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2-Phonics Handout Table of Contents
Handout Title
Handout #
Phonemic Awareness and Phonics Chart..........................................................................................1
Phonemic Awareness Assessment.....................................................................................................2
Phonemic Awareness Assessment Directions.................................................................................2a
Objectives, Standards, Benchmarks/Performance Descriptors & Assessment/
Evaluation Measures.....................................................................................................................3
One Example of a Sequence for Introducing Letter-Sound Correspondences.................................4
Words Using First 11 Letter-Sound Correspondences......................................................................5
Words Using First 11 Letter-Sound Correspondences (Spanish version).......................................5a
Letter Combinations..........................................................................................................................6
Letter Combinations (Spanish version)..........................................................................................6a
Teaching Decoding...........................................................................................................................7
Common Syllable Patterns................................................................................................................8
Two-Syllable Word Puzzles..............................................................................................................9
Multisyllabic Word Puzzles............................................................................................................9a
Useful Phonic Generalizations........................................................................................................10
Phonics Generalization Practice Exercise.....................................................................................10a
Teaching Phonic Generalizations....................................................................................................11
Planning Sheet for Teaching Generalizations...............................................................................11a
Common Spelling Patterns.............................................................................................................12
Spelling Patterns Resource List....................................................................................................12a
Practicing Word Families and Other Spelling Patterns...................................................................13
Using Brand Name Products...........................................................................................................14
Making Words Lessons...................................................................................................................15
Letter Card Masters.......................................................................................................................15a
Word Walls......................................................................................................................................16
Teaching Irregular Words................................................................................................................17
Revised Dolch List..........................................................................................................................18
Ways to Support the Development of Sight Words.........................................................................19
Practicing Sight Words..................................................................................................................19a
Scaffolding for Word Recognition..................................................................................................20
Learning to Read and Spell.............................................................................................................21
Guidelines for Teaching Spelling....................................................................................................22
Lessons for Struggling Spellers......................................................................................................23
Study Sheet for Irregular Words.....................................................................................................24
Rounding Up the Rhymes...............................................................................................................25
What Looks Right?.........................................................................................................................26
Using Word Sorts to Enhance Reading and Spelling......................................................................27
Informal Assessments.....................................................................................................................28
Decoding Record Sheet...................................................................................................................29
Modeling Phonemic Awareness and Letter-Sound Knowledge......................................................30
Interventions for Struggling Readers..............................................................................................31
Sample Lesson Plan for Literacy Block: Shared Reading/Word Work/Guided Reading...............32
Taking a Closer Look: Core Reading Programs and Phonics.........................................................33
2-Phonics Handout Table of Contents (2006)
Tips for Working with English Language Learners........................................................................34
Second Grade Phonics Bibliography and Resource List................................................................35
Phonics Action Plan........................................................................................................................36
Illinois Reading First Academy: “Putting It All Together” Evaluation Form.................................37
2-Phonics Handout Table of Contents (2006)
Phonemic Awareness and Phonics Chart
Phonemic Awareness
Phonics
Ability to recognize the sounds of spoken
language and how sounds can be blended
together, segmented, and manipulated.
An instructional approach that links the
sounds of spoken language to printed letters.
Auditory
Graphophonemic
•
Involves sound.
•
Involves sound and print.
•
Tasks can be done with the eyes closed if
not using manipulatives.
•
Tasks involve looking at print.
Examples:
• Ask children to listen to each sound
in the word /m/ /a/ /n/ and say the
word man.
Examples:
• Write the word man on the board.
Ask children to say each sound
in the word and blend the sounds
together to read the word:
/mmaann/.
•
Say the word /man/.
Ask children to say each sound they
hear in the word: /m/ /a/ /n/.
•
Ask children to listen to each sound
in a word and spell the word using
letter tiles.
•
Focuses on the sounds of spoken
language and how they can be blended,
segmented, and manipulated.
•
Shows how the sounds of spoken
language are represented by letters and
spellings.
•
Provides the basis for understanding
the alphabetic principle and lays the
foundation for phonics and spelling.
•
Helps children begin to read and spell
words.
2-Phonics (2006) Handout 1
Phonemic Awareness Assessment
2-Phonics (2006) Handout 2
Phonemic Awareness Assessment Directions
2-Phonics (2006) Handout 2a
Objectives, Standards, Benchmarks/Performance
Descriptors & Assessment/Evaluation Measures
What do we want teachers to know and be able to do because of their participation in this
component of the Academy?
Objective One: Teachers will know and use research-proven techniques for developing
phonics and word-study skills and knowledge in all learners.
Objective Two: Teachers will know and use strategies for developing phonics and word
study knowledge through spelling and writing.
Objective Three: Teachers will know and use various methods for assessing phonics and
word-study knowledge and apply the data to inform instruction.
Standard 1A: Students who meet the Standard can apply word analysis and vocabulary skills to
comprehend selections.
Performance Descriptors
Stage B
• Use phonics to decode new words in age-appropriate material.
• Use phonological awareness knowledge (e.g., isolate, blend, substitute, manipulate letter
sounds) to identify phonetically regular one- and two-syllable words.
• Recognize 300 high-frequency sight words.
• Use a variety of decoding strategies (e.g., phonics, word patterns, structural analysis,
context clues) to recognize new words when reading age-appropriate material.
• Use letter-sound knowledge and sight vocabulary to read orally and silently/whisper
read age-appropriate material.
• Self-monitor reading, and use decoding strategies to self-correct miscues.
Standard 3A: Students who meet the standard can use correct grammar, spelling, punctuation,
capitalization, and structure.
Performance Descriptors
Stage B
• Use correct spelling of high-frequency words.
• Use phonemic clues and phonetic and/or developmental spelling to spell unfamiliar
words.
2-Phonics (2006) Handout 3
Assessment Measures (To be completed during the Academy)
• Teachers will practice research-proven techniques for developing phonics and word-study
skills and knowledge in all learners.
•
•
Teachers will review and discuss various methods for assessing phonics and word-study
knowledge.
Teachers will practice strategies for developing phonics and word study knowledge through
spelling and writing.
