813 Families and FastTrack Phonics · What is FastTrack Phonics? •Parent phone calls/home visits •Teacher/family conferences •Information newsletters and flyers •Informal

813 Families and FastTrack Phonics

Participant Book

© 2012 Success for All Foundation 813 | Families and FastTrack Phonics | i

Table of ContentsGoals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

What is FastTrack Phonics? . . . . . . . . . . . . . . . . . . . . . . . . 2

What is Stepping Stones? . . . . . . . . . . . . . . . . . . . . . . . . 3

Part 1: Helping Your Child with Letter-Sound Correspondence . . . . . 4

Part 1 Parent Workshop Overhead Transparency Masters . . . . . . . . 7

FastTrack Phonics Key Card Pictures . . . . . . . . . . . . . . . . . . 10

FastTrack Phonics Alliterative Phrases . . . . . . . . . . . . . . . . . 15

FastTrack Phonics Letter Group Phrases . . . . . . . . . . . . . . . . 16

Reading Roots 3rd Edition FastTrack Phonics Scope and Sequence . . 17

Reading Roots 4th Edition FastTrack Phonics Graphemes . . . . . . . 18

Teacher-Family Communication Form . . . . . . . . . . . . . . . . . 20

Individual Reading Roots 4th Edition Levels 1–3 Progress Note . . . . 21

At-Home Activities for Letter-Sound Correspondence . . . . . . . . . 22

Part 2: Helping Your Child with Phonemic Awareness . . . . . . . . . 23

Part 2 Parent Workshop Overhead Transparency Masters . . . . . . . 25

At-Home Activities for Phonemic Awareness . . . . . . . . . . . . . . 27

Alphie Puppet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Part 3: Helping Your Child with Word-Level Blending . . . . . . . . . 29


Sample Inside Cover of a Shared Story . . . . . . . . . . . . . . . . 35

Finger Detective Stick Puppet . . . . . . . . . . . . . . . . . . . . . 36

At-Home Activites for Word-Level Blending . . . . . . . . . . . . . . 37

Part 4: Helping Your Child with Sound Spelling . . . . . . . . . . . . 38


FastTrack Phonics Letter Writing Cues: Manuscript . . . . . . . . . . 42

FastTrack Phonics Letter Writing Cues: D’Nealian . . . . . . . . . . . 43

At-Home Activities for Sound Spelling . . . . . . . . . . . . . . . . . 44

Application and Utilization . . . . . . . . . . . . . . . . . . . . . . . 45

Mr. Austin’s Teacher Cycle Record Form . . . . . . . . . . . . . . . . 46

Mr. Austin’s Solutions Sheet . . . . . . . . . . . . . . . . . . . . . . 47

Mr. Austin’s Solutions Sheet (sample) . . . . . . . . . . . . . . . . . 48

Supporting Older Roots Readers . . . . . . . . . . . . . . . . . . . . 49

© 2012 Success for All Foundation 813 | Families and FastTrack Phonics | 1

Session Title

© 2004 Success for All Foundation 1

• Explore ways of informing families about the FastTrackPhonics curriculum.

• Preview a parent workshop that introduces the skills taught in FastTrack Phonics.

• Learn how to use the parent-workshop content to intervene with small groups and individuals.


Goals

What is FastTrack Phonics?

• Parent phone calls/home visits• Teacher/family conferences• Information newsletters and flyers• Informal gatherings like Second Cup of Coffee• Invitations to observe in the classroom• Parent Workshop

- Part 1: Letter-Sound Correspondence- Part 2: Say-It-Fast and Break-It-Down- Part 3: Stretch and Read- Part 4: Stretch and Spell


Informing Parents/Creating Partnerships

2 | 813 | Families and FastTrack Phonics © 2012 Success for All Foundation

What is FastTrack Phonics?

• FastTrackPhonicsisthecurriculumusedinyourchild’sReadingRootsreadingclasstoteachlettersounds,soundblendingtoreadwords,writingletters,andwritingwords.

• ThegoalofFastTrackPhonicsistodevelopquickmasteryofallsoundsandblendingsochildrencanspendmoretimeusingtheseskillstoreadandcomprehendtextintheirreadinglessons.

• FastTrackPhonicsconsistsofacollectionofinteractive,teacher-directedlessonsinwhich:

• mnemonicpicturesprovideamemoryaideforstudentstorememberlettershapesandsounds;

• studentslearntoblendlettersoundstosoundoutwords;

• studentspracticeblendingsoundstogetherorally;and

• spellingskillsaretaught.

• StudentspracticelettersoundsandsoundingoutwordswiththosesoundsseveraldaysbeforereadingtheminSharedStories.

• Teachersassesswhatchildrenarelearningaftereachtendaysofinstructionandadjusttheirlessonstomeettheneedsofeverychildintheclass.


What is Stepping Stones?

• SteppingStonesisthecurriculumusedinyourchild’skindergartenclasstoteachlettersounds,soundblendingtoreadwords,writingletters,andwritingwords.

• ThegoalofSteppingStonesistodevelopquickmasteryofallsoundsandblendingsochildrencanspendmoretimeusingtheseskillstoreadandcomprehendtextintheirreadinglessons.

• SteppingStonesconsistsofacollectionofinteractive,teacher-directedlessonsinwhich:

• mnemonicpicturesprovideamemoryaideforstudentstorememberlettershapesandsounds;

• studentslearntoblendlettersoundstosoundoutwords;

• studentspracticeblendingsoundstogetherorally;and

• spellingskillsaretaught.

