Download Decoding Strategies to Supporting Running Records

Hastings and Prince Edward District School Board
C.O.D.E. Project, 2007
Decoding Strategies to
Supporting Running Records
Strategies to Support Students’
Meaning, Visual, and Structural Errors
Written and developed by:
Cassandra Bellwood, Kente P.S.
Kerri Denyes, Prince of Wales P.S.
Lisa Friar, Foxboro P.S.
Cassandra Windsor, Harmony P.S.
Kim Mahoney, C.O.D.E. Project Leader
Meaning _____________________________________________________________________________________ Listen Up!(M) Status Recommended Approach Published Small Group Individual Assessment Target Skills Errors ‐ Meaning Strategy – Main Activity Listen to books on tape. Rewind and read the story along with the recording. _____________________________________________________________________________________ Going Shopping (M) Status Recommended Approach Published Small Group Individual Assessment Target Skills Errors ‐ Meaning Strategy – Main Activity Laminate on paper and bind into a catalogue pictures of food, toys, clothing, and anything else you can find. Label all pictures clearly. Make shopping lists (or have students make lists for each other). Students can practice reading the lists, checking for meaning when necessary by comparing the words to those in the catalogue. _____________________________________________________________________________________ Draw It! (M) Status Recommended Approach Published Small Group Individual Assessment Target Skills Errors ‐ Meaning Strategy – Main Activity Have students draw their favourite part of the story and display it on the wall. Challenge them to make as many direct connections between the text and the illustration as possible. _____________________________________________________________________________________
Structure _____________________________________________________________________________________ Sequencing (S) Status Recommended Approach Published Small Group Individual Assessment Target Skills Errors ‐ Structure Strategy – Main Activity Students sequence story events and/or words with picture cards (easier) or comic strip frames (harder). _____________________________________________________________________________________ Magnetic Sentence Strips (S) Status Recommended Approach Published Whole Class Small Group Individual Assessment Target Skills Errors ‐ Structure Strategy – Main Activity Create a simple sentence on a card or sentence strip for each child with a magnetic strip on the back. Students copy the sentence using magnetic letters to spell the words, following the model on the card. _____________________________________________________________________________________ Mystery Word (S) Status Recommended Approach Published Small Group Individual Assessment Target Skills Errors ‐ Structure Strategy – Main Activity Reveal a clue about a mystery word each day. Students write their guesses on cards and put them in the pocket chart. This could be a "Guess the Covered Word" in which students need to guess/figure out the covered word. _____________________________________________________________________________________ Songs and Poems (S) Status Recommended Approach Published Small Group Individual Assessment Target Skills Errors ‐ Structure Strategy – Main Activity Provide students with songs and poems on charts to read. _____________________________________________________________________________________
Visual _____________________________________________________________________________________ Syllable Segmentation (V) Status Recommended Approach Published Small Group Individual Assessment Target Skills Errors ‐ Visual Strategy – Main Activity Children participate in a series of activities that help them realize that words are made up of syllables. For example, "Can you count the syllables or the word parts in football?" Activities 1 Syllable Clap with a single word. 2 Talk with children about why knowing about syllables can help them when they read and write. 3 Ask them to clap with you, say a variety of words with varying syllable counts. 4 Syllable Count. _____________________________________________________________________________________ Plastic Straws and Macaroni (V) Status Published Recommended Approach Small Group Individual Assessment Target Skills Errors ‐ Visual Strategy – Main Activity Make letters with plastic straws (for straight lines) and macaroni (for the curved parts). _____________________________________________________________________________________ Laminated Word Search Puzzles (V) Status Published Recommended Approach Small Group Individual Assessment Target Skills Errors ‐ Visual Strategy – Main Activity Laminate word search puzzles for students to work on individually or in small groups. _____________________________________________________________________________________
