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Beginning Readers and Writers, Introduce the sort Practice and reflect …

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  - - - examples consonant and vowels working together: ch = chop, sh=shout
- - - - Children’s predictions before and during reading are generated from two sources: the clues in the text itself and their prior knowledge, including their previous reading experiences -- familiarity with text structure also helps young children anticipate how stories or informational text work. (p. 254)
        
        As you read aloud to children, or as they’re reading themselves, you’ll teach them to confirm, reject, or revise their predictions based on new information in the text --- they are monitoring their understanding, thinking about what’s happening in the text, what they’re learning, and what may come next. (p. 255)
        
        Asking Higher Order Questions: Remembering, Understanding, Apply, Analyzing, Evaluating, and Synthesizing
        
        “Tell the story/text/book in your own words as if you were telling it to a friend who has never heard it before. Start at the beginning and tell all the important parts right up to the end.”