• StudentspracticelettersoundsandsoundingoutwordswiththosesoundsseveralweeksbeforereadingtheminKinderRootsSharedStories.


Making Connections to FastTrack Phonics at Home

Part1:HelpingYourChildwithLetter-SoundCorrespondence

MaterialsFor presenter(s):

• FastTrackPhonicskeycardsamples• Reading Reels for RootsDVDand

TVorinteractivewhiteboard(RR–Iusers)• Overheads(optional)orPowerPointslides*• Reading Reels@Home for RootsDVDandTV(optional)

For parents:Handout packet containing the following items:*• Listofalliterativephrases• FastTrackPhonicsScopeandSequencehandout• Teacher-FamilyCommunicationForm• At-HomeActivitiesforLetter-SoundCorrespondencepage

Other• CopiesoftheminiatureFastTrackPhonicskeycards

sheetsforcreatingflashcards• Scissorsforcuttingoutkeycardssogamescanbeplayed• Closablesandwichbaggiesforstorageofkeycards

*PowerPointslidesandhandoutsareavailablefordownloadattheReadingRootsResourceCenter.

Parent and Family Welcome/IntroductionDisplay the Part 1: Helping Your Child with Letter-Sound Correspondence overhead (slide 2).

Our topic deals with the connection between letter shapes and letter sounds. We use an approach to teaching letter shapes and sounds with a curriculum called FastTrack Phonics.

ExplainthatFastTrackPhonicsisapartofthefirst-gradereadingcurriculumcalledReadingRoots.



Demonstration and ActivitiesDisplay the Part 3: Letter-Sound Correspondence overhead (slide 3).

Many students come to school knowing the names of letters, but not the sounds that go with them. In the classroom, we are using mnemonic pictures to help children remember the shapes and sounds of letters.

Showakeycardtoexplainhowthepictureisshapedliketheletterandbeginswiththelettersound.

We also have reminders for children to help with groups of letters.

Showexamplesofmulti-lettergraphemecardssuchas“ch”or“a_e.”Referparentstotheminiaturekeycardsfromtheirhandout.Encouragethemtocuttheseapartforusewithat-homeactivities.

To help make the connections for children, teachers use sentences called alliterative phrases to introduce these letters and letter groups to children.

Referparticipantstothelistofalliterativephrasesintheirhandout.

Another way that we help children make the connection is with funny cartoons about the letters called Animated Alphabet segments.

ShowclipsfromAnimatedAlphabetsegments.Includerepresentationfrombothsingle-letterandmulti-lettergraphemes.ForReadingRoots–Interactiveusers,werecommend“b”fromlesson6,day2,and“ee”fromlesson14,day3.

Display the Connecting Letters and Sounds at Home overhead (slide 4).

In FastTrack Phonics, we teach the letters in a special order that helps children more quickly learn those letters that occur most frequently in words.

ReferparticipantstotheScopeandSequencehandout.

More difficult sounds are introduced over two days. When any sound is introduced, it is reviewed for several days afterward. Children may or may not learn the sound in only one or two days.



Teachers keep track of what children have learned by administering an assessment after every ten days of instruction. If most of the students in the class are having difficulty with a letter-sound connection, they may reteach that sound before introducing a new one. If only a few students have difficulty with a sound, teachers will make sure to review that sound within their next few lessons. You can help at home too.

First, you need to know with which sounds your child needs more practice.

ShowtheTeacher-FamilyCommunicationFormfromthehandoutand/orthesampleReadingRootsprogressnote(forReadingRoots4thEditionusers).

Once you know which sounds to practice, you can play an at-home activity that will help your child practice the sound.

ReferparticipantstotheAt-HomeActivitiesforLetter-SoundCorrespondencepage.Providetimeforthemtoplaysomeofthegames,orassignagameforgroupstoreadaboutandexplaintoeveryoneelse.

ConclusionAny connections that you can make at home for your child may help him or her to apply the skills that he or she is learning at school.


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Reading Roots 4th Edition | Teacher’s Manual | Level 1 Appendix 585

Alliterative PhrasesFastTrack Phonics

Letter Phrase Lesson

Aa Alphie asks for apples . . . . . . . . . . . . . . . . . . . . . . . . 1

Bb The boy bats balls . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Cc The curly caterpillar crawls . . . . . . . . . . . . . . . . . . . . . 5

Dd Don’t disturb the dinosaur . . . . . . . . . . . . . . . . . . . . . 2

Ee Every elephant enters . . . . . . . . . . . . . . . . . . . . . . . . 7

Ff The floppy flower falls . . . . . . . . . . . . . . . . . . . . . . . . 6

Gg The growing girl giggles . . . . . . . . . . . . . . . . . . . . . . . 3

Hh The happy horse hops . . . . . . . . . . . . . . . . . . . . . . . . 7

Ii Imagine itchy insects . . . . . . . . . . . . . . . . . . . . . . . . . 2

Jj Jane jumps for joy . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Kk The kangaroo keeps kicking . . . . . . . . . . . . . . . . . . . . . 5

Ll The long leg leaps . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Mm The man marches on mountains . . . . . . . . . . . . . . . . . . 1

Nn Ned is near the net . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Oo The octopus observes olives . . . . . . . . . . . . . . . . . . . . . 4