Evaluation Measures (To be completed during post-Academy follow-up component)
• Teachers will implement research-proven techniques for developing phonics and word-study
skills and knowledge in all learners.
• Teachers will work with their building coaches to assess student progress and the effectiveness
of their phonics and word study instruction and to make adjustments, as needed, to meet
individual needs.
• Reading coaches will visit classrooms to assist teachers in administration/analysis of DIBELS
and/or other appropriate assessment instruments.
• Teachers will work with coaches to design instruction based on data provided by DIBELS
and/or other assessment instruments.
2-Phonics (2006) Handout 3
One Example of a Sequence for Introducing LetterSound Correspondences
2-Phonics (2006) Handout 4
Words Using First 11 Letter-Sound Correspondences:
i, t, p, n, s, a, d, l, f, h, g
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. it
if
in
tip
nip
sip
pip
lip
pit
sit
fit
lit
hit
tin
pin
sin
fin
lid
did
hid
dig
fig
pig
gig
at
an
pat
sat
fat
hat
tan
pan
Dan
34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60. 61. 62. 63. 64. 65. 66. fan
pad
sad
dad
lad
fad
had
tag
nag
lag
sag
pal
tap
nap
sap
lap
gap
gas
snip
slip
spit
slit
flit
tilt
flip
spin
slid
slat
flat
flap
flag
span
snap
67. 68. 69. 70. 71. 72. 73. 74. 75. 76. 77. 78. 79. 80. 81. 82. 83. 84. 85. 86. 87. 88. 89. 90. 91. 92. 93. 94. 95. 96. 97. 98. 99. plan
glad
snag
and
sand
hand
land
sift
lift
lint
hint
past
fast
last
list
lisp
gasp
stand
gland
plant
slant
split
splat
splint
pass
lass
glass
pill
hill
gill
still
stiff
sniff
100. staff
101. add
102. tips
103. nips
104. sips
105. lips
106. pits
107. sits
108. fits
109. hits
110. pats
111. hats
112. taps
113. naps
114. gaps
115. slips
116. slits
117. flips
118. flaps
119. snaps
120. lifts
Reprinted with permission. Copyright © 2000 by Neuhaus Education Center. (All rights
reserved).
2-Phonics (2006) Handout 5
Words Using First 11 Letter-Sound Correspondences
(Spanish version)
2-Phonics (2006) Handout 5a
Letter Combinations
2-Phonics (2006) Handout 6
2-Phonics (2006) Handout 6
Letter Combinations (Spanish version)
2-Phonics (2006) Handout 6a
Teaching Decoding
By following these guidelines, you can help students learn how to pronounce individual sounds in
words and blend the sounds together to pronounce words.
•
For decoding instruction and student practice, select words that:
•
Consist of previously taught letters.
•
Progress from short VC and CVC (2- or 3-letter) words to longer words (consisting of 4
or 5 letters).
•
Are frequently used in primary texts.
•
Initially contain stop sounds in the final position.
•
Represent vocabulary familiar to students.
•
Encourage students to blend individual sounds without stopping between them. For example,
have students say: /mmmmmaaaaannnnn/, rather than: /m/ /a/ /n/.
When assessing phonemic awareness, sounds are usually isolated. However, to read words, it
often helps students to blend individual sounds without pausing between them.
Have students track the letters from left to right with their fingers as they say each sound.
•
After students sound out individual letters, have them follow this sounding out with a fast
pronunciation of the word: /mmmmmaaaaannnnn/ = /man/.
•
Move from orally sounding out words to silently sounding out words.
As students become more proficient, they will begin to sound out words silently. Model this
step by silently mouthing a word’s pronunciation to illustrate that sounding out can be done
silently.
2-Phonics (2006) Handout 7
Blending Activities
Say It Slowly
Using letters, demonstrate how to say a CVC word slowly by blending the sounds together in
units:
Letters: s, a, t
Say: /s/, /sa/, /sat/.
Have children practice blending CVC words using this method.
Say It Faster/Move It Closer
Lay out two letters separated by a wide space:
s
a
Point to the first letter, s. With children, say /s/, and hold it until you point to the second letter a.
Then, say /a/.
Move the letters closer together, and repeat the procedure with the sounds being spoken faster.
s
a
Move the letters closer together until the sounds are spoken as one unit.
s
a
/sa/
Add a final consonant t: /sa/ /t/
Blend the three sounds to read the word: sat.
Onsets and Rimes
Place two letters on the table: a and t.
Model and have children blend the two sounds.
Say: /at/.
Place the onset, the letter s, before the rime, –at.
With children, blend /s/ and –at to read sat.
Change the onset to other letters and make new words for children to blend and read (e.g., sat to
mat, mat to rat, rat to pat, pat to bat).
Use other rimes to practice blending, such as –an, –am, –op, –it, –in.
Playing with Sounds
Place two letters on the table: a and t.
With children, blend the letter sounds to say at.
Ask children to change at to sat.
Children add the letter s and blend the sounds together to read sat.
2-Phonics (2006) Handout 7
Ask children to make and read new words by changing or adding new letter sounds (e.g., sat to
mat, mat to map, map to mop, mop to top, top to stop).
Tapping Out
Using letters, make a word such as sat.
Using one hand, demonstrate tapping the index finger to the thumb as you say the initial sound in
the word: /s/.
Tap the middle finger to the thumb as you say the medial sound: /a/.
Tap the ring finger to the thumb as you say the final sound: /t/.
Tap all the fingers to the thumb as you say the word: sat.
Children practice “tapping out” the sounds of other CVC words.
Tapping and Sweeping
Using letters, make a word such as sat.
Demonstrate by making a fist and tapping under the s as you say /s/.
Tap under the a as you say /a/.
Finally tap under the t as you say /t/.
Sweep your fist under all the letters as you say the word: sat.
Have each child take turns blending CVC words in this way.
Adapted from Carreker, S. (1999).
