post. Before you start using your strategies, you need to get the cards organized! I store my cards in the Recollections Color Photo & Craft Keeper! Click the photo to grab the storage container! If you don't want to purchase the craft keeper, you can always hole punch them and store them on rings! Another way to organize the cards if you don't want to use the craft keeper! Before my students start reading, I show them the strategy we are focusing on as an "I can" statement" I explain to them what they will do and how to use the strategy. I attached this to the bottom of the lid of my craft box. Once I have chosen my strategy, I pass out the task cards to students! A Little About Each Strategy... You may wondering how each strategy works. Check out each strategy below or check out the video to see them in action! I apologize in advance for the terrible quality of the video...😱 Inferring Iguana: Make Inferences Students use the Inferring Iguana strategy to make inferences while they read. I've included two levels: "Inferences With Pictures" and "Inferences With Riddles." To use the picture cards, read or have students read the question on each card. Students will use the picture clues on each card to practice making an inference. These cards are recommended if students are just starting out with inferences. To use the riddle cards, read or have students read the riddles. Students will solve each riddle. Optional: print and laminate the picture choices. You can glue them on the back of the cards or students can match them. Curious Cat: Make Predictions Students use Curious Cat to make predications. I've included two levels titled: "Predict a Book By Its Cover" and "What Will Happen Next?" To use the first level, Predict a Book By Its Cover, read or have students read the book title. Students will look at the pictures. Students will practice making a predication based on the title and picture. Encourage students to give more detail than just the title. The next level, What Will Happen Next?, includes a short passage. Students will read or listen to the beginning of the passage and will predict what will happen next. Digger the Dog: Find the Main Idea With Digger the Dog, students will "dig" through the details to find the main idea. Two levels are included: "Details With Pictures" and "Details in Sentences." To use details with pictures, Read or have students read the main idea at the top of each card. Students will use a dry erase marker to circle the details that support the main idea. Once students have mastered details with pictures, you may want to move to details in sentences. To use these cards, Read the sentences or have students read sentences on each card. Students will use a dry erase marker to circle the main idea. Spinner the Spider: Make Connections Students will use Spinner the Spider to make connections while reading. Included are two levels: "Make a Connection" (with pictures) and "What Kind of Connection?" To use the first level, make a connection, students will look at the picture and make a connection. As students begin using this strategy, you may need to encourage them to give more detail. I tried to include pictures that students can easily make a connection to. To use the next level "What kind of connection?" students will read or listen to a short story. Then, they will choose which kind of connection they can make, text-to-self, text-to-text, or text-to-world. Encourage students to tell more, if needed Repair Bear: Monitor and Fix-Up With the next strategy, Repair Bear, students will use it to monitor and fix-up their understanding as they read. The goal of this strategy is to get students thinking as they read. So often students are so busy decoding or reading words that they don't stop and think about what they actually are reading. There are two levels to using this strategy: "Choose the Correct Word" and "Context Clues." For choose the correct word, you will read or or have students read the sentences and two word choices. Students will use a dry erase marker to circle the word that makes sense. To use context clues, you can read or have students read the cards. Students will use the context clues to determine the given word’s meaning. Picturing Penguin: Visualize Next up is Picturing Penguin! This strategy gets students visualizing as they read. When using the visualization strategy, students "make a movie in their mind" and picture what they are reading. By using this strategy, students can better remember what they have read. Two levels are included, "Draw what you read" and "Choose the picture to match the sentence" For "Draw what you read", read or have students read the story on each card. Students can use the paper provided, scrap paper, or a dry erase board to draw what they visualized. Paper Included Next, for "Choose the picture" read or have students read the sentence(s) on each card. Students will use a dry erase marker to circle the picture that matches the sentence. They will need to pay attention to the details in each sentence to choose the correct one! Questioning Owl: Ask and Answer Questions Get students asking questions and looking for answers as they read with Questioning Owl! First, for "Ask Questions", read or have students read the book title, beginning of story, to the middle of the story, or entire story. All four are included! Students will ask a question. Encourage students’ questions to be something they want to know more about or something that can help them learn more about the story. With the next set of cards, "Find the Answer" read or have students read the question in the thought bubble. Then, read or have students read the title and short story. Students will answer the question. They can underline the answer in the story using a dry erase marker! I love these double sided markers for highlighting! Grab them here! Jabber the Reteller: Retell the Story Finally, we have Jabber the Reteller! Jabber the Reteller gets kids retelling and identifying the important story elements needed in a good retell! First, with the cards, "Identify Story Elements," read or have students read the story. Read the question at the bottom of the card. Students can use a dry erase marker to find the answer. Each question asks students to find a story element (character, setting, problem, solution, beginning, middle, end.) Once students can find important story elements, you can move to retelling! Read or have students read the story. Students will retell the story. Several options for retelling cards are included after the story cards. Students can tap each dot as they retell. You can put some Play-Doh on each dot. Students can squish each Play-Doh dot as they retell. Kids love this!! Play-Doh makes this one more fun! When you finish reading, you can have students fill out an exit ticket so they can reflect on the comprehension strategies they used. Just color in any startegies used. Quick and easy! I hope this was helpful! If you'd like to get these cards you can purchase them at my shop by clicking here! What strategies do you use in your classroom? Leave me a comment below! Happy Teaching! **** Want to come back to this blog post? Pin the image below! Like this post? Check out my blog post on decoding strategies! Glitter and Glue 4 K-2 is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to amazon.com GRAB SOME OF MY FAVORITE THINGS FOR THE TASK CARDS: Love these markers for underlining information! Organize your cards! Fun and bright Play-Doh for the retelling cards!