Pp Peek at the proud parrot . . . . . . . . . . . . . . . . . . . . . . . 3

Qq The queen is quite quiet . . . . . . . . . . . . . . . . . . . . . . 11

Rr The rapid rabbit races . . . . . . . . . . . . . . . . . . . . . . . . 6

Ss The snake slides and slithers . . . . . . . . . . . . . . . . . . . . . 1

Tt Tap the tall tower . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Uu The upside-down umbrella is unusual . . . . . . . . . . . . . . . 5

Vv The vulture veers over valleys . . . . . . . . . . . . . . . . . . . 10

Ww Watch the worm wiggle . . . . . . . . . . . . . . . . . . . . . . . 9

Xx The excited fox exercises . . . . . . . . . . . . . . . . . . . . . 12

Yy Yank the yellow yo-yo . . . . . . . . . . . . . . . . . . . . . . . 11

Zz Zip the zig-zag zipper . . . . . . . . . . . . . . . . . . . . . . . . 9


586 Appendix © 2010 Success for All Foundation

Letter Group PhrasesFastTrack Phonics

Letter(s) Phrase Lesson

ng Bring the king a ring. 8

sh Sherry shines her shoes. 9

ch The chipmunk chooses cheese. 10

th Theo has a thimble on his thumb 11

a_e Bake a cake. 13–14

ee See the tree? 14

i_e In a while, crocodile 15

o_e Phone home. 15–16

oo Zoom to the moon 17

ar Start the car. 17–18

c City mice on ice 18

ou Shout it out. 19

ay May I play? 19–20

ea Time for tea 21

or Corn for the horse 21–22

ie Tie your tie. 22

–y Silly, happy puppy 23

oy Boy with a toy 23–24

er Bigger batter 25

ue Blue glue 25–26

ai Train in the rain 26

igh Bright light 27

ow Blow the snow. 27–28

aw I saw a seesaw. 29–30

oi Little voice, big voice 30

oa Goat in a boat 31

ur Nurse with a purse 31–32

ow Brown cow 33

oo Look for a book. 33–34

u_e Huge cube 34

ir Girl in a whirl 35

_y Fly in the sky. 35–36

ph Photo of Alphie 37

ge dge Large badge 37–38

tch Pitch and catch 38

ew New stew 39


ReadingRoots3rdEditionFastTrackPhonicsScopeandSequence

One-Day Lessons Two-Day LessonsLesson Number

Sound Introduced

Lesson Number

Sound Introduced

1 /m/ 31 /_ed/and/_ing/2 /a/asin“mad” 32 /a_e/3 /s/ 33 /ee/4 /d/ 34 /i_e/5 /t/ 35 /o_e/6 /i/asin“tip” Assessment 47 /n/ 36 /oo/8 /p/ 37 /ar/9 /g/asin“girl” 38 /c/asin“ice”10 /o/asin“top” 39 /ou/Assessment 1 40 /ay/

11 /c/asin“cat” Assessment 512 /k/,/ck/ 41 /ea/13 /u/asin“up” 42 /or/14 /r/ 43 /ie/15 /b/ 44 /_y/asinpuppy16 /f/ 45 /oy/17 /e/asin“bed” Assessment 618 /l/ 46 /er/19 /h/ 47 /ue/20 /ng/ 48 /ai/Assessment 2 49 /igh/

21 /sh/ 50 /ow/asin“snow”22 /z/ Assessment 7

23 /w/ 51 /_ed/and/_ing/withsilentewords

24 /ch/ 52 /aw/25 /j/ 53 /oi/26 /v/ 54 /oa/27 /y/ 55 /ur/28 /th/ Assessment 829 /q/ 56 /ow/asin“cow”30 /x/ 57 /oo/asin“book”Assessment 3 58 /u_e/

59 /ir/60 /_y/asin“fly”Assessment 9



GraphemesFastTrack Phonics

Level 1

Lesson Day 1 Day 2 Day 3

1 /m/ /a/ /s/

2 /d/ /t/ /i/

3 /n/ /p/ /g/

4 /o/ Assessment 1 Review

5 /c/ /k/, /ck/ /u/

6 /r/ /b/ /f/

7 /e/ /l/ /h/

8 /ng/ Assessment 2 Review

9 /sh/ /z/ /w/

10 /ch/ /j/ /v/

11 /y/ /th/ /q/

12 /x/ Assessment 3 Review

13 /_ed/, /_ing/ /_ed/, /_ing/ /a_e/

14 /a_e/ /ee/ /ee/

15 /i_e/ /i_e/ /o_e/

Level 2


16 /o_e/ Assessment 4 Review

17 /oo/ (moon) /oo/ (moon) /ar/

18 /ar/ /c/ (ice) /c/ (ice)

19 /ou/ (out) /ou/ (out) /ay/

20 /ay/ Assessment 5 Review

21 /ea/ (tea) /ea/ (tea) /or/

22 /or/ /ie/ /ie/

23 /_y/ (puppy) /_y/ (puppy) /oy/

24 /oy/ Assessment 6 Review

25 /er/ /er/ /ue/



FastTrack Phonics Graphemes . . . . . . . . . . . . . . . . . . . . . . . .

