streamlined instruction accelerated achievement
TRANSCRIPT
streamlined instruction accelerated achievement
Advanced Phonics
Written and Developed by Marnie Ginsberg, PhD
© 2016 Reading Simplified
CVC to CCVC Words
The /oa/ Sound
First Grade
© 2016 Reading Simplified
o
oa oe
o-e owGo
the boat to Joe.
home to show
The /oa/ Sound Sort It
Sort It list
4
4
Go home to show the boat to Joe.
“robot and mr mole ”from www.starfa l l .comi s a goo d /oa/ soun d book
to read .
“Can you remember any of the spellings of the /oa/ sound? Write them on the dry erase board... The key sentence about Joe may help jog your memory. What was that key sentence?...Now let’s read some words that have the /oa/ sound. Can you say /oa---/?” Write 1 word at a time on the dry erase board or
read off this page. If you use a dry erase board, use a different color to represent the /oa/ sound. Help student to use Blend As You Read method. Ask him to decide where that spelling of the /oa/ sound belongs. Finally, student should write the word in the relevant column while saying each sound as he writes.
boathoeclosethoseno
owngrowshowntoldmost
© 2016 Reading Simplified
Read /oa/ NurseryRhyme & Search for the Sound
What would Mary’s lamb do?
2
2
Mary Had a Little Lamb
Mary had a little lamb,Its fleece waswhite as snow;
And everywhere
that Mary went,The lamb was sure to go.
© 2016 Reading Simplified 1
Write It
The /oa/ Sound1
road
grow
old
most
boat
own
hoe
show
Read word - remember they all have the /oa/ sound.Then write each separate spelling in a box, saying each sound as you write. Two letter spellings belong in the bigger boxes.
1)2)
© 2016 Reading Simplified 3
Read & SearchRead /oa/ Story & Search for the Sound
“A Snow Day With Mom” —what do you think the story will be about?” Read story. Afterwards, support student to create a good summary of story. If time allows, have student find each/oa/ sound word and record it where it would belong on the following Sort It page.
A Snow Day With MomBy Laurie Newell
Mom shows me the snow.Yes! I can have fun in the snow.
I can sled in the snow.My sled can go fast!
The wind blows.I have my thick coat,but I still get cold.
I go home.I sip hot cocoa.
Mmm.Thanks, Mom!
3
© 2016 Reading Simplified 5
Search & FindColor in the area where you find /oa/ sound words.
Be careful! Some words have the letter “o” but don’t say /oa/.
5
© 2016 Reading Simplified
o
oa oe
o-e owGo
the boat to Joe.
home to show
The /oa/ Sound Sort It
Sort It list
6
6
Go home to show the boat to Joe.
knowsohomeroadcoast
goessnowthoseoldshow
“Can you remember any of the spellings of the /oa/ sound? Write them on the dry erase board... The key sentence about Joe may help jog your memory. What was that key sentence?... Now let’s read some words that have the /oa/ sound. Can you say /oa---/?” Write 1 word at a time on a dry erase board or point to the list on
this page. If you use a dry erase board, use a different color to represent the /oa/ sound. Help student to use Blend As You Read method. Ask him to decide where that spelling of the /oa/ sound belongs. Finally, student should write the word in the relevant column while saying each sound as he writes.
© 2016 Reading Simplified 7
This is an espcially long story. To help your student not get overwhelmed by it, consider offering to read every other line yourself. If time allows, circle as many /oa/ sound spellings as she can. Point to where each would belong on a Sort It page. Be sure to ask her afterwards what Joe and Bo did.
Read & Search It
Toad and GoatBy Micki Ginsberg
Joe is a toad.
He lives on an old yellow boat.
Bo is a goat.
“Can you row that boat?” he asked Joe.
“No! I can swim or float, but I do not know how to row my boat.
“No joke,” said Joe.
“I wish I had a boat,” said Bo.
“You can go on my boat,” said Joe.
7
continued.. .
© 2016 Reading Simplified
“Can goats go on boats?” asked Bo.
“You can,” said Joe.
“OK,” said Bo, “so I will go on your boat.”
“Can you row the boat?” Joe asked.
“I can do the goat-paddle,” said Bo.
Joe swam slowly. He showed Bo the way to a cove.