Hello friends! A little over a year ago, I blogged about how I used decoding strategies to begin guided reading. I've loved using the task cards and hearing how they have worked for other teachers! So I decided to create similar task cards for comprehension. It's been a long process, but I'm so excited that they are finally finished! It is so important to explicitly teacher our readers to use strategies. This helps readers to be purposeful and effectively make sense of what they are reading. My favorite way to start off guided reading, is by choosing a strategy to focus on. The strategy that you choose may depend on the text you are reading. Or you might focus on a skill you know your guided reading group needs. You can also follow your curriculum and teach the strategy according to it. For example, if you notice your students are struggling with making predictions, you may want to focus on curious cat. Or if you are reading a book during guided reading that includes some unfamiliar vocabulary words and requires students to use context clues, you may want to use repair bear. Either way, you can't go wrong! We typically spend about 5-8 minutes working on the strategies before we begin reading. The time you spend working on them may depend on your group's grade level and how long they can focus. Please note, this blog post may contain affiliate links. That means I can receive a small commission, at no extra cost to you, if you purchase from one of the items linked. Affiliate links allow me to keep blogging and providing resources! You can read more about this at the end of my post. Before you start using your strategies, you need to get the cards organized! I store my cards in the Recollections Color Photo & Craft Keeper! Click the photo to grab the storage container! If you don't want to purchase the craft keeper, you can always hole punch them and store them on rings! Another way to organize the cards if you don't want to use the craft keeper! Before my students start reading, I show them the strategy we are focusing on as an "I can" statement" I explain to them what they will do and how to use the strategy. I attached this to the bottom of the lid of my craft box. Once I have chosen my strategy, I pass out the task cards to students! A Little About Each Strategy... You may wondering how each strategy works. Check out each strategy below or check out the video to see them in action! I apologize in advance for the terrible quality of the video...😱 Inferring Iguana: Make Inferences Students use the Inferring Iguana strategy to make inferences while they read. I've included two levels: "Inferences With Pictures" and "Inferences With Riddles." To use the picture cards, read or have students read the question on each card. Students will use the picture clues on each card to practice making an inference. These cards are recommended if students are just starting out with inferences. To use the riddle cards, read or have students read the riddles. Students will solve each riddle. Optional: print and laminate the picture choices. You can glue them on the back of the cards or students can match them. Curious Cat: Make Predictions Students use Curious Cat to make predications. I've included two levels titled: "Predict a Book By Its Cover" and "What Will Happen Next?" To use the first level, Predict a Book By Its Cover, read or have students read the book title. Students will look at the pictures. Students will practice making a predication based on the title and picture. Encourage students to give more detail than just the title. The next level, What Will Happen Next?, includes a short passage. Students will read or listen to the beginning of the passage and will predict what will happen next. Digger the Dog: Find the Main Idea With Digger the Dog, students will "dig" through the details to find the main idea. Two levels are included: "Details With Pictures" and "Details in Sentences." To use details with pictures, Read or have students read the main idea at the top of each card. Students will use a dry erase marker to circle the details that support the main idea. Once students have mastered details with pictures, you may want to move to details in sentences. To use these cards, Read the sentences or have students read sentences on each card. Students will use a dry erase marker to circle the main idea. Spinner the Spider: Make Connections Students will use Spinner the Spider to make connections while reading. Included are two levels: "Make a Connection" (with pictures) and "What Kind of Connection?" To use the first level, make a connection, students will look at the picture and make a connection. As students begin using this strategy, you may need to encourage them to give more detail. I tried to include pictures that students can easily make a connection to. To use the next level "What kind of connection?" students will read or listen to a short story. Then, they will choose which kind of connection they can make, text-to-self, text-to-text, or text-to-world. Encourage students to tell more, if needed Repair Bear: Monitor and Fix-Up With the next strategy, Repair Bear, students will use it to monitor and fix-up their understanding as they read. The goal of this strategy is to get students thinking as they read. So often students are so busy decoding or reading words that they don't stop and think about what they actually are reading. There are two levels to using this strategy: "Choose the Correct Word" and "Context Clues." For choose the correct word, you will read or or have students read the sentences and two word choices. Students will use a dry erase marker to circle the word that makes sense. To use context clues, you can read or have students read the cards. Students will use the context clues to determine the given word’s meaning. Picturing Penguin: Visualize Next up is Picturing Penguin! This strategy gets students visualizing as they read. When using the visualization strategy, students "make a movie in their mind" and picture what they are reading. By using this strategy, students can better remember what they have read. Two levels are included, "Draw what you read" and "Choose the picture to match the sentence" For "Draw what you read", read or have students read the story on each card. Students can use the paper provided, scrap paper, or a dry erase board to draw what they visualized. Paper Included Next, for "Choose the picture" read or have students read the sentence(s) on each card. Students will use a dry erase marker to circle the picture that matches the sentence. They will need to pay attention to the details in each sentence to choose the correct one! Questioning Owl: Ask and Answer Questions Get students asking questions and looking for answers as they read with Questioning Owl! First, for "Ask Questions", read or have students read the book title, beginning of story, to the middle of the story, or entire story. All four are included! Students will ask a question. Encourage students’ questions to be something they want to know more about or something that can help them learn more about the story. With the next set of cards, "Find the Answer" read or have students read the question in the thought bubble. Then, read or have students read the title and short story. Students will answer the question. They can underline the answer in the story using a dry erase marker! I love these double sided markers for highlighting! Grab them here! Jabber the Reteller: Retell the Story Finally, we have Jabber the Reteller! Jabber the Reteller gets kids retelling and identifying the important story elements needed in a good retell! First, with the cards, "Identify Story Elements," read or have students read the story. Read the question at the bottom of the card. Students can use a dry erase marker to find the answer. Each question asks students to find a story element (character, setting, problem, solution, beginning, middle, end.) Once students can find important story elements, you can move to retelling! Read or have students read the story. Students will retell the story. Several options for retelling cards are included after the story cards. Students can tap each dot as they retell. You can put some Play-Doh on each dot. Students can squish each Play-Doh dot as they retell. Kids love this!! Play-Doh makes this one more fun! When you finish reading, you can have students fill out an exit ticket so they can reflect on the comprehension strategies they used. Just color in any startegies used. Quick and easy! I hope this was helpful! If you'd like to get these cards you can purchase them at my shop by clicking here! What strategies do you use in your classroom? Leave me a comment below! Happy Teaching! **** Want to come back to this blog post? Pin the image below! Like this post? Check out my blog post on decoding strategies! Glitter and Glue 4 K-2 is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to amazon.com GRAB SOME OF MY FAVORITE THINGS FOR THE TASK CARDS: Love these markers for underlining information! Organize your cards! Fun and bright Play-Doh for the retelling cards!

Hello friends! A little over a year ago, I blogged about how I used decoding strategies to begin guided reading. I've loved using the task cards and hearing how they have worked for other teachers! So I decided to create similar task cards for comprehension. It's been a long process, but I'm so excited that they are finally finished! It is so important to explicitly teacher our readers to use strategies. This helps readers to be purposeful and effectively make sense of what they are reading. My favorite way to start off guided reading, is by choosing a strategy to focus on. The strategy that you choose may depend on the text you are reading. Or you might focus on a skill you know your guided reading group needs. You can also follow your curriculum and teach the strategy according to it. For example, if you notice your students are struggling with making predictions, you may want to focus on curious cat. Or if you are reading a book during guided reading that includes some unfamiliar vocabulary words and requires students to use context clues, you may want to use repair bear. Either way, you can't go wrong! We typically spend about 5-8 minutes working on the strategies before we begin reading. The time you spend working on them may depend on your group's grade level and how long they can focus. Please note, this blog post may contain affiliate links. That means I can receive a small commission, at no extra cost to you, if you purchase from one of the items linked. Affiliate links allow me to keep blogging and providing resources! You can read more about this at the end of my post. Before you start using your strategies, you need to get the cards organized! I store my cards in the Recollections Color Photo & Craft Keeper! Click the photo to grab the storage container! If you don't want to purchase the craft keeper, you can always hole punch them and store them on rings! Another way to organize the cards if you don't want to use the craft keeper! Before my students start reading, I show them the strategy we are focusing on as an "I can" statement" I explain to them what they will do and how to use the strategy. I attached this to the bottom of the lid of my craft box. Once I have chosen my strategy, I pass out the task cards to students! A Little About Each Strategy... You may wondering how each strategy works. Check out each strategy below or check out the video to see them in action! I apologize in advance for the terrible quality of the video...