tag:blogger.com,1999:blog-8476126105197792024-03-19T03:25:45.007-07:00Sarah's First Grade SnippetsIdeas for your primary classroomSarah Paulhttp://www.blogger.com/profile/09846306676553976451noreply@blogger.comBlogger449125tag:blogger.com,1999:blog-847612610519779.post-77467169242301254622019-09-03T17:18:00.000-07:002019-09-03T17:18:00.435-07:00Effective Spelling Instruction <div class="separator" style="clear: both; text-align: center;">
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjO6PXxYaMZ7te1_G1q6M6H33TS2EDjeDoPRihD8FB3a128BvsPn0M-hlagIMjPABX4-PE8z1mMgCp3GbH6T2Vvl9uE6SIaYBr5gRdOwk7uXGRCqXQoqE6KGK4_SPL5fIRmO9Hmuw3_sg/s1600/Slide1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1600" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjO6PXxYaMZ7te1_G1q6M6H33TS2EDjeDoPRihD8FB3a128BvsPn0M-hlagIMjPABX4-PE8z1mMgCp3GbH6T2Vvl9uE6SIaYBr5gRdOwk7uXGRCqXQoqE6KGK4_SPL5fIRmO9Hmuw3_sg/s400/Slide1.jpg" width="400" /></a></div>
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I'd like to start this post by throwing my past teacher self under the bus. That's right, I can honestly tell you that I made a lot of mistakes for years. Was I dedicated? Heck yeah! Did I have the right intentions? For sure! Did I think I was doing the right thing? You betcha! For many years, I treated spelling as an afterthought at best. Sure, I had spelling tests and did a little phonics instruction here and there, but I wasn't teaching it well and I wasn't assessing it properly either. Most importantly, I wasn't understanding the role that spelling has on students' success with learning to read. I was all about Balanced Literacy and did not see the value in a more explicit approach to word study. In this post, you will (hopefully) see why I've changed my mind. I can't count the amount of times I said that English doesn't make sense and phonics only sometimes works because of all of the "rule breakers". For years I taught "sight words" as words we just memorize from looking at them a lot and seeing them hung around the room or simply pointing them out in books or during shared reading. But then I started digging. I was thirsty for answers about why some students struggled so much. Why couldn't they remember the words after seeing them so many times? Why did kids ace a spelling test then spell the same word wrong in their writer's notebooks? I thought at the time it was our darn English language that makes no sense. Actually, it was <i>my</i> lack of understanding and education with the structure of our language. Enough about me! Let's get to it.<br />
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<span style="font-size: large; font-weight: bold;">English DOES Make Sense...but it's complicated</span><br />
I feel like these two quotes say it all so well, so I'm going to let them do the heavy lifting. I will explain these two claims throughout this post.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0S9MrdjkgtTaMaNzuDzM4DnqsDo3p7e_0uj3ZbtEhyphenhyphengrIhuhF52lDcDonDfder78G20EBIHGACiG-FNOzgxyTQ0wrR-7Ltj82Hk9zN0-6RjxeuT0WA3D-9RglAl0Oj8ltdxU-WhfhFA/s1600/Slide02.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1236" data-original-width="1600" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0S9MrdjkgtTaMaNzuDzM4DnqsDo3p7e_0uj3ZbtEhyphenhyphengrIhuhF52lDcDonDfder78G20EBIHGACiG-FNOzgxyTQ0wrR-7Ltj82Hk9zN0-6RjxeuT0WA3D-9RglAl0Oj8ltdxU-WhfhFA/s640/Slide02.jpg" width="640" /></a></div>
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<span style="font-family: "times"; font-size: x-large;"><span style="background-color: yellow;">Part 1:</span> What is English Orthography?</span></div>
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Those tools that can unlock the mystery of our language should not be kept secret and locked up in a box, but doesn't it sort of feel like they are? I started to unlock that secret box when I dug deeper into phonics, but then I realized it's more than just phonics. It's actually about having a broader understanding of English <b>orthography</b>. A very simplified way to look at orthography is spelling, but it is bigger than that. Orthography is how we represent speech in writing and all the rules that go along with the spelling of words. Phonics and spelling together help develop readers. Our students move from sounding out words to instant recognition of words from memory. <span style="color: red;">(To read about how this happens, click here for my post about orthographic mapping.)</span><br />
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According to Louisa Moats, <b>to understand a word's spelling,</b> we need to look at:<br />
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<li> Sound-symbol (phoneme-grapheme) relationships </li>
<li> The patterns of letters (position of letters in words) and syllable patterns</li>
<li> Morphology</li>
<li> The history of a word (etymology)</li>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdlgVKNeJvvTGH9GjytSSBx3LdFGa6NO01_yeDPoeNZbP7n92DUGpEVOVB5JT8M4iIhu4i_Q6CDk7d1EygoywWdBsuoEn7ZO0mR_AEnHUddD4AuCaiTYdPBXqgV2meiDyWuJg9kQYTSQ/s1600/Slide03.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1236" data-original-width="1600" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjdlgVKNeJvvTGH9GjytSSBx3LdFGa6NO01_yeDPoeNZbP7n92DUGpEVOVB5JT8M4iIhu4i_Q6CDk7d1EygoywWdBsuoEn7ZO0mR_AEnHUddD4AuCaiTYdPBXqgV2meiDyWuJg9kQYTSQ/s640/Slide03.jpg" width="640" /></a><br />
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Sound-symbol relationships begin when we teach the <b>alphabetic system. </b>In kindergarten, we begin with single graphemes (26 letters of the alphabet) and move to multi-letter graphemes (like sh, ai, igh, etc.) in first and second grades. Students learn that familiar phonemes (sounds) are linked to these graphemes (symbols). Once students learn these sound-symbol (phoneme-grapheme) relationships, we move into phonics instruction with rules and patterns<b> (letter patterns </b>and<b> syllable patterns)</b>. An example of a letter pattern is where the grapheme ck is used in a word. (The grapheme ck is only used at the end of words, following a short vowel.) In other words, the spelling of a sound can change according to its position in the word. Learning these phoneme /grapheme relationships and patterns is the first step in understanding English orthography. (More about syllable patterns below.)<br />
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But it doesn't stop there! In addition to understanding <b>phonology</b>, we must also understand <b>morphology</b>. Morphology is the study of how words are formed. With morphology, we are looking at the <i>structure</i> of words (think roots, bases, suffixes, and prefixes). English is <b>morpho-phonemic</b>, which means the meaning of words (morphology) is balanced with the phonology of a word. <span style="color: red;">English spelling represent sounds, syllables, <i>and</i> morphemes. </span>As students get older, looking at meaningful word parts (morphemes) actually takes precedence over letter-sound correspondence. For example, when we see the word "jumped", we understand it as base word jump plus suffix -ed to make it past tense. We do not see it as "jump-ed" with an emphasis on the short e. Morphemes are often <i>spelled</i> consistently, but <i>pronounced</i> differently. This causes a lot of confusion, but only if you unaware of the morphology of a word. An example we see early on is <i>child</i> and <i>children</i>. The base, <i>child</i>, maintains its spelling but the pronunciation changes. The example I've heard often is <i>sign</i> and <i>signal</i>. That silent g really DOES make sense. It is there to mark a meaningful relationship to <i>signal</i>. Interesting, right?! <span style="font-family: "times";">Because morphology plays an equally important role in spelling, many graphemes make multiple sounds. <b>Helping our kids understand the structure of our language will help with their reading and spelling.</b></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj43JnJYGgQHjkTG_J8WXVxfjpm6pzDTTw1aeVylAXzVzahMIVRQjrBkZB3L-5H3-csaf6sUUWewve7F3WJZBRxvcNt7PUO0Mf45qW_bcBzLnZQdKSRIEUQRMSXkSwk6-buD9mVA8_hEw/s1600/Slide01.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1236" data-original-width="1600" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj43JnJYGgQHjkTG_J8WXVxfjpm6pzDTTw1aeVylAXzVzahMIVRQjrBkZB3L-5H3-csaf6sUUWewve7F3WJZBRxvcNt7PUO0Mf45qW_bcBzLnZQdKSRIEUQRMSXkSwk6-buD9mVA8_hEw/s640/Slide01.jpg" width="640" /></a></div>
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Orthography also involves the history of a word, or its <b>etymology</b>. I think this quote from <u>The American Way of Spelling</u> by Richard Venezky is really interesting: "Words, unlike people, have been forever welcomed, regardless of their origins." The spellings of words from other languages have been retained while "coexisting with native ones". We can learn a lot about morphology through etymology. English is influenced by many other languages, including Latin, French, German, Greek, and Celtic. I have only dug into etymology a little, but I definitely find it fascinating. It puts you down a rabbit hole, that's for sure! If you're interested in the history of a word, type it into <a href="http://etymonline.com./">etymonline.com.</a><br />
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Finally, English orthography also includes rules like capital letters signifying a proper noun or beginning of a sentence. It includes symbols like apostrophes that show possession or contraction.<br />
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It's no surprise then, that English is considered one of the most complex languages. Yet, in school we don't spend a lot of time learning the ins and outs of our language anymore. I didn't even learn these rules when trying to become a teacher. In fact, I'm <i>still</i> learning them.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgRgsCpzMJ8mFK7jDDnFPcVerNwfdRrb3qTZiyE_iaum4-QvyxAgy9fxahGm85bjBU21mmq9hMuG-hkvINlA2MeRc67mBalYPnpFLeQrPM1N737Xw4_o87boseNyz_7RH3hB2WWsz_lvA/s1600/Screen+Shot+2019-08-30+at+6.35.06+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="673" data-original-width="866" height="496" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgRgsCpzMJ8mFK7jDDnFPcVerNwfdRrb3qTZiyE_iaum4-QvyxAgy9fxahGm85bjBU21mmq9hMuG-hkvINlA2MeRc67mBalYPnpFLeQrPM1N737Xw4_o87boseNyz_7RH3hB2WWsz_lvA/s640/Screen+Shot+2019-08-30+at+6.35.06+PM.png" width="640" /></a></div>
