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PRinT ConCEPTS
LEFT To RighT DiRECTionaLiTy
Plan
Objective: Practice reading left to right, top to bottom, and page by page.
Materials: pointer, a text read recently by the class Suggested Pacing: 15–20 min
Teach
Model: Display a text read recently by the class. Read the text aloud and trace the text with a pointer or your finger as you read. After reading each line of text, make a point to return back to the left of the next line. Move from top to bottom on the page, from a left page to a right page, and from a right page to the next page.
Guide: Read aloud while students trace the words in their own texts. You may choose to reread the same text you modeled or you may wish to read a new text.
Practice: Have students read aloud to a partner and trace the text with their finger. The partner should trace the text as well. Then, partners should reverse roles. One they have practiced, have them read another part of the text aloud without tracing with their fingers.
on how it helps the reader understand the text. Explain that sentences always finish with end punctuation.
Guide: Display another chunk of text that contains different types of end punctuation, but this time hide the end punctuation marks. Read the text aloud without any inflection that would indicate end punctuation and ask students to recommend where to add periods, question marks, and exclamation marks. Then ask students to explain how adding the end punctuation helped them to understand the text. Guiding questions could include the following: Why did you add this particular end punctuation? Was the text easier to understand with or without end punctuation?
Practice: Have students examine another chunk of text that contains different types of end punctuation. Depending on the level of support needed, have them work independently or in pairs. Ask students to circle end punctuation in the text and then write or discuss with a partner the name of the punctuation mark, the purpose in the sentence, and how it helps them to understand the text. Then, have students write sentences using the end punctuation they identified in the chunk of text.
Teach: Quotation Marks
Model: Display a chunk of text that contains quotation marks. Point out each quotation mark and comment on how it helps the reader understand the text. Try to include quotation marks for dialogue as well as quotation marks for quotes, if possible.
Assess Explain that quotation marks always come in pairs.
Observe students to be sure they move their fingers left to right, top to bottom, and page by page as they read.
Students are ready to move on if they are able to scan the text with their eyes using proper directionality rather than using their fingers.
Students may need more support if they begin reading somewhere other than the top of the page, skip lines as they read, or attend to a right page before a left page.
Guide: Display and read another chunk of text that contains dialogue and/or quotes, stopping at the quotation marks. Ask students to identify the quotation marks, explain their purpose in the sentence, and tell how the marks help them to understand the text. Guiding questions could include the following: What do the quotation marks tell the reader? Would the sentence still be grammatically correct without the quotation marks?
Practice: Have students examine another chunk of text that
contains dialogue and/or quotes independently or in pairs, Adapt depending on the level of support needed. Ask students to circle
If students need more support, have them add visual anchors to their text for left, right, top, and bottom that remind them where to begin and end reading. Students could also mark each line of text with green for go and red for stop. Students could also number lines in the order they should be read.
PunCTuaTion
quotation marks in the text and then write or discuss with a partner the purpose of the quotation marks in the sentence. Then, have students write sentences using dialogue and/or quotes to practice using quotation marks.
Teach: Commas and Apostrophes
Model: Display a chunk of the text that contains commas and
apostrophes. Point out each comma or apostrophe and comment Plan on how each helps the reader understand the text. Discuss
Objective: Recognize punctuation marks in print and use them to interpret the meaning of the text.
Materials: a text read recently by the class, Grammar Handbook from SpringBoard Writing Workshop with Grammar Activities
Suggested Pacing: 15–20 min for each type of punctuation Teach: End Punctuation
Model: Display a chunk of the text that contains different types of end punctuation. Point out each punctuation mark and comment
how commas contribute to sentence structure. Instruction on apostrophes should include discussion of contractions and possessive words.
Guide: Display and read aloud another chunk of text that contains commas and apostrophes, stopping at each punctuation mark. Ask students to identify the punctuation mark, explain the purpose in the sentence, and tell how it helps them to understand the text. Guiding questions could include these: What does the comma signal to the reader? How would the sentence be different without the comma(s)? For possessive words, ask: What does the apostrophe tell the reader about the word in the sentence? For contractions, ask: What letters were replaced by the apostrophe?
Routines for Teaching Foundational Skills 287
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