2-Phonics (2006) Handout 7
Common Syllable Patterns
2-Phonics (2006) Handout 8
2-Phonics (2006) Handout 8
2-Phonics (2006) Handout 8
Two-Syllable Word Puzzles
2-Phonics (2006) Handout 9
2-Phonics (2006) Handout 9
2-Phonics (2006) Handout 9
2-Phonics (2006) Handout 9
2-Phonics (2006) Handout 9
2-Phonics (2006) Handout 9
2-Phonics (2006) Handout 9
2-Phonics (2006) Handout 9
2-Phonics (2006) Handout 9
2-Phonics (2006) Handout 9
Multisyllabic Word Puzzles
2-Phonics (2006) Handout 9a
2-Phonics (2006) Handout 9a
2-Phonics (2006) Handout 9a
2-Phonics (2006) Handout 9a
2-Phonics (2006) Handout 9a
2-Phonics (2006) Handout 9a
2-Phonics (2006) Handout 10
Phonics Generalization Practice Exercise
_________________
bite
hate
note
_________________
worry
bottle
happen
_________________
fight
caught
ought
_________________
circle
cycle
cylinder
_________________
gum
goose
gate
_________________
knife
doorknob
knew
_________________
bird
corn
car
_________________
goat
seat
heap
_________________
playing
stay
today
_________________
bray
hey
my
2-Phonics (2006) Handout 10a
Teaching Phonic
Generalizations
Teaching
Phonic Generalizations
This strategy works well with just about any phonic or structural element, and can
be used in conjunction with other phonics and spelling instruction.
STEPS:
1. Select element of generalization to be introduced.
2. List words containing the element, or following the generalization, that children
already know.
3. If appropriate to the generalization, prompt children to categorize the words on
the list.
4. Lead children to a statement of the generalization.
5. Provide opportunities for children to practice applying the generalization to
decode new words.
EXAMPLE:
1. Generalization: “when c is followed by e, i, or y, it makes the soft sound of /s/;
when it is followed by a, o, or u, it makes the hard sound of /k/”. (NOTE: Could
extend lesson to include hard and soft sounds of “g”.)
2. Known Words: come, came, cup, and circle, candy, Cindy, Cody
3. Introduce book Curious George Goes to the Circus and call attention to the
way letter “c” sounds in the words Curious and circus. Ask children to tell you the
sounds and write them on a chart or place in pocket chart under the words
Curious and circus.
4. Put new words on pocket chart or write on board and have children read each,
paying close attention to the sound that “c” makes in each one.
5. Ask children to tell you whether to place/write each of the words under the
word Curious or under the word circus.
6. Ask children to help you form a generalization about when the “c” makes the
/s/ sound and when it makes the /k/ sound.
7. Provide new words for students to “test” the generalization.
8. Be sure to post the generalization and examples of words that follow it on a
chart in the room.
2-Phonics (2006) Handout 11
Planning Sheet for Teaching Generalizations
Title of Book _ __________________________________________________________________
Phonic Element _ ________________________________________________________________
Generalization Students Are to Learn _ _______________________________________________
Words Students May Already Know that Follow this Generalization:
New Words to Use in “Testing” the Generalization:
2-Phonics (2006) Handout 11a
Common Spelling Patterns
-ack
-ame
-at
-ell
-ight
-ink
-op
-ump
-ail
-an
-ate
-est
-ill
-ip
-ore
-unk
-ain
-ank
-aw
-ice
-in
-it
-ot
-ake
-ap
-ay
-ick
-ine
-ock
-uck
-ale
-ash
-eat
-ide
-ing
-oke
-ug
Adapted from Cunningham, P. M. (2000). Phonics they use: Words for reading and writing (3rd
ed.). New York: Addison-Wesley Longman.
2-Phonics (2006) Handout 12
Spelling Patterns Resource List
2-Phonics (2006) Handout 12a
2-Phonics (2006) Handout 12a
2-Phonics (2006) Handout 12a
2-Phonics (2006) Handout 12a
2-Phonics (2006) Handout 12a
Practicing Word Families and Other Spelling Patterns
Say It Slow/Say It Fast
In this activity, children are presented with target words following the pattern and asked to “say
it slow” by stretching out the sounds (/mmmaaannn/), and then to “say it fast” by blending the
sounds to pronounce the word (man). The teacher slides his or her hand under the letters of each
target word as children stretch out the sounds and then read the word.
Mix-It/Fix-It
Give each child the alphabet letters needed to spell one or more target words containing the new
pattern. Model by mixing the letters and then “fixing” them in correct order to spell the word; then
ask children to do the same with their set of letters. Magnetic letters and inexpensive cookie sheets
or tins work especially well for this activity. Once children have practiced with the teacher, they
can practice on their own with target words recorded on cards or a chart. Have the children start by
reading the target word and then spelling it by “fixing” the letters in the correct order. They then
mix the letters and “fix” them again. This process is repeated several times for each new target
word.
Overhead Blending
Teachers can also model the above Mix-It/Fix-It activity using an overhead projector and magnetic
letters or overhead transparency letter tiles. Children can watch the teacher “mix-it” and then give
directions for “fixing” the letters to make each target word. Children can also use individual letters
to “Mix-It/Fix-It” after each example modeled by the teacher.
Say/Read It, Sound It, Spell It, Write It
For this activity, children will need a white wipe-off board and marker or chalkboard, chalk, and
eraser. The teacher calls out a word for children to repeat or holds up a word card for children to
read. After they say/read the word, they stretch out the sounds, name the letters, and then write it
on their boards.
Say It/Read It
hop
corn
make
Sound It
hhhooop
corrrnnn
mmmaaak
Spell It
h-o-p
c-o-r-n
m-a-k-e
Write It
hop
corn
make
Post-It® Sounds
Variety is the key to blending activities. As in the above activities, in Post-It® Sounds, the children
stretch out the sounds of the letters and then pronounce the word. The individual letters needed to
form the target words are written on Post-It® notes. These are affixed to the wall or to the teacher’s
white board. After each word is sounded and pronounced, the teacher moves around the letters
to form new words. For example, to practice blending of CVC words, the teacher might have the
letters t, s, f, h, m, n, and a on Post-It® notes. These can be arranged and rearranged to form the
words, sat, fat, hat, mat, ham, fan, Sam, tan, man.
