The Beanie Baby Reading Strategies can be an extremely effective approach to teaching students how to decode unknown words; however, the success of the strategies will greatly depend on how they are taught. These 6 simple steps will help ensure that your students are successful in implementing these strategies.
If you’re unfamiliar with the Beanie Baby Strategies, you’ll want to start by checking out part 1 of this series where the strategies are introduced. You may also be interested in reading part 3 where I share tips to successfully implement these strategies with your students.
** Note for Teachers **
I have created new decoding strategies that are similar to the Beanie Baby Reading Strategies but are in alignment with the Science of Reading. These new decoding strategies encourage students to look at the word and apply phonics skills versus implementing guessing strategies such as looking at the picture to figure out a word. You might be interested in these new strategies as an alternative to the Beanie Babies!
Steps for Introducing the Beanie Babies Reading Strategies
I use the following steps each time I introduce a new Beanie Baby reading strategy to my guided reading groups. Typically I introduce one strategy a week, but I wait until students are able to independently implement and explain the previous strategy before moving on to the next one. This timing may vary depending on students’ needs. But each time we introduce a new strategy I follow this same Gradual Release of Responsibility process over multiple days.
Step #1: Model the Strategy
Model the strategy using a shared book or in the guided reading book for your lesson. Use a think-aloud approach to verbally express your thought process and actions taken when implementing the strategy.
Step #2: Display the Strategy
Display the corresponding poster to use as a reference, preferably in an area close to where you are working with your guided reading group. Only post the strategy as you introduce it rather than having the display already set up with all of the strategies. This helps students focus on the targeted strategy and without being distracting or overwhelming.
Step #3: Practice Together
After implementing the “I Do” part of the Gradual Release of Responsibility progress, the next step is “We Do.” During this step, the teacher should work with a group of students to practice the strategy together. Continue to model and prompt students during this time.
Step #4: Encourage Independence
Next comes the “You Do” part of the Gradual Release of Responsibility in which students try it on their own. This authentic practice helps students internalize the strategy which prepares them to implement the strategies more independently.
One way I do this is to place the actual Beanie Baby stuffed animals on the table as a reminder of the strategies. Prompt students when they get stuck on a word to identify which strategy they think will help. Support students as they attempt to use the strategy. Make sure they physically grab the Beanie Baby that they want to try using because it helps them take ownership of the strategy.
If you do not have the actual Beanie Babies stuffed animals, you can print the strategies as I did with these Strategies Sticks. The important part is having students physically grab a strategy. Doing so helps to make them more aware of the decision-making process required when stuck on a word and deciding which strategy to try.
This step is only a scaffold to use initially when introducing and practicing the strategies. Eventually, we want students to apply the strategies independently without needing the physical and visual reminders of the strategies.
Step #5: Explain the Strategies Used
After the students have finished reading the guided reading book, highlight the students who used the decoding strategies. Explain to the group how the student used the strategy to successfully decode the unknown word. Eventually, through enough modeling, the students will be able to explain it themselves. I also like to hand students the Beanie Babies that represent the strategies they used. It is a tactile reminder of the strategies, but it also acts as a reward for students as they get excited to hold the Beanie Babies.
Step #6: Reflect
Provide opportunities for students to reflect on their implementation of the strategies. At the end of each guided reading lesson, the students can complete an exit ticket. This can be done orally or in writing. Students can reflect on which strategies they used and how beneficial it was in helping them decode unknown words.
Following the Steps
While following these steps may take multiple weeks, it’s important to take the time rather than rushing through them all. These steps help students take more ownership of the strategies so they can independently implement them while reading.
Be sure to check out part 3 of the series to find out additional tips to guarantee student success with these decoding strategies.
Do you use these decoding strategies with your students or is there something else you find to be more beneficial? Share your tips in the comments below!
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