*Easy Reader book
How I use this companion:
Vocabulary Cards: I use these cards while reading the story aloud. Sometimes, I hand them out to different students to help with listening. When their vocabulary word is read, they stand up. I also use them to help with sequencing. Once we have the cards in order, we use them to answer the questions on the Comprehension sheet.
Easy Reader: The kids LOVE these books. We use them for the beginning stages of reading. We talk about the front and back of the book, the title, and author. Kids practice reading from left to right and there are pictures to help with word prediction.
Comprehension: My students use this page to help with listening comprehension. They practice answering basic wh- questions. I copy these pages onto one (front/back). I use the shape in the corner to help my students know which side to state with (we start with the heart first).
Following Directions: I use this sheet to help with basic listening/following directions. I also copy the directions and picture page, front to back. This way, parents will be able to see how their child did on following directions. Once my students do well with listening to one direction (after weeks of practice), I will read two directions at once. Just to make it a little more challenging!
Practicing Prepositions: This is a fun way to practice prepositions. I don’t copy the directions and worksheet front/back. You could always send a stapled copy of the directions home. I like to have my students retell to their parents, using complete sentences and the correct prepositions. It’s good practice!
Sequencing Page: Students cut out the pictures/vocabulary from the story and glue them into correct order. This provides a great visual tool for retelling the story when they get home!
Beginning Graphic Organizers: I use the following sheets to help with beginning organization skills and describing skills. I use the EET (Expanding Expressions Tool) to teach some basic ways to describe objects using attributes. The first bubble is for category (or Green bead-Group in EET). The second bubble is for talking about what the item does (Blue bead-Do in EET). And, lastly, I have the kids describe what the object looks like (Eyeball bead-What Does It Look Like in EET). Depending on the skill level, I will have students try their best to write the words or I scribe for them). Sometimes, I have the kids color code the bubbles (i.e. put a green dot for the Green-Group bubble; blue dot for the Blue-Do bubble; draw an eye for the What Does It Look Like bubble).
Watermelon Moon Sand Recipe: We made moon sand to end our lesson. I had the kids mix the ingredients in a large bin. Once it was mixed, each child took some home in a zip lock baggy with the label and recipe stapled to it. I copied the label and recipe front to back.