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<span style="font-family: "times"; font-size: large;">Breaking it Down</span><br />
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<span style="font-family: "times";">Turns out, English is not as crazy as it seems, once we understand it. Here are some stats I've gathered from different books or articles. Note that they may be off by a few percentages, but overall it's pretty darn close! According to </span><u style="font-family: times;">A Fresh Look at Phonics</u><span style="font-family: "times";"> by Wiley Blevins, </span><span style="font-family: "times";">84-87% of words </span><span style="font-family: "times";">follow sound-symbol spelling patterns (this is from research done by Hanna et.al 1966).</span><span style="font-family: "times"; font-size: xx-small;"> </span><span style="font-family: "times"; font-size: xx-small;"> </span><span style="font-family: "times"; font-size: small;">This includes many of the "sight words" that we may consider "irregular". </span><span style="font-family: "times";"> According to Denise Eide (<u>Uncovering the Logic of English</u>), <span style="color: magenta;">98% of words can be decoded</span> just by knowing all of the grapheme-phoneme relationship and the rules of our language. <span style="font-size: xx-small;"> </span><span style="font-size: xx-small;">To be more specific, researchers have said that about 50% of words are predictable based on sound-symbol correspondences, while another 34% of words are just off by one sound. However, once word origin and word meaning are considered, only 4% of English words are truly irregular. (Joshi, Treiman, Carreker, and Moats: <u>How Words Cast Their Spell</u>) I'm less concerned with the example percentage and more focused on the overall message here that we do have the tools to unlock that mysterious code. </span></span><br />
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<span style="font-family: "times";">The more I learn about the English language, the more I realize there really are fewer "exceptions" than I previously imagined. Kids are interested in understanding words, too! They are naturally inquisitive and want to know why some words are spelled the way they are.</span><br />
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<span style="font-family: "times";"><span style="background-color: yellow; font-size: x-large;">Part 2:</span> I'm going to go through each linguistic unit a little more in depth. </span><br />
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<span style="background-color: white; color: magenta; font-family: "times"; font-size: large;"><b><u>Phonology: Phoneme-Grapheme Correspondences</u></b></span><br />
<span style="font-family: "times";"><b>Phonology</b> is the study of sound patterns in human language. Spoken words are made up of <b>phonemes</b> (sounds). When we write, we are translating those speech sounds into recognizable symbols (<b>graphemes</b>- also called<b> phonograms</b>). Phonology looks at how we connect our sound system to written words.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEicnJi2Ov4AYggEWHS5wOnf_xo8NibOl2qXhjotO8XYELNQRvazt8vZCpt4zIdeIV4mPl3YCtOKLB2DDpYbks-XYdSjkP0-_nZzSmcgvjsI_IPV3PO6EVAH9riO7ELWnPfVAE0K7e4dwQ/s1600/Slide2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1236" data-original-width="1600" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEicnJi2Ov4AYggEWHS5wOnf_xo8NibOl2qXhjotO8XYELNQRvazt8vZCpt4zIdeIV4mPl3YCtOKLB2DDpYbks-XYdSjkP0-_nZzSmcgvjsI_IPV3PO6EVAH9riO7ELWnPfVAE0K7e4dwQ/s640/Slide2.jpg" width="640" /></a></div>
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<li>26 graphemes are single graphemes (letters of the alphabet)</li>
<li>49 are multi-letter (sh, igh, ea)</li>
<li>NOTE: This says 75 basic graphemes. There are also more advanced graphemes as well, but those only appear in a small handful of words (in some cases just a couple). Those are usually taught later (3rd-5th grade).</li>
<li>Click <a href="https://journals.sagepub.com/doi/pdf/10.1207/s15548430jlr3601_5">HERE</a> for an article from the Journal of Literacy Research that summarizes a phoneme-grapheme frequency count done by Hanna et al.
(1966). <span style="font-size: x-small;">Paul Hanna developed tables that described the relative frequency of the letters (graphemes) used to represent the major English sounds (phonemes). </span></li>
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<u>Long side note: </u>When it comes to phoneme-grapheme association, something that comes up a lot is which to focus on first. Traditional phonics focuses on teaching the symbol (grapheme) first and matching it to the most common sound. Another approach that seems to match up better with the science is to teach the <b>phoneme first</b> and then <b>connect it to graphemes</b>. This all makes sense to me, but admittedly, I'm still doing it the old way. I am shifting a lot though! Here is how: In kinder, I do teach the alphabet, but I focus A LOT on the sound end of things. For example, when teaching a new letter, I now introduce it sound first. For example, I might say, "Today we are going to learn how to read and write this sound: /b/. This sound we hear in so many words like ball, bear, and bat. One way to read and write this sound is with the letter b. When we see this (point to Bb), we will practice saying /b/." Then I go into all of the activities to help learn that sound. I do a lot of o<a href="http://snippetsbysarah.blogspot.com/2019/07/how-do-we-learn-new-words-orthographic.html">rthographic mapping activities</a>, which focus on sound first. Like I always say, I'm still learning so I'm constantly evolving and tweaking how I do things. This is one way that I'm using the research I've found. What I'm struggling with is making sure I keep it systematic and appropriate for my students. For example, when teaching the long a sound, I know there are many graphemes that make this sound but I don't want to overwhelm my students with all the combinations. I tend to focus on one at a time so they have time to master one before adding on another to their memories. Then when it's time to teach another, I connect back to that first one. For example, when I teach ai and ay together, I connect back to the long a using the silent e (a_e), showing them all together to remind students that they all make the same sound. I will keep you posted on my progress. So far, this system seems to be working well! </div>
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To read about <b>how our brain maps letter sequences </b>for permanent storage, click <a href="http://snippetsbysarah.blogspot.com/2019/07/how-do-we-learn-new-words-orthographic.html">here</a>. </div>
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<span style="font-family: "times";"><span style="background-color: white; color: purple; font-size: large;"><b><u>Spelling Patterns and Rules</u></b></span></span></div>
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Like I mentioned above, our alphabetic system doesn't have a straight up 1:1 correspondence between symbols and sounds. Our language is morpho-phonemic, not alphabetic (but we do need to learn the alphabet to apply all of this of course). See the image below to see what I mean:</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhmndMC29b2Psj0sbrHIDuBFk_r4R-IM3p78vwQpWFM4lWR-uMztpYvtMF55ylNj8dzBaQEjW7_ylqdcwhG9mzmutN0jt8GKgazQ2QTJ_-co_Ii5DKXzBsVX-XSAoKr97VaOmcCekrtuQ/s1600/Slide4.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" data-original-height="1236" data-original-width="1600" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhmndMC29b2Psj0sbrHIDuBFk_r4R-IM3p78vwQpWFM4lWR-uMztpYvtMF55ylNj8dzBaQEjW7_ylqdcwhG9mzmutN0jt8GKgazQ2QTJ_-co_Ii5DKXzBsVX-XSAoKr97VaOmcCekrtuQ/s640/Slide4.jpg" width="640" /></a></div>
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<span style="font-family: "times";">I used the word <i>house </i>because it illustrates two things. See how the sounds and symbols don't match up with 1:1 correspondence? There are 5 letters but only three sounds. </span><br />
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<li>First, students must know the <b>sound</b> that the <b>grapheme</b> ou makes.</li>
<li>Second, they need to know that according to the p<b>osition of that phoneme, </b>we likely will use the letter <ou> instead of <ow>. Position of phoneme can be a huge predictor of spelling. When you hear the phoneme /ou/, use the letters <ou> if that sound is heard in the beginning or middle, but never at the end. Use the letters <ow> when you hear that sound at the end OR if it is is in the middle before an <n> or <l>. </li>
<li>Third, students need to know one of the <b>rules of our language</b>, which is one of the many jobs of the famous silent e. This silent e is a marker put there to show that this word is not plural (because we use the letter <s> to signify plural). Learning all of the graphemes/phonograms and the rules that go along with them can solve much of this confusion. </li>
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To figure out which grapheme to use, we look at the position of the sound in the word (like with ou) and we also think about the rules of letter sequences (like with the e after the letter s). Understanding this information helps our students to be more successful with spelling.<br />
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<span style="font-size: x-small;"><span style="font-family: "times";">Side note: I learned most of the rules I know now slowly over time haphazardly. In some cases, I learned them through webinars or presentations, and in other cases through articles, random research, and google searches! Then I did some orton-gillingham training and learned more rules in a more systematic way. Over the years, I slowly collected more and more resources that have these rules explained more thoroughly. Now I have a lovely collection and I feel like I actually </span><i style="font-family: times;">do</i><span style="font-family: "times";"> know many of the rules. At the end of this post, I will post recommendations for books that you should definitely invest in so you have the full explanation. </span></span><br />
