Phonics Concepts - Really Great Reading .© 2012 Really GReat ReadinG® | Phonics Boost Plus 1 Module

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  • 2012 Really GReat ReadinG | Phonics Boost Plus | 1

    Module 1

    When to Use Module 1Students should work on Module 1 activities if they have not yet mastered the concepts taught in Phonics Boost Lessons 1-11.

    There are several ways to identify which students are good candidates for Phonics Boost Plus Module 1: 1. Use the Phonics Boost Skills Assessment (PBSA) 1.2. Use More Words to Read and Sounds & Syllables from this module to determine a students mastery. 3. Observe students during Phonics Boost instruction and practice.

    Module 1 ActivitiesPhonics Boost Plus Student Workbook 1:

    MoreWordstoRead Sounds&Syllables PhrasestoRead MarkIt! FillItIn! SolveIt! FlipIt!

    Phonics Boost Plus Teachers Guide 1:

    WordSort WordBuildingpartnerpage SentenceHuntpartnerpage VocabularyDominoes WordChain

    Vowels: a, e, i, o, u

    Consonants: All the letters of the alphabet except a, e, i, o, u.

    Phoneme: A phoneme is a sound, not a letter. Spoken words are made up of one or more phonemes.

    Grapheme: Letters or letter combinations that spell sounds.

    Short vowel sounds: The first phonemes in these words are short vowels. apple, edge, itch, octopus, up

    qu: The letter q is always followed by a u. Thequ spells the sounds /kw/. Theu in quneveractsasavowel.Itispart

    of the consonant spelling. Thereisonlyoneactingvowelinquit.

    Digraphs: Two consonant letters that spell one sound. sh, th, ch ship, moth, chop

    Closed syllable: One vowel letter followed by one or more consonant letters. The vowel sound in a closed syllable is usually short. at, bash, path, let

    Reminders:

    1Phonics Concepts

    Shortvowellettersounds Consonantlettersounds Digraphs sh, th, and ch

  • Module 1 | More Words to Read

    2 | Phonics Boost Plus | 2012 Really GReat ReadinG

    Overview

    InMoreWordstoRead,studentsindividuallyreadrowswordsthataredecodableandcontainphonicspatternslearned in the corresponding Phonics Boostlessons.Itisagroupactivitywhereonestudentreadsaloudtohis/herclassmates. The classmates act as Checkers and assist the teacher in providing feedback to the Reader.

    Thewordsaredividedintotwogroups:Challenging[a] andMoreChallenging[b].TheChallengingwordsaremorecommonlyusedandareeasiertodecodethantheMoreChallengingwords.

    The goal is for students to read all words in a row accurately on the first attempt.

    Materials

    Phonics Boost Plus Student Workbook 1 Pencils

    Challenging

    More Challenging

    1. bug shed mug

    2. fib math then

    3. tax pep sob

    4. win nod box

    5. with rim jog

    6. much yet chin

    7. chat shun chop

    8. dish lush mesh

    9. posh rush rash

    10. shin wish gash

    11. than hush shop

    12. bath dash shut

    2012 Really GReat ReadinG | Phonics Boost Plus | 1

    More Words to Read | Module 1

    a. Challenging b. More Challenging

  • More Words to Read | Module 1

    2012 Really GReat ReadinG | Phonics Boost Plus | 3

    Procedure

    1. Havestudentsopentopage1intheirworkbooks.Youwilluseyourowncopyoftheworkbooktofacilitatethe activity.

    2. Callonanonestudenttoreadarowofthreewordsaloud.3. All other students are Checkers:

    a. Checkers mark Readers errors in their own workbooks.b. After Reader finishes, Checkers hold up fingers to indicate the number of words read correctly.c. Ifallthreewordswerereadcorrectly,congratulateReader on reading accurately.d. IfReadermisreadsanywords,followPositiveErrorCorrectionprocedure(seebelow).

    4. Callonanotherstudenttoreadarowofthreewordsaloud.Repeatuntilallstudentshavereadatleasttworows of words.

    Positive Error Correction

    1. Tell Reader the number of words in the row read accurately.2. One Checker identifies which word was misread by saying first, middle, or last, without saying the

    word itself.3. Reader uses Touch & Say to read the misread word(s).

    a. IfReader reads the word correctly, thank student and have him/her reread the entire row correctly. b. IfReader misses any words again:

    i. Checkers assist by using Touch & Say to chorally read the word(s). ii. Reader independently uses Touch & Say to read the word(s) correctly.iii. Reader reads all three words again. iv. Reader aims to read another row of words accurately in the first attempt.

    * Try to finish with the Reader reading all three words correctly.