😱 Inferring Iguana: Make Inferences Students use the Inferring Iguana strategy to make inferences while they read. I've included two levels: "Inferences With Pictures" and "Inferences With Riddles." To use the picture cards, read or have students read the question on each card. Students will use the picture clues on each card to practice making an inference. These cards are recommended if students are just starting out with inferences. To use the riddle cards, read or have students read the riddles. Students will solve each riddle. Optional: print and laminate the picture choices. You can glue them on the back of the cards or students can match them. Curious Cat: Make Predictions Students use Curious Cat to make predications. I've included two levels titled: "Predict a Book By Its Cover" and "What Will Happen Next?" To use the first level, Predict a Book By Its Cover, read or have students read the book title. Students will look at the pictures. Students will practice making a predication based on the title and picture. Encourage students to give more detail than just the title. The next level, What Will Happen Next?, includes a short passage. Students will read or listen to the beginning of the passage and will predict what will happen next. Digger the Dog: Find the Main Idea With Digger the Dog, students will "dig" through the details to find the main idea. Two levels are included: "Details With Pictures" and "Details in Sentences." To use details with pictures, Read or have students read the main idea at the top of each card. Students will use a dry erase marker to circle the details that support the main idea. Once students have mastered details with pictures, you may want to move to details in sentences. To use these cards, Read the sentences or have students read sentences on each card. Students will use a dry erase marker to circle the main idea. Spinner the Spider: Make Connections Students will use Spinner the Spider to make connections while reading. Included are two levels: "Make a Connection" (with pictures) and "What Kind of Connection?" To use the first level, make a connection, students will look at the picture and make a connection. As students begin using this strategy, you may need to encourage them to give more detail. I tried to include pictures that students can easily make a connection to. To use the next level "What kind of connection?" students will read or listen to a short story. Then, they will choose which kind of connection they can make, text-to-self, text-to-text, or text-to-world. Encourage students to tell more, if needed Repair Bear: Monitor and Fix-Up With the next strategy, Repair Bear, students will use it to monitor and fix-up their understanding as they read. The goal of this strategy is to get students thinking as they read. So often students are so busy decoding or reading words that they don't stop and think about what they actually are reading. There are two levels to using this strategy: "Choose the Correct Word" and "Context Clues." For choose the correct word, you will read or or have students read the sentences and two word choices. Students will use a dry erase marker to circle the word that makes sense. To use context clues, you can read or have students read the cards. Students will use the context clues to determine the given word’s meaning. Picturing Penguin: Visualize Next up is Picturing Penguin! This strategy gets students visualizing as they read. When using the visualization strategy, students "make a movie in their mind" and picture what they are reading. By using this strategy, students can better remember what they have read. Two levels are included, "Draw what you read" and "Choose the picture to match the sentence" For "Draw what you read", read or have students read the story on each card. Students can use the paper provided, scrap paper, or a dry erase board to draw what they visualized. Paper Included Next, for "Choose the picture" read or have students read the sentence(s) on each card. Students will use a dry erase marker to circle the picture that matches the sentence. They will need to pay attention to the details in each sentence to choose the correct one! Questioning Owl: Ask and Answer Questions Get students asking questions and looking for answers as they read with Questioning Owl! First, for "Ask Questions", read or have students read the book title, beginning of story, to the middle of the story, or entire story. All four are included! Students will ask a question. Encourage students’ questions to be something they want to know more about or something that can help them learn more about the story. With the next set of cards, "Find the Answer" read or have students read the question in the thought bubble. Then, read or have students read the title and short story. Students will answer the question. They can underline the answer in the story using a dry erase marker! I love these double sided markers for highlighting! Grab them here! Jabber the Reteller: Retell the Story Finally, we have Jabber the Reteller! Jabber the Reteller gets kids retelling and identifying the important story elements needed in a good retell! First, with the cards, "Identify Story Elements," read or have students read the story. Read the question at the bottom of the card. Students can use a dry erase marker to find the answer. Each question asks students to find a story element (character, setting, problem, solution, beginning, middle, end.) Once students can find important story elements, you can move to retelling! Read or have students read the story. Students will retell the story. Several options for retelling cards are included after the story cards. Students can tap each dot as they retell. You can put some Play-Doh on each dot. Students can squish each Play-Doh dot as they retell. Kids love this!! Play-Doh makes this one more fun! When you finish reading, you can have students fill out an exit ticket so they can reflect on the comprehension strategies they used. Just color in any startegies used. Quick and easy! I hope this was helpful! If you'd like to get these cards you can purchase them at my shop by clicking here! What strategies do you use in your classroom? Leave me a comment below! Happy Teaching! **** Want to come back to this blog post? Pin the image below! Like this post? Check out my blog post on decoding strategies! Glitter and Glue 4 K-2 is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to amazon.com GRAB SOME OF MY FAVORITE THINGS FOR THE TASK CARDS: Love these markers for underlining information! Organize your cards! Fun and bright Play-Doh for the retelling cards!

Hello! I am excited to go into more depth about some of my favorite things.....guided reading and animal strategies!! Today we are going to talk about my favorite strategy, Chunky Monkey! I love this strategy because you can use it while teaching so many concepts and...I love the name!🙈 Please note, this blog post may contain affiliate links. That means I can receive a small commission, at no extra cost to you, if you purchase from one of the items linked. Affiliate links allow me to keep blogging and providing free resources! You can read more about this at the end of my post. What does it mean to use chunky monkey? Using chunky monkey means that the student looks for "chunks" or familiar would parts when decoding a word. These "chunks" can be smaller words, word families, blends, digraphs, vowel teams, and more! When should I teach chunky monkey? I am often asked, what order should these strategies be taught in? I typically say that it depends on students’ needs and ability. I like this strategy because it be taught in so many grade levels, with so many different levels of ability, and with so many different phonetic concepts! I would recommend starting here if: The child has secured all letter sounds The child is beginning to learn about and understand any of the following phonetic concepts: blends, digraphs, vowel teams, word families, diphthongs, r-controlled vowels, and more! If the child relies on pictures clues and attends to beginning sound while reading. If they do not, I would recommend starting with another strategy. You can read more about some other strategies to start with by checking out my posts on eagle eye and/or lips the fish. Teaching Chunky Monkey: If you are not familiar with these decoding strategies, they are based off of the Beanie Baby animals. I bought mine at a local flea market and had some saved from my childhood collection! I always get these out when I introduce a new strategy. This seems to help students to make an association with the strategy. If you want to use the beanies too, check out Ebay, garbage sales, flea markets, and more! Of course, you don't need to have these to teach the strategies! Look for Chunks! When you set up your purpose for reading, get students looking for "chunks" before reading the book! You can either direct students to find any "chunks" that they already know or give them a more specific task. For example, you can have students find all of the digraphs or vowel teams in a book. This works really well with word family books too! I typically use printable books and give my students highlighters and direct them to highlight all of the "chunks" in the book. Click here to check out these printable books! If you are not using printable books, you can always use some highlighter tape so you don't mark in the book! This is a simple and interactive way to get students looking for "chunks!" Students can do this in their own books or you can model it during your read alouds. This works well with big books too! Check out the highlighter tape here! Blending Drill One thing I incorporate into our daily review is some word blending practice. This lasts about 5 minutes but is extremely beneficial to get students blending new words! We focus on a new word family each week and add different beginning sounds to each family and blend by reading the words together. I am a big fan of color coding so by having the word families and initial sounds in different colors, it helps students to look for "chunks." Check out these printable, easy, and editable word family blending drills here! Color code to allow students to easily see chunks! Pair it with other concepts you are already teachingDuring your phonics instruction, you can always point out any "chunks" that you find. You can find these "chunks" when teaching: blends, digraphs, inflectional endings, prefixes, suffixes, vowel teams, diphthongs, and more! Students can use highlighters, dry erase markers, makers, highlighter tape, and more! Whatever works for your classroom to make it fun and interactive. You can practice finding "chunks" in spelling words, sight words, and even in your morning message! The possibilities are endless! Practice with task cardsTo use these task cards, you can give the child or children in your group a dry erase marker and have them circle familiar “chunks” or parts of the word that they know. I have organized the cards by short, long, and irregular vowels. Many of the words will be longer since it is easier to use this strategy on longer words with more “chunks.” Grab these printable task cards by clicking here! Grab a freebie! Check out one of my previous blog posts to grab this printable so you can remind students to use their strategies! Click here to grab the decoding strategy printable and more! Read more about the strategies here... Click the image to check out another blog post! Glitter and Glue 4 K-2 is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to amazon.com Want to come back to this blog post? Pin the image below!

