| A | B |
|---|
| activties for stage 1 | simple patterned books; strong picture to support the words |
| activities for stage 2 | word walls, tongue twisters, rhyming words |
| activities for stage 3 | grammar and sentence structure; build vocabulary |
| activities for stage 4 | KWL, think-alouds, self-assessment |
| activities for stage 5 | literature circles, writing, discussion and sharing ideas |
| When we say, they have limited sight word vocabulary, cannot easily and quickly recognize single-syllable words, etc. who are we talking about? | struggling readers |
| When we say they use a variety of comprehension strategies, and they use prior knowledge while reading, who are we talking about? | Good readers |
| Stage 1 major tasks so students can move forward successfully | print conveys a message; oral words can be written down |
| Stage 2 major tasks so students can move forward successfully | story grammar; uses word families which promote rhyme |
| reading is | sequential as well as reciprocal |