2-Phonics (2006) Handout 13
Pocket Chart Sound Substitution
The Post-It® activity described above can also be conducted using a pocket chart and letter cards.
The target words can also be written on separate cards so that after each word is formed on the
pocket chart, the word card can be displayed. After the letters are arranged and rearranged to form
all target words and all word cards are displayed, the teacher can assist the children in sorting the
words according to various elements (e.g., initial consonant sounds, final consonant sounds, etc.).
The teacher may want to use one color Post-It® for consonants and a different color for the vowel
letters.
Every Pupil Response Activities
As often as possible, children need to be responding individually, rather than as a group. This can
happen within group activities when “every-pupil-response” activities are used. Small wipe-off or
chalkboards, magnetic letters, cookie sheets or tins, paper, and pencils can all be used to solicit
simultaneous individual responses from each child. In addition, teachers can check individual
responses by asking children to put thumbs up or down (e.g., “Read the word quietly to yourself
and thumbs up if the vowel is short, thumbs down if it is long.”); hold up a specified number of
fingers (e.g., “Read the word quietly to yourself paying careful attention to the underlined vowel;
hold up one finger if the vowel is short, two fingers if it is long, and three fingers if it is silent.”);
point (e.g., “Read the word I hold up and then point to the side of the pocket chart where the word
should be placed. Think about whether the vowel you hear sounds like the vowel team in the word
book or in the word food”); or hold up yes/no cards or cards with specific words or letters (e.g., “If
the vowel sounds like book, hold up your card with the word book facing me; if the vowel sounds
like food, hold up your card with the word food facing me.” or “If the word I show contains a short
vowel, hold up your yes card, if it doesn’t hold up your no card.”).
Digraph Cards
In this particular every-pupil-response activity, children are given a 5 x 7 card with one consonant
digraph written on each straight edge of one side of the card as shown below. The teacher calls out
words and the children hold up their card with the digraph heard facing up.
sh
ch
wh
th
CVC/CVCe Booklets
Write CVCe words on cards. Fold back each e to show only the CVC word, and have children
pronounce the short vowel word. Reveal the e to show the CVCe word, and have children pronounce
the long vowel/silent e word. Staple the cards together to make a little booklet of words for each
child.
2-Phonics (2006) Handout 13
BINGO
Give each student a blank BINGO template with five rows and five columns and the center square
labeled FREE, and a list of words with vowel pairs. For example, if practicing the long a spelling
pattern, the list might include the following: date, space, game, made, skate, whale, shake, bait,
straight, chain, main, sail, brain, day, play, stay, away, say, lay, freight, sleigh, neigh, great, break.
Children write the words from the list in random order on their BINGO template. The teacher calls
out the words for children to read and cover on their cards.
Spelling Pattern Hunt
After introducing a new spelling pattern, students can be asked to go on a word hunt to find words
containing the target pattern in a poem, story, book, page of the newspaper, or even on charts and
signs in the room. If students have a consumable copy of the text, they can circle, underline, or
highlight the words and then make a list of them to share with others. If they are locating words in
a book or other nonconsumable material, they can simply make a list of the words they find.
Clothesline Letter Patterns
Affix a clothesline with clothespins to an area of the room. On paper cut-outs of dresses, shirts, and
pants, write words from at least two word families. Have children sort the word family words and
pin ones from the same family to the Letter Pattern Clothespin.
Pick-Up-Sticks
Write individual word family chunks (rimes) or common spelling patterns (ent, est, ay, ild, op,
ub, ust, all, ig) on popsicle sticks. Store sticks in an empty Pringles® can. Children spill the sticks
and then play pick-up-sticks by picking up a stick and saying a word with the same pattern as that
found on the stick. The player with the most sticks wins.
Word Family Eggs
Write onsets on one end of a set of plastic Easter eggs. On the other end, write onsets. Children
build words by putting the correct halves together. Store eggs in a basket for use by individuals
and partners.
Muffin Tin Word Families
Label each muffin cup in a six-muffin tin with a different rime or spelling pattern. For example, if
children are practicing words with at, ip, and ill, affix these labels to the first three cups. Then, sort
small cards or tiles with these rimes into the three cups. In the empty cup opposite each labeled
cup, place onsets. Encourage children to work quickly to make as many words as they can and to
write them on a sheet of paper.
Pocket Folder Blends
Construct tri-fold pocket folders with three inside pockets and one pocket on the back for storing
letter cards. Place one or two letter cards in the inside pockets. Children locate letter cards to insert
in the empty pocket(s) to make a word. For example, the letters m and a might be placed in the
left and center inside pockets. The children would choose letter cards to insert into the right inside
2-Phonics (2006) Handout 13
pocket to make real words. By adding letter t they could build and read the word mat. They would
then substitute the t for an n to build and read man, th for math, st for mast, and ke for make.
Sliding Sounds With CVC, CV, and CVCe Words
Teachers blend sounds to form words by first touching the top of the shoulder with one hand and
then slowly sliding the hand down to the inside of the elbow and then to the wrist as the first and
then second and third sounds of the target word are stretched out. Repeat the sliding motion while
saying the word fast. Variation: Children tap one finger for each sound heard in a word.
Word Family Towers
The teacher chooses four word families and writes one word from each family on each side of
a block. The children build towers of word family words by reading the words and stacking the
blocks so that the words from each family are facing the same side. Blocks can be made from
empty Kleenex® boxes covered with paper; words can be written on labels that have been cut to fit
on commercial blocks.
Word Sorts
Children sort words into bags labeled with different spelling patterns or word families. This lower
level activity helps emergent and beginning readers become sensitive to the letter-sound patterns
that occur in many different words.
Word Family Finds
Place picture-word cards representing word family words in a basket or box. Children select a
picture and either glue or copy it onto a piece of paper. Under the picture, they write as many words
as they can that contain the same word family. For example, a child drawing a picture of a cat will
write other words containing the –at word family (bat, fat, hat, mat, sat, flat, rat, pat).
