Educalien Katherine D. Wiesendanger Alfred University Upper Satie River, New Jersey Columbus, Ohiovit Discover the,Cémpanion Website Accompanying This Book + Clicking on a date the student is shown the lis of activities forthe _asegnment. The activities foreach assignment are inked directly to actual content, saving time for students. + Adding asigninents consist of clicking onthe desired due date, then filling inthe details of the asignment—name ofthe assignment, instructions, and ‘Whether ornat it s a one-time or repeating assignment + Inaddition, links to other activities ean be created easily. Ifthe activity is online, a URL can be entered in the space provided, and it willbe linked automatically inthe final sylabus. + Your completed syllabus is hosted on our servers, allowing convenient updates from any computer onthe Inteet. Changes you make to Your sllabus are immediately available to your students at their next log on. FOR THE STUDENT “Topic Overviews-outline ke; concepts in top areas ‘+ lectronic Blue Book-send omework or essays directly to your instructor's ‘email with this paperiess form ‘+ Message Board-cerves asa virtual bulletin board to post—or respond to— {questions or comments to/from a national audience + Chat-realtime chat with anyone whois using the text anywhere in the = nro | Tae me Seni = < sigur BA err i n 3 | Seserssedterge ie —_ t we = = r Mu Siteeoy iliiguaia Ret — waWord Identification Sthalegied | | | | | | | |Chapter 1 1.1_THE BAG GAME Desired Outcome ‘This game (Lewkowicz, 1994) is used with student partners to help young readers develop phonemic awareness and recognize intial sounds within words, Tt also helps children expand their meaning vocabulary by relating speken words to ac- tal objects General Overview ‘The Beg. Game requires enough bags large enougis forfour objects fr each chil. ‘The object's name should contain the initial consonant sound the children studied previously. This activity & used asa yeinforcement. Its particularly motivating for tisk and beginning stidents Steps Used in the Strategy 1. Select objects whose names start with i earned 2, Have the students ame the four kinds of objects as you place thern into ench bag. Each child ina pair has the same objec in her bag, Pair the stlents and decide on one tobe the matcher and one tobe the sounder, 3. Instruct the sounder to look int his bag, reach in select one ofthe objects, and hide t. Next have him say jst the initial consonant sound of the object to the matcher 4, Next, have the matcher lookin her own bag, find the matching objec, grasp Sty and lift it int full view 5, Finally, have the sounder raise his objec nto view to find if they match. 1 not clarify the misunderstanding and have them try again, 6, Select another par of students and repent the steps, Make sure to keep ‘witching the objects every few rounds to kesp ateniion level high. consonants the students have Additional Information ‘Should the sounder or matcher not correctly associate the object and inital sound, the teacher should “stretch” the sound to help: fiffeather and tttop. Then the students practice the soured ty familiarize themselves with it, The Bag Game cen ‘also be played in groups of two for the whole clas. Iris helpful to switch the bags with other groups tb get everyone invalved at once. Fenton sites , 1,2_ BASIC FUNCTION WORDS Desired Outcome This strategy (Carbo, 1978; Cunningham, 1979; Jolly, 1981) can be used to help slower readers decipher difficult function words that ae similar in appearance t0 ‘other funetion words General Overview Function words, otherwise known as service or connecting words (i, whe, ifthe, ‘where, tut, have litle meaning in themselves. When the reader is unable to assoc ate meaning witha word, tismore difficult to learn By their very nature, function ‘words ean be confusing. This strategy enables the reader to bring meaning tofunc- tion words. Itisa sever-step process used with small groups of about six children Function words should first be presented to the students in isolation, then in con text, and finaly in isolation again. A maximum of four funtion words should be taught during one session Steps Used in the Strategy 1, Seleet up te four function words and write each one on individual cards. On the opposite side ofthe card, write phase that includes the word. Civea set of cards tall students and have them place the cards before them, 2. Next, hold up one card and have the students frst look at the word, then ‘match their aed that has the same word. Say the word aloud several times while the children read it on theie ced. Introdice each word in a similar fashion 3. Inthis step say each word and have the children hold up the corresponding card, Repeat the words until each child in the group is able to old up the correct cad foreach word, 4, Then, have the children spell she words. Select « word and have the children scrutinize the corresponding word card. Next, have them shut their eyes and tay to visualize the word as you sayit. Then set the cards aside. Dictate the words and circulate among the group to check for correctness, Have the children use the original cards as aseference and correct any errors. 