Hello friends! A little over a year ago, I blogged about how I used decoding strategies to begin guided reading. I've loved using the task cards and hearing how they have worked for other teachers! So I decided to create similar task cards for comprehension. It's been a long process, but I'm so excited that they are finally finished! It is so important to explicitly teacher our readers to use strategies. This helps readers to be purposeful and effectively make sense of what they are reading. My favorite way to start off guided reading, is by choosing a strategy to focus on. The strategy that you choose may depend on the text you are reading. Or you might focus on a skill you know your guided reading group needs. You can also follow your curriculum and teach the strategy according to it. For example, if you notice your students are struggling with making predictions, you may want to focus on curious cat. Or if you are reading a book during guided reading that includes some unfamiliar vocabulary words and requires students to use context clues, you may want to use repair bear. Either way, you can't go wrong! We typically spend about 5-8 minutes working on the strategies before we begin reading. The time you spend working on them may depend on your group's grade level and how long they can focus. Please note, this blog post may contain affiliate links. That means I can receive a small commission, at no extra cost to you, if you purchase from one of the items linked. Affiliate links allow me to keep blogging and providing resources! You can read more about this at the end of my post. Before you start using your strategies, you need to get the cards organized! I store my cards in the Recollections Color Photo & Craft Keeper! Click the photo to grab the storage container! If you don't want to purchase the craft keeper, you can always hole punch them and store them on rings! Another way to organize the cards if you don't want to use the craft keeper! Before my students start reading, I show them the strategy we are focusing on as an "I can" statement" I explain to them what they will do and how to use the strategy. I attached this to the bottom of the lid of my craft box. Once I have chosen my strategy, I pass out the task cards to students! A Little About Each Strategy... You may wondering how each strategy works. Check out each strategy below or check out the video to see them in action! I apologize in advance for the terrible quality of the video...😱 Inferring Iguana: Make Inferences Students use the Inferring Iguana strategy to make inferences while they read. I've included two levels: "Inferences With Pictures" and "Inferences With Riddles." To use the picture cards, read or have students read the question on each card. Students will use the picture clues on each card to practice making an inference. These cards are recommended if students are just starting out with inferences. To use the riddle cards, read or have students read the riddles. Students will solve each riddle. Optional: print and laminate the picture choices. You can glue them on the back of the cards or students can match them. Curious Cat: Make Predictions Students use Curious Cat to make predications. I've included two levels titled: "Predict a Book By Its Cover" and "What Will Happen Next?" To use the first level, Predict a Book By Its Cover, read or have students read the book title. Students will look at the pictures. Students will practice making a predication based on the title and picture. Encourage students to give more detail than just the title. The next level, What Will Happen Next?, includes a short passage. Students will read or listen to the beginning of the passage and will predict what will happen next. Digger the Dog: Find the Main Idea With Digger the Dog, students will "dig" through the details to find the main idea. Two levels are included: "Details With Pictures" and "Details in Sentences." To use details with pictures, Read or have students read the main idea at the top of each card. Students will use a dry erase marker to circle the details that support the main idea. Once students have mastered details with pictures, you may want to move to details in sentences. To use these cards, Read the sentences or have students read sentences on each card. Students will use a dry erase marker to circle the main idea. Spinner the Spider: Make Connections Students will use Spinner the Spider to make connections while reading. Included are two levels: "Make a Connection" (with pictures) and "What Kind of Connection?" To use the first level, make a connection, students will look at the picture and make a connection. As students begin using this strategy, you may need to encourage them to give more detail. I tried to include pictures that students can easily make a connection to. To use the next level "What kind of connection?" students will read or listen to a short story. Then, they will choose which kind of connection they can make, text-to-self, text-to-text, or text-to-world. Encourage students to tell more, if needed Repair Bear: Monitor and Fix-Up With the next strategy, Repair Bear, students will use it to monitor and fix-up their understanding as they read. The goal of this strategy is to get students thinking as they read. So often students are so busy decoding or reading words that they don't stop and think about what they actually are reading. There are two levels to using this strategy: "Choose the Correct Word" and "Context Clues." For choose the correct word, you will read or or have students read the sentences and two word choices. Students will use a dry erase marker to circle the word that makes sense. To use context clues, you can read or have students read the cards. Students will use the context clues to determine the given word’s meaning. Picturing Penguin: Visualize Next up is Picturing Penguin! This strategy gets students visualizing as they read. When using the visualization strategy, students "make a movie in their mind" and picture what they are reading. By using this strategy, students can better remember what they have read. Two levels are included, "Draw what you read" and "Choose the picture to match the sentence" For "Draw what you read", read or have students read the story on each card. Students can use the paper provided, scrap paper, or a dry erase board to draw what they visualized. Paper Included Next, for "Choose the picture" read or have students read the sentence(s) on each card. Students will use a dry erase marker to circle the picture that matches the sentence. They will need to pay attention to the details in each sentence to choose the correct one! Questioning Owl: Ask and Answer Questions Get students asking questions and looking for answers as they read with Questioning Owl! First, for "Ask Questions", read or have students read the book title, beginning of story, to the middle of the story, or entire story. All four are included! Students will ask a question. Encourage students’ questions to be something they want to know more about or something that can help them learn more about the story. With the next set of cards, "Find the Answer" read or have students read the question in the thought bubble. Then, read or have students read the title and short story. Students will answer the question. They can underline the answer in the story using a dry erase marker! I love these double sided markers for highlighting! Grab them here! Jabber the Reteller: Retell the Story Finally, we have Jabber the Reteller! Jabber the Reteller gets kids retelling and identifying the important story elements needed in a good retell! First, with the cards, "Identify Story Elements," read or have students read the story. Read the question at the bottom of the card. Students can use a dry erase marker to find the answer. Each question asks students to find a story element (character, setting, problem, solution, beginning, middle, end.) Once students can find important story elements, you can move to retelling! Read or have students read the story. Students will retell the story. Several options for retelling cards are included after the story cards. Students can tap each dot as they retell. You can put some Play-Doh on each dot. Students can squish each Play-Doh dot as they retell. Kids love this!! Play-Doh makes this one more fun! When you finish reading, you can have students fill out an exit ticket so they can reflect on the comprehension strategies they used. Just color in any startegies used. Quick and easy! I hope this was helpful! If you'd like to get these cards you can purchase them at my shop by clicking here! What strategies do you use in your classroom? Leave me a comment below! Happy Teaching! **** Want to come back to this blog post? Pin the image below! Like this post? Check out my blog post on decoding strategies! Glitter and Glue 4 K-2 is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to amazon.com GRAB SOME OF MY FAVORITE THINGS FOR THE TASK CARDS: Love these markers for underlining information! Organize your cards! Fun and bright Play-Doh for the retelling cards!

