BUILDING READING FOUNDATIONAL SUCCESS WITH YOUR READERS [email protected] Progression of Learning Skills *Matching *Letter Identification *Letter Sounds Correspondence *Vowels *CVC words *CVCC words *Digraphs *Blends *Silent “e” *Two Vowels Together *“r” controlled vowels *Diphthongs *Plurals *Past Tense *Suffixes and Prefixes Make a Memory Connection *Visual Connection – print cues, anchor charts, pictures *Song Connection- songs that connect to skills *Kinesthetic Connection-actions connected to skills Meaningful Activities with Word Work & Phonics Kathy Griffin Copyright 2011 Don’t Forget to Connect to Your Reading Strategies *Provide the why * I’m Working on My Strategies to Read “Growing Dendrites with Kathy Griffin” Start With Word Work Chant *Provide the motivation *Set the purpose Activities for Learning Letter Learning Use multiple songs and tracking charts Rapid Naming Letter Sounds If You Know Your Letter Sounds (phoneme phones) Choose your strips wisely Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz * * * * * Vowels *Visual – Word Sorts and Lists *Song - I Know My Vowels “Growing Dendrites with Kathy Griffin” *Kinesthetic - design vowel flags *Give hand sign signals aeiou a=cries e=can’t hear i-itches o=sings u=tummy ache Meaningful Activities with Word Work & Phonics Kathy Griffin Copyright 2011 *Marching game * Activity - Vowel Hunt *Random – Write down words with vowels (all words must have a vowel) *With a purpose – Look for words with certain vowels, vowel combinations *What did you notice? Blends *Visual – picture clues *Song – Blends Are Letter Friends “Growing Dendrites with Kathy Griffin” *Kinesthetic- Square Dancing Digraphs *Visual – Word Cards *Song - The Letter H Has Many Friends *Kinesthetic – hand motions for digraphs CVC & CVCC Words *Visual – word sorts and charts *Song Five Word Families (ack, eck, ick, ock, uck) Jingle Bell Word Families (ang, ing, ong, ung) Boom Boom It’s Great to Be Reading – at, ell, ip, op, ug Boom Boom It’s Great to Be Reading – ank, ink, ight, mice, ay Meaningful Activities with Word Work & Phonics Kathy Griffin Copyright 2011 *Kinesthetic – motions for songs and words Silent E Rule *Visual – word sorts and sorting charts *Song – I’ve Been Working on My Silent e Rule *Kinesthetic – acting out the song with letter cards to make silent e words. Transfer activity to literacy centers. Two Vowels Together Rule *Visual – word sorts and sorting charts *Two Vowels Together Rule *Kinesthetic – Building Vowel Team Charades Diphthongs and Irregular Vowels *Visual – word sorts and sorting charts *Copycat Letter Boogaloo *Kinesthetic – motions/dance to go with phonics combinations Word Work Chant 9 x 12 Construction Paper, Chart Paper, or 8 ½ x 11 Paper We work with words. We work with words. To help us read. To help us spell. It helps our brains. It helps our brains. To look for rules. To look for patterns. We learn to read. We learn to spell. Our brain will grow. Our brain will grow. ! Meaningful Activities with Word Work & Phonics What? Why? And? How? What? How? And? So? And? Then? What? DENDRITES! Kathy Griffin Copyright 2011 Pocket Chart Word Sorts Use 3 X5 index cards to make word sort cards. Students sort the cards in the pocket chart by focused word study pattern or phonics rule. What Did You Notice Center Provide anchor chart for phonics patterns/rules covered in class. Place favorite songs, environmental print, celebration cards in a tub with magnifying glasses, pencils, and highlighters. Students write the word, highlight what they notice, and read the word. Flip a Word b ack ! bl ack ! s ick Meaningful Activities with Word Work & Phonics ! Kathy Griffin Copyright 2011 Use 3 x 5 cards to make a Flip a Word game. Cut cards into 1/3 and 2/3 pieces. Write the onset (letter, blend, digraph) no the shorter card and the rime (ack, eck, ick, ock, uck) on the longer card. Laminate. Players take turns turning over one card from the onset pile and one card from the rime pile. If they make a word, they can keep the cards, if not they return it to the discard pile. Play continues until all word options have been made. Include an anchor chart for children who need extra help. More Flip a Word game suggestions: short vowel CVC words, ang, ing , ong, ung, silent e, two vowels together, plurals s vs. es If You Can Read . . . Wall/Chart/Poster Make lists of words that follow a word study pattern or phonics’ rule. Students read the list by substituting the first sound. If you can read ing ding king ping ring sing wing bring Meaningful Activities with Word Work & Phonics Kathy Griffin Copyright 2011 BANG Write words on index cards or type on computer color-coding word focus pattern or phonics’ rule. Decorate