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<span style="font-family: "times";"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhtZB7eUVBMabz5BmlgPqJ_vEDnPUjp-mzEME1tAqzY4qPIDFq4VE_AZb6hIV4krxo0TFl2Ej46RzHwMSaxh4d25MB0XsG-YynCtxb6tCFkgv7zb7a723wtDixUG6o73_yjPPPsGt0fyw/s1600/Screen+Shot+2019-07-08+at+3.24.27+PM.png" imageanchor="1" style="font-family: Times; margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="745" data-original-width="875" height="340" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhtZB7eUVBMabz5BmlgPqJ_vEDnPUjp-mzEME1tAqzY4qPIDFq4VE_AZb6hIV4krxo0TFl2Ej46RzHwMSaxh4d25MB0XsG-YynCtxb6tCFkgv7zb7a723wtDixUG6o73_yjPPPsGt0fyw/s400/Screen+Shot+2019-07-08+at+3.24.27+PM.png" width="400" /></a></span></div>
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<span style="font-family: "times";"><a href="https://pages.convertkit.com/a451a4627e/bd9702ed0c" style="font-family: Times;">Join my mailing list to get this free <b>quick reference guide to spelling rules</b>. Click HERE.</a> </span><br />
<span style="font-family: "times"; font-size: x-small;">(If for some reason this doesn't work, please email me. I'm not the most tech-savvy and it shows sometimes!)</span><br />
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<span style="font-family: "times";"><span style="font-size: large;">Syllable Patterns:</span></span></u></b></span></span><br />
<span style="font-family: "times";">I have two blog posts that go into syllable types and syllable division. </span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDtK_mrxi6cIHEtrelnEFu78FY5AvSMzcQSigquBTMX3-HmzLweNoTKI81P_5PSE3oa6MtC2UTiRGIel-mF0cQUpfTtvRhSQqdbb5KmDN2qvVDmNutuVovsaEmJYPPVBfJG_4whgxJGg/s1600/Slide2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1236" data-original-width="1600" height="247" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDtK_mrxi6cIHEtrelnEFu78FY5AvSMzcQSigquBTMX3-HmzLweNoTKI81P_5PSE3oa6MtC2UTiRGIel-mF0cQUpfTtvRhSQqdbb5KmDN2qvVDmNutuVovsaEmJYPPVBfJG_4whgxJGg/s320/Slide2.jpg" width="320" /></a></div>
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<a href="https://snippetsbysarah.blogspot.com/2019/05/syllable-types.html">Click here to read about syllable types.</a></div>
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<a href="https://snippetsbysarah.blogspot.com/2019/07/syllable-division-rules.html">Click here to read about Syllable Division Rules</a></div>
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<span style="font-family: "times";"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjk_A51KZgGrtM9VipoCgraPamAZwafxG30RCuozpqWDicnTpuUHzwsxswcCVqzfbkidR7UxVx9blLoc5n_aIxY067YgbltQu7vsUji6hV5Pyl5FlP8T2Ig0c4irYUh_Ci4dpkOmbuuyA/s1600/Screen+Shot+2019-07-08+at+3.03.57+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="549" data-original-width="433" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjk_A51KZgGrtM9VipoCgraPamAZwafxG30RCuozpqWDicnTpuUHzwsxswcCVqzfbkidR7UxVx9blLoc5n_aIxY067YgbltQu7vsUji6hV5Pyl5FlP8T2Ig0c4irYUh_Ci4dpkOmbuuyA/s320/Screen+Shot+2019-07-08+at+3.03.57+PM.png" width="252" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj1SeUSsJKBFSzDLR6KtJBysQuVl6CvUTlGN3AdCPqe9RU2_yci4iC6h07665aexLFuSPPTEbCVkC2kCt9iXttV8TLRCfAy3vH3nMvoL9fg6nU2G9rrBq0JI1U2vXGjT4HXn-HG_tMzsQ/s1600/Screen+Shot+2019-07-08+at+3.04.04+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="549" data-original-width="428" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj1SeUSsJKBFSzDLR6KtJBysQuVl6CvUTlGN3AdCPqe9RU2_yci4iC6h07665aexLFuSPPTEbCVkC2kCt9iXttV8TLRCfAy3vH3nMvoL9fg6nU2G9rrBq0JI1U2vXGjT4HXn-HG_tMzsQ/s320/Screen+Shot+2019-07-08+at+3.04.04+PM.png" width="249" /></a></span></div>
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<span style="font-family: "times";"><span style="background-color: white; color: lime; font-size: large;"><b><u>Morphology</u></b></span></span><br />
<span style="font-family: "times";">In addition to sound-symbol correspondence, spelling patterns, and syllable structure, we must also slowly introduce morphological concepts to build their knowledge of the structure of our language. (Remember my example of </span><i style="font-family: times;">jumped</i><span style="font-family: "times";"> above?) I start this as early as kindergarten when I introduce the suffix -s. As I mentioned above, we spell by phoneme-grapheme relationships, but we also spell by meaning. In the early years, students will see this with words that have suffixes and prefixes. When they are reading, they may cover the familiar suffix -ed and then use sound-symbol knowledge to decode the base word first. Then they can use their knowledge of morphology to read and understand the whole word with the -ed. This is perhaps even more helpful with spelling! As students get older and words get bigger, being able to identify affixes and familiar bases is incredibly helpful. </span><br />
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<span style="font-family: "times";">I will back up and go over a few terms. A <b>morpheme</b> is the smallest <i>meaningful</i> unit in a word. Don't confuse this with a phoneme, which is the smallest unit of <i>sound</i> in a word. A morpheme may be one or more syllables. Words may be one of more morphemes. Morphemes can be <b>free morphemes</b>, meaning they can stand alone as a word, or they can be <b>bound morphemes</b>, meaning they can only be with other parts of a word. For example, the word <i>instruction</i> has three morphemes: <i>in</i> (prefix), <i>struct</i> (base), and <i>ion</i> (suffix). All of these are bound morphemes. In the word uncovered, there are three morphemes: <i>un</i> (prefix), <i>cover</i> (base), and <i>ed</i> (suffix). <i>Cover</i> is a free morpheme because it can be a stand-alone morpheme, but it can also have added affixes. </span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFrWnkGN1mR2i9afPf7xhn0Rzcyc0a9IiiXQaFDGk6V9r7uw8NZvHj0UNaOURL9ZfnzvG5vKcP5n9W4Cb0QPAHfglwsDM_nK-4m-U8tp9_g1jv0qxsf1Au_4Tatu1FBVZf8D87xHZnxA/s1600/Slide09.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1236" data-original-width="1600" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFrWnkGN1mR2i9afPf7xhn0Rzcyc0a9IiiXQaFDGk6V9r7uw8NZvHj0UNaOURL9ZfnzvG5vKcP5n9W4Cb0QPAHfglwsDM_nK-4m-U8tp9_g1jv0qxsf1Au_4Tatu1FBVZf8D87xHZnxA/s640/Slide09.jpg" width="640" /></a></div>
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There are 9 prefixes that make up 75% of words.<span style="font-size: xx-small;"> (White, Sowell, and Yangihara, 1989)</span> You can cover a lot of ground with 9 prefixes! Ten suffixes make up 85% of words. It is also helpful to know common Latin and Greek roots for older kids. I can't say a lot of about that {yet} because I have not studied it enough and have not had enough experience teaching it. Notice the word <i>yet</i>! That is my next venture as my son is at the perfect age for this!</div>
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<span style="font-family: "times";">We can learn a lot by studying morphemes, beyond just helpful decoding and encoding. Morphemes carry meaning, so understanding the meaning of each morpheme helps us understand the meaning of words. In most words, the meaningful parts (morphemes) are often spelled consistently, but it's the <i>pronunciation </i>that changes from one word to another. That causes us to think English doesn't make sense, because we are purely looking at from the sound-symbol perspective. Once we are trained to look at our language as both phonological and morphological equally, with an understanding of the history, words start to make a lot more sense! I used some examples in the slide above with sign/signal, heal/health, child/children. Notice how the spelling stays the same, but the pronunciation changes (the g is silent in one, the ea pattern changes in another, and the i sound changes in the last example). A lot of silent letters are explained by this (and many other silent letters are explained through the history). </span><span style="font-family: "times";">We could go all day talking about morphology, but I'm saving that for another post! </span><br />
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<span style="font-family: "times";">One more fun example that combines both phonology and morphology is the related pair <i>electric</i> and <i>electricity</i>. Notice the base spelling remains in tact. But why is <c> hard in <i>electric</i>, but soft in <i>electricity</i>? Rules can explain that one! If a <c> is followed by an <i>, <e>, or <y>, it is soft. So, in electricity, that second <c> becomes soft because of the vowel suffix beginning with an <i> is after it. You can also explore other related words like <i>electrical, electrician, hydroelectric, </i>looking at which suffixes and prefixes are added to the base and how it changes the word (both pronunciation and meaning). </span><br />
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I've been saying this for a while, but I need to sit down and write a morphology post. In the meantime, check out <a href="http://wordworkskingston.com/WordWorks/Structured_Word_Inquiry.html">Structured Word Inquiry here</a>. It's pretty awesome!!</div>
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<span style="font-family: "times";">Before I finish, I'll leave you with this visual that explains a lot of the linguistic terms using one word:</span><br />
<span style="font-family: "times";"><br /></span><span style="font-family: "times";"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbU8MbxSUhx9H2UsPJwyhf3XgATPuSYxVMOHLdkOnty1aYtLo8xxQAEdphdNY7I4xCGQI0XBFfXWWCXN7YuhdYQ6DMbML5bBKu_j7UOxsqPL5pbjeaDR0HOSNhxxUvrvJADMl50kC9kA/s1600/Slide12.jpg" imageanchor="1" style="font-family: Times; margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" data-original-height="1236" data-original-width="1600" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbU8MbxSUhx9H2UsPJwyhf3XgATPuSYxVMOHLdkOnty1aYtLo8xxQAEdphdNY7I4xCGQI0XBFfXWWCXN7YuhdYQ6DMbML5bBKu_j7UOxsqPL5pbjeaDR0HOSNhxxUvrvJADMl50kC9kA/s640/Slide12.jpg" width="640" /></a></span><br />