Hello friends! A little over a year ago, I blogged about how I used decoding strategies to begin guided reading. I've loved using the task cards and hearing how they have worked for other teachers! So I decided to create similar task cards for comprehension. It's been a long process, but I'm so excited that they are finally finished! It is so important to explicitly teacher our readers to use strategies. This helps readers to be purposeful and effectively make sense of what they are reading. My favorite way to start off guided reading, is by choosing a strategy to focus on. The strategy that you choose may depend on the text you are reading. Or you might focus on a skill you know your guided reading group needs. You can also follow your curriculum and teach the strategy according to it. For example, if you notice your students are struggling with making predictions, you may want to focus on curious cat. Or if you are reading a book during guided reading that includes some unfamiliar vocabulary words and requires students to use context clues, you may want to use repair bear. Either way, you can't go wrong! We typically spend about 5-8 minutes working on the strategies before we begin reading. The time you spend working on them may depend on your group's grade level and how long they can focus. Please note, this blog post may contain affiliate links. That means I can receive a small commission, at no extra cost to you, if you purchase from one of the items linked. Affiliate links allow me to keep blogging and providing resources! You can read more about this at the end of my post. Before you start using your strategies, you need to get the cards organized! I store my cards in the Recollections Color Photo & Craft Keeper! Click the photo to grab the storage container! If you don't want to purchase the craft keeper, you can always hole punch them and store them on rings! Another way to organize the cards if you don't want to use the craft keeper! Before my students start reading, I show them the strategy we are focusing on as an "I can" statement" I explain to them what they will do and how to use the strategy. I attached this to the bottom of the lid of my craft box. Once I have chosen my strategy, I pass out the task cards to students! A Little About Each Strategy... You may wondering how each strategy works. Check out each strategy below or check out the video to see them in action! I apologize in advance for the terrible quality of the video...😱 Inferring Iguana: Make Inferences Students use the Inferring Iguana strategy to make inferences while they read. I've included two levels: "Inferences With Pictures" and "Inferences With Riddles." To use the picture cards, read or have students read the question on each card. Students will use the picture clues on each card to practice making an inference. These cards are recommended if students are just starting out with inferences. To use the riddle cards, read or have students read the riddles. Students will solve each riddle. Optional: print and laminate the picture choices. You can glue them on the back of the cards or students can match them. Curious Cat: Make Predictions Students use Curious Cat to make predications. I've included two levels titled: "Predict a Book By Its Cover" and "What Will Happen Next?" To use the first level, Predict a Book By Its Cover, read or have students read the book title. Students will look at the pictures. Students will practice making a predication based on the title and picture. Encourage students to give more detail than just the title. The next level, What Will Happen Next?, includes a short passage. Students will read or listen to the beginning of the passage and will predict what will happen next. Digger the Dog: Find the Main Idea With Digger the Dog, students will "dig" through the details to find the main idea. Two levels are included: "Details With Pictures" and "Details in Sentences." To use details with pictures, Read or have students read the main idea at the top of each card. Students will use a dry erase marker to circle the details that support the main idea. Once students have mastered details with pictures, you may want to move to details in sentences. To use these cards, Read the sentences or have students read sentences on each card. Students will use a dry erase marker to circle the main idea. Spinner the Spider: Make Connections Students will use Spinner the Spider to make connections while reading. Included are two levels: "Make a Connection" (with pictures) and "What Kind of Connection?" To use the first level, make a connection, students will look at the picture and make a connection. As students begin using this strategy, you may need to encourage them to give more detail. I tried to include pictures that students can easily make a connection to. To use the next level "What kind of connection?" students will read or listen to a short story. Then, they will choose which kind of connection they can make, text-to-self, text-to-text, or text-to-world. Encourage students to tell more, if needed Repair Bear: Monitor and Fix-Up With the next strategy, Repair Bear, students will use it to monitor and fix-up their understanding as they read. The goal of this strategy is to get students thinking as they read. So often students are so busy decoding or reading words that they don't stop and think about what they actually are reading. There are two levels to using this strategy: "Choose the Correct Word" and "Context Clues." For choose the correct word, you will read or or have students read the sentences and two word choices. Students will use a dry erase marker to circle the word that makes sense. To use context clues, you can read or have students read the cards. Students will use the context clues to determine the given word’s meaning. Picturing Penguin: Visualize Next up is Picturing Penguin! This strategy gets students visualizing as they read. When using the visualization strategy, students "make a movie in their mind" and picture what they are reading. By using this strategy, students can better remember what they have read. Two levels are included, "Draw what you read" and "Choose the picture to match the sentence" For "Draw what you read", read or have students read the story on each card. Students can use the paper provided, scrap paper, or a dry erase board to draw what they visualized. Paper Included Next, for "Choose the picture" read or have students read the sentence(s) on each card. Students will use a dry erase marker to circle the picture that matches the sentence. They will need to pay attention to the details in each sentence to choose the correct one! Questioning Owl: Ask and Answer Questions Get students asking questions and looking for answers as they read with Questioning Owl! First, for "Ask Questions", read or have students read the book title, beginning of story, to the middle of the story, or entire story. All four are included! Students will ask a question. Encourage students’ questions to be something they want to know more about or something that can help them learn more about the story. With the next set of cards, "Find the Answer" read or have students read the question in the thought bubble. Then, read or have students read the title and short story. Students will answer the question. They can underline the answer in the story using a dry erase marker! I love these double sided markers for highlighting! Grab them here! Jabber the Reteller: Retell the Story Finally, we have Jabber the Reteller! Jabber the Reteller gets kids retelling and identifying the important story elements needed in a good retell! First, with the cards, "Identify Story Elements," read or have students read the story. Read the question at the bottom of the card. Students can use a dry erase marker to find the answer. Each question asks students to find a story element (character, setting, problem, solution, beginning, middle, end.) Once students can find important story elements, you can move to retelling! Read or have students read the story. Students will retell the story. Several options for retelling cards are included after the story cards. Students can tap each dot as they retell. You can put some Play-Doh on each dot. Students can squish each Play-Doh dot as they retell. Kids love this!! Play-Doh makes this one more fun! When you finish reading, you can have students fill out an exit ticket so they can reflect on the comprehension strategies they used. Just color in any startegies used. Quick and easy! I hope this was helpful! If you'd like to get these cards you can purchase them at my shop by clicking here! What strategies do you use in your classroom? Leave me a comment below! Happy Teaching! **** Want to come back to this blog post? Pin the image below! Like this post? Check out my blog post on decoding strategies! Glitter and Glue 4 K-2 is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to amazon.com GRAB SOME OF MY FAVORITE THINGS FOR THE TASK CARDS: Love these markers for underlining information! Organize your cards! Fun and bright Play-Doh for the retelling cards!

