Believe it or not, I wasn’t always the teacher telling everyone that picture books are my jam. At age nine, I was the student sitting in the back of the room, feeling the weight of a dyslexia diagnosis and wondering if the world of stories would ever truly belong to me. Because of that journey, I am deeply passionate about helping struggling readers in upper elementary find their own “Confetti Moments.”
Our big kids deserve to feel successful, and with a few intentional shifts in our literacy blocks, we can make that happen.
Use Graphic Organizers to Bridge the Gap
Graphic organizers are the ultimate tool for literacy. Because they are so versatile, you can use the same visual framework across multiple texts, which provides a sense of predictability and safety for a student who feels overwhelmed by a page full of text. Whether we are mapping out character traits or tracing a plot line, these tools allow students to organize their thoughts without getting bogged down by the structure of a formal essay. I break down my graphic organizer use here and even have the absolute best bundle of them that I love and use all year long.
Vocabulary Building Through Text Sets
We know that vocabulary is the gatekeeper to comprehension. To help our students pass through that gate, I love using Text Sets. By grouping picture books and articles around a single theme, we provide multiple exposures to “tier two” words in different contexts. When a student sees a word in a beautiful picture book and then encounters it again in a short article, the magic of recognition happens! This works with personal connections, too. For example, many students have had cereal in their childhood, so I have them read “History of Cereal” and then practice understanding meaning through context clues. I use this activity each March during National Cereal Day. Want more resources like this? Check out my Comprehension Vault.
The Power of Small Group Intervention
Small group time is where the real transformation occurs. This is our chance to provide targeted skills instruction that meets a child exactly where they are. We don’t just teach a lesson, we watch the application of that lesson in real-time and build personal connections with our students. Whether it’s decoding strategies or making deep inferences, small groups allow us to “Open the Magic” in a way that whole-group instruction simply cannot. Since I mentioned inference and it is such a tough skill for students, I have this set free for you to use and see how you can build on a skill one step at a time in a small group setting. Using the activities inside, you’ll scaffold students through the four types of inferencing skills: identify visual evidence, analyze descriptive clues, evaluate character motivation, and support with evidence.
Another question that I get a lot on instagram when I post about my small groups, is how to organize and run them. I created this resource to help you out! I use group colors and project their rotations. Of course, do what works for you and your students! To read more about the ins and outs of my small group time, check out this blog!
Fluency in Upper Elementary
If you are looking for immediate ways to boost engagement and confidence, focus on fluency. Fluency is the bridge to meaning. I am a huge advocate for Reader’s Theater because it turns reading into a performance, removing the “test-like” pressure. Additionally, never underestimate the power of reading familiar texts. There is no shame in a fifth grader rereading a beloved picture book. In fact, that repetition is exactly what builds the prosody and speed they need to tackle more complex novels later.
Responding to Reading
We must ask our kids to write about what they read. When students are prompted to respond to a text, they aren’t just “doing work”—they are synthesizing their learning. Writing requires a different level of cognitive processing that helps students make more meaning from the story. It turns a passive reading experience into an active, intellectual “Confetti Moment.” Don’t know where to start? I use RACE as an acronym to help students remember the pieces to the response. I’ve heard of others using RAPP or CER. All in all, we need to provide scaffolds to build the skill. Check out my process here and take a look at the resource I use to start.
Advocate for Them
Finally, please advocate for your students. YOU can be the one that shows them they are capable. YOU are the one that may know who to ask for more help. YOU are the one who can help make a difference in their little lives and set their path towards a happier reading life.
How are you supporting your readers this week? Remember, every small step leads to a big breakthrough.
