Magnetic letters Make the word Look at the word Run your finger under the word as you say it slowly Break the word apart Put the word together again, and again until it becomes automatic  Make and Break

Magnetic letters

Make the word

Look at the word

Run your finger under the word as you say it slowly

Break the word apart

Put the word together again, and again until it becomes automatic

Analogy Prompt for taking a known word or word part to a new word: How do I write bike? Do you know another word that starts like that word? Do you know another word that ends (or has a middle part) like that word? like bike 

Prompt for taking a known word or word part to a new word:

How do I write bike?

Do you know another word that starts like that word?

Do you know another word that ends (or has a middle part) like that word?

like bike

Help the student construct a known word (– ex, no) in magnetic letters. By working with rhymes, students can go from no to go to so. Using Analogies

Help the student construct a known word (– ex, no) in magnetic letters.

By working with rhymes, students can go from no to go to so.

Chunks and Onset and Rime Thirty-Seven Most Common Phonograms  back meat nice clock duck m ail b ell n ice cl ock d uck r ain cr est st ick j oke r ug c ake w ide sh op j ump s ale l ight st ore j unk g ame ill n ot pl an w in b ank l ine tr ap br ing cr ash th ink c at tr ip pl ate f it s aw st ay Gay Sue Pinnell & Fountas, I . Word Matters: Teaching Phonics and Spelling in the Reading/Writing Classroom. 1998. Heinemann GREAT RESOURCE for Phonics Instruction

Phonogram /ank/ ank thank shrank flank stank thanking banking Phonogram /oke/ oke joke smoke smokey broke broken token Chunks and Onset and Rime 

Phonogram /ank/

ank

thank

shrank

flank

stank

thanking

banking

Phonogram /oke/

oke

joke

smoke

smokey

broke

broken

token

Word Level Instructional Strategies What should I do when I don’t know a word? 

Word Level Strategies 

Strategies For Word Level Problems Take the lines of the strategy song and put them on large sentence strips. Think about the story. Check the picture. 

Take the lines of the strategy song and put them on large sentence strips.

Read it again. Say the first sound. Look for chunks.

What can I do when I don’t know a word? Have students brainstorm the question. As they think of one of the strategies for word level problems, they get that sentence strip. Have that student come up to the blackboard with their sentence strip and tape it on the blackboard.

Have students brainstorm the question.

As they think of one of the strategies for word level problems, they get that sentence strip.

Have that student come up to the blackboard with their sentence strip and tape it on the blackboard.

Use Running Records Information to inform instruction: Visual problems: Sight words? Letter/sounds? Essential phonics rules? Chunks or analogies? 

Use Running Records Information to inform instruction:

Visual problems:

Sight words?

Letter/sounds?

Essential phonics rules?

Chunks or analogies?

High frequency words: words that appear so often in text that automatic recognition is helpful (and, but) Sight words: words that students need to know by sight because they don’t follow the expected letter sound correspondence (have, does, been, of, said) Beers, Kylene. 2003. When Kids Can’t Read, What Teachers Can Do. Portsmouth, NY: Heinemann.

High frequency words:

words that appear so often in text that automatic recognition is helpful (and, but)

Sight words:

words that students need to know by sight because they don’t follow the expected letter sound correspondence (have, does, been, of, said)

Beers, Kylene. 2003. When Kids Can’t Read, What Teachers Can

Do. Portsmouth, NY: Heinemann.

A Balanced Reading Program Skills Meaning Phonics

f u cn rd ths y shd I lrn 2 spl?

f u cn rd ths

y shd I lrn 2 spl?