bag or box to match memory maker. Students choose bag to play that matches teacher selection or student need. Players take turns drawing card out of container/bag. Student pulls out a card. If student can read the card, he keeps it. If student cannot read the card, he puts it back in the bag. If student pulls out the BANG card, students must return all cards to the bag. Game is over when all cards have been played or use a timer to end the game. Player with the most cards wins. Roll-a-Dice Choose a phonics rule or word focus pattern on dice. Program the dice with six different words following that pattern. Use the chart provided to write words on paper. Student rolls the dice, reads the word, and writes the word. Game is over when a player has all columns filled with a 1st-6th place winner. Bump It Choose word study or phonics’ rule focus and write words on labels using 2 different colors. Laminate labels. Each player chooses a different color of words. Player draws a card, reads the word, finds the match, and lays it on the match. Next player draws a card, reads the word, finds the match on the game board and lays it on the match. If player lands on a word that it already taken by the other student, she may bump the word – or give it back to the student. If the student already has a card on the word, she may lock the word by placing a second card on top. Game continues until a student runs out of cards. Meaningful Activities with Word Work & Phonics Kathy Griffin Copyright 2011 Build a Board Game You can make pre-programmed board games or write word study pattern or phonic’ rule focus on index cards. For build a board game, students shake/mix the bag/container and place cards on the floor, table, or pre-programmed board. Students draw a card and locate the pattern on the game. Student reads the word and moves game piece to the word. Play continues until a student reaches the end or runs out of cards. Player who has moved the farthest wins. Put in move forward or move backward cards to bump up the competition. Build a Board Game hun sung g ra n g so lo n thing n g g sang rung si n g hang king LIST OF RELATED CITATION Meaningful Activities with Word Work & Phonics ! Stop Kathy Griffin Copyright 2011 Kathy Griffin © 2013 Kathy Griffin © 2013 Kathy Griffin © 2013 Kathy Griffin © 2013 Kathy Griffin © 2013 Guided Reading Differentiated Progression • Quick Reads - Engaged – ABC Strips – Name Cards – Rebus Stories – Predictable Text – Familiar Text and Just Right – Favorites • Phonemic Awareness – Rhyming – Syllables – Isolating Sounds BME – Blending Onset/Phoneme – Segmenting Onset/Phoneme – Substitution (BME) Kathy Griffin © Copyright 2013 • Concepts of Print – Front/Back – Top/Bottom – Return Sweep – Letter/Word/Sentence – Spacing – One-to-One Matching • Phonics – ABC’s Identification & Sounds – Digraphs – Blends – Silent “e” – Two Vowels Together – “r” Controlled Vowels – Diphthongs Guided Reading Differentiated Progression • Word Work – – – – – – – CVC Words CCVC Words CVCC Words Silent “e” Two Vowels “r” Controlled Diphthongs • Questions to Ask Your Students – Does it look right? – Does it sound right? – What else could it be? – I see you are stuck . . . – What do you think it might be? – Does it look like another word you can read? • Reading Strategies for Unknown Words • Reading Comprehension – Look at the picture. – Skip over it. – Get your mouth ready. – Look for the chunk. – Sound it out. – Does it make sense? Kathy Griffin © Copyright 2013 – Retelling – Key Details – Who, What, When, Where, Why – Compare & Contrast – Connections – Visualization – Inferring “BUILDING READING FOUNDATIONAL SUCCESS WITH YOUR READERS” PRESENTED BY STAFF DEVELOPMENT FOR EDUCATORS (SDE) KATHY GRIFFIN Brabham, Edna G. & S. K. Villaume. (2001). “Building Wall of Words.” Reading Teacher, 54, (7) 700-702. Boushey, Gail & Moser, Joan. (2006). The Daily 5: Fostering Literacy Independence in the Elementary Grades. Portland, ME: Stenhouse Publishers. Cunningham, Patricia. (2008). Phonics They Use: Words for Reading and Writing. New York: Addison Wesley Longman, Inc. Diller, Debbie. (2002). Literacy Work Stations. Portsmouth, NH: Heinemann. Gill, Sharon R. (2006). “Teaching Rimes With Shared Reading.” Reading Teacher, 60, (2) 191193. Manyak, Patrick C. (2008). “Phonemes in Use: Multiple Activities for a Critical Process.” Reading Teacher, 61, (8) 659-662. Wagstaff, Janiel M. (1998). “Building Practical Knowledge of Letter-Sound Correspondences: A Beginner’s Word Wall and Beyond.” Reading Teacher, 51, (4) 298-304. http://kathygriffinteach.blogspot.com Meaningful Activities with Word Work & Phonics Kathy Griffin Copyright 2011
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