Pocket Letters (V) Status Recommended Approach Published Small Group Individual Assessment Target Skills Errors ‐ Visual Strategy – Main Activity Use a couple of sports card plastic pages. Make a letter of the alphabet using an index card and magic markers to fit in each pocket. If you use the back and front of each page, you will have 36 pockets, which is enough for the entire alphabet and the numbers 1‐9. Tie these together with yarn, rings, or place in a binder. Add a dry erase marker and a small cloth to erase with. Students can trace letters and the numbers over the plastic and erase as many times as they like to practice letter and number. _____________________________________________________________________________________ Name Card Sort (V) Status Recommended Approach Published Small Group Individual Assessment Target Skills Errors ‐ Visual Strategy – Main Activity On a piece of poster board draw 26 squares and label with letters of the alphabet. (You may wish to include a variety of fonts to make this activity more challenging) Students sort name cards by beginning letter and place them in the appropriate square on the poster board. _____________________________________________________________________________________ Partner Word Step (V) Status Recommended Approach Published Small Group Individual Assessment Target Skills Errors ‐ Visual Strategy – Main Activity Print the letters of the alphabet on a large piece of paper and lay it flat on the floor. Have two partners pair up together to play this game. One student reads the word aloud while the other child steps on the letters to spell the word. _____________________________________________________________________________________
Discovering Spelling Patterns (V) Status Published Recommended Approach Small Group Individual Assessment Target Skills Errors ‐ Visual Strategy – Main Activity Tell the children that thinking about what a word looks like is a useful spelling strategy, so you are going to explore some common spelling patterns together. Reread a familiar big book or poem selecting a particular spelling pattern to look for. For example, look for and list words with ea, such as: bead, bread, dead, instead, great, read, treat, break. Ask children to identify and underline the ea spelling pattern in each word, say the words, and group them according to their pronunciation, such as: bead, read, treat bread, dead, instead, read great, break Select one of the words and show how knowing it can help with the spelling of other words in that word family. For example, great: greater, greatest, greatly, or break: breaking, breaks. Ask children to try this with the other words you've found. Talk about how thinking about spelling patterns and building on word families can help with reading and writing. _____________________________________________________________________________________ Making Big Words (V) Status Recommended Approach Published Small Group Individual Assessment Target Skills Errors ‐ Visual Strategy – Main Activity Making Big Words is an active, hands‐on manipulative activity in which children discover sound‐letter relationships and learn how to look for patterns in words. They also learn that changing just one letter or even the sequence of the letters changes the whole word. Both the teacher and the student have cut‐ apart words to manipulate. As the teacher spells words at the pocket chart, students play along at their desks. (Making Big Words Book by Patricia M. Cunningham.) _____________________________________________________________________________________ Word Families (V) Status Recommended Approach Published Small Group Individual Assessment Target Skills Errors ‐ Visual Strategy – Main Activity Create a "Word Family of the Week" poster (for example, ‐‐at ‐‐an, etc.) Change it each week. Students brainstorm rhyming words to write on post‐its (cat, fat, hat, that, sat...), sign them, and them add to the poster. ______________________________________________________________________
Modeling Phoneme Segmentation (V) Status Published Assessment Recommended Approach Small Group Target Skills Errors ‐ Visual Individual Strategy – Main Activity The teacher chooses a short word, "I wonder how many sounds are in your name, John? I guess we’ll have to chop it up." Say, "Hi Yah!" (or any other karate sound to serve as a signal to segment). Also, the use of a puppet is quite effective here for gaining the children’s undivided attention. Donna Leffel suggests making a sock puppet that looks like a ninja with pom pom eyes and wild hair. The ninja opens and closes his red, felt mouth with each sound. The teacher makes chopping motions with hand or puppet and orally breaks apart the word or name. _____________________________________________________________________________________ Letter Bingo (V) Status Recommended Approach Published Small Group Individual Assessment Target Skills Errors ‐ Visual Strategy – Main Activity Play Letter Bingo. Vary the font, upper and lower case on card to add more challenge. _____________________________________________________________________________________ Paint Letters (V) Status Recommended Approach Published Small Group Individual Assessment Target Skills Errors ‐ Visual Strategy – Main Activity Students use small paint brushes to paint selected letters five times each. _____________________________________________________________________________________ Sound Isolation (V) Status Recommended Approach Published Small Group Individual Assessment Target Skills Errors ‐ Visual Strategy – Main Activity Children identify the beginning, middle, and ending sounds in words. For example, ask: "What is the beginning sound in nose?", "What is the ending sound in pig?", "What is the sound you hear in the middle of cat?" A Song That Teaches Sound Isolation is Old Mac Donald Had a Farm (Yopp, 1992) In this song, children are asked to tell what sounds they hear at the beginning, middle, or end of words. You may use the same sound for each position (beginning, middle, and end) as you begin to work with a new sound and then mix them up as children learn more sounds.
