Word Mapping High Frequency Words

Word Mapping High Frequency Words

Article:

Manyak, Patrick C., Phonemes in Use: Multiple Activities for a Critical Process

The Reading Teacher, 61(18). Pp.659-662  DOI10.1598/RT.61.8.8

Standard:

ELA1R3 The student demonstrates the relationship between letters and letter combinations of written words and the sounds of spoken words. The student

a. Automatically generates the sounds for all letters and letter patterns, including long and short vowels. b. Applies knowledge of letter-sound correspondence to decode new words.

c. Reads words containing consonant blends and digraphs.

Revised June 12, 2008 Georgia Department of Education Kathy Cox, State Superintendent of Schools 6/12/2008 1:16 PM Page 3 of 6 All Rights Reserved

d. Reads words with inflectional endings.

e. Reads compound words and contractions in grade appropriate texts.

f. Reads words containing vowel digraphs and r-controlled vowels.

g. Uses spelling patterns to recognize words.

h. Applies learned phonics skills when reading and writing words, sentences, and stories.

Lesson:

Small group instruction of high frequency words.  To reinforce Imagine It lessons on the letter is making the /z/ at the end of words.  First I showed the group the word map we would be using and did an example word for them to see how it worked.  Then we discussed the following words:

has, was, is, his,

Using word map first I wrote the actual spelling of the word.   Then we counted the sounds in each and counted how many letters word actually has.  Then using the map we wrote the sounds for words and then I connected the sound to the actual spelling.  We did this for each word.  This group is liked this activity and seemed to help with this concept.  I did this with all my groups of students.   Very easy and quick way to show these words.

I will use this method again with my students especially words they cannot sound out.

Reflection:

This was a great article which introduced several ideas for working with phonemes.  I have used several of these and did not realize I had until reading this article.  The activities they reviewed were:

Beginning-Middle-End – This is a useful and extremely brief, whole-class activity.    It uses letters and song to help students gets the BME in words.

Say-It-and-Move-It- This involves moving tiles one at a time from the top of a piece of paper down to a line at the bottom saying each phoneme while doing so and then running a finger under the tiles while blending the phonemes to make the word.

Scaffolding Spelling- This is a way to increase phonemic awareness and reinforce letter-sound knowledge in the context of writing words.  In short it engages students in carefully stretching out the phonemes in simple words and writing correspond to them.

Word Mapping – Use with sight words to help students understand when sight words are not spelled like they sound.

Word Wall Boxes – Provide another way for students to map the letters of a word to its phonemes.

This article was very useful and had some great ideas for working with phonemes.   I recommend this as a great resource to have.

Phonemic Awareness Activity

Phonemic Awareness Activity

Segmenting Words into Phonemes

In a small group with my lowest student I use segmenting words into phonemes to pre-teach their spelling words each week.  Using white boards and expo markers students gather in group to begin our lesson.  First I say the word, and then we count the sounds.   I model how to write the sounds doing first sound, last sound and leaving a space for the middle sound.   Next I say the word again and they write the first sound they hear, then say it again and they write the last sound leaving a space for the middle sound. Finally we do the middle sound.  We do this all together for all the spelling words and high frequency words which can be sounded out.  After we have finished words we go back and read each word together.  I also go around the group having students put each one in a sentence.  If they can’t create a sentence then I model sentence and have group say after me.  I have students use in sentences so they can know how to use the word.   I think this especially important for my ESOL students to hear the words used in sentences.    

I have been using this each week to help these students with their spelling.  So far this seems to help the students with their words which can be sounded out.

Picture Book Lesson

Picture Book Lesson

Standard:

 SS1H2 The student will read or listen to American folktales and explain how they characterize our national heritage. The study will include John Henry, Johnny Appleseed, Davy Crockett, Paul Bunyan, and Annie Oakley.

Day One:

For this lesson I chose the book Johnny Appleseed.  This is one of the characters in the first grade social studies standards for American folktales.  I did this lesson with whole group instruction.  Before reading the book I introduced the vocabulary words below:

·         Orchard

·         Squishy

·         Burlap

·         Seedling

·         Joined

I introduced each word and wrote on a chart.  Then I asked students if they knew the meaning.  If not I explained and we discussed.  After our discussions we created definitions for each word.   I also had students to dictate sentences using each word so they could see it used in context.    I decide this was an important step for my ESOL to students to help them gain a better understanding of this vocabulary.

To help activate their prior knowledge I asked if anyone had seen or been to an orchard before.   The cover of the book showed Johnny in an orchard so this helped to spur the conversation.  Once we discussed I read story to students.  Throughout the book I questioned students about different aspects in the book to help keep them engaged and involved in the story.  At one point we even did math when discussing how many brothers and sisters Johnny had.  When we finished I referred back to the vocabulary to see if the students could tell me how it was used in the story.