5. At this stage, have students flip ther cards, so that the phrases containing the ‘words ae in viw. Dictate the phrase twice each time have the students run their fingers under the words. Finaly, select students 9 read the phases sland.0 Chapter 1 6, Include this step if students need reinforcement Distribute a sheet of simple ‘maze ventences containing the function words and have the students underline the coerect word. 7, Finally, lash the cards randomly several times asthe students say the words Quickly Partner students to fash the words to each other if additional practice ie needed, Additional Information ach child can add the new cards ntned toa ving and take it home so the parents ‘can practice the words with their child, Students can look through text, such as a ‘newspaper and circle as many ofthe words as possible, They should have a card avallabe a a referace if needed. Also, ildren should read material on their n- ‘dependent reading level inorder reinforce the words. 1.3 DSTA (DIRECTED SPELLING THINKING ACTIVITY) FIGURE 1 in Strategy 1.2 ‘Basie Function: Cards a Maze Sentences for Wher, Hine, and Thon Front of Card Reverse WHEN When the bell rings, it will be time for lunch. Desired Outcome Inthis strategy (Ztel, 196), the students hone their word identification and word analysis skis, as well as receive practice with predicting spelling words, and ‘phonemic awareness. General Overview [DSTA (Directed Spelling Thinking Activity) i a spelling strategy where students make predictions on pattemed spelling words, which are words that contain an identical letter patter. Students discuss thelr reasoning and revise their predic- tions of upcoming words on the pretest. They then practice these words through a sees of activities. The focus of ESTA is on active, thoughtful problem solving to help students retsin and reinforce spelling patterns. Steps Used in the Strategy 1. Prediction and discussion Begin with a brief spelling test on the list words in patterns. Then, itate discuston by asking students how they spelled the Epecifc words, what they wer thinking about as they generated those spellings, and why they thought the words would be spelled:in that way. Fiave students listen to exch other's explanations and decide which spelling is likely tobe correct. Nex, present the correc spelling of the word. After several words are discusced inthis manver have the students begin to make the connections fo the patterns and revise or confirm their guesses about | other words. A HOW How many eggs are left in the carton? THEN If you are good while Mom shops, then she will buy you-a toy. uFIGURE 2 in Strategy 1.2 Function Words in Context Name: Instructions: Read the following sentences. Notice that, for some words, there are three available choices. Choose which word makes the most sense in each sentence. Circe the correct word. when 4, Lget to go out and play how = myroom is clean. then when 2. inmath class, learned how to do long division. then when 3. Ijust don't know — how my mother always knows what | am up to. then when 4. tflalways take vitamins, how | probably won't get siok. then when 5. | am going fo get my driver's license how am sixteen, then v Word Identification Strategies 3B 2, Assisted word sorting. Provide further clarification on the patterns through the use ofa word-sorting activity: Choose one word from each category to serve asa key foreach column. Mix the remaining word cards together. Begin by selecting a card from the deck, pronouncing the word, and showing i tothe 10up. Have students tell under which colsmn the word should go and their easoning for that placement. For example, if students have studied the “oke” and “ore” leter patter, words in the deck may include fol, adore, poke, ore, broken, galore The key werds could be snore and woke. As students select words from the deck, they place them inthe appropriate column snore woke adore token, wore ‘yoke galore Daoken 3. Word hunting, Have the students scan through books, class lists, magazines, newspapers, and so onto build thet word bani 44 Coupentive and individual ord sorting. Allow students to work in pairs then individually, sorting fist combinations of teachersupplied words; then on their own, See Step 2. 5. Practice estes lave stunts choose from a varity of activities to practice the ‘words. Indude Havea-Go sheets, Look Say-Cover, S°-Wiite Check ands on. (6 Meesureand recon studet sucess. Do individualized spelling review atthe ‘aud ofthe Fesson cycle in a peerchecking format. Additional Information “This strategy works oll students, expecially ones who needa structured view of spelling words tha have pattems. ts obo helpl for luring disabled stem [DSTA isan effective way to analyze words and thelr various components 1.4_ INDUCTIVE PHONICS Desired Outcome ‘The purpose of this srategy (Durkin, 1998 is for students to increase phonemic awareness, Inductive phonics enables readers to lear specific phonemic elements ‘or grapheme-phoneme relationships in order that they may tranler the soundl of the element to an unknown “ord, General Overview In order to decipher words not encountered previously, students must be aware fof the phonemic elements and associate the letters to the comesponding soundcombinations, Before teaching phonics inductively, be certain students have de ‘eloped a bace of words they Inow by sight. They then use these base words for learning phonics. Steps Used in the Strategy 1. Select the phonemic element you want to teach (consonant b), Students may Tearn phonemic elements in diferent sequences. Itmay be useful to test dlulen to determine unknown grapheme-phoneme elements when ‘working in remedial situations The objective ofthis lesson would be to lear the graphere-phoneme ‘comrespondence ofthe consonant b 2. Select words students know by sight that contain the phonemic element (), resent words 2o that like elemerts line up one under the other. This helps students visualize the element ball bag bat bbenana 3. Have children pronounce words. These words have been introduced in previous lessons, and the children should know them by sight. 4 Ask students to note the similares in each of the words Students should specify that all words have bothdentcal letter and sound patter, Allowords start with the leter& ‘All words start with the same sound. 5. With the students, develop the rule. The rule should include the letters and their corresponding sound, b= b sound as heard in balt 6. Present the child with unkown words containing the phonemic element thats in the objective in order that they may transfer the grapheme- ‘phoneme relationship to all words containing the sound. bingo bus “Th objective is to make certain the child can transfer the phonic element 10 pronotince a word not yet encountered. It the child nzeds help withthe part Df the word containing the element not yet studied, its acceptable for you to pronounce that part and then have the child blend the word together. bingo Dingo Additional Information Common phonemic elements obe taught inde th folowing consonantsounds: bed ighjkimnparstywxyz long vowel sounds: aeiouasin age, eat ce ode, ue short vowel sounds: aeiouasina,end, 084,18 consonant lends: bl blow) AN (By) se(score) st (storm) Dor(brag) free) sk (hy) sve (ring) cl(lean) —gl(globe) —si(sled)_—_tr(trace) ex(cop) gr (grass) sm (smell) (si) ar(@rumm) —pliphum) sn (nip) ser(seript) w (dwell) pr(pray) sp pace) str (straw) consonant digenphs: sh (she) phiphone) (chill, chef) 1g (sng) (the, thin) gh (rough) vowel digraph {00 (cool, coo) ew (ew) aw, au (aut, xl) 104, ow (out, owl) i, 0y (ail oysie) consonant clusters aback a a aman and ap, ashy ata, in ing ish oop, ace ade, ake ame ang sn ape, at, oem, en en tio, ockong ko up, at ale a af allay eke) ce ek 0, ght. nk, $6) 05,04, 0g on, ook. uh 8, a) 2g, le, kan ae), eee) if nat, oe ot}, om one, oe es ext ve ait aia are, au ef el ea ea ee eo iron-oi 00, ond ought, ue, ce 1.5 MAKING WORDS Desired Ouitcome ‘The Making Words strategy (Cunningham & Cunningham, 1992; Cunninghara, Hal Dele 19) promot phncn warns cer’ sellyoanecats Jetter-sound relationships in words, hus increasing knowledge of word paterns anc helping them to decode.wos Chapter 1 General Overview Students using this strategy learn that changing one letler or the sequence of Jet tersin.a word ean create an entirely different Word. They actively participate by us- jing word cards. This strategy shouldbe used for children who would benefit rom improved decoding skis. Each chillis given some leters that they use to make words. They make 12-15 words, beginning with two-letter words, then three- letter words, and so on, ust the final word is made. The final word always in- lates ll the letters students are given. Steps Used in the Strategy “Teacher Preparation 1 Choowe ax ending word tis word shouldbe fom a unio rom Srformaton that teas ae fama with, sch sete you ust fred a unit lati) Coser the posible ens othe word, such avis endings vowels, and leer peters. 2. Makea lst of words tat cn bestade from the letters of the fal word 5. Saect 12-15 wosdsof varying gt tht contain the phonic pattern at you Sneed to aphasize. Apne: pattern consitsof oor oe eters {p.od.em) that are commen grouped eget 4. Witeallthe words on index cud an place them inorder from shortest to Jongest You willed linge and snl index cards to make he words. Also, ture at tey are place in an order hat emphasizes etter patterns 4, Putthecadein an envelope Waite on the envelope fhe words in the order that you will present them cowl ae the pone pattems yo wil eseus st the en ofthe lesson. ‘Teaching Steps 1L Show children the large letter cards by placing them ina highly visible area, suchas the chalkboard ledge, and give each child a matching sma llter cand, 2, Review the names ofthe letterson the large letter cards, and have the children repeat the name of the corresponding snl letter. ‘3 Write the numberof the letters in the shortest ward on the hoard. Example: write "2 if the word has only vo letters. Ir the ending word is attery an a “2 is weitten onthe board, the students would come up with two-letter ‘words such asa. Use the wordin a sentence 14; After a child makes the word correctly, using the individual smaller ttter ‘ards, make the sare word with the large letter cards, so the children can ‘check their work, 5, Continue having them make words. Always inerease the numberof letters land indicate that number on the board. Use the words in simple sentences, ‘Give them cues as to what words they will try (0 make. Word Identification Strategies ” 6. Ackif anyone can figure out what our “last word” i, Have them make it out ofthe big ters onthe board Have students ue al thers and make 3 final word, 7. After making all the words place the card (from the shortest fo the longest ‘word) along the chalk ledge. While children say and spell the words, hve children notice specific phonic pattems, 8, Have children use the phonic patterns and make a few new words. Alsa have them find words with the sare phoric pattems in texts and 20 0% throughout the day Additional Information ‘This strategy i a quick, every-popil response, manipulative lesson in which chil Gren stay atively involved. They must listen intently for sounds and select letters that represent those sounds in order to make words. ‘Writing instruction may be correlated with phonic instruction by using ‘words with the same phonic patterns emphasized inthe word identification strat gy: Both small and large words that contain the same photic element should be used when working with shadents of mul-ability levels 1.6 PAIRED REPEATED READING Desired Outcome ‘The desired outcomes ofthis strategy (Ftzpatrick, 1994; Juel, 1991; Koskinen & ‘Blum, 1986; Vacca & Palak, 1990) ae to improve oral reading, grammar, listening skills, reading fluency, and word identifiation, while giving students the oppor tunity to read material in context General Overview Paired Repeated Racing isimplemanted by pairing two students with diferent read- {ng abies For ample, itis effective to puirasinth grader (who ishaving difficulty wil her oral seading) with akindergarmer Thisisan effective strategy timprove sel- «esteem while reading aloud. tis thought thst thechld ex lificuly with her reading willrecrive the practice necessary toimprove oral reuding sills wile reading toa younger student Boh students form a bond and have fan while reading Steps Used in the Strategy 1. Have each student select a passage for reading (approximately 50 words), 2. Next allow students tread thei pasapes sey and decide wi wll be the frst readerLo Word Identification Strategies ® FIGURE 1 in Strategy 1.5 eu 3. Reader: Have this student read the passage aloud to his partner three times. Encourage readers to ack ther partners for help with difficult words. Ader Directions: in the following sentences, one or more letters are missing from the final word. From the word list, select the “at derivative” that would complete the sentence correctly. Word List: atic pat flat ‘maton rat mat batting scratch batter scat matter patting cats pats battery chat bat Example: This is ike a big mouse. 1. Wrestlers practice on a 2, Youhit a baseball with a 3, The top ofa table is 4. Mice are afraid of cal 5. At restaurants, butter comes in nats 6. When you stroke @ dog, you're _-fting wt 7. The next person in the dugout will be 8. When Mom makes a cake, | heip stirthe 9. “Why are you crying? What's the -altom 10. “Get away from there, dog! Go on— _ca 41. My friends and like to hang out and chat 42, One way you can light fire is to use a __ten. 48. Ifyou have an itch, you often —-ratch 14, Most of our old stuff is up in the attic. 45. For my remote controlcar,Ineedanew __ttery. ‘each reading, instruc them to answer the question, How sell did Tread? on 2 self-evaluation sheet. “Listener: Have this student listen to her partner read. After the second and third readings, el her partner how her reading improved and note this Improvement on a listening sheet. 4 fest id tng derecho and ag flow Additional Information ‘Asa modifation of his stategy he stodents may elect diferent reading ps sso tyres Tihs oh pine ad oe nee ingand clacourages direct comparison of reading profiienie. This stategy ma inp studentobetome fluent readers. I's seo lective for developing pect tion by using partner grouping 1.7_ PROGRESSIVE CLOZE Desired Outcome ‘The Progressive Cloze (Riley, 1986 i strategy to use when remediating compre- hension problems, Stents must conruct a mesninghl passage using the iia sentence as wells the cloze format sa stimulus General Overview Progressive Clore monitors comprehension and focuses on he reatonshipof text elements. Chilren respond by vending ltr, wing and speaking Diver ie Serton help clarify the appropriateness of word selecton, Steps Used in the Strategy 1 Pee tin eencr and det aston ofthe won Ua nds 2. Inihis example, he student had cifclly withthe “ump” phonogram. Elicit fossble esponées from stadens- which shoul includ several alternative: ‘Weite a chown: Theiitteboyj__. jump joke ‘Then insert an aditonal ie,cower | wd detaon res a ‘Thelitleboyj_ed. jump joke 3. Insert the response that fits best. ‘The litle boy jumpad 4, Read the entire sentence aloud with the students. 5. Ask, “What might have happered before the little boy jumped?” Student respontes vary write them as chown: ‘Thelittle boy jumped. “The dog barked ‘The door slammed. Satn’s mom caught him sneaking a cookie, 46, Read the responses with the students 7. Ask the students to choose, or choose for them, @ meaningful alternative and ‘write it above (befor) the cloze sentence. “The doce slammed ‘Thelitle boy jumped. 8, Read both sentences withthe students to reestablish the context. Then ask, "What might have happened ater the boy jumped?” Write responses as shown: The door slammed, ‘The hitle boy jumped. ‘The lie boy's brother ran inte the oom. ‘The dog ran outside. 9, Read the responses aloud withthe students 10, Ask the students to choose, or choose fr them, one ofthe alternatives and ‘write it after the eloze sentence: ‘The door slammed. ‘The litle boy jumped. The litle boy's brother ran inte the room. 11. Read the entre pascage once again fo reestablish the context. 12. Continue the procees by suppling adaitionel sentences with eareflly chosen deletions Additional Information Progressive Cloze canbe used in lementary tough high schol. This seategy drow for any students but works especally well wih students who have if culty with reading comprehension. Progressive Cloze is appropriate for a small g70up or an individual 1.8 SOUND ISOLATION USED TO DEVELOP PHONEMIC AWARENESS Desired Outcome “This strategy (Yopp, 192) is based on ar understanding that speech ie composed ofa series of individual sounds, Phonemic awareness isbotha prerequisite for and a consequence of learning to reed General Overview This strategy can be used at any time. Ii should not be used asa drill or memo- ‘ization. There should be a sense of playfulness and fun, so thst the children en _gage in phonemic awareness activities. Students can siti a group to encourage in- teraction among children, Steps Used in the Strategy 1. Develop an activity to identify the task being taught—eg, blending eaunds, 2. Consider a developmental way to engage the students in the task-—e-g,, ‘games, riddles, guessing games, and familiar songs For Word Identification Strategy: 1. Decide ona series of words that cen denied trough content cs. 2 Waite sentnce for each word, leaving the word out ofthe sentence and replacing with 9 ban 3. Working with the cass or with small groups, sk what word might fil the blank. Have student brainstorm possiblities Discuss how the word could be predicted fom context. 4, When students canna guess, begin giving them pce ofthe word eters ‘hat wl frm individ consonnt or vowel sounds Another way fo we this strategy isto give theater due in blend that are being focited on in clas, incorporating the unto study int this exercise Additional Information ‘This activity will work well for preschoolers and kindergattners who have not yet been exposed tothe alphabet.