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Match, Point To, Name • • • • • The following pages provide examples of one way to teach word recognition. This method works for teaching letters, numerals, colors, shapes and any kind of identification task a child might need. The teaching sequence of Match, Point to, and Name represents interactions between teacher and child on a gradient of difficulty where children’s learning is scaffolded by the teacher. This distinction allows the teacher to value the level of knowledge the child has, constructing a path for making the child’s knowledge of letters and words more secure and flexible while reading and writing. However, the teacher must keep in mind that the level of difficulty of this method of teaching letters and words must match the child's ability. In addition, the same level of difficulty must be echoed during all interactions with children at a specific level of learning. Teachers should use this type of teaching in conjunction with other helpful techniques for learning, such as "3 ways of remembering" (movement—using the hand, voice—saying and hearing it, visual form—seeing it). This gradient of difficulty is determined by the level of knowledge a child has about a word. The child may be at a Match level for one word or letter but at a Point To level with a different word. Thus, you may be doing a Match activity with 1-2 words or letters in the set and a Point To or Name Activity with another 1-2 words or letters. Our goal is to move these words or letters from a match level of knowledge to a name level with automaticity and flexiblility. Division of Responsibilities Discriminate the Letter Teacher Child Child Match Point To Name Name the Letter Teacher Teacher Child Procedure Match • • Teaching Implications • This is the easiest level of difficulty. Construct a set of cards that have know and partially known words printed on them. Begin with 3 - 5 words of varying color, font and upper/lower case letters. Include, handwritten as well as typed cards to develop flexibility with known words. • can can go CAN can go The teacher then shows the child a word and identifies it for him, saying, "You find all the other cards that have ‘go’ printed them." The child picks up the cards and says the words as he picks them up. Sort • When a child has difficulty matching words (as described in the above section), the teacher shifts to an activity that requires sorting the words to provide practice noticing the likenesses and differences in words. A child at this level of word recognition needs much support from the teacher. Books should be selected or made that repeat (or echo) the same words that they are identifying on the cards. Many times the words are words the child can write but cannot read. If so, the words used during the shared reading, interactive writing, and conferencing/guided reading lessons should echo these same words. Construct a set of words of many different types (can, go, to, in, play, look). It is not necessary for the child to be able to read all the words. Ask the child to sort the words in one of the two ways that follow: OPEN SORTS The child is given a set of words cards and is told to sort them in any way possible. The child might sort by: 1. Words containing the same letter; 2. Words with the same number of letters; 3. Words with the same starting letter; 4. Words with the same ending letter; 5. Big words and/or little words. Ask the child to tell how he/she chose to sort the words. CLOSED SORTS: If the child has difficulty choosing a way to sort the words in an open sort, the teacher tells the child a way to sort words. For example, put all the words that have two letters together. Continue suggesting categories as mentioned in the open sort above. Point To • • • This type of teacher/child interaction is a bit more difficult. • All cards are placed face up and include some known words, partially known words and unknown words. The unknown words serve as possible alternatives the child must eliminate as not being the word he IS asked to locate. • The teacher says the name of the word for the student (e.g. “Show me go.”). The student must identify the word named by the teacher in the group. The child locates and reads all the words “go” he locates. It is important for the teacher notice if the child always has a prefers one style of writing while choosing from the many different formats, fonts, letter types and colors of words on the cards. (For example, notice if the child always picks up the "all caps" word first, or if the child recognizes "the" but not "The".) • • Certainly, teachers should continue to include ways to echo these words during the lesson. Before reading a new book, the teacher may ask the student to identify one of his known words on a page to serve as an anchor during reading. “The word ‘go’ is on this page. Point to ‘go.’” An activity like this could become one of the predict and locate choices used during the book introduction. Repeated identification of words or echoes such as this during the lesson provides for overlearning, making words being taught known words or "stones in the creek” or words the child knows in a series of unknown words. A child who loses one-to-one matching, mismatching text can be asked to locate the word(s) they know in a sentence. Then, they are asked to reread the page using the word they pointed to as and anchor. Some other options may include providing the child with the necessary magnetic letters saying, "Make the word 'go'." Echoing, of course, the words you are using on the word cards. By saying the word aloud as the child constructs it with magnetic letters is also a “Point To” activity. • Often children cannot identify words in their reading that they can write well. If they come to a word in reading they can't recall, ask them to write the word on the carpet, in rice, or on a white board. Then say, "Go back and reread this page.” An example would look like this… √ √ ? I see the • Say to the child, “Go to the carpet and write the word ‘the’." Child writes “the” correctly. Then, say, "Come back and reread this page." • Movement is important and saying the word as they write it helps the child to notice the characteristics of the word. The teacher can also have the child describe how the word looks. • Name • • • Name is the highest level of difficulty, yet performing at this level is often what we automatically expect from a child. Often children are being expected to perform at a "name" level when they confused about words and how they are formed. An example of this is a child who attempts reading the word "go" and says, "’Is,’ ‘was’, no its ‘got’.” These children can say names for many words, but they can't match them to the correct visual form of a word. In the past, teachers often used flash cards that required children to function at the "name level" and found that some children merely became more frustrated and confused about words. Thus, when the activities suggested at this level do not work, more flashing will just cause more confusion about the words you are teaching. Move back in the sequence to "point to, "match", or "sorting". When the child can complete all the previous levels accurately, begin "name level” activities to encourage rapid, fluent recognition of words. Place the cards face up and say to the child, "Find a word you know and tell me what it is." Or, if the child is well on his way to developing a set of known words, ask the child to pick up words randomly, naming them. Requiring them to do this quickly has been called a “word spree” to foster quick, fluent recognition of words. • • When a child reads an entire book correctly, don't forget to ask them to go back and locate (point to) the words you have been teaching. Ask children functioning at this level with a set of words to look at a page while you ask, "Show me a word you know." This requires a child to identify their own known or anchor before reading, by scanning the text and naming known words. Teachers must continue to provide echoes and links to words for these children during parts of the lesson until the child acquires a group of words as a base for further learning. Early in this stage, give the child magnetic letters a known word and say, "Make a word you know.” Activities like this are a means of continuing to reinforce those "stones in the creek,” and encourage a shift from letter work to word study.