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Ms. Schy’s Classroom Edit display name

  • Kay Carl Elementary School
  • Las Vegas, NV
  • Nearly all students from low‑income households Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education. Learn more

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Our class needs decodable readers to use in our guided reading groups to meet the standards of applying grade-level phonics skills in decoding words (RF.K.3) and reading emergent text with purpose and understanding (RF.K.4). When emergent readers' first books are predictable, rather than decodable, they often guess at words, thereby developing poor reading strategies. In the process, they lose the direct connection between the phonics and word analysis skills they are learning and the actual text they are expected to read. On the other hand, when young children read fully decodable books, they can use their knowledge of phonics and word analysis skills to decode unfamiliar words. When students can decode the words in their books, they feel successful, which in turn helps them build fluency and develop good reading strategies.

About my class

Our class needs decodable readers to use in our guided reading groups to meet the standards of applying grade-level phonics skills in decoding words (RF.K.3) and reading emergent text with purpose and understanding (RF.K.4). When emergent readers' first books are predictable, rather than decodable, they often guess at words, thereby developing poor reading strategies. In the process, they lose the direct connection between the phonics and word analysis skills they are learning and the actual text they are expected to read. On the other hand, when young children read fully decodable books, they can use their knowledge of phonics and word analysis skills to decode unfamiliar words. When students can decode the words in their books, they feel successful, which in turn helps them build fluency and develop good reading strategies.

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About my class

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