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<span style="font-family: "times";">I love this example because I think it really illustrates what goes into decoding this word and also the best method for decoding. The quickest and easiest way is to peel off those familiar affixes (-un and -able). Once students have learned those affixes, they will immediately see those and be able to focus in on the base, <i>reach. </i>After using morphology to strip this word down to its base, students now use grapheme/phoneme relationships to decode the word <i>reach. </i>They can also figure out that it means "not able to reach" through knowledge of prefix and suffix meaning. Other words may not have morphemes, so you may need to use syllable division if it is a multi-syllable word. Some words may just rely on phoneme/grapheme relationships and knowledge of the rules. Having all of these tools sure is helpful though! </span><br />
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<span style="font-family: "times";">I think this quote really ties it all together well:</span><br />
<span style="font-family: "times";"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhHdYesig4vBQOxzXf9FvhByHhpkwTfXCUm6-CuQmFv0WyaCz9IeX-Y_o3FHxhtuyk7MxaLsYun5UEj74V37X10NH-801uJOx3fiZA8dvU2pcWz94d3SYlmGHCmOPykC_avVMe9jPyixg/s1600/Slide10.jpg" imageanchor="1" style="font-family: Times; margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" data-original-height="1236" data-original-width="1600" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhHdYesig4vBQOxzXf9FvhByHhpkwTfXCUm6-CuQmFv0WyaCz9IeX-Y_o3FHxhtuyk7MxaLsYun5UEj74V37X10NH-801uJOx3fiZA8dvU2pcWz94d3SYlmGHCmOPykC_avVMe9jPyixg/s640/Slide10.jpg" width="640" /></a></span><br />
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<span style="background-color: yellow; font-size: x-large;">Part 3: Application to the Classroom</span><br />
It feels like spelling has really gotten a bad rap. I think the reason why many of us cringe at the idea of a spelling test is because we think of a list of random words that we were sent home to memorize. My husband has very font memories of spelling tests because he didn't have to study for one second. He literally just remembered them after seeing them once. There are those spellers out there. But of course, did those spelling tests benefit them? Nope! Yet they likely get rewarded by teachers and parents alike. on the other hand, you'll have students that studied all week to memorize those seemingly random strings of letters, only to either fail the test OR to pass it but forget it all five minutes later. Did they benefit from the spelling tests? Nope! Did they have anxiety every week? Probably. Did they carry shame for all their failure? Likely. I think that's why the idea of incorporating spelling into our curriculum makes many of us twitch. However, I'm not talking about spelling tests like that. I'm talking about teaching the structure of our language, including all of the elements I listed above. When we teach spelling like this, the finale spelling test is not the focus. <b>The week of word study is the focus.</b> <span style="color: blue;">The goal is to help our students understand why words are spelled they way they are <i>and</i> at the same time, improve their reading because they are mapping these words into their long-term memories.</span> So then, what would that look like?<br />
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If you haven't already, you'll want to read my post about <a href="http://snippetsbysarah.blogspot.com/2019/07/how-do-we-learn-new-words-orthographic.html">orthographic mapping. </a>There will be a lot of overlap here.<br />
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Just like with our phonics instruction, keep it <b>systematic</b> and <b>explicit</b>. <b>Unlike phonics, you will begin with auditory information.</b> (Phonics involves decoding- beginning with visual information, seeing the graphemes and translating them to sounds, then blending those sounds together. Part to whole. Spelling involves the opposite, encoding- beginning with auditory information, breaking apart the whole word into individual sounds, then matching those sounds to the correct graphemes. Whole to part. Both require knowledge of phoneme-grapheme association and understanding of letter & syllable patterns, and morphological elements. They are two sides of the same coin, but often one side is ignored when it should be getting equal attention.)<br />
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The following steps can be used to practice spelling:<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiU5ROQjyN7Ny_-dPj2zPnTbpZ4GOgGkNyyC_KKjmU3ZMWiyII6uwauhUAIYdymRpcfqUCfM51CvjwbSkz6J1AJByvOVmE7Dx__Z7GIlQki085v7bbuIvV01SH0F9TaheBvA6XxbWD7ag/s1600/Slide1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1236" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiU5ROQjyN7Ny_-dPj2zPnTbpZ4GOgGkNyyC_KKjmU3ZMWiyII6uwauhUAIYdymRpcfqUCfM51CvjwbSkz6J1AJByvOVmE7Dx__Z7GIlQki085v7bbuIvV01SH0F9TaheBvA6XxbWD7ag/s640/Slide1.jpg" width="494" /></a></div>
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<li>Repeat, if necessary.</li>
<li>Use the words in other decoding and encoding activities throughout the week.</li>
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I posted something very similar to this in my last post, but I made it printable here:<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgdLEk4q5_Uq83WtsFa_cxTGFoYGcESqNqRliU2Cd11yD0sbB_O7EX2t07z-0_xdwLURLW0pUbVX672Azjau2gm5HJelggSswx1X4QAlh6WzyDqVKQDTeC6Da0ICva4quRU5M2CUfxlbQ/s1600/Slide2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1236" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgdLEk4q5_Uq83WtsFa_cxTGFoYGcESqNqRliU2Cd11yD0sbB_O7EX2t07z-0_xdwLURLW0pUbVX672Azjau2gm5HJelggSswx1X4QAlh6WzyDqVKQDTeC6Da0ICva4quRU5M2CUfxlbQ/s640/Slide2.jpg" width="494" /></a></div>
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C<a href="https://drive.google.com/file/d/1CSIPzfMCCn8ozpDjZOMh_l_rYG2-f0a6/view?usp=sharing">lick here to download these Spelling Steps FREE!</a></div>
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<b><u>Choosing Words</u></b>: Choose words that have similar phonetic elements, both regular and some irregular. For example, when you are focusing on CVC words, you may want to add in words like <i>put</i><i>. </i>You would teach the students the parts that make these words irregular. For example, the word <i>put </i>is predictable, except for the middle sound /oo/ uses the letter u. Make sure you add in suffixes too. For example, I usually teach CVC words, then the suffix -s. I will have a spelling assessment with just cvc words, but then another with cvc words that do and do not have the suffix s. After I have spend time on suffix -s, that means I can throw it in any future spelling activities because I want them to keep applying it in a guided setting until it is something that is used correctly consistently in writing. (See resources below for systematic phonics lessons that can support your spelling instruction.)<br />
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<b><u>Spelling Tests: </u></b>Students should not have a set list to memorize for a test. Following the same format as above gives you a great assessment of a students development with spelling. If you need an assessment, choose words (both regular and irregular) that fit with the words you are studying. You will get a true assessment of where that student is at developmentally with spelling when you see how they are segmenting the word's sounds and then how they are connecting to the correct phonemes. If you're teaching a specific rule (like where ck is used), you will get a good idea of how well that student can apply that concept.<br />
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The most important thing to remember with spelling assessments is to make sure you look at any errors that were made and use that to guide your future instruction. "The assessment should be an opportunity to evaluate students' understanding of sounds and conventional spelling patterns. The kinds of words that students miss and the types of errors they make are important in evaluation their spelling achievement and their understanding of language structures." <span style="font-size: xx-small;"><a href="https://www.aft.org/sites/default/files/periodicals/joshi.pdf">(How Words Cast Their Spell: Joshi, Treiman, Carreker, Moats)</a></span><br />
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<u><b>What about spelling homework?</b></u> What about parents who want a list to study? This is up to your personal preference and I have no data to back me up on this, but it's my opinion based on my experience (meaning I could be wrong of course!) I think if you work in a school community where parents are asking for how to help at home, then absolutely give them that opportunity. Explain your system though. Make sure they understand that we are not going for memorization. You can use the printables above to communicate how they can work with their child at home. When it comes to homework, I believe it needs to be meaningful, not busy work. I believe the purpose of homework is to provide extra practice with a skill or concept when needed. If it's not needed, it becomes busy work. I also think it can be a good tool to communicate with parents what their child is learning in school. I also believe our struggling readers need as many repetitions as possible, so for them, meaningful homework can be very helpful. Again, just my opinion and I know there are so many sides to the great homework debate that all make sense to me.<br />
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<b style="text-decoration-line: underline;">Spelling Stages:</b><br />