Level 3


26 /ue/ /ai/ /ai/

27 /igh/ /igh/ /ow/ (snow)

28 /ow/ (snow) Assessment 7 Review

29 /_ed/, /_ing/ (silent e)

/_ed/, /_ing/ (silent e)

/aw/

30 /aw/ /oi/ /oi/

31 /oa/ /oa/ /ur/

32 /ur/ Assessment 8 Review

33 /ow/ (cow) /ow/ (cow) /oo/ (book)

34 /oo/ (book) /u_e/ /u_e/

35 /ir/ /ir/ /_y/ (fly)

36 /_y/ (fly) Assessment 9 Review

37 /ph/ /ph/ /ge/, /dge/

Level 4


38 /ge/, /dge/ /tch/ /tch/

39 /ew/ /ew/ Assessment 10

40 Long a letter groups Long a letter groups Long a letter groups

41 Long e letter groups Long e letter groups Long e letter groups

42 Long i letter groups Long i letter groups Long i letter groups

43 Long o letter groups Long o letter groups Long o letter groups

44 /ur/, /ir/, /er/ /ur/, /ir/, /er/ /ur/, /ir/, /er/

45 /ou/, /ow/ /ou/, /ow/ /ou/, /ow/

46 /oy/, /oi/ /oy/, /oi/ /oy/, /oi/

47 Long u letter groups Long u letter groups Long u letter groups

48 Review Review Review


Teacher-Family Communication Form

Celebrate with Me!

MyteacherhasjustgivenaFastTrackPhonicsAssessmentandIshowedthatIhavelearnedthesesounds:

Ineedtostudythesesounds.Pleaseplaysomegameswithmeusingtheat-homeactivitiessoIcanpractice.

Notes from the teacher:


Individual Reading Roots 4th Edit ion Levels 1–3 Progress Note (For Parents) Johnson Elementary School Homeroom Teacher: Darcy Mil ler Date: 10/05/2010

Abby Taylor Reading

Teacher Instructional Placement

Reading Sounds

Writing Sounds

Oral Reading

Partner Reading

Vocabulary Oral Expression

Writing Read & Respond

Homework

2nd

Damon Jackson

Lessons 16–17

Understanding Abby's scores:

• Reading Teacher: May be different than your child's homeroom teacher.

Reading teachers may change each grading period.

• Instructional Placement: The leveled reading lessons instructed in your

child's reading class at the beginning of the grading period. Students progress through forty-eight lessons in Reading Roots.

• Reading and Writ ing Sounds: The number of letters or letter groups read or

written correctly. The total number possible in each category increases each grading period until children can read or write sixty-one by the end of the year.

• Word-Level Blending: The number of words pronounced and read correctly

(10 or 15 points possible).

• Sound Spell ing: The number of words written correctly

(5, 6, or 10 points possible).

• Oral Reading: The average for reading with accuracy, smoothness, and

expression and for using a variety of strategies (9 points possible).

• Partner Reading: The average for taking turns, helping a partner

appropriately, and accurately retelling what was read (9 points possible).

• Oral Expression: The average for producing a rich sentence when prompted

with a question (3 points possible).

• Vocabulary: The average for saying specific vocabulary words when

prompted by pictures and questions (30 points possible).

• Writ ing: The average for writing quality sentences with vocabulary words,

responding to story questions and writing prompts, and recognizing and correcting errors (number of points possible varies by lesson).

• Read and Respond: The number of weekly Read & Respond forms

returned with four nights of homework completed (total possible equals number of weeks in the grading period).

Supporting Abby's Reading at Home:

The Shared Stories that Abby has read in class are listed at the right. You and Abby

will enjoy rereading your child's favorites together at home. When reading together, look for words with the sounds listed at the right. Explore the meanings

of words. Have fun talking about the story.

Cooperative Learning

Abby was a member of The Bookworms, and that team was recognized as a Super Team one time during the second grading period. Ask Abby to explain how the team worked together by using the goals below.

• Practice active listening.

• Explain your ideas/tell why.

• Complete tasks.

• Everyone participates.

• Help and encourage others.

Also discuss how the team may have helped or supported Abby to learn and practice.


At-HomeActivitiesforLetter-SoundCorrespondence

I SpyFindaletterprintedonabook,sign,box,product,can,etc.thatyourchildneedstopractice.Say,I spy the letter that goes with the ___ sound.Thechildhastofindtheletter.

Example: I spy the letter that goes with the /c/ sound.Thechildfindstheletter“C”inthebrandnameprintedonthetelevision.

Thisgamecanbeplayedathome,outside(lookforlettersonstreetsigns,storenames),insideastore,etc.

Alternate version:Havethechildfindanobjectthatbeginswiththesound.I spy something that begins with the /m/ sound.

Sound SearchHelpyourchildtosearchforitemsthatbeginwithaparticularsound.Can we find some things that begin with the /s/ sound?Walkaroundwithyourchild,findingasmanyitemsasyoucanthatbeginwithorcontainthetargetsound.

At home:socks,scissors,sinkAt the store:sausage,shirtsOutside the car window:signs,stores,sidewalks

Key Card SearchShowakeycardandtalkaboutthepictureonthelettershape.Usethealliterativephrasetohelp.The sentence for this letter is, “The snake slides and slithers.” Do you see how this “s” looks like a snake?Searchyourenvironmentfortheletter.Talkaboutthepictureasyoufindletters.

You found a /s/ letter on your cereal box! If this /s/ had a snake on it too, which end would be the head? The tail?

