Real-Life Reading Activities Everyday Reading Skills It is important to help students realize how much reading they do outside of reading time at school. In this book, students will practice reading various types of material from everyday life (telephone books, menus, schedules, environmental print, etc.). Assessing Student Progress Use the assessment checklist on page 2 to organize your observations of students. Check specific behaviors observed. Note special problems. Use the checklist to plan lessons in areas of need. Table of Contents Getting Ready...1 Checklist of Skills... 2 Centers...3 Getting Started... 6 Signs, Symbols, and Warnings...8 Containers, Labels, and Tags... 14 Finding Names and Numbers... 27 You Are Here... 35 Reading Schedules... 41 It Came in the Mail... 50 Reading Menus... 57 Reading Computer Vocabulary... 62 Bibliography...Inside Back Cover Congratulations on your purchase of some of the finest teaching materials in the world. Author: Jo Ellen Moore Editor: Marilyn Evans Illustrator: Kelly McMahon Desktop Design: Michelle Tapola Entire contents copyright 1996 by EVAN-MOOR CORP. 18 Lower Ragsdale Drive, Monterey, CA 93940-5746 Permission is hereby granted to the individual purchaser to reproduce student materials in this book for non-commercial individual or classroom use only. Permission is not granted for school-wide, or system-wide, reproduction of materials. EMC 568
Getting Ready Although sample materials are provided for each topic covered in this unit, the best practice will come out of actual experiences and needs. Make your class print rich. This involves putting up charts, graphs, maps, posters, bulletin boards, and centers as well as making a wide assortment of books available for your students. Take time each day to read the room for information. Prepare Materials 1. Collect sample materials to use as you introduce each type of reading experience (telephone books, sample menus, etc.). After they have been presented to your students, place these items in the Information Center described on page 3. 2. Prepare the Alphabetical Order Center described on page 3. 3. Reproduce the Checklist of Skills on page 2. Keep the checklist in a binder and use to: check specific reading behaviors observed. note special problems. plan individual or small group lessons in areas of need. Checklist of Skills Students' Names Reads familiar words in context. Uses decoding skills to attack new words. Uses strategies to attack unfamiliar material. Comprehends what is read. Uses alphabetical order in real-life situations. Recognizes the meaning of common signs and symbols. Analyzes information on containers, labels, and tags. Uses the telephone book to locate names and numbers. Follows simple maps, charts, and signs to locate a destination. determine the time an event occurs. keep track of appointments and responsibilities. Reads and writes friendly letters. Addresses an envelope. Reads and writes invitations. Shows enthusiasm for reading. Shows enthusiasm for writing. 1996 by Evan-Moor Corp. 2 Everyday Reading Skills EMC 568 1996 by Evan-Moor Corp. 1 Everyday Reading Skills EMC 568
Checklist of Skills Students' Names Reads familiar words in context. Uses decoding skills to attack new words. Uses strategies to attack unfamiliar material. Comprehends what is read. Uses alphabetical order in real-life situations. Recognizes the meaning of common signs and symbols. Analyzes information on containers, labels, and tags. Uses the telephone book to locate names and numbers. Follows simple maps, charts, and signs to locate a destination. determine the time an event occurs. keep track of appointments and responsibilities. Reads and writes friendly letters. Addresses an envelope. Reads and writes invitations. Shows enthusiasm for reading. Shows enthusiasm for writing. 1996 by Evan-Moor Corp. 2 Everyday Reading Skills EMC 568
Centers Set up these ongoing centers to use throughout the school year. Information Center Collect materials to set up a center where students and teacher can find the various types of reading materials covered in this book. Select materials suitable for the level of your students. Include: telephone books jars, boxes, and wrappers from various products clothing with labels and price tags menus from various types of restaurants bus schedules television and movie schedules This book contains whole class activities to introduce these types of reading material. Additional tasks are also provided for small group or individual practice. Alphabetical Order Center Sources of information such as the telephone book are organized in alphabetical order. Set up this ongoing center to provide alphabetical order practice. Provide activities at several levels of difficulty. make a set of letter cards to place in the correct order make sets of word cards for alphabetizing: words using initial letter words to the second letter (sample cards provided on page 4) words to the third or fourth letter worksheets involving alphabetizing words task cards for finding information in a telephone book. (sample task cards provided on page 5) 1996 by Evan-Moor Corp. 3 Everyday Reading Skills EMC 568
Note: Reproduce these cards for the Alphabetical Order Center. Laminate and cut the cards apart. Place one set of cards in each envelope. Mix up the sets of cards for more able students. set 1 set 1 set 1 set 1 can cup cot cent set 1 set 1 set 1 set 1 clock cry city chop set 2 set 2 set 2 set 2 garden gum goose glad set 2 set 2 set 2 set 2 gift get grab ghost 1996 by Evan-Moor Corp. 4 Everyday Reading Skills EMC 568
Note: Reproduce these task cards for the Alphabetical Order Center. Laminate and cut the cards apart. Students will need a telephone book. Find the first page in the telephone book where you find names starting with these letters. Letter Page Number a f k c j r w m Look for these names in the telephone book. If you find the name, circle "yes." If you don't find it, "circle "no." James Allen yes no Sally Cox yes no Pete Smith yes no Mario Garcia yes no Henry Williams yes no Sumra Kaya yes no Tran Phuong Hoa yes no Jamal Johnson yes no Anthony Ragnetti yes no Betty Brown yes no 1996 by Evan-Moor Corp. 5 Everyday Reading Skills EMC 568
Getting Started Discuss the kinds of reading we do at school and outside of school. Many children may not be aware of all the daily situations where they read. List these responses on a chart. Add to the chart as the unit progresses. Ask questions such as these and list responses on the chalkboard: Why y do you read? for fun; because I have to; to learn about things What hat kinds of things do you read? library/story books; comic books; rules for playing a game; comics and sports in the newspaper How w do you get t infor ormat mation/f on/find ind out about things? watch tv; ask someone; read a book When do you read to find out about things/for or infor ormat mation? to find out how to play a new game to find out how to do my papers at school to find out about people, animals, places, things to find a friend s telephone number What I Read Describe some of the things you read today before coming to school. For example, you might say: This morning I read many things. I read my clock to see if it was time to get up. I read the directions on a package of oatmeal to see how to cook it. I read the morning newspaper. I read my calendar schedule to see if I had any appointments after school. On the way to school, I read street signs. When I got to school, I read the teachers notice book. Before class started, I read my lesson plan book to see what was scheduled for today. Ask students to share some of the ways they read this morning. Then have them draw a picture to illustrate one way they read before or while coming to school. Have them write a sentence explaining what they read and why it was necessary. Post these in the classroom for everyone to read. Collecting Information at Home Reproduce the form on page 7. Children keep track of what they read during one evening between the time they get home and the time they go to sleep. When the lists are returned to school, call on each child to read one answer. Record these on the chalkboard, making tally marks when an answer is repeated. When all answers have been recorded, determine the types of reading done most and least frequently. 1996 by Evan-Moor Corp. 6 Everyday Reading Skills EMC 568