Below are slides that summarize Richard Gentry's stages. I think this is SO helpful. Originally, he called these stages. He has recently updated them in his book <a href="https://www.amazon.com/Brain-Words-Science-Reading-Teaching/dp/1625312733/ref=sr_1_1?keywords=brain+words&qid=1567362432&s=gateway&sr=8-1"><u>Brain Words: How the Science of Reading Informs Teaching (</u>Gentry & Ouellette).</a> I HIGHLY recommend getting this book. There is so much information in this book and it goes into these stages much more in depth, along with examples of each stage (now called phases). I actually bought this book after I wrote this post originally. I tend to wait a while before posting so I can reread and make sure I'm happy with my content. I stumbled upon this book and then had to read it before publishing this post. I'm glad I did because it not only backed up the content I had written, but it also gave me some new information to share! Three months later I may actually hit the publish button. LOL!<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8Jq0wm76V4YNTuLnm5k-gEOE8Zdc9vDn11icao4ye6LjULCQq5f-mBexO7kdGIZEL2GqZv-DUJHPyouVnAPd_bsmWR_FheZFX7Bclkcv9G3J7sBmQkPqOa_Cubi0rbHU3Gd2AfO_dWw/s1600/Slide02.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1236" data-original-width="1600" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8Jq0wm76V4YNTuLnm5k-gEOE8Zdc9vDn11icao4ye6LjULCQq5f-mBexO7kdGIZEL2GqZv-DUJHPyouVnAPd_bsmWR_FheZFX7Bclkcv9G3J7sBmQkPqOa_Cubi0rbHU3Gd2AfO_dWw/s640/Slide02.jpg" width="640" /></a></div>
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Click here for <a href="https://www.teacherspayteachers.com/Store/Sarah-Paul-4/Category/Systematic-Phonics-Units-387493">Systematic Phonics Resources.</a></div>
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Click here for <a href="https://www.teacherspayteachers.com/Store/Sarah-Paul-4/Category/Morphology-365595">Morphology Resources</a></div>
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Click here for <a href="https://www.teacherspayteachers.com/Store/Sarah-Paul-4/Category/Phonemic-Awareness-200185">Phonemic Resources</a></div>
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<a href="https://www.teacherspayteachers.com/Store/Sarah-Paul-4/Category/Systematic-Phonics-Units-387493">The Systematic Phonics</a> lessons on the top slide provide more detail for the teacher, along with a sequence to follow. (More are coming) The resources on the bottom slide (labeled P<a href="https://www.teacherspayteachers.com/Store/Sarah-Paul-4/Category/Phonics-156909">honics Resources</a>) are all great supplements. I have activities at the word level, sentence level, and decodable stories. The bottom row shows <a href="https://www.teacherspayteachers.com/Store/Sarah-Paul-4/Category/Phonics-PRINTABLE-Intervention-Packs-227979?aref=dxo47bzd">printable phonics activities</a>. These do not have lesson plans but the activities provide tons of practice for your students working on these phonics skills. The <a href="https://www.teacherspayteachers.com/Product/Sound-Boxes-3230954">sound boxes</a> and <a href="https://www.teacherspayteachers.com/Store/Sarah-Paul-4/Category/Phonics-Cards-390743">phonics cards</a> are both good resources for improving spelling and decoding. </div>
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I highly recommend looking into these books to learn more! If you want to learn more about the rules of English, <u>Uncovering the Logic of English</u> is a great resource. </div>
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Sarah Paulhttp://www.blogger.com/profile/09846306676553976451noreply@blogger.com1tag:blogger.com,1999:blog-847612610519779.post-58056387363564145602019-07-26T10:26:00.003-07:002019-09-02T12:08:22.913-07:00How Do We Learn New Words? Orthographic Mapping<span style="font-family: inherit;"><br /></span>
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<span style="font-family: inherit;">Hi everyone! This post has been a long time coming. I started it almost a year ago, but teaching and life got in the way. I've slowly added to it, but I decided to buckle down now that summer is here and get it done. This post uses information from a few different resources, which I will list at the bottom of the post. I highly recommend reading these books when you get a chance. This is just an overview, and I'm hoping that it inspires you all to dig deeper with those books. </span><br />
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<span style="font-family: inherit; font-size: x-small;">(Disclaimer: I do not claim to be an expert. I'm just super interested in all of this and have been studying and attempting to apply this information as best I can. This post is my attempt to summarize and break it down in a way that makes sense to me. It's just as much for you as it is for me! I have a really hard time remembering things, so creating a post like this helps me to wrap my brain around it and hopefully remember it! Ha! I hope it can do the same for some of you.)</span><br />
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<span style="font-family: inherit;">I should start with the big picture. Reading requires two skill sets: <b>Printed Word Recognition</b> and <b>Language Comprehension</b>. This post is focusing on <b>word recognition</b>. Word recognition requires phoneme awareness (sound awareness) and phonics (alphabet awareness- which symbols link to those sounds). This post will go into how new readers take unknown printed words and turn them into known "sight words" or words automatically recognized.</span></div>
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<b><span style="font-family: inherit; font-size: large;">But First... <span style="color: blue;">What's happening in the Brain</span></span></b></div>
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<span style="font-family: inherit;"><span style="font-size: small; font-style: normal;">Research says <b>the brain reads by breaking words into sounds</b>. However, our brains are naturally wired for speech, but not for reading! Reading is a human invention developed over thousands of years. </span><span style="font-size: xx-small; font-style: normal;">(To read about the evolution and history of reading, check out Maryanne Wolf's book called <u>Proust the Squid</u>.)</span> Our brain relies on other systems already in place mostly in the brain's language center to work together to read. There are four systems working together when we read: <span style="font-size: xx-small;">(This information is from <a href="http://www.louisamoats.com/About_LETRS.php">Louisa Moats: </a><u style="font-style: normal;"><a href="http://www.louisamoats.com/About_LETRS.php">LETRS</a></u> and Marilyn Adams: B<u>eginning to Read: Thinking and Learning about Print</u>)</span></span></div>
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<li style="color: black; font-style: normal; letter-spacing: normal; text-transform: none; white-space: normal; word-spacing: 0px;">One part of the brain (<b style="font-family: inherit;">orthographic processor</b><span style="font-family: inherit;">) identifies and processes the letters and letter patterns that our eyes see on the page. It's what helps us remember letter sequences for spelling. </span></li>
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<li>Another part of the brain (<b style="font-family: inherit;">phonological processor</b><span style="font-family: inherit;">) identifies, remembers, interprets and produces speech sounds. Phoneme awareness is just one of the jobs of the phonological processor. </span></li>
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<li>A third part connects the word to meaning (<b style="font-family: inherit;">meaning processor</b><span style="font-family: inherit;">). When we read, the orthographic processor and phonological processor must communicate with the meaning processor to make sense of the words we are reading. Another word for this is the semantic processor. </span></li>
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<li>A fourth deals with background information and sentence context (<b style="font-family: inherit;">context processor</b><span style="font-family: inherit;">). The context processor interprets words.I find this one super interesting because it mainly supports the meaning processor. As you know, context helps us determine a word's meaning by using the words around it. Although context is helpful with self correcting, but it is not effective alone word identification. </span></li>
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<span style="font-family: inherit;">The <b>phonological</b> and <b>orthographic</b> <b>processors</b> work together for <b>word recognition</b>. Automatic word recognition (identifying a word "on sight") happens after the word is read and mapped over and over and neural connections have gotten stronger and stronger. For some kids, this happens quickly after only a few repetitions, while with others, it takes seemingly endless (possibly hundreds of) exposures. (See my post on <a href="https://snippetsbysarah.blogspot.com/2016/09/all-about-dyslexia.html" style="font-size: medium; font-weight: 400;">dyslexia</a>.) After students have mastered many words (meaning they have stored those letters patterns in their own mental lexicon), then they can begin to read using these familiar patterns. They may be quicker to read "p-an" and "m-an" because they have read "can" so many times and have "mapped" the letters a-n to the pronunciation "an".</span></div>
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<b><span style="color: magenta; font-family: inherit; font-size: large;">Orthographic Mapping: How words become "sight words"</span></b></div>
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<span style="font-family: inherit;">When students are first learning to read, they are sounding out most words. As they read more, they start to recognize words "on sight" without having to decode. But how does this happen? They need to store these letter sequences correctly (for word recognition) through orthographic mapping. <b>Orthographic Mapping</b> is the process we use to store words into long term memory. <span style="font-size: xx-small;">(David Kilpatrick)</span> These stored words are words that are recognized instantly without decoding. Skilled readers may develop orthographic mapping skills naturally, while others need more explicit instruction, guidance, and repetition to do so. </span></div>