    Suggestions for Differentiation

    1. Studentscanfindwordswiththephonicsconceptsthatneedmoreattention.Forexample,studentscanfindall the words that begin or end with digraph sh or with the letter b. This can be done as a timed activity:a. Use a timer and tell all students when to begin.b. All students search independently for the words containing the target phonics concept (digraph sh, the

    letter b,etc.).Havestudentsunderlinethegraphemestheyarelookingforastheyfindthem.c. The first person to finish reads all the words containing the target phonics concept aloud. The student

    who finishes first and has found and read all the words with 100-percent accuracy is the winner.2. Studentscanfindrhymingwords.Forexample,havestudentsfindallthewordsthatrhymewithcash, hop,

    or dug.3. ForEnglishlanguagelearners(ELL),focusontheChallengingwords.Thesewordsaremorecommonlyused

    andareeasiertodecodethanthoseintheMoreChallengingsection.Studentscandefinethewords,identifytheir parts of speech, and/or use them in sentences after they read a row.

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  • Module 1 | Sounds & Syllables

    4 | Phonics Boost Plus | 2012 Really GReat ReadinG

    Overview

    Sounds&Syllablesisaone-on-oneteacherandstudentactivity.Ideally,thisactivityisdoneinaquietsettingsothe teacher can hear the student read. Students read rows of graphemes and syllables aloud and the teacher checks reading accuracy. Sounds & Syllables helps students improve their recognition and accurate reading of individual graphemes and syllables.

    Materials

    Phonics Boost Plus Student Workbook 1 Pencils

    Procedure

    1. Trade workbooks with the student. Student needs a clean copy to read from while you mark in his/her workbook. Both student and teacher open to page 2 in their workbooks.

    2. Point to the top section of the Sounds & Syllables sheet. Remind the student that if a vowel is by itself, the studentshouldreaditasashortvowelsound.Inlatermodules,studentsshouldreadallpossiblesoundsmadeby the graphemes (e.g., sounds of y, ow, ea, etc.).

    2 | 2012 Really GReat ReadinG | Phonics Boost Plus

    Module 1 | Sounds & Syllables

    1. ch i o th

    2. a k u d

    3. g e m p

    4. qu sh w r

    1. gat cam vim shap

    2. zeb thut pon chep

    3. quen rom sish hab

    4. wix dosh neb chid

    Syllables Read these closed syllables.

    Sounds Read these sounds. If you see a single vowel, say the short vowel sound.

    Module 1 | Sounds & Syllables

    a. Sounds section b. Syllables section

  • Sounds & Syllables | Module 1

    2012 Really GReat ReadinG | Phonics Boost Plus | 5

    3. Havestudentreadeachrowofsoundsspelledbythegraphemes.Thestudentshouldreadonlytotheteacher,not to the entire class. Be sure that the student articulates the phonemes correctly and does not add extra sounds.(Forexample:k is read as /k/, not /kuh/; p is /p/, not /puh/.)

    4. Pointtothebottomsectionofthesheet.Havethestudentreadeachrowofsyllables.Remindthestudentthatthese are all closed syllables and that they are not real words.

    5. Ifastudentmakesamistake,followthePositiveErrorCorrectionprocedure(seebelow)tohelpthestudent read the sound or syllable correctly. Students who are not reading accurately should be given more opportunities to read this page to increase their accuracy.

    6. Markanysoundsorsyllableswithwhichthestudentstruggled.Havethestudentpracticereadingthesemultiple times.

    Alternative Procedure

    Sounds&Syllablescanalsobecompletedasafullclassactivity.Callonindividualstudentstoreadtherows ofgraphemesinthetopsectionandtherowsofsyllablesinthebottomsection.Ifastudentmakesamistake, otherstudentsintheclasscanassistwithcorrectpronunciation.Youwilluseyourowncopyoftheworkbook to facilitate the activity.

    Positive Error Correction

    1. Tell Reader the number of graphemes or syllables read accurately in the row.2. Point to the misread grapheme or syllable without saying it aloud.3. Reader reads the misread grapheme again or uses Touch & Say to read the misread syllables(s).

    a. IfReader reads the grapheme or syllable correctly, thank Reader and have him/her reread the entire row correctly.

    b. IfReader misses any graphemes or syllables again:i. Assist by reading the grapheme(s) correctly or using Touch & Say to read the syllable(s) correctly. ii. Reader then independently reads the grapheme(s) correctly or uses Touch & Say to read the

    syllable(s) correctly.iii. Reader reads all graphemes or syllables in the row again. iv. Reader aims to read another row of graphemes or syllables accurately in the first attempt.

    * Try to finish with the Reader reading all four graphemes or syllables correctly.

    Suggestions for Differentiation

    1. Ifstudentsareaccuratebutslow,timethemwhiletheyreadthegraphemesandsyllables.Havethemrereadthe page multiple times, working on increasing their speed with each read. Remember that the focus is always accuracy over speed, even while working on increased automaticity.

    2. Mix the order in which the students read the graphemes and syllables. Point to the graphemes and syllables at random and have students read them aloud. This ensures that students are not aided by their memory of the order in which they previously read the graphemes and syllables.

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