<p>Lea McGee, The Ohio State University When Learning to Look at Print is Difficult Texts children read:</p><p>Looking Down Fun with Mo and Toots</p><p>I can see my grandfather. I like to draw monsters.</p><p>He is sweeping the sidewalk./</p><p>I can see my cat.</p><p>She is chasing the leaves./</p><p>Father Bear Goes Fishing</p><p>Father Bear went fishing. </p><p>He went down to the river./</p><p>====</p><p>“Fish!” shouted Father Bear./</p><p>“Fish, fish, fish!”</p><p>Early learning to look at print and integrating with meaning and structure</p><p>1. If gross visual discrepancies not monitored, direct demonstration for prompt: Something </p><p> doesn’t look right</p><p>2. If gross visual discrepancies not monitored on known words, prompt “a word you know </p><p> tricked you. Try that again.” 3. If gross visual discrepancies not monitored on known words, and not found after prompt, </p><p> direct teaching of word again, establish routine for next day “check up”</p><p>4. To reduce gross visual discrepancies not monitored on known words, daily 3 ways to mask </p><p> words, when not known, direct teaching of word again, and next day “check up”</p><p>5. If gross visual discrepancies not monitored on unknown words, prompt “something doesn’t </p><p> look right” with a slow check and integrate meaning with visual</p><p>6. If inventing text (modified from pg 17), write sentence from text on strip pointing out what </p><p> the child knows and can attend to in the print, have child read strip, cut it up if needed, and </p><p> have child reassemble</p><p>7. If child cannot use a slow check to determine accuracy of attempt, direct demonstration of a </p><p> slow check on strip; call for the slow check independently from the child for confirming, you </p><p> check it for yourself</p><p>8. Always draw attention to using BOTH the print and the meaning/structure: (this word) has </p><p> to look right AND it has to be in the story (point to illustration) to emphasize </p><p>Later using visual and integrating visual with meaning and structure</p><p>1. Continue to use prompt something didn’t look right, you got most of the word but some </p><p> parts don’t look right. After solving words (hunting for hungry), do some word work after </p><p> the text is read</p><p>2. If substituting known words with similar beginnings, put words on word cards and do a slow </p><p> reveal (you can only read the word when you see the whole word). Get in the habit of </p><p> seeing the whole word not just the first part.</p>