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<span style="font-family: inherit;">In his books <span style="background-color: white; color: #111111;"><u>Essentials of Assessing, Preventing, and Overcoming Reading Difficulties </u>and<u> Equipped for Reading Success</u>, </span>David Kilpatrick explains that with orthographic mapping, a reader is using the <b>oral pronunciation of words</b> that is already stored in memory with the <b>correct letter </b>(orthographic) <b>sequences</b>. He goes on to say the sequence of letters are <i>anchored</i> to the pronunciation of words. These pronunciations are already stored in our long term memory because we learn to speak well before we learn to read. I tried to break it down as I understand it here:</span></div>
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<span style="font-family: inherit;">When toddlers learn to speak, each individual phoneme (sound) of a word is sequenced automatically, then stored in the brain's phonological lexicon. Basically, that word is in that child's word bank. They can tell the difference between a <i>cat</i> and a <i>hat</i>, even though they only differ by one sound. They recognize and interpret the sounds in those words and connect it to meaning (a furry animal or a thing you put on your head). The phonological lexicon also includes word parts! (This will be relevant later in my post.) Once a child is ready to read, it's time to develop the orthographic lexicon.</span></div>
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<span style="font-family: inherit;">Let's look at how this orthographic lexicon is developed. (Remember reading is a man-made skill and there is not a specific part of the brain that is designed solely for reading. Our brains use other systems in place together to make it all happen. It really is quite amazing!) </span></div>
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<span style="font-family: inherit;">The first few steps explain how phonic decoding works:</span></div>
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The following slide demonstrates how decoding (phonics) works. Keep in mind, this is only one piece of the puzzle. Keep reading to see what piece of the puzzle leads to word recognition!<br />
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<span style="font-family: inherit;">Although phonic decoding is an essential skill for reading, it alone may not lead to future word recognition (knowing the word by sight) for all of our students. <span style="color: magenta;">This is where orthographic mapping comes in</span>. Think of it as going backward from phonic decoding. With <b style="color: black;">phonic decoding,</b> students are taking the <b style="color: black;">individual sounds</b> (that they have translated from the letters) and blending them to make a <b style="color: black;">whole</b> word. (Part to whole.) With <b style="color: black;">orthographic mapping,</b> students will take a <b style="color: black;">whole word</b> and break it into its sound <b style="color: black;">parts</b> and connect to the correct graphemes (letters or letter combinations), paying special attention to the exact sequence of letters and how it connects to the sounds. (Whole to parts.) It's this process that helps get the word stored in long-term memory. </span></div>
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<span style="font-size: xx-small;">Clip art by: <a href="https://www.teacherspayteachers.com/Store/Whimsy-Clips">Whimsy Clips</a>; Fonts by: <a href="https://www.teacherspayteachers.com/Store/Kimberly-Geswein-Fonts">KG Fonts</a> and <a href="https://www.teacherspayteachers.com/Store/A-Perfect-Blend">A Perfect Blend Fonts</a></span></div>
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<span style="font-family: inherit;">Remember above when I said that our phonological lexicon also involves word parts? That's good news for our struggling readers because they can map common word parts and apply them to new words. Here is an illustration of how it's done:</span></div>
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<span style="font-family: inherit;"><span style="font-size: xx-small;">Clip art by: </span><a href="https://www.teacherspayteachers.com/Store/Whimsy-Clips" style="font-size: x-small;">Whimsy Clips</a><span style="font-size: xx-small;"> and </span><a href="https://www.teacherspayteachers.com/Store/A-Sketchy-Guy" style="font-size: x-small;">A Sketchy Guy</a><span style="font-size: xx-small;">. Fonts by </span><a href="https://www.teacherspayteachers.com/Store/Kimberly-Geswein-Fonts" style="font-size: x-small;">KG Fonts</a><span style="font-size: xx-small;"> and </span><a href="https://www.teacherspayteachers.com/Store/A-Perfect-Blend" style="font-size: x-small;">A Perfect Blend Fonts</a></span></div>
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<span style="color: lime; font-family: inherit; font-size: large;"><b>Common Reading Practices to Think Twice About</b></span></div>
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<b><span style="font-family: inherit;"><u>Using Context and other Strategies to "Read" Words</u> </span></b><br />
<span style="font-family: inherit;">I was trained on guided reading and balanced literacy with an emphasis on reading strategies, mastering "sight words", and the belief that simply exposing kids to literacy (no matter how implicitly) would lead to successful and strategic readers. Except after a few years I realized that this worked for many of my readers (likely the ones that would learn to read in spite of their teacher or the instruction). However, this wasn't enough for some of my students. </span><br />
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<span style="font-family: inherit;">I realized that the strategies (without explicit word study instruction) were actually just helping them <i>compensate</i> and <i>cover up </i>the fact that they couldn't decode. This was leading to constant guessing. Turns out that contextual guessing not only <i>doesn't</i> help our struggling reader store the unknown word in memory, but it actually hinders them from learning the word (if they can guess, then they are not actually attending to the sequence of letters in the word.) <span style="font-size: xx-small;">Archer& Bryant 2001; Landi 2007 </span>Without strong foundational skills, these students were left to guess and use context. This is not enough. I couldn't figure out why they weren't applying certain rules that I "went over" during shared reading or for a few minutes during word work. Remember above when I talked about the phonological and orthographic processors that are in charge of word identification? These processors are linked to the context processor through the meaning processor. So that means word recognition does not happen through context. Context does help once a word has been decoded. If a new reader decodes an unfamiliar word and doesn't get the stress right or gets one sound wrong, often then the context can help the student self correct that word. But context alone should not be the main tool in our students' reading tool belts. </span><br />
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<span style="font-family: inherit;">So here's where I'm really going out onto a limb and I may ruffle some feathers. I no longer use leveled books and the traditional guided reading method with my beginning readers. Eek! I said it! Hear me out though. Think about those beginning leveled readers (levels A-D). What are your kids mainly doing? They are using the picture, looking at the first letter and guessing. Context plays a big part too. There are few if any opportunities for students to actually apply phonic decoding skills with words they can actually be successful with. This goes against all of the research on how we learn to read. That isn't to say that there isn't a place for leveled books later. I do use them once my students have a stronger foundation. In kindergarten, I would only use those leveled readers for those kids who can naturally map. You know who they are. They are the ones who can learn sight words easily and who decode quickly. They are the exception though. I would still not use those alone, even with those kids. I want to make sure those kids who can seemingly read, have a strong foundation too. I would still spend a lot of time on phonics and morphology skills. With the average kindergartener though, I would not rush those sight word flash cards or the leveled readers. I would spend more time giving them opportunities to apply their newfound phonics skills in context using controlled texts. More about that below under <i>Implications for Teaching</i>. I do think there is a time and place for guided reading. I just think if we rush it too soon before foundational skills are in place and before they have had time to map words and word parts, we are setting some of our readers up for failure or for bad reading habits. </span><br />
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<b><span style="font-family: inherit; font-size: medium;"><u>The Sight Word Myth</u></span></b><br />
<span style="font-family: inherit;">When I began teaching, I was taught (or maybe I inferred based on the methods I was taught) that good readers simply see a whole word and memorize it. Give 'em a set of flashcards and have at it. This is based on the assumption that we memorize words using our <b>visual memory</b>. Turns out, when we see a word the <span style="background-color: white;"><span style="color: magenta;"><i>input</i> is visual but we do not <i>store</i> them visually</span></span>. Written words are actually stored (for later recall and recognition) on many levels at the same time: Phonologically (pronunciation), orthographically (spelling), and semantically (meaning). <span style="font-size: xx-small;">(Essentials of Assessing, Preventing, and Overcoming Reading Difficulties: David Kilpatrick)</span> According to David Kilpatrick (and other researchers), there is actually a small correlation between sight word vocabulary and visual memory (although it does help with letter identification). There IS a strong correlation between sight vocabulary and phonemic awareness. As I explained above, to store a word permanently, students need to use phonemic awareness and letter knowledge to "map" that word's orthography (spelling). </span><br />
