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.