Which Letter?Layoutseveralkeycardsonthetable.Saythesoundthatgoeswithoneofthecardsandhavethechildpointtotheletterthatmakesthatsound.Iftheyselecttherightletter,theykeepthecard.Ifnot,youkeepthecard.Thepersonattheendwithmorecardswins.



Part2:HelpingYourChildwithPhonemicAwareness


• Overheads(optional)orPowerPointslides*• Reading Reels for RootsDVDandTVorinteractivewhiteboard

(RR–Iusers)• Reading Reels@Home for RootsDVDandTV(optional)• Alphiepuppet

For parents:• Handouts:*

• At-HomeActivitiesforLetter-SoundCorrespondencepage• BlacklinemasterofAlphiepuppet

• Other:• Paperlunchsacks• Scissors,glue,crayonsormarkers


Parent and Family Welcome/IntroductionDisplay the Part 2: Helping Your Child with Phonemic Awareness overhead (slide 5).

Our topic deals with phonemic awareness. A phoneme is a single sound. For example, the word “cat” has three phonemes, /c/, /a/, and /t/.

Being aware of what sounds are in words is called phonemic awareness. Two phonemic awareness skills that are developed through FastTrack Phonics during your child’s reading class are auditory blending and auditory segmentation.

Demonstration and ActivitiesDisplay the Phonemic Awareness Skills in FastTrack Phonics overhead (slide 6).

Auditory Sound Blending is the ability to hear individual sounds, and then to blend those sounds together to form a word.

h

a b c d

i p



Demonstration and Activities (continued)For example, listen to these sounds. /m/ /a/ /p/ What word would you get if you put those sounds together? (map)

In FastTrack Phonics class, we practice this skill in the form of a game called Say-It-Fast. First, the teacher says the individual sounds, like I did with “map.” When we say those sounds, we make it fun by saying that we are speaking in Alphie Talk.

To cue the students to put the sounds together into a word we say Say-It-Fast.

Use your Alphie puppet to model the process with words such as “cat,” “jump,” “spill,” and “water.”

Auditory sound segmentation is exactly the opposite. It is the ability to hear a word, and then to distinguish each individual sound in the word. This skill is much more difficult than auditory sound blending for most students.

To make it fun for children, we tell them that we want to see if they can talk like Alphie. We provide a word and have them break it into the individual sounds.

Model examples with several words such as “dog,” “sharp,” and “splash.”

Teachers are able to demonstrate the process for children with the aid of The Sound and the Furry skits from Reading Reels.

ShowThe Sound and the FurrysegmentinwhichAlphieandCamiuseSay-It-Fasttohelpwithamagictrick.(ForReadingRoots4thEdition,seelesson1,Day1;forReadingRoots3rdEdition,seeFastTrackPhonicslesson1.)

Both Say-It-Fast and Break-It-Down can be played at home. Any words can be used. They do not have to be made of sounds that children have learned to read.

Refer participants to the At-Home Activities for Phonemic Awareness page. Provide time for them to make the Alphie puppet and then play some of the games.

ConclusionRemember that any connections that you can make at home for your child may help him or her to apply the skills that he or she is learning at school.


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At-HomeActivitiesforPhonemicAwareness

Alphie TalkUsingtheblacklinemaster,makeapaperbagpuppet.Sayaword,andhaveyourchildusethepuppettosaythewordinAlphieTalk,sayingeachsoundinthewordslowly.

Say-It-Fast Guessing GamePlaySay-It-Fastwithyourchildwhensayingeverydaythings.Saythesoundsinawordslowly,andhaveyourchildtrytoguesswhatthewordis.

Forbestresults,useSay-It-Fastwithone-syllablewordsattheendofasentence.

Examples:Tonightfordinner,wearehaving/h//a//m/.Guesswhat’sfordinner?OnSaturday,wewillgotothe/p//ar//k/.Guesswherewearegoing?

Break-It-Down Guessing GameExchangeroleswithyourchild,andhavehimorherplaytheGuessingGamewithyou.Thiswillcauseyourchildtohavetobetheonetothinkaboutbreakingthewordintoindividualsounds.

Sorting GameHelpyourchildtodeterminethenumberofsoundsinitemsfoundinyourhome.Sorttheitemsintopilesaccordingtothenumberofsoundsineachword.

Examples: 2 Sounds 3 Sounds More Sounds

Pie Book Pencil

Tea Doll Clown




Part3:HelpingYourChildwithWord-LevelBlending



(RR–Iusers)• Reading Reels@Home for RootsDVDandTV(optional)• SharedStorysamples


• At-HomeActivitiesforWord-LevelBlendingpage• FingerDetectivestickpuppet

• Other:• Indexcards/markers• Crayons/scissors/glue


Parent and Family Welcome/IntroductionDisplay the Part 3: Helping Your Child with Word-Level Blending overhead (slide 7).

Our topic today is word-level blending. Word-level blending is the ability to look at the letters in a word and blend the sounds of those letters together to read the word, probably what you think of when you hear the term “Sound-It-Out.”

Demonstration and ActivitiesDisplay the Word-Level Blending overhead (slide 8).

Children in Success for All refer to this process either as sounding words out, or as Stretch and Read. The words that are made of letters and sounds that students have been taught can be read this way.

The words are color coded “green” in class so students know to “Go ahead and sound it out because you know all of these letters and sounds.”



The process can be broken down into steps.

Go over each step from the overhead, then model with the words “camp” and “dad.” (If you are not using the overheads, you may write the steps on chart paper and model with Green Word cards.) The steps are:

1. Look at the letters.2. Think about the sound that each letter or letter group makes.3. Blend the sounds from left to right.4. Say the word.