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<span style="font-family: inherit;">If that's all too much to take in now, just think about this:</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhj1vGlYZwrkTsni9FGV_v49h1FyvoJA0muSAOVy0Ibay7zb3ToCvv0KWYBZMyaAmnnQljvBAQ28A7C86VTB47DoU338LD3FCsCO19WoznoGsbVnXLMXNfNOvexU8z9yzqHRjsDJqgeAw/s1600/Slide5.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: inherit;"><img border="0" data-original-height="1236" data-original-width="1600" height="492" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhj1vGlYZwrkTsni9FGV_v49h1FyvoJA0muSAOVy0Ibay7zb3ToCvv0KWYBZMyaAmnnQljvBAQ28A7C86VTB47DoU338LD3FCsCO19WoznoGsbVnXLMXNfNOvexU8z9yzqHRjsDJqgeAw/s640/Slide5.jpg" width="640" /></span></a></div>
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<span style="font-family: inherit;">The whole language theory rests on this idea of using visual memory to store words. For years, I assigned sight words without any teaching behind them. I didn't think I was practicing whole language techniques, but actually, I was just by doing this. For years, I guided my kids to rely on context and other strategies that did not require them to really dissect the word. These strategies are fine to use as long as strong foundational skills about our language are explicitly taught. I was sort of missing that last part though. ;) And a big reason I didn't dedicate more time to phonics and morphology is because I believed that English didn't make sense (and quite frankly I didn't know any of the rules!) That's the second myth- that sight words are mostly irregular and don't make any sense. More about that in another post!</span><br />
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<span style="font-family: inherit;">One more thing that I thought was really interesting is that the average human memory can only actually hold 2000 individual symbols <span style="font-size: xx-small;">(Diane McGuinness: Why our Children Can't Read and What to do about it)</span>, yet the average adult knows 40-60,000 words (and a well-educated adults knows 200,000). <span style="font-size: xx-small;">(Denise Eide: <u>Uncovering the Logic or English</u>) </span>That's quite the discrepancy between how many words our oral language uses vs. how many words our brain can memorize.</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiIM5dZcCunye3dfktUshflks6dNw8Xedymfug_LDkeVRzS1YOA6H9MsxB0BXNVG_QoJF2FA-x2WZi4UJRI8eKxtlU1A82lMgS_AFt8qbZvPrsSDqc4T-2jRNm-u0BYAnA9AdeR1n8Idg/s1600/Slide1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: inherit;"><img border="0" data-original-height="1236" data-original-width="1600" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiIM5dZcCunye3dfktUshflks6dNw8Xedymfug_LDkeVRzS1YOA6H9MsxB0BXNVG_QoJF2FA-x2WZi4UJRI8eKxtlU1A82lMgS_AFt8qbZvPrsSDqc4T-2jRNm-u0BYAnA9AdeR1n8Idg/s640/Slide1.jpg" width="640" /></span></a></div>
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<span style="font-size: xx-small;">Clip art by <a href="https://www.teacherspayteachers.com/Store/Whimsy-Workshop-Teaching">Whimsy Workshop</a> and <a href="https://www.teacherspayteachers.com/Store/Educlips">Educlips</a></span></div>
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<span style="font-family: inherit;">This is a big hole in the whole language/memorize sight words without phonics approach.<b> </b>I cringe when I think about how I "coached" my students to just see it and say it when I showed them a "sight word". I actually told them not to sound it out! AGH! I was under the impression that they had seen this word enough time and it should just be popping into their head. But guess what Sarah from the past... if it didn't pop out of their mouths, then it wasn't properly mapped in their memory. What I was doing was encouraging them to guess the first thing that looked like that word. Now I know that with guidance, my students can and should "sound out" these high-frequency words instead of guessing. Now I know what you're thinking. Many kids <i>do</i> seem to just memorize those sight words pretty effortlessly. That's true enough, but they are still using the same process of mapping word parts and words, just faster. I think of those kids as the kids that will learn to read in spite of teaching methods or proper instruction. There are definitely those kids. But what about the 20% or more that don't? </span><br />
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<span style="font-family: inherit;">The science tells us that skilled readers (like you) read words on a page effortlessly because you are "matching the words with spelling <i>images</i> that have been mapped or stored in your brain"..."</span>Your reading circuitry is in place.<span style="font-family: inherit;">". </span><span style="font-family: inherit; font-size: xx-small;">(<u>Brain Words How the Science of Reading Informs Teaching </u>by J. Richard Gentry and Gene P. Ouellette) </span><span style="font-family: inherit;"> Our brain has a lot of work to do to get to that point though. We need to listen to the science and apply it to our teaching practice.</span><br />
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<span style="font-family: inherit;">So <b>how do we teach high frequency sight words</b>? We map them the same way we would any other word. If it is "irregular", we point the irregular part(s) out and still map it. There are a few high frequency words that really don't make sense (<i>could</i> is one I still can't figure out), but most are either off by one sound or they can be explained by a rule. (A post about this is coming soon!) </span><br />
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<span style="font-family: inherit; margin-left: 1em; margin-right: 1em;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1ETzYDxhT7HqTwjaLQOXXL8xwCPIgSP4QX1vdHliGaRKS7QdKaCzagdoVg2ScaD-AR0V4oC-up_ESYcsElGadKj5N6mQXG08P53k07kudQ7bTEkswEWXBDWzc9OC-_o-tqQh8YyZUCw/s1600/Screen+Shot+2019-07-24+at+3.08.12+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="884" data-original-width="1146" height="492" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh1ETzYDxhT7HqTwjaLQOXXL8xwCPIgSP4QX1vdHliGaRKS7QdKaCzagdoVg2ScaD-AR0V4oC-up_ESYcsElGadKj5N6mQXG08P53k07kudQ7bTEkswEWXBDWzc9OC-_o-tqQh8YyZUCw/s640/Screen+Shot+2019-07-24+at+3.08.12+PM.png" width="640" /></a></span></div>
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Here is another visual that you can download. </div>
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<a href="https://drive.google.com/file/d/1NcgnSZzuyhywymO5Pqr0qOLKHjx44L5I/view?usp=sharing">Click here to download this guide along with the Map It board.</a></div>
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<b><span style="color: purple; font-family: inherit; font-size: x-large;">Implications for Teaching</span></b><br />
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<span style="font-family: inherit;">All of the technical and scientific stuff here is interesting and relevant to understanding how our students learn to read and, perhaps more importantly, why some kids struggle so much. So now, it's our job as teachers to take this information that has been given to us by these amazing researchers and apply it to our teaching practices in the classroom. I explain below a few ways that I've done that, but one thing I want you to take out of this is <i>spelling</i>. I know a trend is to throw spelling out the window. Heck, I even believed in that trend for a while. Here's what you should throw out the window: (1) Spelling lists that are random. (2) Spelling tests that just promote memorization. (3) Spelling lists that put too many spelling patterns at once. As you will see below, spelling should be integrated into your instruction and should be done with your reading instruction. Encoding and decoding go hand and hand. Asking our students to hear a word, think about knowledge of spelling patterns, and then attempt to write that word is actually very helpful and fits in with all of this research. The key is to follow up with the correct spelling, pointing out the correct sound-symbol correspondence using the methods shown below. Hope this helps!</span><br />
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<b><u>Process for Mapping</u></b><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhKFnZPI8C8JiCOZ5C5VUwQa0ZDdUpC1uNp8D8TjR8vSzlQPc7U_hgY5HScbncDoqOJb320c_S3PvtboTR7l1riJQGb_cAsVSJubQUST9AJJYwcSSj_Q7i_NZCkeXQZd7vrseHM7agBtg/s1600/Slide01.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: inherit;"><img border="0" data-original-height="1236" data-original-width="1600" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhKFnZPI8C8JiCOZ5C5VUwQa0ZDdUpC1uNp8D8TjR8vSzlQPc7U_hgY5HScbncDoqOJb320c_S3PvtboTR7l1riJQGb_cAsVSJubQUST9AJJYwcSSj_Q7i_NZCkeXQZd7vrseHM7agBtg/s640/Slide01.jpg" width="640" /></span></a></div>
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<span style="font-size: xx-small;">Hand clip art by <a href="https://www.teacherspayteachers.com/Store/Krista-Wallden-Creative-Clips">Creative Clips</a></span></div>
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<b><u>Developing Phonemic Awareness Skills</u></b></div>