Beach Ball Word Families
Write a different word family on each section of a multicolored beach ball (e.g., –at, –ot, –it,
–an, –ill, –ay, –ink, –ing). Gather children into a circle and toss the ball into the circle. Each time
someone catches the ball, they are to pronounce the word family pattern that their right hand is
closest to, and then give a word in that word family. For example, if the child catches the ball where
the –ing family is written, that child would say “ing” and then give a word in that family (e.g., sing)
before tossing the ball to another child.
Adapted from: Smith & Read, 2005.
2-Phonics (2006) Handout 13
Using Brand Name Products
Say “If p-et is pet, then
v-et must be _______.” (Pause for students to read the word and then to write it
under the correct column on their papers.)
2-Phonics (2006) Handout 14
Making Words Lessons
2-Phonics (2006) Handout 15
2-Phonics (2006) Handout 15
2-Phonics (2006) Handout 15
2-Phonics (2006) Handout 15
2-Phonics (2006) Handout 15
b
c
d
f
g
h
j
k
l
m
n
p
Letter Card Masters
2-Phonics (2006) Handout 15a
D
C
B
H
G
F
L
K
J
P
N
M
q
r
s
t
v
w
x
y
z
b
c
d
r
s
t
S
R
Q
W
V
T
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Word Walls
A Word Wall is a systematically organized collection of words displayed in large letters on a wall
or other large display place in the classroom. It is a tool to use, not just classroom wall display.
Word Walls are designed to promote group learning and be shared by a classroom of children.
Goals
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Support the teaching of important general principles about words and how they work.
Foster reading and writing.
Provide reference support for children during their reading and writing.
Promote independence on the part of young students as they work with words in writing and
reading.
Provide a visual map to help children remember connections between words and the
characteristics that will help them form categories.
Develop a growing core of words that become part of a reading and writing vocabulary.
Guidelines
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Categorize words in various ways: high-frequency, word families/spelling patterns (–at, –it,
–ill, –ing). Have more than one, as needed.
Display in prominent place within eye level of children.
Be selective about what words go on the wall, limiting additions to those really common,
high-frequency words that children use a lot in writing.
Add words gradually, five per week.
Make words very accessible by putting them where every student can see them, writing them
in big, black letters, and using a variety of background colors so that the most often-confused
words (there, their; what, when) are different colors.
Practice new words by engaging children in reading, spelling, chanting, and writing each
word.
Do a variety of review activities to provide enough practice so that words are read and spelled
instantly and automatically.
Types of Word Walls
Many teachers have several different kinds of Word Walls. Two of the most common Word Walls
for grades two and three are described below.
High-Frequency Word Wall
Children need to learn to spell high-frequency words correctly in their everyday writing. Cunningham
(2005) recommends placing high-frequency words from word lists, the core reading program, or
from other texts the children are reading, on a Word Wall. Frequently misspelled words from the
children’s writing, such as homophones, may also be added to this wall.
On the day new words are added to the wall, the teacher calls out each word individually and then
involves the children in clapping and chanting each letter before the new word is added to the
2-Phonics (2006) Handout 16
wall. These words are reviewed on the subsequent day. Teachers also involve children in reviewing
approximately five words per day through daily Word Wall practice activities and hold children
accountable for spelling these words correctly in all written work.
Chunking Wall
1. The chunking wall helps children focus on common letter patterns or chunks found in many
different words.
2. Organize the words according to the vowels: a, e, i, o, u.
3. Start by selecting words containing familiar word families to place on the wall. Books, rhymes,
poems, and songs are good sources for words.
4. Choose words that can be used as a model for reading and spelling many more words with the
same chunk.
5. Place only one key word on the wall for each word family.
6. When a new chunk or word family is added to the wall, engage children in brainstorming as
many words as possible that contain the same chunk as the new word placed on the wall.
7. Write these words on a chart. For example, if the word clack is placed on the wall after reading
Click, Clack, Moo Cows That Type (Cronin, 2000), children might brainstorm the words back,
pack, sack, tack, Jack, lack, and shack.
8. If students brainstorm words that rhyme but have a different spelling pattern, add the words
to the list and then ask students what they notice about all of the words. Cross out those that
do not follow the pattern, explaining, “Sometimes different letters make the same sound, but
today we are looking for words that have the ____ chunk.”
9. When new words containing the same chunk are encountered in reading or writing activities,
call attention to the chunking Word Wall, and ask children to find a word on the wall with the
same pattern.
Suggested Weekly Procedure for Using Word Walls
Monday: Introduce the new word(s) for the day/week. Chant and cheer for each new word. Discuss
specific features of the new word(s) (e.g., look for chunks or patterns, compare new words to other
words, talk about sound patterns in the word, talk about words that break the rules).
Guide the children through the writing of each new word in their Word Wall notebooks. The teacher
reads one word. The children write it. Then, the teacher spells the word aloud, one letter at a time,
while the children check their spelling by putting a small dot under each letter as the teacher spells
aloud. Continue through the rest of the words.
Optional: Have a leader point to each word on the Word Wall, with a pointer as the class “reads”
or “sings” to a familiar tune, the entire wall aloud.
Tuesday – Friday: Chant and cheer for the new words and/or review words.
Do one or two of the Word Wall activities (see the following pages):
2-Phonics (2006) Handout 16
Word Wall Activities
Activity 1 – Clap, Chant, Write: Introduction of New Words
Teacher introduces five Word Wall words per week by having students . . .
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See the words.
Say the words.
Chant the words (snap, clap, stomp, cheer).
Write the words and check them together with the teacher.
Trace around the words and check together with the teacher.
1.
2.
Have the students number a sheet of paper 1 to 5.
Place one of the five new word cards in the pocket chart. Say the word; use the word in a
sentence; have students write the word on their paper. Continue with four additional words.
When all five words have been written, point to the words, and have the students clap and
chant the spelling of the words.
Students use a red pen, marker, or crayon to trace around the word.
On the following days of the week, teacher practices the new Word Wall words and reviews
previous words with practice activities.
3.
4.
5.
Sigmon, C. (1997). 4-blocks literacy model. Greensboro, NC: Carson-Dellosa Publishing.