Letter Sort (V) Status Recommended Approach Published Small Group Individual Assessment Target Skills Errors ‐ Visual Strategy – Main Activity Make alphabet tiles or buy white 1 inch tiles and print the letter with a permanent marker. Next, create a T‐graph on construction paper and laminate it. Mark the T‐graph with the directions for sorting letters. For example, on one side of the T‐graph mark "In My Name". On the other side of the T‐graph mark "Not in My Name". Then students take a handful of letters and sort. Other choices: letters that have curves vs. letters that are all straight; letters that have tails vs. letters that do not. You can vary the difficulty by having them sorting the letters, sorting them and naming them, or sorting, naming and saying the letter sounds. _____________________________________________________________________________________ Pick a Pocket (V) Status Recommended Approach Published Small Group Individual Assessment Target Skills Errors ‐ Visual Strategy – Main Activity Use a child‐size hanging shoe holder. Drop plastic letters into the pockets. The children take turns choosing a pocket, reaching into it, feeling the letter, and naming the letter and/or its sound. _____________________________________________________________________________________ Guided Practice of Phoneme Segmentation (V) Status Published Recommended Approach Small Group Individual Assessment Target Skills Errors ‐ Visual Strategy – Main Activity The teacher asks the children to join in a game where we chop up names. "Lets say it together. First, we’ll give the Hi Ya signal, then chop the word. Ready?" Children respond in unison, "Hi Ya! /j/ /o/ /n/." Teacher asks, "How many sounds?," Children respond, "Three." Teacher praises effort, then chooses another name to model. "Now let’s find out how many sounds are in Kara’s name. /k/ /ar/ /a/ (the ar combination is a single sound or phoneme, so it is said /ar/)." Children and teacher break apart Kara’s name in unison and count the sounds. Teacher and children repeat several times with different names. _____________________________________________________________________________________
Word Search (V) Status Recommended Approach Published Small Group Individual Assessment Target Skills Errors ‐ Visual Strategy – Main Activity Put a word list inside an easy reader and have students use a pipe cleaner bent into a magnifying glass shape to locate those words in the book. They can put their initials on a post‐it inside the book to show they have done this center. _____________________________________________________________________________________ Classroom Mailbox (V) Status Recommended Approach Published Small Group Individual Assessment Target Skills Errors ‐ Visual Strategy – Main Activity Write notes to each other. Place in classroom mailboxes and deliver. _____________________________________________________________________________________ Pocket Charts (V) Status Recommended Approach Published Small Group Individual Assessment Target Skills Errors ‐ Visual Strategy – Main Activity Students sort letters and corresponding sound pictures (beginning, middle, or ending sounds) _____________________________________________________________________________________
Meaning, Structure, Visual _____________________________________________________________________________________ Sentence Building (M, S, V) Status Recommended Approach Published Small Group Individual Assessment Target Skills Errors ‐ Visual Errors – Meaning Errors ‐ Structure Strategy – Main Activity Put a picture into a large zip‐lock bag (i.e. picture of a nursery rhyme) with a sentence strip that goes with the individual words that make up the sentence. The child unzips the bag, takes out the sentence strip and the words and reconstructs the sentence for the nursery rhyme picture. To vary the level of this activity, have them reconstruct a longer passage (the whole nursery rhyme) or remove the sentence strip as a visual clue so that they reconstruct the sentence without a model. _____________________________________________________________________________________ Read the Room (M, S, V) Status Recommended Approach Published Small Group Individual Assessment Target Skills Errors ‐ Visual Errors – Meaning Errors ‐ Structure Strategy – Main Activity Read the room using a pointer or eyeglasses. Some ideas: poetry on the wall charts, the ABC charts, the word wall, pocket chart, directions for centres, student work on bulletin boards. _____________________________________________________________________________________ Reading Buddies (M, S, V) Status Recommended Approach Published Whole Class Small Group Individual Assessment Target Skills Errors ‐ Visual Errors – Meaning Errors ‐ Structure Strategy – Main Activity Have students read a story to an older buddy, another classmate, or a stuffed animal in the class. To vary this activity, have students work in pairs. Students work with their buddies to read, then draw their favourite part of the book. _____________________________________________________________________________________