To help children understand that words are made of individual sounds that blend together, teachers use a method in class that you can use at home too.

1. Modelhowtodemonstratethetransitionfromindividuallettersoundstoawordbyfirstspreadingyourindexcards(with“c,”“a,”“m,”“p”)apartandsayingthesoundsforeach,thenmovethecardscloserandclosertogether,sayingthesoundsmorecloselytogetherasyoudosountilyoucanreadtheword.

2. Askparticipantstotakethreeindexcardsfromthecenterofthetableandtowritealetteroneach(“m,”“a,”and“p”).Havethempracticethismethodwithanotherchildorwiththeirownchild.

To make an even more powerful connection, many teachers are also able to show the Animated Alphabet clips from the Reading Reels series.

ShowasamplesegmentfromThe Sound and the Furrythatdemonstratessoundingoutwords.Youmaychoosetoshowmorethanonesegment.

For longer words, or words with recognizable parts that are taught in FastTrack Phonics, such as the “ing” in the word, “blending,” (refertooverhead), we teach children to cover up a part of the word, sound out the part that is showing, then uncover the rest and blend all of the sounds together.

To make this process fun, we say that we are calling the Finger Detective.

ModeltheFingerDetectivetechniquewiththeword“blending”fromtheoverheadinthefollowingway.



Hmmm…I want to sound out this word, but it’s pretty long. I think I’ll use the Finger Detective. Now, I know this part at the end says “ing,” so I am going to cover that part.

Cover the “ing.”Ahh…much better. Now I can sound out the rest.

Soundout“blend,”thenuncovertherestoftheword.

Blend—ing. Blending. Ah…The word is blending.

Alphie and his friends illustrate this technique well (although they have the help of the actual Finger Detective!).

ShowavideoclipcontainingaFingerDetectiveskit.(ForReadingRoots3rdEdition,seeReadingRootslesson23;forReadingRoots4thEdition,seelesson22SharedStory,Day1.)

You can use your finger for this activity, or you can make a Finger Detective stick puppet.

Distribute the Finger Detective puppet master, glue, scissors, and crayons. Invite families to read the directions together and follow them to make their own Finger Detective puppet.

What other activities can you do at home to help your children with word-level blending?

SharetheAt-HomeActivitiesforWord-LevelBlending.pageAssignagameortwoforfamiliestotryorexplaintothegroup.

What words should we use when playing these games? The Green Words for each Shared Story are listed on the inside front cover of the book.

Distribute Shared Stories, and have parents locate these words.

Your child’s teacher may also send home a Teacher-Family Communication form that requests that you practice specific words or words that have particular letters or letter combinations.

ConclusionRemember any connections that you can make at home for your child may help him or her to apply the skills that he or she is learning at school.


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It is Pam’s birthday.Pam gets a pan.Pam puts milk in the pan.

Green Words (Phonetic):

Reading Roots—Shared Story 8© 2004 Success for All Foundation

SampleInsideCoverofaSharedStory


FingerDetectiveStickPuppet

1. ColortheFingerDetective.

2. CutouttheFingerDetective.

3. GluetheFingerDetectivetoatonguedepressororcraftstick.

4. Useyourpuppettohelpsoundoutlongwords.


At-HomeActivitiesforWord-LevelBlending

From Letters to WordsUsinglettertiles,lettercards,ormagneticletters,showyourchildhowindividuallettersbecomeaword.

1. Selectletterstomakeaword.2. Spreadthelettersapart,andsaythesoundforeachletterwith

spacebetweeneachsound.3. Pushthelettersalittleclosertogether,andsaythesoundsalittle

morecloselytogether.4. Repeatstep3untiltheletterstouch.5. Soundoutthewordwithyourchild.

Search and Sound it OutSearchyourenvironmentforwordsthataresimpletosoundout(whetherathome,outside,atthestore,etc.).HelpyourchildtouseStretchandReadtosoundouttheword.

Finding WordsSelectaGreenWordfromtheinsidecoverofaSharedStory.HelpyourchilduseStretchandReadtosoundouttheword.Thenhavethechildfindthatwordinthestory.

Foranaddedtwist,countslowlyoruseaclockwithasecondhandtotimehowlongittakesforthechildtofindtheword.

What’s Wrong?UsingtheGreenWordsfromtheinsidecoverofaSharedStory,soundoutawordforyourchild,readingoneofthesoundsinthewordincorrectly.Haveyourchildexplainwhatwasdoneincorrectly.

Example:Readtheword“camp”bysayingthesounds,/d//a//m//p/,thenreading“damp.”



Part4:HelpingYourChildwithSoundSpelling



(RR–Iusers)• Reading Reels@HomeDVDandTV(optional)


• At-HomeActivitiesforSoundSpellingpage• LetterWritingCues


Parent and Family Welcome/IntroductionDisplay the Part 4: Helping Your Child with Sound Spelling overhead (slide 10).

Our topic today is sound spelling. As adults, we use much more than just our knowledge of letter sounds to spell words. We use experience, background knowledge, and knowledge about word parts.

Some examples: How do we know to spell “city” with a “c” and not an “s”? (Experience) How do we know to end the word “suds” with an “s” when the last sound is really like a “z”? (We know that plural words, or words that show more than one, end with an “s.”)

