What can I say besides "Sound it out" (Reading process ("…
What can I say besides "Sound it out"
coaching- highly effective technique where teachers use instructional cues that enable students to apply their reading skills and knowledge to a task they are completing
understand word recognition in beginning reading
important to craft cues that reflect contemporary understandings of phonics instruction
important to consider the language we use to convey our assistance
3 stages- selective-cue, spelling-sound, and automatic
selective- children recognize words words by selected print but non alphabetic letters and rely on pictures and semantic context clues
spelling- children use letter-sound relationships and approximations
automatic- recognize most words they read without conscious attention to spelling-sound relationships
helps learners construct a system through powerful interactions with teachers
fosters strategic and independent readers
"message getting" activity where readers draw on knowledge sources to construct meaning
reading is complex problem-solving process where readers pursue meaning
challenges vary with skill and experience
word recognition is necessary for comprehension
General cues to promote thought
don't point readers in one direction
prompt reader to think about their knowledge of word recognition and how to apply them to a task
cues to prompt specific action
focus on readers' attention on grapheme-phoneme correspondences to consider letters and sounds
direct attention to larger word-part identification strategies
provides readers with more information about the word recognition task
Chapter 10- Teaching a Reaidng/Writing Rhymes Lesson
choose a pattern and create a spelling chart
have student who think they have a beginning letter card line up
have the class blend letters to form words
have students read the rhyming words
give the students 8 minutes to write as many sentences as they can using the rhyming words
Chapter 11- Coaching Students to Use What They Know
work done with words is useful only if the child uses it while reading and writing
Guess the Covered Word Activity helps children verbalize how using meaning, beginning letters, and word length helps them make a good guess
Ending each Making Words and Rounding Up the Rhymes lesson with a few transfer words will help children read and spell
To help children use phonics they know, you must coach them to use what they know during writing conferences, one-on-one meetings, or small groups.
Children write using words they have explored in Reading/Writing Rhymes and What Looks Right? lessons
looking for familiar chunks, roots, prefixes, and suffixes helps them students decode, spell, and build meaning for big words
Chapter 9- Making Word Lessons
When planning Making Words lessons, try not to include words your students do not have in their listening vocabularies
If you have English language learners in your classroom, you may not want to include some of the less common words in these lessons.
This “pronouncing the word” step is crucial for your English language learners who might not be as quick to access the word from their oral vocabularies.
As students are making each word, give them a sentence containing that word.
If you have English language learners, you may want to give them a richer sentence that contains more information about the word being made.