the teacher alone reads the chart, then the pupils together with the teacher, and finally the children alone read the chart.
5) The group practices on identification of sentences. The teacher may instruct the children to find various sentences that the teacher reads out of their natural order.
6) The children learn to recognize a few words that are new to their reading vocabulary. As the teacher names one of the selected words, a pupil may point to it on the chart then name it. The teacher may also write the words to be given special attention in a list on the board, so that pupils can find the same word in the story. Children can also learn to identify the words in the listing. Later these words may be written on cards to provide practice and to serve as a word bank for the children to which they can refer when necessary.
7) The class reviews the words in the chart that they have previously learned. They may name them as the teacher points to them or find them as the teacher names the words.
8) One or more pupils read the chart alone.
9) The pupils receive further practice on the chart, at times additional work on the development of vocabulary, and of other skills important in reading. For practice on vocabulary, on a separate sheet the teacher may make a copy of the content of the chart for each student and leave the room beside each word that students can draw a picture that goes with the word. For example, to illustrate the word "leaves," the pupil may draw a picture of leaves. This type of activity can help children recall the words more easily. The children can make all these papers into a booklet and draw an appropriate picture on the cover (Hillerich, 1987).
Word recognition is developed through the acquisition of sight-word vocabulary. The foundation for the structural analysis in the development of facility in word recognition is laid as the teacher draws attention to words with similar pref...