Activity 2 – Rhyme with the Word Wall
The teacher says a sentence that contains a word that rhymes with one of the Word Wall words and
is spelled with the same pattern. Children must decide which word rhymes and how to spell it.
1.
2.
3.
Students number their paper just as they do for Clap, Chant, Write, 1 to 5.
The teacher gives the following clues for the lessons words.
Number one begins with a t and rhymes with walk.
Student writes talk on paper.
Number two begins with an m and rhymes with by.
Student writes my on paper.
Number three begins with an f and rhymes with end.
Student writes friend on paper.
Number four begins with a w and rhymes with bear.
Student writes wear on paper.
Number five begins with an f and rhymes with car.
Student writes far on paper.
To check the answers, the teacher says the rhyming word and lets students say the word they
wrote and chant its spelling.
Cunningham, P. M. (1999). The teacher’s guide to the four blocks. Greensboro, NC: CarsonDellosa Publishing.
2-Phonics (2006) Handout 16
Activity 3 – Review Endings
This activity helps children learn to spell Word Wall words that need an ending.
1.
2.
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Students number their papers 1 to 5.
Teacher calls a word that can have an ending added to it. Begin with just one ending for
a lesson. Then, add additional endings in separate lessons. Then, combine them so that
children are listening for all the endings.
Jumping, The frog is jumping over the log, jumping
Student writes jumping on paper.
Ask what Word Wall word was used with an ending. Say the word and chant its spelling.
Continue in same manner with four additional words.
Looking, I am looking at a new book, looking.
Student writes looking on paper.
Called, She called her mom on the phone, called.
Student writes called on paper.
Taking, We are taking a trip to St. Louis, taking.
Student writes taking on paper.
Tells, My teacher tells good stories, tells.
Student writes tells on paper.
Cunningham, P. M. (1999). The teacher’s guide to the four blocks. Greensboro, NC: CarsonDellosa Publishing.
Activity 4 – Cross-Checking
1. Call out several words that begin with the same letter for students to write at the top of their
paper (e.g., went, want, was, what, where).
2. Tell students to number their papers from 1 to 5. Say that they will have to decide which word
from the top of their paper makes sense in each sentence you call out.
3. Say a sentence leaving out one of the words.
4. Students decide which word makes sense and write it on their papers next to the correct
number.
5. After all students have recorded a word, say the sentence with the word included, and then say
the word in isolation and ask students to spell it with you as they check their spelling. Have
students put a small dot under each letter they have correct. If any students spelled the word
incorrectly, they should erase and correct at this time.
6. Do four additional sentences.
Cunningham, P. M. (1999). The teacher’s guide to the four blocks. Greensboro, NC: CarsonDellosa Publishing.
Activity 5 – Make Sentences
1. Dictate a sentence using several of the Word Wall words (e.g., ”Josh will come to my house
to play”).
2. Students listen as you repeat the whole sentence.
2-Phonics (2006) Handout 16
3. Then, repeat the sentence one word at a time, giving students plenty of time to find the
words on the word wall and write them.
4. Remind children to begin sentences with a capital letter. (Note: Have days when you dictate
questions and exclamatory sentences. Also use students’ names in the sentences.
5. Students also like to dictate sentences using lots of words from the Word Wall.
Cunningham, P. M. (2000). Phonics they use: Words for reading and writing (3rd ed.). New York:
Addison-Wesley Longman.
Activity 6 – Be a Mind Reader
In this game, the teacher thinks of a word on the wall and then gives five clues to that word.
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Have students number their papers 1 to 5, and tell them that you are going to see who can
read your mind and figure out which of the words on the board you are thinking of. Tell
them you will give them five clues. By the fifth clue, everyone should guess your word, but
if they read your mind, they might get it before the fifth clue.
For your first clue, always give the same clue:
It’s one of the words on the Word Wall.
Students should write next to number 1 the word they think it might be.
The second clue is . . .
It has four letters.
Student writes word.
The third clue is . . .
It begins with a digraph ph.
Student writes word.
The fourth clue is . . .
It has a short e vowel sound.
Student writes word.
The fifth clue is . . .
It begins the sentence: ____will lunch be ready?
“I know you all have a word next to number 5; what is it? But who has it next to number 4?,
3?, 2?, 1?”
Do several words in the same manner.
As students get familiar with this activity, they like to be the person giving the clues and
having their mind read.
Cunningham, P. M. (1999). The teacher’s guide to the four blocks. Greensboro, NC: CarsonDellosa Publishing.
Activity 7 – Ruler Tap
1. Teacher chooses a word from the Word Wall.
2. Say the word; then tap and say several letters in that word but not the whole word: come, c-o.
3. Call on a student to finish spelling the word out loud: m-e.
4. If the student correctly finishes spelling the word, that child gets to call out a word, tap and
spell the word, and call on another student to finish.
2-Phonics (2006) Handout 16
5.
Do several additional words. Variations of this activity could be only the teacher having a
ruler or all students having a ruler.
Cunningham, P. M. (2000). Phonics they use: Words for reading and writing (3rd ed.). New York:
Addison-Wesley Longman.
Activity 8 – BINGO
You will need photocopies of a blank BINGO template.
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Call on students to pick words from the wall they want included in the game.
As each word is picked, students will write it on their BINGO sheet in any blank block they
choose, and you will write it on an index card.
When all students have filled up their sheets, you are ready to play.
Shuffle your index cards, and call the words one at a time.
Have students chant the spelling of each word and then cover it with their object.
The first student to have a complete row covered wins BINGO.
Students can clear their sheets and play again.
Cunningham, P. M. (2000). Phonics they use: Words for reading and writing (3rd ed.). New York:
Addison-Wesley Longman.
Activity 9 – Word Sorts
1. Write 10-15 words on large index cards, and place in a pocket chart.
2. Have students write these words on separate smaller cards or papers at their desks.
3. Have students sort the words into different piles depending on some features certain words
share. Students may sort all words that begin with a certain sound, have a certain vowel
sound, or contain a certain blend or digraph.
Cunningham, P. M. (2000). Phonics they use: Words for reading and writing (3rd ed.). New York:
Addison-Wesley Longman.