Hello! I am excited to go into more depth about some of my favorite things.....guided reading and animal strategies!! Today we are going to talk about my favorite strategy, Chunky Monkey! I love this strategy because you can use it while teaching so many concepts and...I love the name!🙈 Please note, this blog post may contain affiliate links. That means I can receive a small commission, at no extra cost to you, if you purchase from one of the items linked. Affiliate links allow me to keep blogging and providing free resources! You can read more about this at the end of my post. What does it mean to use chunky monkey? Using chunky monkey means that the student looks for "chunks" or familiar would parts when decoding a word. These "chunks" can be smaller words, word families, blends, digraphs, vowel teams, and more! When should I teach chunky monkey? I am often asked, what order should these strategies be taught in? I typically say that it depends on students’ needs and ability. I like this strategy because it be taught in so many grade levels, with so many different levels of ability, and with so many different phonetic concepts! I would recommend starting here if: The child has secured all letter sounds The child is beginning to learn about and understand any of the following phonetic concepts: blends, digraphs, vowel teams, word families, diphthongs, r-controlled vowels, and more! If the child relies on pictures clues and attends to beginning sound while reading. If they do not, I would recommend starting with another strategy. You can read more about some other strategies to start with by checking out my posts on eagle eye and/or lips the fish. Teaching Chunky Monkey: If you are not familiar with these decoding strategies, they are based off of the Beanie Baby animals. I bought mine at a local flea market and had some saved from my childhood collection! I always get these out when I introduce a new strategy. This seems to help students to make an association with the strategy. If you want to use the beanies too, check out Ebay, garbage sales, flea markets, and more! Of course, you don't need to have these to teach the strategies! Look for Chunks! When you set up your purpose for reading, get students looking for "chunks" before reading the book! You can either direct students to find any "chunks" that they already know or give them a more specific task. For example, you can have students find all of the digraphs or vowel teams in a book. This works really well with word family books too! I typically use printable books and give my students highlighters and direct them to highlight all of the "chunks" in the book. Click here to check out these printable books! If you are not using printable books, you can always use some highlighter tape so you don't mark in the book! This is a simple and interactive way to get students looking for "chunks!" Students can do this in their own books or you can model it during your read alouds. This works well with big books too! Check out the highlighter tape here! Blending Drill One thing I incorporate into our daily review is some word blending practice. This lasts about 5 minutes but is extremely beneficial to get students blending new words! We focus on a new word family each week and add different beginning sounds to each family and blend by reading the words together. I am a big fan of color coding so by having the word families and initial sounds in different colors, it helps students to look for "chunks." Check out these printable, easy, and editable word family blending drills here! Color code to allow students to easily see chunks! Pair it with other concepts you are already teachingDuring your phonics instruction, you can always point out any "chunks" that you find. You can find these "chunks" when teaching: blends, digraphs, inflectional endings, prefixes, suffixes, vowel teams, diphthongs, and more! Students can use highlighters, dry erase markers, makers, highlighter tape, and more! Whatever works for your classroom to make it fun and interactive. You can practice finding "chunks" in spelling words, sight words, and even in your morning message! The possibilities are endless! Practice with task cardsTo use these task cards, you can give the child or children in your group a dry erase marker and have them circle familiar “chunks” or parts of the word that they know. I have organized the cards by short, long, and irregular vowels. Many of the words will be longer since it is easier to use this strategy on longer words with more “chunks.” Grab these printable task cards by clicking here! Grab a freebie! Check out one of my previous blog posts to grab this printable so you can remind students to use their strategies! Click here to grab the decoding strategy printable and more! Read more about the strategies here... Click the image to check out another blog post! Glitter and Glue 4 K-2 is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to amazon.com Want to come back to this blog post? Pin the image below!

Hello friends! A little over a year ago, I blogged about how I used decoding strategies to begin guided reading. I've loved using the task cards and hearing how they have worked for other teachers! So I decided to create similar task cards for comprehension. It's been a long process, but I'm so excited that they are finally finished! It is so important to explicitly teacher our readers to use strategies. This helps readers to be purposeful and effectively make sense of what they are reading. My favorite way to start off guided reading, is by choosing a strategy to focus on. The strategy that you choose may depend on the text you are reading. Or you might focus on a skill you know your guided reading group needs. You can also follow your curriculum and teach the strategy according to it. For example, if you notice your students are struggling with making predictions, you may want to focus on curious cat. Or if you are reading a book during guided reading that includes some unfamiliar vocabulary words and requires students to use context clues, you may want to use repair bear. Either way, you can't go wrong! We typically spend about 5-8 minutes working on the strategies before we begin reading. The time you spend working on them may depend on your group's grade level and how long they can focus. Please note, this blog post may contain affiliate links. That means I can receive a small commission, at no extra cost to you, if you purchase from one of the items linked. Affiliate links allow me to keep blogging and providing resources! You can read more about this at the end of my post. Before you start using your strategies, you need to get the cards organized! I store my cards in the Recollections Color Photo & Craft Keeper! Click the photo to grab the storage container! If you don't want to purchase the craft keeper, you can always hole punch them and store them on rings! Another way to organize the cards if you don't want to use the craft keeper! Before my students start reading, I show them the strategy we are focusing on as an "I can" statement" I explain to them what they will do and how to use the strategy. I attached this to the bottom of the lid of my craft box. Once I have chosen my strategy, I pass out the task cards to students! A Little About Each Strategy... You may wondering how each strategy works. Check out each strategy below or check out the video to see them in action! I apologize in advance for the terrible quality of the video...😱 Inferring Iguana: Make Inferences Students use the Inferring Iguana strategy to make inferences while they read. I've included two levels: "Inferences With Pictures" and "Inferences With Riddles." To use the picture cards, read or have students read the question on each card. Students will use the picture clues on each card to practice making an inference. These cards are recommended if students are just starting out with inferences. To use the riddle cards, read or have students read the riddles. Students will solve each riddle. Optional: print and laminate the picture choices. You can glue them on the back of the cards or students can match them. Curious Cat: Make Predictions Students use Curious Cat to make predications. I've included two levels titled: "Predict a Book By Its Cover" and "What Will Happen Next?" To use the first level, Predict a Book By Its Cover, read or have students read the book title. Students will look at the pictures. Students will practice making a predication based on the title and picture. Encourage students to give more detail than just the title. The next level, What Will Happen Next?, includes a short passage. Students will read or listen to the beginning of the passage and will predict what will happen next. Digger the Dog: Find the Main Idea With Digger the Dog, students will "dig" through the details to find the main idea. Two levels are included: "Details With Pictures" and "Details in Sentences." To use details with pictures, Read or have students read the main idea at the top of each card. Students will use a dry erase marker to circle the details that support the main idea. Once students have mastered details with pictures, you may want to move to details in sentences. To use these cards, Read the sentences or have students read sentences on each card. Students will use a dry erase marker to circle the main idea. Spinner the Spider: Make Connections Students will use Spinner the Spider to make connections while reading. Included are two levels: "Make a Connection" (with pictures) and "What Kind of Connection?" To use the first level, make a connection, students will look at the picture and make a connection. As students begin using this strategy, you may need to encourage them to give more detail. I tried to include pictures that students can easily make a connection to. To use the next level "What kind of connection?" students will read or listen to a short story. Then, they will choose which kind of connection they can make, text-to-self, text-to-text, or text-to-world. Encourage students to tell more, if needed Repair Bear: Monitor and Fix-Up With the next strategy, Repair Bear, students will use it to monitor and fix-up their understanding as they read. The goal of this strategy is to get students thinking as they read. So often students are so busy decoding or reading words that they don't stop and think about what they actually are reading. There are two levels to using this strategy: "Choose the Correct Word" and "Context Clues." For choose the correct word, you will read or or have students read the sentences and two word choices. Students will use a dry erase marker to circle the word that makes sense. To use context clues, you can read or have students read the cards. Students will use the context clues to determine the given word’s meaning. Picturing Penguin: Visualize Next up is Picturing Penguin! This strategy gets students visualizing as they read. When using the visualization strategy, students "make a movie in their mind" and picture what they are reading. By using this strategy, students can better remember what they have read. Two levels are included, "Draw what you read" and "Choose the picture to match the sentence" For "Draw what you read", read or have students read the story on each card. Students can use the paper provided, scrap paper, or a dry erase board to draw what they visualized. Paper Included Next, for "Choose the picture" read or have students read the sentence(s) on each card. Students will use a dry erase marker to circle the picture that matches the sentence. They will need to pay attention to the details in each sentence to choose the correct one! Questioning Owl: Ask and Answer Questions Get students asking questions and looking for answers as they read with Questioning Owl! First, for "Ask Questions", read or have students read the book title, beginning of story, to the middle of the story, or entire story. All four are included! Students will ask a question. Encourage students’ questions to be something they want to know more about or something that can help them learn more about the story. With the next set of cards, "Find the Answer" read or have students read the question in the thought bubble. Then, read or have students read the title and short story. Students will answer the question. They can underline the answer in the story using a dry erase marker! I love these double sided markers for highlighting! Grab them here! Jabber the Reteller: Retell the Story Finally, we have Jabber the Reteller! Jabber the Reteller gets kids retelling and identifying the important story elements needed in a good retell! First, with the cards, "Identify Story Elements," read or have students read the story. Read the question at the bottom of the card. Students can use a dry erase marker to find the answer. Each question asks students to find a story element (character, setting, problem, solution, beginning, middle, end.) Once students can find important story elements, you can move to retelling! Read or have students read the story. Students will retell the story. Several options for retelling cards are included after the story cards. Students can tap each dot as they retell. You can put some Play-Doh on each dot. Students can squish each Play-Doh dot as they retell. Kids love this!! Play-Doh makes this one more fun! When you finish reading, you can have students fill out an exit ticket so they can reflect on the comprehension strategies they used. Just color in any startegies used. Quick and easy! I hope this was helpful! If you'd like to get these cards you can purchase them at my shop by clicking here! What strategies do you use in your classroom? Leave me a comment below! Happy Teaching! **** Want to come back to this blog post? Pin the image below! Like this post? Check out my blog post on decoding strategies! Glitter and Glue 4 K-2 is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to amazon.com GRAB SOME OF MY FAVORITE THINGS FOR THE TASK CARDS: Love these markers for underlining information! Organize your cards! Fun and bright Play-Doh for the retelling cards!