Then Joe and Bo played on the old boat all day until Bo heard his farmer call.
“Bo!” “Bo!”
“Oh, Bo!”
“Gotta go home!” said Bo.
“Come back again,” said Joe.
“OK. I will!” said Bo.
8
© 2016 Reading Simplified
Hole Punch It
“Can you recall any of the spellings of the /oa/ sound? The key sentence about the boat and Joe may help jog your memory.” Cut out strips of paper to create 4 strips of 2 rows each. Ask the student to hole punch in the space next to every /oa/ sound spelling. Don’t hole punch out the letter themselves. If you don’t have a hole puncher, they could be marked with a Dot It paint pen or marker. “See if you can get faster as you do each strip.”
Hole Punch the /oa/ Sound Spellings
I f y o u h a v e n ’ t t r i e d t h e m y e t “ s o a p b o a t ” a n d
“ r o b o t a n d m r . m o l e ” f r o mwww.s t a r f a l l . c om a r e g o o d
f o r t h e / o a / s o u n d .
9
9
Switch It Word Lists
a i c d h m n p s t w ch th wh ll ttL e v e l 1List 1
a ic h d m n w
ch ll th
math this in
him
ham
an
mad
had
hid
him
hill
will
win
chin
can
man
sit
sat
that
than
can
which
ham
him dip
sipwhim
a sudden wish
chin
chill
hill
pan
path
tip
with
will
pithcentral idea or essence
tillplowing land or crops
whipto beat into foam
whima sudden wish
whama loud sound
sapliquid in tress; like syrup
Sisshort for sister
Cama nickname
Chana first or lastname
dimless bright or clear
damsomething to hold
back water
thin than
a ic h n m s t
ch th wh
a id h m n p s
ll ch th
a im n p t w
ll th wh
Switch It Word Lists
Lev e l 2List 1
a e id g h l m n p s
sh
gas if
ship
rip
mop
bath
gap
lap
lip
dip
dish
dig
pig rod
lappeg
men get
hen
will
well
fell
fed
red
met
God
got lash
dash
dish
fix
fin
bit
fit
hop
hot
dot
dog
fox
fixshinfront part of lower leg
rapknock; or music
Moxa name
illsick
Mega girl’s name
Maxa boy’s name
mix bat
e i od f g m r t w
ll
a id f l m n r p x
sh
a i ob d f g h m
p t xth
o e b r f l g x sh ng ff
Switch It Word Lists
u j k qu v ckL e v e l 3List 1
o ub d g j s t
ck th
jug job kiss
hug
hung
tub
but
bug
dug
duck
dot van hit
himgot
sun
cub
cut
cat
such
fan
fun Jim
tick
tuck
rob
rock
hush
rush
rash
jog
song
sung
socktug
gutstomach
Gusa boy’s name
jutto stick out
sobto cry noisily
subsubmarine
vata large tub
huta simple shelter or house
racka frame with hooks
jiga dance
thusbecause of
dockarea for boats to
load/unload
kick rub
a o ub c f j n s t v
ch
i o ug h j k m t
ck ss
a o ub h r s tck ng sh
Switch It Word Lists
Lev e l 4List 1
a i o ard k p t z
ch sh
zip yes
yet
part
park
bark
far
am
cart
chat
chart
part
dot
pot
dart
dark
shark
sharp
pet
barn
born
corn
catch
can
match
fork
art
thorn
thin
cat
fat
fort
sortnorth
chart
chin arm
zapto destroychap
term for a man
yamlike a sweet potato
chitas in chit chat
yakan Asian ox
Yorkname of a town
forthonward in time
nornot
Thora Norse god
car
cart
a e ar orc b k m n p s
t ytch
a ar orc f k m n t y
th
a i or arc f n o s t
ch th
ar or y z tch
SWITCH IT WORD LISTSADJACENT CONSONANTS
class truck
tuck
stuck
stick
swim
sting
swing
flat
fit
fill
drill
fat
drip
drop
crop
flap
clap
slam
snack
snap
slimslender
frilla ruffle on clothing
slackloose
CCVCList 1
a i oc d f l p r t
ll ss
step
skin
red
plan
kick
tick
trick
brick
slip flash
rid
grin
bring
fresh
skip
kinrelatives or family
slopfood for animals
clangroup of related families
clash to conflict or fight
Freda boy’s name
fleshskin
Grana name for a grandmother
grida series of squares or
rectangles
stop
a i ul m n p r st w ck ng
e i ob k l n p r
s t ck ng
a e ic d f g l n p
r sh
Mixed Short Vowels
Switch ItIntro
This packet will get you started with theSwitch It activity. Switch It is appropriatefor young learners or anyone whosedecoding or spelling isn’t strong. It targetsmultiple reading skills simultaneously:
- letter-sound knowledge,- phonemic awareness (especially
segmenting and manipulating),- the cognitive flexibility needed for
reading unfamiliar words, and- decoding.