Activity 10 – Guess the Covered Word
The purpose of this activity is to help children practice the important strategy of cross-checking
meaning with letter-sound information.
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The teacher writes four or five sentences on board, sentence strips, or overhead. Cover a word in
each sentence with two Post-It® notes—one covering the onset, the other covering the rime.
Call on a student to read the first sentence.
Students make several guesses for the covered word. Teacher writes the guesses on the
board.
The teacher takes off the first Post-It® note that is covering the onset.
Guesses that don’t begin with that onset are erased, and any new guesses can be added.
When all the guesses that fit both the meaning and the onset are written, the whole word is
revealed.
Cunningham, P. M. (1999). The teacher’s guide to the four blocks. Greensboro, NC: CarsonDellosa Publishing.
2-Phonics (2006) Handout 16
Activity 11 – Word Work
1. Teacher tells students to draw five rectangles on their papers and to divide each into a specific
number of boxes that corresponds to the number of letters in the words to be called out.
2. Teacher calls a Word Wall word, and then class chants and writes word in first rectangle.
3. Continue with four additional words.
4. Students use letter cards/tiles to build each word and then write the words on their paper next
to the corresponding rectangle.
Fountas, I. C., & Pinnell, G. S. (1998). Word matters. Portsmouth, NH: Heinemann.
Activity 12 – Build/Mix/Fix
1. Teacher calls five words from the Word Wall, one at a time. Students chant and write on paper
as teacher writes on board.
2. Teacher directs class to build the first word with letter tiles/cards at desk.
3. After all students have the word built, teacher directs class to mix up the letters of the word.
4. Students are then directed to fix the word by arranging the letters to spell the word.
5. Chant the word.
6. Continue with remaining words.
Fountas, I. C., & Pinnell, G. S. (1998). Word matters. Portsmouth, NH: Heinemann.
Activity 13 – Word Search
1. Pass out a copy of a Word Search worksheet to each student.
2. Teacher chooses five words from the Word Wall.
3. As teacher calls out word, students chant and write on blanks at bottom of worksheet.
4. When all five words have been written, students place each word in the word search puzzle
and add additional letters to fill in the boxes.
5. Students trade Word Search puzzles.
6. When each word is found, they trace around it with a colored pencil, pen, or marker or use a
highlighter to highlight it.
Fountas, I. C., & Pinnell, G. S. (1998). Word matters. Portsmouth, NH: Heinemann.
Activity 14 – Look, Say, Cover, Write, Check
• Divide a piece of paper into three or four columns.
• Teacher calls out five Word Wall words.
• Students write the list of words in the first column.
• Then, they begin with the first word:
• Say it and notice parts to remember.
• Look closely at the letters to notice the visual details.
• Cover the word with a card and think about how the word looks.
• Write the word from memory.
• Uncover and Check it with the word in the first column.
• Cover and write the word again and check.
• Students repeat procedures with the remainder of the words.
2-Phonics (2006) Handout 16
Fountas, I. C., & Pinnell, G. S. (1998). Word matters. Portsmouth, NH: Heinemann.
Activity 15 – Flashlight Fun
1. Turn out the lights.
2. Say the poem together with the class:
Flashlight, flashlight, oh so bright,
Shine on a word with all your light.
3. Shine the flashlight on individual words for the class to read and chant.
Gruber, B. (1998). Instant Word Wall high frequency words. Cathedral City, CA: Practice & Learn
Right Publications.
Activity 16 – Let’s Cheer
1. Choose five words from the Word Wall.
2. Print each letter boldly on paper for each word.
3. Cheerleaders face the class holding the letter papers to spell the word.
4. Call out the first letter of the word.
5. The student holding that letter steps forward and raises the letter paper as the class says the
letter.
6. Continue until the entire word has been spelled.
7. Say the word three times in unison.
8. Take turns being cheerleaders and spelling the rest of the words.
Gruber, B. (1998). Instant Word Wall high frequency words. Cathedral City, CA: Practice & Learn
Right Publications.
Activity 17 – Word Fun Center
1. Teacher chooses five words from the Word Wall and writes them on the board.
2. Students are divided into six groups.
3. Each group is given a different center material to spell the words.
• painted lima beans
• letter tiles
• pasta
• letter/object tray
• stencils
• Wikki Stix®
• Play-Doh®
• alphabet stamps
• magnetic letters
Gruber, B. (1998). Instant Word Wall high frequency words. Cathedral City, CA: Practice & Learn
Right Publications.
Activity 18 – Hopscotch
1. Make a hopscotch pattern on the classroom floor with tape or on the playground with chalk.
2-Phonics (2006) Handout 16
2.
3.
4.
Choose a Word Wall word, and write one letter in each box of the hopscotch and the whole
word at the top.
Students hop and say each letter to spell the word and the say the word at the end.
Do for additional words.
Gruber, B. (1998). Instant Word Wall high frequency words. Cathedral City, CA: Practice & Learn
Right Publications.
Activity 19 – Wet Words
1. Teacher chooses five Word Wall words.
2. Say word to class and have them chant.
3. Write on individual chalkboard one letter at a time with paintbrush and water.
4. Continue with additional words.
Gruber, B. (1998). Instant Word Wall high frequency words. Cathedral City, CA: Practice & Learn
Right Publications.
Activity 20 – Word Jar
1. When each new Word Wall word is introduced, write on a slip of paper and add to Word Jar.
2. Choose five students to pick a word from the jar.
3. One student at a time reads his or her word; class chants the spelling.
Gruber, B. (1998). Instant Word Wall high frequency words. Cathedral City, CA: Practice & Learn
Right Publications
Activity 21 – Rainbow Words
1. Pass out paper to each student.
2. Teacher chooses five Word Wall words.
3. As teacher says word; students chant and write on paper with a crayon.
4. Do the same for the additional words.
5. After all the words have been written once with a crayon, students go back and write each
word again with two to four different colors of crayons.
Gruber, B. (1998). Instant Word Wall high frequency words. Cathedral City, CA: Practice & Learn
Right Publications.