Day Two:

We reread the story about Johnny Appleseed.  After story I explained the difference in a fact a just their opinion and gave examples of each.   Then using an apple tree for our fact chart students were given apples to write one fact they learned about Johnny.   As everyone finished we added each apple to our fact tree.  Each fact was discussed.

This lesson was used as an enrichment lesson for my students during our intervention block.  There are 16 students.  Three of them are ESOL.  I chose this book because it is the first week of fall.

Reflection:

I think students enjoyed the story.  Previewing the vocabulary I think helped them to understand story better.  I also think having them use in sentences enhanced their understanding of them.  If I did this again I would bring in examples of burlap so they could feel and see this material.  I also would like to have a seedling and apples for them to see and taste.  I think these examples would help to make the story more real to them.  Overall I think it went well.  

Math Lesson Using Picture Book

Math Lesson Using Picture Book

Article:  

Shatzer, J. (2008)  Picture Book Power: Connecting Chirldren’s Literature and Mathematics.  The Reading Teacher, 61(8), 649-653. doi:10.1598/RT.61.8.6

Standard:

 M1N1. Students will estimate, model, compare, order, and represent whole

numbers up to 100.

a. Represent numbers up to 100 using a variety of models, diagrams, and number sentences. Represent numbers larger than 10 in terms of tens and ones using manipulatives and pictures.

b. Correctly count and represent the number of objects in a set using numerals.

c. Compare small sets using the terms greater than, less than, and equal to.

d. Understand the magnitude and order of numbers up to 100 by making

ordered sequences and representing them on a number line.

Lesson:

Our class had been studying ten frames and to reinforce the number ten I read the class the book

Ten Black Dots.  As we read the story the students counted the dots on each picture.  When finished reading we had a discussions about the many objects made with the dots in the book.

Then each student was given a piece of drawing paper and asked to create a picture of an object which needed circle shapes to complete the picture.  Next each one was given enough dots to complete their picture.  When their drawings were complete students had to write a sentence telling how many dots were used and what they became.  Ex. Two dots became a bear’s eyes.

The most dots they could use were ten.  When these were complete we put on our math board in our classroom to share with others.  Most students could complete the task independently, but teacher had small group to help those who had difficulty with the task.

I often use books with my math lesson to reinforce or introduce concepts which I teach.  I liked this article because it reiterated the concept that books can be used in all areas of the curriculum.

Read-Alouds and Vocabulary

Read-Alouds and Vocabulary

Article:

 Kindle,K.J. (2009, November). Vocabulary Development During Read-Alouds: Primary Practices.  The Reading Teacher, 63 (3), 202-211. doi:10.1598/RT.63.3.3

Lesson:

Before taking my class to the library for the first time this year we read the book I took My Frog To The Library By: Eric A. Kimmel.  I introduce the vocabulary words:

·         Library

·         Librarian

·         Check out desk

·         wrecked

We put the words on a chart and students helped to make definitions for each. During this discussion students decided to add the word borrowed to the list.  In discussing definitions this word came up and some did not know what it meant and students wanted to add to our vocabulary with its own definition.

Once the discussion of the definitions was finished we read the book and discussed.  Using the story as an introduction we then went over our library manners and what we do in the library.  After our visit to the library students came back and wrote in their journals about their visit.  The vocabulary was available for them to use in their writings.

Standards:

ELA1R5 The student acquires and uses grade-level words to communicate effectively. The student

a. Reads and listens to a variety of texts and uses new words in oral and written language.

b. Recognizes grade-level words with multiple meanings.

c. Identifies words that are opposites (antonyms) or have similar meanings (synonyms).

DIBELS Time!!!!

The new version of DIBELS seems to be a more accurate measure of students abilities. The biggest change for first grade seems to be the change of how nonsense words were measured. I think this is a positive change. Yes the scores will go down however I think it gives us a better idea of children skills. After our class on the DIBELS it cleared up many of my doubts about interpreting the data gained from this assessment. I really liked the common eras you can check off at the bottom of the skill tested. This will save me time and gives a more accurate picture of the child's abilities. The class was excellent and the DIBELS information was valuable. I truly think this will enhance my performance as a teacher!!

Delayed response to class presentations!!!!

Thanks to mother nature I have had no Internet since our last class!!! Just got it back up and running this weekend!! Soooo here goes! Presentations were fantastic! Each had a unique style and all were very informative. Thanks for all the copies of each. This is great information to have. I think these will be very helpful with these classes. Glad that these are done now on to the picture book!!! See everyone tomorrow!!!