Demonstration and ActivitiesDisplay the Sound Spelling overhead (slide 11).

Forchildrentobeabletousesoundstospellwords,theyneedtobeabletodotwothings.First,theymustbeabletodistinguishbetweenthedifferentsoundsintheword.



Let’s look at this example (refertoslide). If I want to write the word “cat,” I have to know that the word is made of these sounds: /c/, /a/, and /t/. (The lines around these letters indicate that we are referring to the sound, not the letter name.)

Next, children need to be able to recall the letter shapes that go with those sounds. If we think about our example, we can imagine that the “c” makes the /c/ sound, the “a” makes the /a/ sound, and the “t” makes the /t/ sound. Of course the last step is to write those sounds in order.

To help children distinguish between the sounds in a word, we can use the activities that we learned about with the Break-It-Down game. To help them write the letters that go with sounds, children in FastTrack Phonics learn a letter writing cue that helps children think about the mnemonic pictures.

Haveparticipantsviewtheletterwritingcueslistfromthehandout.Demonstratewritingaletteronchartpaper,achalkboard,orontheoverheadasyousaythecue.

Inviteparentstowriteafewletterswiththeirchildren,sayingthecuesastheywritetheletters.

There are activities that can be used at home to help children with sound spelling.

DistributetheAt-HomeActivitiesforSoundSpellingpage.Inviteparticipantstoplaysomeofthegamesorreadaboutthemandexplainthemtothegroup.

ConclusionRemember that any connections that you can make at home for your child may help him or her to apply the skills that he or she is learning at school.


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Letter Writing Cues: ManuscriptFastTrack Phonics

/a/ apple: Left around the apple and down the leaf. /a/ (stretch)

/b/ bat and ball: Down the bat and right around the ball. /b/ /b/ /b/

/c/ caterpillar: Curl left around the caterpillar. /c/ /c/ /c/

/d/ dinosaur: Left around his back, then head to toe. /d/ /d/ /d/

/e/ elephant: Right under his ear, then all around his trunk. /e/ (stretch)

/f/ flower: Curve down the flower, then across the leaves. /f/ (stretch)

/g/ girl: Left around the girl, down her braid (plait), and curl.

/g/ /g/ /g/

/h/ horse: From head to toe and over his back. /h/ /h/ /h/

/i/ insect: Go down the insect, lift and dot. /i/ (stretch)

/j/ Jane jumps: Down Jane’s back, up to her toes. Jump to the ball.

/j/ /j/ /j/

/k/ kangaroo: From head to toe, arm up, kick out. /k/ /k/ /k/

/l/ leg: Down the long, long leg. /l/ (stretch)

/m/ mountains: From the man go down, climb one mountain and another.

/m/ (stretch)

/n/ net: From head to toe and over the net. /n/ (stretch)

/o/ octopus: Left around the octopus. /o/ (stretch)

/p/ parrot: From head to tail, then right around the parrot. /p/ /p/ /p/

/q/ queen: Left around the queen and way down her staff. /q/ /q/ /q/

/r/ rabbit: From head to tail and along his paws. /r/ (stretch)

/s/ snake: Left around, right around, from head to tail. /s/ (stretch)

/t/ tower: Go down the tower, lift and cross. /t/ /t/ /t/

/u/ umbrella: Right under the umbrella, up and down. /u/ (stretch)

/v/ vulture: Down one wing and up the other. /v/ (stretch)

/w/ worm: Wiggle down, wiggle up, down and up. /w/ /w/ /w/

/x/ exercising fox: Left hand to right toe, right hand to left toe. /x/ /x/ /x/

/y/ yo-yo: Slant right down one string and way down the other.

/y/ /y/ /y/

/z/ zipper: Zig right, zag left, zig right. /z/ (stretch)



Letter Writing Cues: D’NealianFastTrack Phonics

/a/ apple: Left around the apple and down the leaf, kick up. /a/ (stretch)

/b/ bat and ball: Slant down the bat and up around the ball. /b/ /b/ /b/

/c/ caterpillar: Curve left around the caterpillar. /c/ /c/ /c/

/d/ dinosaur: Left around his back, slant up to his head, back down, kick up.

/d/ /d/ /d/

/e/ elephant: Right up under his ear, then all around his trunk. /e/ (stretch)

/f/ flower: Curve around the flower, slant down the stem, then across the leaves.

/f/ (stretch)

/g/ girl: Left around the girl, down her braid (plait) and curl.

/g/ /g/ /g/

/h/ horse: Slant from head to toe, up over his back, kick up. /h/ /h/ /h/

/i/ insect: Slant down the insect, kick up and dot. /i/ (stretch)

/j/ Jane jumps: Slant down Jane’s back, up to her toes. Jump to the ball.

/j/ /j/ /j/

/k/ kangaroo: Slant from head to toe, up around her tummy and kick out.

/k/ /k/ /k/

/l/ leg: Slant down the long, long leg and kick up. /l/ (stretch)

/m/ mountains: Slant down the man, climb one mountain and another, kick up.

/m/ (stretch)

/n/ net: From head to toe and over the net, kick up. /n/ (stretch)

/o/ octopus: Left around the octopus. /o/ (stretch)

/p/ parrot: From head to tail, back up, right around the parrot.