Letter Cut (M, S, V) Status Recommended Approach Published Small Group Individual Assessment Target Skills Errors ‐ Visual Errors – Meaning Errors ‐ Structure Strategy – Main Activity Have students cut letters from a magazine or a newspaper to create words (i.e., sight words). To vary the level of this activity, have students cut one word per page and use them to create new sentences that make sense. _____________________________________________________________________________________ Recreate a Story (M, S, V) Status Recommended Approach Published Small Group Individual Assessment Target Skills Errors ‐ Visual Errors – Meaning Errors ‐ Structure Strategy – Main Activity Write the words from a story on word cards. Place the words in random order in a pocket chart. Students use the words to recreate the story by matching the words to the book and placing them in order on the pocket chart. _____________________________________________________________________________________ Poetry and Song Book (M, S, V) Status Published Recommended Approach Small Group Individual Assessment Target Skills Errors ‐ Visual Errors – Meaning Errors ‐ Structure Strategy – Main Activity Compile all of the poems and songs students have learned in class to create a book that they can read (have a picture clue on each poem/song). Read in class and/or take home to share. _____________________________________________________________________________________
Tricky Rhyming Riddles Using Onset and Rhyme (M, S, V) Status Published Assessment Recommended Approach Whole Class Target Skills Errors ‐ Visual Small Group Errors – Meaning Individual Errors ‐ Structure Strategy – Main Activity Ask children riddles that require them to manipulate sounds in their heads. The easiest are the ones that ask for endings. The next easiest are the ones that ask for a single consonant substitution at the beginning. The most difficult are the ones that ask for a consonant blend or digraph at the beginning. What rhymes with pig and starts with /d/? dig What rhymes with book and starts with /c/? cook What rhymes with sing and starts with /r/? dig What rhymes with dog and starts with /fr/? frog ______________________________________________________________________ Using Words you Know (M, S, V) Status Published Recommended Approach Small Group Individual Assessment Target Skills Errors ‐ Visual Errors – Meaning Errors ‐ Structure Strategy – Main Activity Select words children know from books, rhymes, and songs. Discover together how knowing one word can help with the recognition or writing of others, just by changing the beginning letter(s). For example, when reading the chant "Mary Mack" write the words Mack, black, back, crack, quack on a chart. Invite children to suggest other words with the same sound: pack, sack, whack, track. Ask children, "How will this help you with your reading and writing?" _____________________________________________________________________________________ Morning Message (M, S, V) Status Recommended Approach Published Whole Class Small Group Individual Assessment Target Skills Errors ‐ Visual Errors – Meaning Errors ‐ Structure Strategy – Main Activity At the beginning of the day read the message aloud to children, using a pointer to model directionality and matching spoken to written word. Search for language concepts. When a child identifies a pattern they circle it on the message. Begin with phonics patterns. Have a list of diagraphs and blends on the wall (th, sh, ch, st, bl, br, etc.) which the children search the message for. You can adapt the search to any concept you choose – vowels, endings, compound words, punctuation, finding word chunks, etc. At the end of the search, the helper reads the message, independently if possible and if not, you can model the cueing systems as you help them decode the message. The helper uses the pointer to track for this final reading. This activity can be multi‐leveled for a range of early reading abilities. One student may be working on letter recognition and have to find the letter 'a', while another student is asked to break a word into syllables. _____________________________________________________________________________________
Songs that Teach Sound Substitution (M, S, V) Status Published Recommended Approach Whole Class Small Group Individual Assessment Target Skills Errors ‐ Visual Errors – Meaning Errors ‐ Structure Strategy – Main Activity Choose a song your students all know and substitute a consonant sound for the beginning of each word in the song. One song that works well is from "I've Been Working on the Railroad: "Fee‐Fi‐Fiddle‐ee‐I‐Oh" "Bee‐Bi‐Biddle‐ee‐I‐Oh" "Dee‐Di‐Diddle‐ee‐I‐Oh" "Hee‐Hi‐Hiddle‐ee‐I‐Oh" Try Old Mac Donald Had a Farm making substitutions when singing about each new animal. For a cow, sing, "kee‐high,kee‐kigh, koh!"For a sheep, sing, "shee‐shigh, shee‐shigh, shoh!" ______________________________________________________________________