Hello friends! What an important time of the day guided reading is! It can be a difficult time to plan for, but it is so important to get our new readers reading out loud and reading with a purpose. Before you start your guided reading time, it also important to have an instructional focus selected. During guided reading your focuses may include: a comprehension skill, vocabulary words, and word work. One thing I am guilty of neglecting to teach is decoding strategies. Decoding strategies are important tools that allow students to take some kind of action when they come to an unfamiliar word. Sometimes students come to an unfamiliar word and are just "stuck." Most often, it's our struggling readers that don't use strategies. In order to help students grow as readers, we need to teach them strategies! My favorite way to start off guided reading, is by choosing a strategy to focus on. The strategy that you choose, may depend on the text you are reading. If the story you are reading has high frequency sight words, a predictable pattern, and lots of picture clues, you may want to focus on the eagle eye strategy. If your story has a lot of words with vowel teams, digraphs, or another phonetic concept, you may want to focus on chunky monkey. As the teacher, you're the expert on what your students need! :) All of the strategies are helpful so you really can't go wrong! We typically spend about 5-8 minutes working on the strategies before we begin reading. The time you spend working on them may depend on your group's grade level and how long they can focus. Before you start using your strategies, you need to get the cards organized! I store my cards in the Recollections Color Photo & Craft Keeper! Click the photo to grab the storage container! If you don't want to purchase the craft keeper, you can always hole punch them and store them on rings! Before my students start reading, I show them the strategy we are focusing on as an "I can" statement" I explain to them what they will do and how to use the strategy. I attached this to the bottom of the lid of my craft box. Once I have chosen my strategy, I pass out the task cards to students. There are several different levels to each so be sure to choose the phonetic concept your students need practice on. Choose the level that is right for your students! A little about each strategy... You may wondering how each strategy works. Check out each strategy below or check out the video to see them in action! Stretchy Snake Have the student tap each dot and say the letter/letters sound. They can drag their finger across the arrow to blend the word. Lips the Fish Have the student say the first sound of the word. Then, they can slide their finger to say the rest of the word. They can read the word altogether at the bottom. Flippy Dolphin I’ve included a quick “warm up” where students will quickly tap the dots and read the short and long vowel sounds. Have the student read the word using both the short and long vowel sound. They can decide which vowel sound makes sense and matches the picture. They will then use a dry erase marker to circle the answer, long or short. It will be pretty easy for students to read the word since it matches the picture but it really gets them thinking about short and long vowel sounds! Chunky Monkey Give the child a dry erase marker and have them circle familiar “chunks” or parts of the word that they know. I have organized the cards by short, long, and irregular vowels. Many of the words will be longer since it is easier to use these strategy on longer words with more “chunks.” Skippy Frog Cut out the frogs (included) and glue them on popsicle sticks. Have students cover up the end or entire underlined word when reading the sentence. After they have read the sentence, they will uncover the word and reread the entire sentence to decode the underlined word. Students may be able to solve the word using the context of the sentence or, if needed, they can use previously learned strategies. Tryin' Lion First, students will read the sentence. Then, they will read both word choices and decide which word makes sense. They will circle the word with a dry erase marker. Eagle Eye Students will read the sentence and use the picture clue to read the underlined word or words. I hope this was helpful! If you'd like to get these cards you can purchase them at my shop by clicking here! What strategies do you use in your classroom? Leave me a comment below! Happy Teaching! **** Want to come back to this blog post? Pin the image below! Glitter and Glue 4 K-2 is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to amazon.com

Hello friends! A little over a year ago, I blogged about how I used decoding strategies to begin guided reading. I've loved using the task cards and hearing how they have worked for other teachers! So I decided to create similar task cards for comprehension. It's been a long process, but I'm so excited that they are finally finished! It is so important to explicitly teacher our readers to use strategies. This helps readers to be purposeful and effectively make sense of what they are reading. My favorite way to start off guided reading, is by choosing a strategy to focus on. The strategy that you choose may depend on the text you are reading. Or you might focus on a skill you know your guided reading group needs. You can also follow your curriculum and teach the strategy according to it. For example, if you notice your students are struggling with making predictions, you may want to focus on curious cat. Or if you are reading a book during guided reading that includes some unfamiliar vocabulary words and requires students to use context clues, you may want to use repair bear. Either way, you can't go wrong! We typically spend about 5-8 minutes working on the strategies before we begin reading. The time you spend working on them may depend on your group's grade level and how long they can focus. Please note, this blog post may contain affiliate links. That means I can receive a small commission, at no extra cost to you, if you purchase from one of the items linked. Affiliate links allow me to keep blogging and providing resources! You can read more about this at the end of my post. Before you start using your strategies, you need to get the cards organized! I store my cards in the Recollections Color Photo & Craft Keeper! Click the photo to grab the storage container! If you don't want to purchase the craft keeper, you can always hole punch them and store them on rings! Another way to organize the cards if you don't want to use the craft keeper! Before my students start reading, I show them the strategy we are focusing on as an "I can" statement" I explain to them what they will do and how to use the strategy. I attached this to the bottom of the lid of my craft box. Once I have chosen my strategy, I pass out the task cards to students! A Little About Each Strategy... You may wondering how each strategy works. Check out each strategy below or check out the video to see them in action! I apologize in advance for the terrible quality of the video...😱 Inferring Iguana: Make Inferences Students use the Inferring Iguana strategy to make inferences while they read. I've included two levels: "Inferences With Pictures" and "Inferences With Riddles." To use the picture cards, read or have students read the question on each card. Students will use the picture clues on each card to practice making an inference. These cards are recommended if students are just starting out with inferences. To use the riddle cards, read or have students read the riddles. Students will solve each riddle. Optional: print and laminate the picture choices. You can glue them on the back of the cards or students can match them. Curious Cat: Make Predictions Students use Curious Cat to make predications. I've included two levels titled: "Predict a Book By Its Cover" and "What Will Happen Next?" To use the first level, Predict a Book By Its Cover, read or have students read the book title. Students will look at the pictures. Students will practice making a predication based on the title and picture. Encourage students to give more detail than just the title. The next level, What Will Happen Next?, includes a short passage. Students will read or listen to the beginning of the passage and will predict what will happen next. Digger the Dog: Find the Main Idea With Digger the Dog, students will "dig" through the details to find the main idea. Two levels are included: "Details With Pictures" and "Details in Sentences." To use details with pictures, Read or have students read the main idea at the top of each card. Students will use a dry erase marker to circle the details that support the main idea. Once students have mastered details with pictures, you may want to move to details in sentences. To use these cards, Read the sentences or have students read sentences on each card. Students will use a dry erase marker to circle the main idea. Spinner the Spider: Make Connections Students will use Spinner the Spider to make connections while reading. Included are two levels: "Make a Connection" (with pictures) and "What Kind of Connection?" To use the first level, make a connection, students will look at the picture and make a connection. As students begin using this strategy, you may need to encourage them to give more detail. I tried