Activity 22 – Word Wall Chain
1. Pass out five colored strips of paper to each student, size 1x5.
2. Have one student choose a Word Wall word for everyone to write and chant (e.g., each).
3. Call on another student to find a Word Wall word that starts with the last letter of the first
word. Students write and chant both words. (e.g., each-her)
4. Call on additional students to continue finding words that start with the last letter of the
previous word.
5. Glue the strips together to make a chain.
2-Phonics (2006) Handout 16
Gruber, B. (1998). Instant Word Wall high frequency words. Cathedral City, CA: Practice & Learn
Right Publications.
Resources
The following resources contain more information and ideas for using Word Walls:
Cunningham, P. M., & Allington, R. L. (1999). Classrooms that work: They can all read and write
(2nd ed.). New York: Addison-Wesley Educational Publishers Inc.
Cunningham, P. M., & Hall, D. P. (1994). Making words. Carthage, IL: Good Apple.
Cunningham, P. M., & Hall, D. P. (1997). Making more words. Carthage, IL: Good Apple.
Cunningham, P. M., & Hall, D. P. (1997). Month by month phonics for first grade. Greensboro,
NC: Carson-Dellosa Publishing.
Schiffer Daniff, V. (1996). The pocket chart book. New York: Scholastic Professional Books.
Wagstaff, J. (1999). Teaching reading and writing with word walls. New York: Scholastic.
2-Phonics (2006) Handout 16
Teaching Irregular Words
Suggested guidelines include the following:
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Introduce frequently occurring irregular words that are found in many stories and expository
texts.
Teach new irregular words before students encounter them in stories they are reading.
Limit the number of irregular words introduced in a single lesson.
Introduce visually-similar irregular words, such as where and were or was and saw, in separate
lessons to avoid confusion.
Review irregular words that have been previously taught.
Teach students to sound out irregular words. Using this strategy confirms what they know
because some of the sounds in these words are regular.
Sample Lesson
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Review previously introduced irregular words before introducing a new irregular word.
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Write an irregular word on the board: said
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With students, sound out each letter or letter combination using its most common sound and
blend them together to read the word as you point to each letter or combination. Ask students
if this makes a word they have heard before. (No.)
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Pronounce the word correctly. said
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Help students discover the parts of the word that do not represent their most common sound(s).
Say: “Show me the letters that do not make their most common sounds.”
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Circle the irregular part: ai in said
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Compare this part to how it is correctly pronounced by writing the pronunciation in parentheses:
(s-e-d).
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Say the word slowly: s-e-d
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Write the word on a card.
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Write the pronunciation on the back: (s-e-d)
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Have the students practice reading the word aloud.
said
Adapted from Carreker, S. (1999).
2-Phonics (2006) Handout 17
Revised Dolch List
2-Phonics (2006) Handout 18
Ways to Support the Development of Sight Words
2-Phonics (2006) Handout 19
2-Phonics (2006) Handout 19
2-Phonics (2006) Handout 19
2-Phonics (2006) Handout 19
Practicing Sight Words
1.
Read the Room: Children walk about the room with pointers or special “play” glasses to find
and read words from the Word Wall or from other charts or cards.
2.
Write the Room: Children carry a clipboard or tablet around the room and copy words with
specific sound and/or syllable patterns.
3. Find It! Children mark or copy words with specific sound and/or syllable
patterns found in books or in copies of familiar rhymes, poems, or songs.
4.
Variations of Find It! Children use a pretend magnifying glass or other object
to “frame” a word; and highlighting tape, strips of colored acetate, or Wikki
Stix® to highlight or circle words found in materials used for shared reading and created
during shared writing. They can also hunt for specific words in sheets of newspaper and in
their reading books.
5.
Build-a-Word: Magnetic or other small letters are used by children to make or
build words. The words to be built can be called out by the teacher or provided
by the teacher on word cards or lists that children can use independently or
with a partner. Magnetic letters stored inside old cookie tins work well because
children can use the inside of the lid to build their words.
6.
Word Banks: Individual file boxes with word cards are arranged in alphabetical order. Children
use these to practice rapid recognition, sort into various categories, and build sentences and
silly sentences.
7.
Swat-a-Word: Children use fly swatters with a hole cut out of the middle to swat and then
read words called out by the teacher or by a partner.
2-Phonics (2006) Handout 19a
8.
Beat-the-Clock: Children try to “beat the clock” by reading a given number of words in a
shorter amount of time than in a previous attempt. The teacher provides the word cards or list
of words and clocks the children’s time as they group read in unison or one-on-one with the
teacher. The date and time is posted on a wall chart each time the children “beat the clock.”
9.
Silly Word Songs: Using a familiar tune such as The Farmer in the Dell or Happy Birthday,
the teacher points as children sing the words on the Word Wall or chart to make a silly song.
10. Toss & Clap: Give each child a set of five to ten sight word cards, and have them sit in a
circle. Place a basket in the center of the circle. As the teacher calls out words, children find
the word in their stack, read it, and toss it into the basket. The first child to toss the card in
leaves his or her card in the basket while everyone else returns their card to their stack. The
first child to toss his or her last card into the basket claps and wins the game.
2-Phonics (2006) Handout 19a
Scaffolding for Word Recognition
Effective teachers scaffold students’ use of decoding strategies by providing prompts instead of by
simply supplying the unknown words for the child.
Word recognition coaching prompts are hints or questions that get children to engage in selfmonitoring strategies as well as a variety of word recognition strategies to use with words not
known instantly.
Teachers coach to provide instruction in word recognition by asking questions such as the
following:
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“What can you do to figure out that word?”
“Do you see a chunk (or phonogram) you recognize?”
“Does it look like any other words you know?”
“Can you sound it out?”
“What does the first letter say? What does the next letter say?, etc. Now blend the sounds
together.”
“Does that word look right for what is on the page?”
“Does it make sense in the story?”
When students are successful in their independent application of decoding strategies, teachers can
reinforce them through positive comments and by asking them to explain what they did to figure
out a word:
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“I like how you corrected that.”
“Good checking!”
“How did you know it couldn’t be . . .?”
“What did you do to figure that word out?”
2-Phonics (2006) Handout 20