Structure, Visual _____________________________________________________________________________________ Odd One Out (S, V) Status Published Assessment Recommended Approach Small Group Target Skills Errors ‐ Structure Individual Errors ‐ Visual Strategy – Main Activity This activity assists students in recognizing a set of three or four words, which word has the "odd" sound or which word does not belong. Assemble a series of picture cards that contain at least three cards for each targeted sound. Tell students the position of the targeted sound. Display a series of 3 or 4 cards, one of which does not contain the same sound in the targeted position. Have the student say the name of each picture. Ask them which one does not belong. _____________________________________________________________________________________ Build a Word (S, V) Status Recommended Approach Published Small Group Individual Assessment Target Skills Errors ‐ Structure Errors ‐ Visual Strategy – Main Activity Provide students with the opportunity to practice segmenting the phonemes in words. Place small sealable plastic bags of objects and cubes that are connected into a large box. Each object should represent the number of phonemes in the name of the object. A student reaches into the box and chooses a bag. The student removes the object and cubes from the bag and says the name of the object. The student then breaks apart the cubes as he or she pronounces each sound. For example, if a child chooses a bag with a toy pig, he or she would say, “This is a pig.” Then holding the connected cubes, the student would break the cubes apart one by one while saying /p/ /i/ /g/. _____________________________________________________________________________________ Poetry Dice (S, V) Status Recommended Approach Published Small Group Individual Assessment Target Skills Errors ‐ Structure Errors ‐ Visual Strategy – Main Activity Make a die by cutting the tops off 2 small milk cartons and putting them together. Cover with paper and have a picture clue for a familiar poem on each side. Children roll the die and recite the poem that it lands on. _____________________________________________________________________________________
Names and Syllables (S, V) Status Recommended Approach Published Small Group Individual Assessment Target Skills Errors ‐ Structure Errors ‐ Visual Strategy – Main Activity Names and Syllables: Laminate a piece of poster board that has been divided into sections (approx. 4 or 5). In each section place a picture of 1, 2, 3, 4, or 5, clapping hands, (Math Their Way has a great hand clap icon for patterning). Students say and clap the syllables in the name and sort according to claps. e.g. Ash ‐ ley is a two clap name and goes into the 2 box. _____________________________________________________________________________________ Poetry Box (S, V) Status Recommended Approach Published Small Group Individual Assessment Target Skills Errors ‐ Structure Errors ‐ Visual Strategy – Main Activity Laminate poems. Make another set and cut lines apart for individual sentence strips. Students put the lines together, glue them on paper and illustrate each sentence. _____________________________________________________________________________________ Exploring Sounds (S, V) Status Recommended Approach Published Small Group Individual Assessment Target Skills Errors ‐ Structure Errors ‐ Visual Strategy – Main Activity Help children to identify the letter(s) that represent this sound. Underline these and ask children to group the words according to the different ways the sound is represented. For example: kite, bike, cake cat, cake school, Christine truck, back Reinforce how the same sound may be represented in more than one way, depending on the word. This is important for children whose first language is not English, particularly if their first is a phonetic language, such as Spanish. During the next few days, ask children to find other words they know with this sound and add them to the class list. Explain that students must say a word to listen for the sound, and do not confuse them by referring to the sound by a particular letter name. As other sounds are explored, ask children how this will help them with their writing. ______________________________________________________________________
Nursery Rhymes (S, V) Status Recommended Approach Published Small Group Individual Assessment Target Skills Errors ‐ Structure Errors ‐ Visual Strategy – Main Activity Children make the character in the poem (e.g., stick puppet, drawing, cut out). Then they glue a small print out of the poem onto the character. _____________________________________________________________________________________
