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Dr. Seuss and Phonics
Transcript of Dr. Seuss and Phonics
This center involves
We will begin by reading The Cat in the Hat. Students will then be instructed on how to create their hat (materials will be provided). On the white parts of the hat they will be creating words with the endings –at and –all. Words will be (cat, hat, mat, that, pat) and (fall, ball, call, wall, tall).
Learning that involves words that can be separated into sounds, and that the segment or separated sounds can be represented by letters
Putting a name or a label on words that are encountered in print.
Phases of Development for Identifying Words
: (Visual cue phase) occurs before development of alphabetic knowledge. Children are able to recognize some words at sight because of visual and contextual cues in or around recognized words.
Partial alphabetic phase:
children begin to develop some knowledge about letters and detect letter sound relationships.
Full alphabetic phase
: emerges in children literacy development when readers identify words by matching all of the letters and sounds
Consolidated alphabetic stage:
children become more skilled at identifying words and they rely on individual letter sound relationships.
Blue Fish Group:
Mikella, Amiee, Rochelle, Rachel, Aubrey, Kai
Red Fish Group:
Taylor M., Jose, Rosa, Sam, Savanna, Mary Margaret
Thing One Group:
Colleen, Lauren, Kira, Kaitlynne, Janai
Thing Two Group:
Astasia, Kendra, Kajara, Courtney, Whit, Keyondra
The Whos Group:
Nolan, Paul, Morgan, Taylor T., Alyce, Ashley
The Cat in the Hat
: Process where words are immediately recognized for lexical memory.
Sight word recognition
Active translating of print into speech through analysis of letter sound relationships (phonics).
Guidelines for Teaching Phonics
includes analytic and synthetic approaches to teaching word recognition.
Analytic- characterized as whole to part instruction. children learn a while word first and then analyze the individual parts
Synthetic- teaching sounds and isolation followed by blending the sounds to form words.
: Analogy based instruction and embedded phonics instruction.
Analogy-children are taught to use their knowledge of letters representing onsets and rhymes in words they already know how to pronounce rather then their knowledge of letter correspondences to pronounce unfamiliar words.
Embedded- often associated with meaning centered teaching and literature based instructions. Students learn phonics skills for context of stories that make sense.
Phonics instructions needs to:
Build on a foundation on phonic awareness and knowledge of the way language words. Once children are able to segment sounds they also need to be shown blending process.
Integrated into a total reading program. No more than 25% of the time should be spent on phonic instruction or practice
Focus on reading print rather than on learning rules
Include teaching onsets and rhymes
Include inventive spellings.
Consonant Based Strategies
Consonant letters represent all of the individual phonemes associated with letters of the alphabet besides the five vowels.
There is generally only one sound for every letter. This makes instructional strategies easier for children to make their own discoveries.
Match a physical action to each letter
Use index cards to put the letter on one side and the action word/picture of action on the opposite side.
Match a food with each letter sound
Prepare food to share with class, along with the letter and picture of the food. Students will be able to recall the word more easily when they see the food.
Target a rhyme for instructional emphasis
AT- bat, sat, cat
UG- hug, jug, bug
AN- pan, fan, tan
Develop a set of words that include "at" such as "bat, cat, sat". Individually introduce each one and let the students read them. Talk about the differences and detect the differences in sound.
Made from sentence strips
Ideal for creating small booklets made for studying
They can be used for consonants, consonant blends, and consonant digraphs
Students will make/receive a flip book. The top page will be the starting word and when the students will flip through the book the words will change.
A word will start with "man" but as students flip through, the word will change to "ran" or "can"
Like flip books, students become more aware of their word making ability when they substitute different sounds at the beginning of words to change the word.
ALL- b, c, f
Start with rhyme practice "all"
Make a set of constant cards for each student, each student should make a word with the base of the first word.
EX: "W" can be "wall"
Tell students to try different constant cards and read aloud each word that they make
Games where students add, delete, and replace letters in words to create new words. Generally, promoted by clues.
Start with the word "sweater", then give students the clue "take off two letters to make a word that you do when you are hot."
Students would take of the letters "e" and "r" to make the word "sweat".
Each side of the cube has a different letter, consonant, or vowel
Different words are formed by rolling four to six cubes
Students record the words they made on paper
Digraph and Blend Actions
This is similar to letter actions, but instead larger words are used when blending sounds.
Students can do physical actions that are associated with the words.
This is similar to favorite foods, but instead larger words are used when blending sounds.
Just like favorite foods, prepare the food for the class, along with the letter and picture of the food. Students will more easily recall the word when they see the food.
Green Eggs and Ham
This center involves
Begin by reading Green Eggs and Ham. Then using the book, students will practice blending by rotating a plastic green egg that has three constants on the top of the egg and the other half of the word on the bottom of the egg. After this, the students will play a matching egg game where they will match rhyming words related to the book.
There's a Wocket in My Pocket !
- This center will involve
We will begin by reading There’s a Wocket in my Pocket. Using the characters from the book, students will go on a scavenger hunt where they must match the name of the character with its rhyming part by using a clue provided by the teacher. Ex. The character Jertain for determining the rhyming word curtain from the clue given. After, students will create their own rhyming sentence using a made up creature. If they still have time they will draw what their creature looks like.
Fox in Socks
- This center will use an
open word sort
. Begin by reading Fox in Socks. Using the words from Fox in Socks, students will be given a group of index cards (word bank) in which they will have to sort the words in their own categories and must explain their reasoning behind it. Ex. The words fox, clocks, chicks, ticks, socks. They may put fox and chicks together because they are animals. Or also chicks, bricks, and ticks could be a category because they have the same letter pattern. Following that, the students will be provided with a picture of the fox with a suffix in the middle. They will be asked to create the prefix for four new words that they will write on his limbs.
Students will go through the web quest and determine words that rhyme using books in the classroom. After they determine the words, they will create their own six line story that rhymes.
Analogy Based Strategies
Based on the primes that words with similar onsets and rhyme patterns also have similar pronunciations
All Syllables Have a Rhyme
Single syllable words have only one rhyme and one onset.
Example: d+ ark = dark
Multi-syllable words have any number of onset and rhyme combinations.
Example: g + ar + d + en = garden
Rhymes in Nursery Rhymes
Nursery rhymes are ideal for teaching onsets and rhymes. Particular attention can be paid to the rhyme and patterns.
Making & Writing Words Using Letter Patterns
For younger students, the teacher selects single syllable words that contain one onset and rhyme. The students are directed to speak or write the words using patterns.
For older students, the teacher selects multi-syllable words that contain several onsets and rhymes. The students are directed to write words using the patterns.
Spelling Based Strategies
Word identification is designed to engage children in word study through the use of word books, word walls, and word sorting strategies.
Boxes or collections of word cards that individual students are studying
Natural extension of the language experience approach in which students learn to read words from dictated stories.
A way to study words and word patterns.
Starts when students notice words that rhyme but are not spelled with the same letter patterns
A way to engage students in studying words.
When sorting words, students look for similarities in words, including letter pattern similarities.
Open: Each student in a small group has a word bank. Children are asked to go through their word banks and group words that go together in some way. After grouping, students tell what words they grouped. Another student tells why the first student grouped them in that way. In open word sorts, there is not a correct way to group because there are many possibilities.
Closed: Students group words according to specific attributes the teacher has in mind. There is a correct way to sort. This is an excellent way to get students to think about letter patterns.