With the increase in exposure to the Science of Reading you may have heard talk about decodable books. But what are they exactly? How do you use them in the classroom? In this new blog series, I will be breaking down decodable text.
You will learn:
What are Decodable Readers?
The Benefits of Using Decodable Readers in your Classroom
How to Choose the Right Decodable Readers for your Students
My Routine for Using Decodable Readers in Kindergarten.
According to Wiley Blevins “A decodable text is a story or book that is controlled based on the phonics skills taught up to that point in the scope and sequence, with an emphasis on the new target skill for that instructional cycle.”
In summary, decodable readers or decodable books are controlled texts that focus on a specific phonics pattern. Inevitably they will also include irregularly spelled high-frequency words.
The purpose of decodable text is to give students practice in applying phonics patterns in context rather than just words, phrases, or sentences.
Since research shows that students need to practice phonics patterns and words in isolation, as well as in the context of reading and writing decodables are a perfect fit for this.
The primary goal of decodables is for students to apply the phonics concepts they are learning to a longer text. While you still want to work on irregularly spelled high-frequency words, reading comprehension, and fluency it is important to keep the main goal in mind (decoding).
Decoding is the primary skill for primary students.
What is the difference between leveled readers and decodable readers?
Leveled readers are usually patterned text. They often focus on a sight word and are highly predictable and have a great deal of picture support.
Decodable readers focus on phonics skills that have been taught and sight words that have been mastered. This allows young readers to have success at reading even “new” text. Students know when they are truly reading and it is such a game changer!
Does this mean that leveled readers bad?
I will never say a book or type of book is bad. However you should definitely consider your purpose for using any text.
The graphic above is adapted from Choosing and Using Decodable Text by Wiley Blevins. It provides an illustration of the suggested use of decodable text, leveled books and trade books by both teachers and students.
Decodable readers are primarily suggested in Kindergarten and First. Then they decrease in use in Second and beyond. However, it really depends on the level of each individual student. Students should be grouped according to phonics skills mastered. This allows for maximum effectiveness of the interventions provided during small group time.
Possibly my favorite aspect of this graphic is the Teacher Trade (Picture) Books Read Aloud. Reading rich authentic text aloud to students allows for natural discussion of vocabulary and comprehension. Blevins and others support the use of reading picture books aloud by the teacher.
So now you now that decodable readers are controlled text that give emerging readers practice at true reading (decoding) and help them build confidence by knowing that they are reading the text.
Questions? Drop a comment or email me!
References:
Blevins, W. (2017). A Fresh Look at Phonics, Grades K-2. Thousand Oaks, CA: Corwin.
PIN FOR LATER