Meaning, Visual _____________________________________________________________________________________ Scavenger Hunt (M, V) Status Recommended Approach Published Small Group Individual Assessment Target Skills Errors ‐ Meaning Errors ‐ Visual Strategy – Main Activity Create bags with pictures and letters on them. For example, a bag with a picture of a monkey and an "M" on it, a bag with an "S" and a picture of a snake on it. Have as many bags as teams. Divide students into teams of about three. Each team receives a bag, practices the target sound on the bag, then sets off on a scavenger hunt to find objects in the classroom that contain the targeted sound. After the students have been provided with sufficient time to locate objects, bring them together to share what they have found. Once the objects have been returned to their proper place, teams may exchange bags and repeat the activity. _____________________________________________________________________________________ Pictionary (M, V) Status Recommended Approach Published Small Group Individual Assessment Target Skills Errors ‐ Meaning Errors ‐ Visual Strategy – Main Activity As a group, generate a list of words and type them in a large font. Have children illustrate the words and bind them. Similarly, generate sentences that the children can illustrate. These work well with a theme or unit of study. To vary this activity, have children create a page for a picture dictionary. Have each student use their word in a sentence that connects the meaning of the word to the picture. ______________________________________________________________________ Picture‐Letter‐Word Sort (M, V) Status Published Assessment Recommended Approach Small Group Target Skills Errors ‐ Meaning Individual Errors ‐ Visual Strategy – Main Activity Divide a piece of poster board into 3 parts. Label the first one "Picture" and glue a picture from a magazine in that section, the next is labeled "Letter", and the last "Word". Make some cards with letters, some with words and some with pictures that begin with certain sounds and laminate them. Vary the levels by asking children to sort and say the letters, to sort and read the words. You can download the letters and pictures from the California Reading Recovery site at http://www.amihome.com/rrca/ _____________________________________________________________________________________
Meaning, Structure Fishing for Sentences (M, S) Status Recommended Approach Published Small Group Individual Assessment Target Skills Errors ‐ Meaning Errors ‐ Structure Strategy – Main Activity On index cards, print a variety of words (i.e., family words, sight words) with a combination of nouns, verbs, adjectives, adverbs, etc. Fold the words in half and fasten them with a paper clip. Place the cards in a large fish pond (scattered over large blue paper or in a large fish bowl). Using a toy fishing pole or a long stick, place a magnet on the string. Students then go fishing for words (get 4 words at a time). Students try to create a sentence that makes sense out of their words using at least 3 of the words. _____________________________________________________________________________________ Fish for Words(M, S) Status Recommended Approach Published Small Group Individual Assessment Target Skills Errors ‐ Meaning Errors ‐ Structure Strategy – Main Activity On 3"x5" cards print selected words (sight words, word families), fold in half and fasten with a paper clip. Place the cards in a large fish bowl. Using a toy fishing pole or a long stick, place a magnet on the string. The students go fishing for a spelling word to practice. _____________________________________________________________________________________ Rhyming Word Sit Down (M, S) Status Published Recommended Approach Small Group Individual Assessment Target Skills Errors ‐ Meaning Errors ‐ Structure Strategy – Main Activity Children walk around in a big circle taking one step each time a rhyming word is said by the teacher. When the teacher says a word that doesn't rhyme, the children sit down, for example: she, tree, flea, spree key, bee, sea, went _____________________________________________________________________________________
Snap and Clap Rhymes (M, S) Status Published Recommended Approach Small Group Individual Assessment Target Skills Errors ‐ Meaning Errors ‐ Structure Strategy – Main Activity Begin with a simple clap and snap rhythm. Get more complex as children move along in rhyming. Clap Clap Snap fall Clap Clap Snap ball Clap Clap Snap hall Clap Clap Snap small A variation is the "I say, You say" game: I say fat. You say _____. I say red. You say _____. _____________________________________________________________________________________ Rhyming Words in Songs, Poems, and Big Books (M, S) Status Published Assessment Recommended Approach Small Group Target Skills Individual Errors ‐ Meaning Errors ‐ Structure Strategy – Main Activity As you do shared reading with the students, pause at the end of phrases and let the students supply the rhyming words. After you have read the poem together ask students to find the rhyming words. Generate other words that rhyme with these rhyming words. Use rhymes (roots of word families) and rhyme charts around the classroom to create silly poems with the class. Write the one line rhyme with the whole class in big letters on large chart paper (Shared Writing). Read aloud several times. Use different voices. Have children sound and clap words. Have a child illustrate the rhyme. Repeat each week for another set of rhymes. ______________________________________________________________________