to include pictures that students can easily make a connection to. To use the next level "What kind of connection?" students will read or listen to a short story. Then, they will choose which kind of connection they can make, text-to-self, text-to-text, or text-to-world. Encourage students to tell more, if needed Repair Bear: Monitor and Fix-Up With the next strategy, Repair Bear, students will use it to monitor and fix-up their understanding as they read. The goal of this strategy is to get students thinking as they read. So often students are so busy decoding or reading words that they don't stop and think about what they actually are reading. There are two levels to using this strategy: "Choose the Correct Word" and "Context Clues." For choose the correct word, you will read or or have students read the sentences and two word choices. Students will use a dry erase marker to circle the word that makes sense. To use context clues, you can read or have students read the cards. Students will use the context clues to determine the given word’s meaning. Picturing Penguin: Visualize Next up is Picturing Penguin! This strategy gets students visualizing as they read. When using the visualization strategy, students "make a movie in their mind" and picture what they are reading. By using this strategy, students can better remember what they have read. Two levels are included, "Draw what you read" and "Choose the picture to match the sentence" For "Draw what you read", read or have students read the story on each card. Students can use the paper provided, scrap paper, or a dry erase board to draw what they visualized. Paper Included Next, for "Choose the picture" read or have students read the sentence(s) on each card. Students will use a dry erase marker to circle the picture that matches the sentence. They will need to pay attention to the details in each sentence to choose the correct one! Questioning Owl: Ask and Answer Questions Get students asking questions and looking for answers as they read with Questioning Owl! First, for "Ask Questions", read or have students read the book title, beginning of story, to the middle of the story, or entire story. All four are included! Students will ask a question. Encourage students’ questions to be something they want to know more about or something that can help them learn more about the story. With the next set of cards, "Find the Answer" read or have students read the question in the thought bubble. Then, read or have students read the title and short story. Students will answer the question. They can underline the answer in the story using a dry erase marker! I love these double sided markers for highlighting! Grab them here! Jabber the Reteller: Retell the Story Finally, we have Jabber the Reteller! Jabber the Reteller gets kids retelling and identifying the important story elements needed in a good retell! First, with the cards, "Identify Story Elements," read or have students read the story. Read the question at the bottom of the card. Students can use a dry erase marker to find the answer. Each question asks students to find a story element (character, setting, problem, solution, beginning, middle, end.) Once students can find important story elements, you can move to retelling! Read or have students read the story. Students will retell the story. Several options for retelling cards are included after the story cards. Students can tap each dot as they retell. You can put some Play-Doh on each dot. Students can squish each Play-Doh dot as they retell. Kids love this!! Play-Doh makes this one more fun! When you finish reading, you can have students fill out an exit ticket so they can reflect on the comprehension strategies they used. Just color in any startegies used. Quick and easy! I hope this was helpful! If you'd like to get these cards you can purchase them at my shop by clicking here! What strategies do you use in your classroom? Leave me a comment below! Happy Teaching! **** Want to come back to this blog post? Pin the image below! Like this post? Check out my blog post on decoding strategies! Glitter and Glue 4 K-2 is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to amazon.com GRAB SOME OF MY FAVORITE THINGS FOR THE TASK CARDS: Love these markers for underlining information! Organize your cards! Fun and bright Play-Doh for the retelling cards!

Hello! I am excited to go into more depth about some of my favorite things.....guided reading and animal strategies!! Today we are going to talk about my favorite strategy, Chunky Monkey! I love this strategy because you can use it while teaching so many concepts and...I love the name!🙈 Please note, this blog post may contain affiliate links. That means I can receive a small commission, at no extra cost to you, if you purchase from one of the items linked. Affiliate links allow me to keep blogging and providing free resources! You can read more about this at the end of my post. What does it mean to use chunky monkey? Using chunky monkey means that the student looks for "chunks" or familiar would parts when decoding a word. These "chunks" can be smaller words, word families, blends, digraphs, vowel teams, and more! When should I teach chunky monkey? I am often asked, what order should these strategies be taught in? I typically say that it depends on students’ needs and ability. I like this strategy because it be taught in so many grade levels, with so many different levels of ability, and with so many different phonetic concepts! I would recommend starting here if: The child has secured all letter sounds The child is beginning to learn about and understand any of the following phonetic concepts: blends, digraphs, vowel teams, word families, diphthongs, r-controlled vowels, and more! If the child relies on pictures clues and attends to beginning sound while reading. If they do not, I would recommend starting with another strategy. You can read more about some other strategies to start with by checking out my posts on eagle eye and/or lips the fish. Teaching Chunky Monkey: If you are not familiar with these decoding strategies, they are based off of the Beanie Baby animals. I bought mine at a local flea market and had some saved from my childhood collection! I always get these out when I introduce a new strategy. This seems to help students to make an association with the strategy. If you want to use the beanies too, check out Ebay, garbage sales, flea markets, and more! Of course, you don't need to have these to teach the strategies! Look for Chunks! When you set up your purpose for reading, get students looking for "chunks" before reading the book! You can either direct students to find any "chunks" that they already know or give them a more specific task. For example, you can have students find all of the digraphs or vowel teams in a book. This works really well with word family books too! I typically use printable books and give my students highlighters and direct them to highlight all of the "chunks" in the book. Click here to check out these printable books! If you are not using printable books, you can always use some highlighter tape so you don't mark in the book! This is a simple and interactive way to get students looking for "chunks!" Students can do this in their own books or you can model it during your read alouds. This works well with big books too! Check out the highlighter tape here! Blending Drill One thing I incorporate into our daily review is some word blending practice. This lasts about 5 minutes but is extremely beneficial to get students blending new words! We focus on a new word family each week and add different beginning sounds to each family and blend by reading the words together. I am a big fan of color coding so by having the word families and initial sounds in different colors, it helps students to look for "chunks." Check out these printable, easy, and editable word family blending drills here! Color code to allow students to easily see chunks! Pair it with other concepts you are already teachingDuring your phonics instruction, you can always point out any "chunks" that you find. You can find these "chunks" when teaching: blends, digraphs, inflectional endings, prefixes, suffixes, vowel teams, diphthongs, and more! Students can use highlighters, dry erase markers, makers, highlighter tape, and more! Whatever works for your classroom to make it fun and interactive. You can practice finding "chunks" in spelling words, sight words, and even in your morning message! The possibilities are endless! Practice with task cardsTo use these task cards, you can give the child or children in your group a dry erase marker and have them circle familiar “chunks” or parts of the word that they know. I have organized the cards by short, long, and irregular vowels. Many of the words will be longer since it is easier to use this strategy on longer words with more “chunks.” Grab these printable task cards by clicking here! Grab a freebie! Check out one of my previous blog posts to grab this printable so you can remind students to use their strategies! Click here to grab the decoding strategy printable and more! Read more about the strategies here... Click the image to check out another blog post! Glitter and Glue 4 K-2 is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to amazon.com Want to come back to this blog post? Pin the image below!