/p/ /p/ /p/

/q/ queen: Left around the queen and way down her staff. /q/ /q/ /q/

/r/ rabbit: From head to tail and along his paws. /r/ (stretch)

/s/ snake: Left around, right around, from head to tail. /s/ (stretch)

/t/ tower: Slant down the tower, kick up, and cross. /t/ /t/ /t/

/u/ umbrella: Right under the umbrella, up, down, kick up. /u/ (stretch)

/v/ vulture: Down one wing and up the other. /v/ (stretch)

/w/ worm: Wiggle slant down, wiggle up, down and up. /w/ /w/ /w/

/x/ exercising fox: Left hand to right toe, right hand to left toe, kick up.

/x/ /x/ /x/

/y/ yo-yo: Right under the strings, up and way down with a curve.

/y/ /y/ /y/

/z/ zipper: Zig right, zag left, zig right. /z/ (stretch)


At-HomeActivitiesforSoundSpelling

Write That LetterUsetheletter-writingcueslist,andhaveyourchildsaythecueasheorshewritesletters.Allowhimorhertopracticetheletterformationinfunandcreativeways:

Sprayshavingcreamonatabletop,andallowthechildtowriteinthecream.

Pourdrygelatin,salt,sugar,orsandonaplate,andallowyourchildtowriteinthegrains.

Purchaseglitterycrayonsorscentedmarkers.Provideachalkboardandchalkorsidewalkchalk.

Count and SpellHaveyourchildcountthenumberofindividualsoundsinaword.Drawaboxforeachsound.Thenhavethechildwritethelettersthatmakeeachsoundinthebox.Someboxesmaycontainalettergroup.Examples:

f i shm a p

Be the TeacherHaveyourchildreadaGreenWordfromtheinsidecoverofaSharedStoryforyoutospell.Writetheword,sometimesincorrectly,andhavethechildcheckittoseeifitisspelledcorrectly.

From Letters to WordsLayoutlettertiles,magneticletters,orcardswithletterswrittenonthembeforeyourchild.ReadaGreenWordfromtheinsidecoverofaSharedStoryandhavethechildarrangetheletterstospelltheword.Helpyourchildtosoundoutthewordtoseeifitisspelledcorrectly.

Letter SearchProvideyourchildwithglue,scissors,andoldmagazines,newspapers,orjunkmail.HavethechildfindandcutouttheletterstoformGreenWordsfromtheinsidecoverofaSharedStory.Thewordcanbepastedontoapieceofpaper.

Label a RoomUsingstickynotesorpaperandtape,helpyourchildtousesoundspelling(saythesoundsinaword,andthenwritethelettersthatgowiththesounds)foritemsaroundyourhome.Hangthenoteorthesignontheitem.


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Aus

tin


Supporting Older Roots ReadersRegardlessoftheirage,olderstudentswithbeginning-readingskillscanstillbenefitfromtheworkshopactivitiesthathavebeenpresented.Tosupportstudentself-confidence,youmayneedtochangehowyoupresenttheactivities,accordingtotheageandmaturitylevelofyourstudents,butthepracticethattheactivitiesprovideiswellworththeeffort.Afewideastogetyoustartedfollow:

• Ifthereisayoungerchildathome,theolderstudentcanbetheteacherandpracticetheseskillsalongwiththeyoungerchild.Makinguprhymes,challengingeachothertomakewordcards,andreadingtogethercanallbeactivitiesthatanolderstudentcanteachortutor.

• OlderRootsreadersbenefitfromreadingtheSharedStoriestoyoungerstudents.

• UseahighlighterorhighlightertapetoidentifylettercombinationsintheSharedStories,andthenpick3–5wordsthatyoucanusetostartafunnystory,firstorallyandthenusingsoundspellingtowrite.

• Usefamiliarcardgamestopracticewordsandmeanings.Teacherscanrecommendwordsthatwillbestsupportpracticeforthestudents.Forexample,RummybecomesWordRummy!AgameofWordRummywouldhavetwenty-sixpairsofwordsthatthestudentandparentcreatetogether.Dealsevencardstoeachplayer.Whenpairsaremade,theplayermustsaytheword,tellthemeaning,anduseitinasentencetokeepthepair.Therestofthedeckisplacedinthemiddletodrawfromforeachturn.Aftereachturn,aplayermustdiscardonecard.Aplayercanusehisturntopickfromthedeckorfromthetopcardonthediscardpile.Theplayerwiththemostmatchesattheendwins!Haveadictionaryhandytolookupwordsifneeded.Addafewchallengingpairsandtakeawaywordpairsthatbecomeeasyeachweek.

• Havethestudentkeepajournalofpracticeactivities.Theycanmakewordlistsandwordcollagesandwritestoriesandresponsestoquestions.Together,gobackandhighlightwordsinthestoriesorsentenceswritten.Usearedcrayonorpenforsightwordsanduseagreencrayonorpenforwordsthatcanbesoundedout.Helpthestudentsoundspellandpracticereadingwhat’swritteninthejournal.Datetheentriestoshowprogress.

• TherearemanywordgamesandotherresourcesontheInternet.Youcanalsofindsomeoftheeasierreader’stheatrestoriesbytypinginasearchforreaderstheatre.Moststorieslistagrade-readabilitylevelandincludethescriptforfree.Actoutsomeoftheparts,usingexpressionandfunnyvoicestopracticereadingwithfluency.

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HBP1012O813

Documents

813 Families and FastTrack Phonics · What is FastTrack Phonics? •Parent phone calls/home visits •Teacher/family conferences •Information newsletters and flyers •Informal