Older students, who lack decodingaccuracy, may even benefit from doingSwitch It with nonsense words, as in frust tofrusp to frisp etc.
Target the level of words that is not easyfor your student. (Most students ages 6and up, for instance, should begin withCVCC or CCVC words, not the likely tooeasy CVC words.)
For an example video of how to do Switch It, see this page:readingsimplified.com/integrate-dont-isolate/
©2016 ReadingSimplified.com
Switch It Procedures
Materials: Board or paper & letter-sound cards/tiles
Select target vowels and other letter-sounds and a relevant chain of words
Display letter-sound tiles at top of board.(Vowels grouped together; consonants grouped.)
“Let’s play the Switch It game. To start with, build the word, ________.”
Run finger along the lines to signify where each sound in the word belongs.
“As you pull the sounds down, say each sound, please.”
“Good. Now try to switch this from ______ to _____.You’ll just need to switch one sound.”
Elongate and exaggerate the sounds in each word as you say them. Also, run yourfinger along the lines to signify each sound in each word.
Define or elaborate the new word briefly. Words likely known to the student canjust be said in a sentence. Any words possibly unknown should be defined andeven used in a sentence.
“Remember to say each sound as you move it.”“It looks good—let’s check it. Say each sound.”
Repeat the Switch It process until unknown letter-sounds are learned or phonemicmanipulation improves.
To download letter-sound cards for Switch It, see this page:http://readingsimplified.com/teaching-letter-sounds/
©2016 ReadingSimplified.com
Switch It Giving Feedback
Here are common errors that students make andways in which you can respond to them:
Student looks like a deer in the headlights and does nothing.
Exaggerate and elongate the sounds in both words and drag your finger along thelines as you slowly say each word:
“We need to switch _______ to _______. First, which sound should we move?”
Student moves incorrect letter-sound.
Tell her what that would be making.
“That would make this word, “‘thpt’.” Grin. “We need tha---t.”
Student moves correct letter-sound card but says incorrect sound as he does it.
“You picked the right picture (or, spelling) but said the wrong sound.This (tap letter-sound card) is /___/.”
Student places the correct letter-sound switch in the incorrect place .
“Good. You picked the right sound, but putting it there would make /amt/.We need /ma---t/.”
Be sure to exaggerate the sound in the word that’s being switched.
Student moves more than one letter-sound to create more than one error to respondto.
Try to control the situation so only 1 error needs to be corrected at a time.
“Let’s go back to what we had….Switch ‘_____’ to ‘_____’.”
©2016 ReadingSimplified.com
Switch It Giving Feedback
Additional Tips for Switch It Feedback
Do not segment words for the student unless all possible scaffolds have not helped.The goal is for the child develop the ability to phonemically segment and manipulatethe Switching sound.
The teacher’s exaggeration and elongation of the switching sound help the childperceive this abstract concept.
Where an error is created, simply tell the child what word or sounds they made.
“You made, ‘mo---sh.’ We want ‘ma---sh.’”
Determine the child’s instructional level for phonemic awareness & phonicsknowledge and select words that target those missing skills.
A good lesson includes student errors or hesitations. A lesson with no errors andspeedily done is not at the child’s instructional level—that’s inefficient.
©2016 ReadingSimplified.com
"This is the missing piece!!! I feel like I've attended one of the bestreading trainings ever and the best part is that Marnie and herteam are here to continue helping. Plus, they have done all the
work for you. There are so many valuable resources and a logicalscope and sequence.
My planning time just got cut in half!! Thank you!"- Ashley W.