Super Readers & Pointer Powers

Alexis Cook
Reading
Kindergarten

Standards addressed:
• CCSS.ELA-LITERACY.RF.K.1.C – Understand that words are separated by spaces in
print.
• CCSS.ELA-LITERACY.RF.K.4 – Read emergent-reader texts with purpose and
understanding.
• CCSS.ELA-LITERACY.SL.K.1 – Participate in collaborative conversations with diverse
partners about kindergarten topics and texts with peers and adults in small and larger
groups.

Lesson Objectives
• Students will be able to make the number of words they read match the number of times
they point by using their power pointers individually and with a partner.

Instructional resources
• Popsicle sticks with a super hero picture (see appendix A)
• A familiar text for the lesson, ex: Brown Bear, Brown Bear, What do You See? (see
appendix B)
• Docucam
• Students will need the texts in their book boxes
• Copy of Super Readers letter (see appendix C)
• Cotton ball

Anticipatory set
• Hide the Super Readers letter in the classroom in a web (cotton ball) along with the new
popsicle sticks.
• Read the note and explain the contents while explaining the new reading tip (have
someone grab the pointers by the sink).
• Show students the fun new pointers and connect to previous lessons and explain that they
will be able to use their powers soon.
• Go over teaching point:
o “Today I want to teach you that when you read, every word you say has to match
a word you point to on the page. When you stop reading, there can’t be any words
left over or any extra words coming out of your mouth! If there’s a problem, go
back and reread, to make it match.”

Instruction and modeling

• Read a familiar text (Brown Bear), pointing under each word, making the pointing and
the reading aloud match. Then name what you did.
o Model for the students how you use your pointer power and what matching words
with pointing looks like.
 • Deliberately omit a word so the pointing doesn’t match, finding this out only at the end of
the line. Use this to show the need to reread to make it match.
o When you mismatch the words, this can lead to an uh-oh feeling. We must reread
to help get rid of that feeling!
• Recruit a child to come forward. Give the child the pointer and recruit him/her to help
you point under words, aiming for one-to-one matching.
o Celebrate this student and the students who are working to help with the matching
of written words to spoken words.

Guided practice
• Invite children to read their copies of familiar text (book boxes), pointing and tapping
once under each word with their pointer. Remind them to reread if the words they say
don’t match what’s on the page.
o Explain that now everyone can take their pointer and practice using their pointer
powers! Reinforce that when there is an uh-oh feeling you need to reread!

Assessment
• While the students are working with their own books and practicing their pointer powers,
this is the opportunity to engage in formative assessment to see how they understood the
lesson.

Closure
• Bring the students back to the rug and remind them of what we have learned and how we
can use our pointer powers to match each word on the page to the words that we say.
• What do we do when we have an uh-oh feeling or the words don’t match? REREAD!
• Tell the students that now it is partner time!
o Students are familiar with working in partners and reading together, now we are
going to introduce Echo reading where one partner reads a page and the other
partner is the Echo and repeats the page.
o Both partners should be using their pointer powers and helping your friend if
needed!
Appendix A:
Appendix B:
Appendix C: