Sound Boxes for Phonics Development (radish)

Writing Words for Phonics Development a e e i o g n n r t

Word Chunking and Syllable Identification 1.Open Syllables 2.Closed Syllables 3.R-Controlled Syllables 4.Consonant –le Syllables 5.Diphthong Syllables 6.Vowel-Consonant-Silent E Syllables 7.Vowel Team Syllables

Initially, students listen to the tape and follow along in the text. Students then read with the tape or computer. Last, students read the material on their own. Modeled Reading for Fluency

1.Teacher selects an appropriate passage. 2.Teacher fluently reads (models) the passage for a large or small group. 3.Teacher discusses new vocabulary or concepts in the text. 4.The group reads the passage, focusing on expression. (The students shouldn’t choral read. The teacher can do group timings.) 5.Students practice the passage independently while the teacher moves among the students. (Some teachers do reading timings at this point.) Repeated Reading for Fluency

Two students sit together. Carefully selected passages are read silently by the students. Then, each student reads their passage to the other student orally, 3 times in succession. The listening student gives suggestions and positive feedback to the other student. Paired Reading for Fluency

Box 1 – Convergent Thinking Example: Say to students, “Look at these vocabulary words and phrases that will appear in our reading today. Based on these words, what do you think you might be reading about today? Turn your paper over and write some more words or phrases that you think might be in today’s reading.” Box 2 – Connection to Self Example: After discussing answers from Box 1, ask, “What do you already know about _______?” or “How many of you have already _________?” Responses can be written. Box 3 – Prediction Example: Say, “Here are some more words and phrases that will be in the reading. How would you change your Box 1 answer knowing this?” Box 4 – Revising Prediction Example: Say, “Now that you’ve read 4 pages of the text, how would you revise your prediction from Box 3?” Box 5 – Confirming Prediction Example: Say, “Now that you’ve read 10 pages of the text, turn to your partner and discuss your predictions from Boxes 3 and 4. Were you correct? If not, how would you revise?” Box 6 – Evaluating Performance Example: Say, “On a scale of 1-5, how well did you predict today? How well did you understand the material? How well did you work with your partner?” Six Box Grid

WordDefinitionSketch Personal Connection Vocabulary Word Bank

Word: Word in Context from the story or text: What I think the word means: What the word actually means: My own sentence using the word: My picture or sketch of the word: Four-Square Vocabulary

Describe: Draw : Term Understanding :   Vocabulary Term Sheet

Reciprocal Teaching Groups of 4: Summarizer Clarifier Questioner Predictor Students read a designated amount of text. Students perform their roles and discuss the text in-depth, supporting each others’ learning.

Box 1 Key Word Notes Box 2 Box 3Box 4 Box 5

Sentence Stretcher #1 (Start here) When Determiner Adjective Noun (subject) Verb (the, some, my, his…) ________ _________________ _________________ ___________________ _______________ Adverb Where Punctuation (. ! ?) ________________ _________________ ______ Sentence Stretcher #2 (Start here) Determiner Noun (subject) Verb/Predicate (the, some, my, his…) Predicate Expanders (How, When, Where, Why) Punctuation (. ! ?) ____________

$2.00 Summary Name___________________________ Text Title_____________________________________________ Steps: Read and underline/highlight key words and main ideas in the text you are reading. Write the key words and main ideas in the space below. At the bottom of the paper, write a one to three sentence summary of the text you read using some of the key words and main ideas. Pretend you have only $2.00 to spend, and each word of your summary costs $.10. Do not spend over $2.00! Key Words and Main Ideas: One to three sentence summary ($.10 a word, not to exceed $2.00):

Four Categories of Questions In the Book: –Right There Questions –Think and Search Questions In My Head: –Author and You Questions –On Your Own Questions Question-Answer Relationships