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Kilpatrick talks a lot about the importance of <b>advanced phonemic awareness skills </b>with orthographic mapping, like phoneme addition, deletion, and substituting. You will not need to continue this with all of your students. Kilpatrick says that "Typically developing readers will naturally analyze any whole word phonemically and establish an orthographic representation of that word." <span style="font-size: xx-small;">(E<u>ssentials of Assessing, Preventing, and Overcoming Reading Difficulties</u>.) </span>However, you will have students who <i>do</i> require this guided practice with advanced phonemic analysis. He states that <b>weak readers </b>do <i>not</i> naturally engage in orthographic mapping because <b>they lack those advanced phonemic awareness skills.</b> </div>
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Below are some pictures from my small group work. We do a lot of phonemic segmenting with bingo chips and, when they are ready, continue with advanced phonemic skills.</div>
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<li>For example, for kindergartener, I would say "Break up the word map". They would push the chips as they say /m/ /a/ /p/. Then I would say, "Take away the /m/. What do you have now?" (ap). Then I would slide over a new bingo chip and say, "This is /s/." I would place it where the /m/ was and ask, "now what is the word?" (sap). </li>
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<li>For first graders, it gets a little tricker. You may ask your students to break up <i>sled</i>, then ask them to take away the /l/ and add in /p/. That takes phonological working memory (they are holding those sounds in their head long enough to do something with them) and phonological awareness/analysis. Kilpatrick recommends doing more advanced phonemic awareness activities as students get older. Admittedly, I was not doing enough of this. I did a ton with kinder and beginning first, but then I focused on phonics and didn't put time into advanced phonemic awareness. Now that I do put time into it, I really see the value! </li>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqi15mWaFJkSQQXjhWXtmkRDDz8g8W9Do5_sQBGnMyyhTpFLIU6PIjyUL2y3D0FbdzHO8ZRoLpjdu1mfO_8FW0BfgYjQXrvsZmbcOSmvFww154x-igb1E_7PSFmk_ueH9jGq01kHAjMg/s1600/Slide09.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" data-original-height="1236" data-original-width="1600" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiqi15mWaFJkSQQXjhWXtmkRDDz8g8W9Do5_sQBGnMyyhTpFLIU6PIjyUL2y3D0FbdzHO8ZRoLpjdu1mfO_8FW0BfgYjQXrvsZmbcOSmvFww154x-igb1E_7PSFmk_ueH9jGq01kHAjMg/s640/Slide09.jpg" width="640" /></a></div>
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Below is just regular phoneme segmenting and connecting to graphemes. I have a set of sound boxes for several phonetic elements. You can grab Sound Boxes <a href="https://www.teacherspayteachers.com/Product/Sound-Boxes-3230954">here</a>.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjC00mxMT9WQwg3bgaOMNe1MFKyyxV577tCKJS8Het-BMQekZU8N4GPIUAx6SMIRPG5YkAEBjYj85lFqJDCh-8QDw6z7Mz_z-mmeRU2U4NZT9nGK2fnuKFcroblPv_-zu-yJQfdWIE8QA/s1600/Slide10.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1236" data-original-width="1600" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjC00mxMT9WQwg3bgaOMNe1MFKyyxV577tCKJS8Het-BMQekZU8N4GPIUAx6SMIRPG5YkAEBjYj85lFqJDCh-8QDw6z7Mz_z-mmeRU2U4NZT9nGK2fnuKFcroblPv_-zu-yJQfdWIE8QA/s640/Slide10.jpg" width="640" /></a><br />
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<span style="font-family: inherit;"><b><u>After Mapping: Gaining Automaticity with Word Parts</u></b></span><br />
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<span style="font-family: inherit;">Below is a chart I used after mapping word parts. I had a similar chart for my first and second graders once they learned silent e, vowel teams, r-controlled vowels, etc. </span></div>
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<span style="font-family: inherit;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjamoqL-Bdpkp4m1ctGzIF7ebb4my9yhPtSSdacvC9qmmke1A5f8a9h7pWx-ZDNpxY3GWLG5XqFCSZjWkYkcM6zspcuw2h0kkav_PbDJUcp9Nobz2Fdf46qlyQNyf-OOtzMisZUkvwH5Q/s1600/Slide04.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1236" data-original-width="1600" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjamoqL-Bdpkp4m1ctGzIF7ebb4my9yhPtSSdacvC9qmmke1A5f8a9h7pWx-ZDNpxY3GWLG5XqFCSZjWkYkcM6zspcuw2h0kkav_PbDJUcp9Nobz2Fdf46qlyQNyf-OOtzMisZUkvwH5Q/s640/Slide04.jpg" width="640" /></a></span></div>
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<span style="font-family: inherit;"><span style="text-align: left;">Under that star on the chart above, put irregular words that you have taught. For example, </span><i style="text-align: left;">is</i><span style="text-align: left;">, </span><i style="text-align: left;">has</i><span style="text-align: left;">, and </span><i style="text-align: left;">was</i><span style="text-align: left;"> could go there. Map it first for your students, then add it to your chart.</span></span></div>
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<span style="font-family: inherit;">Here are some activities I've done with my students after word parts have been mapped: </span></div>
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<span style="font-family: inherit;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh19PSCT1d_jzKmlC7u4CpEqZyGbKoVYKSZ9Mc8rl31YfGQ8PdF6T8AqQRB24m_n35xBRm6Qf4eWc2DQo_k99rE9PW1fK-4ULnGjfOH4_zVL2oKVVFJ5T7csrhBHQXhwGHx0AXIuvhDcQ/s1600/Slide06.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1236" data-original-width="1600" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh19PSCT1d_jzKmlC7u4CpEqZyGbKoVYKSZ9Mc8rl31YfGQ8PdF6T8AqQRB24m_n35xBRm6Qf4eWc2DQo_k99rE9PW1fK-4ULnGjfOH4_zVL2oKVVFJ5T7csrhBHQXhwGHx0AXIuvhDcQ/s640/Slide06.jpg" width="640" /></a></span><br />
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<span style="font-family: inherit;">I've used this activity as a follow-up after we have initially mapped a word:</span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBUjAiCMp_Ys_RIYd8r85d3kEyXQlS6Oy0KX7nxVxF__FF3zcaKgg4b5u-se_CPkR91nUFI7Y33lcDAohfiorG1T_n3nNWIYzpIY-rPvtCLkeL0iQ2kdpnUbAuk0b0bcOpmckW52gWBw/s1600/Slide07.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1236" data-original-width="1600" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBUjAiCMp_Ys_RIYd8r85d3kEyXQlS6Oy0KX7nxVxF__FF3zcaKgg4b5u-se_CPkR91nUFI7Y33lcDAohfiorG1T_n3nNWIYzpIY-rPvtCLkeL0iQ2kdpnUbAuk0b0bcOpmckW52gWBw/s640/Slide07.jpg" width="640" /></a></div>
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<span style="font-family: inherit;">And of course sometimes you just have to mix it up with games! Our students work so hard and often need soooooo much repetition, so making it a game whenever possible is huge! </span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhinVsK1w3aSz4NlbPR6fREwyn_9bxzYZvyZx8vQSXwHxbmpl10TwLCPNxb3e52dUT7Hzx2Y76B5NEXfqXmi7yw2YIztBO5qKpfYJx5Si31r_XT6yUCYJ_N8m038ZQQWoHuujuk72kAyg/s1600/Slide08.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1236" data-original-width="1600" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhinVsK1w3aSz4NlbPR6fREwyn_9bxzYZvyZx8vQSXwHxbmpl10TwLCPNxb3e52dUT7Hzx2Y76B5NEXfqXmi7yw2YIztBO5qKpfYJx5Si31r_XT6yUCYJ_N8m038ZQQWoHuujuk72kAyg/s640/Slide08.jpg" width="640" /></a></div>
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<span style="font-family: inherit;"><a href="https://www.teacherspayteachers.com/Store/Sarah-Paul-4/Category/Phonics-Games-335659">Click here for phonics games.</a></span></div>
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<b>Making your Word Sort Meaningful:</b></div>
<span style="font-family: inherit;">I used to think word sorts were a waste of time because I saw students just looking at the spelling of the word and matching it without reading it. Now I see how valuable they are as long as the right delivery is there. ;) Below shows a picture of ways that I use sorting that I feel does support orthographic mapping. </span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVfa6M0fyE1MApYs9N9sFHGj6nf4ArqtNtGoj7xz7qOibm0CyVnGF8rIiWdkt75GNtjQFqA6xFhqtuciH8Gr-QYGVkR8O2_lh2c6hcpL41JR09JazZTZs7LHOZ3k0-7N2NmLZPxw-rJA/s1600/Slide11.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: inherit;"><img border="0" data-original-height="1236" data-original-width="1600" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiVfa6M0fyE1MApYs9N9sFHGj6nf4ArqtNtGoj7xz7qOibm0CyVnGF8rIiWdkt75GNtjQFqA6xFhqtuciH8Gr-QYGVkR8O2_lh2c6hcpL41JR09JazZTZs7LHOZ3k0-7N2NmLZPxw-rJA/s640/Slide11.jpg" width="640" /></span></a></div>
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Here, they are taking the whole word (the picture card) and they must first use phonemic awareness skills to segment the onset and the rime. Then they have to isolate that rime (for example, "ad") and match it to the correct letter sequence. This may be easy for some, but let me tell you, it is a challenge for many! That means it's worth doing!<br />
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If you are using word cards instead of picture cards, you just need to make sure they are reading them. If they are doing it as an independent activity, they likely will just try to match without reading. But if you do it as a small group activity, where they are whisper reading the word card and you are guiding, it can be quite effective. <a href="https://www.teacherspayteachers.com/Store/Sarah-Paul-4/Category/Phonics-Cards-390743">Click here for picture and word cards.</a><br />
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<b><u>Next Steps: Phonic Decoding with Controlled Texts</u></b><br />
<span style="font-family: inherit;">After all the mapping, give them opportunities to practice phonic decoding in context. Here are a few ways I provide controlled decodable texts. In that first picture (the sentence ladders), I had them identify familiar rimes before reading. This group was working on silent e and we had mapped several word endings (rimes) with silent e. First, I had students whisper read word endings that they spotted. Then I called on students to share one they found. I instruct them to say, "a-l-e, ale". I would underline those word endings as they read them to me. The other pictures just show normal decoding with sentences, but you can connect by asking, <i>What ending do you see in the word pig? </i>or <i>Which word has the ending et? </i><a href="https://www.teacherspayteachers.com/Store/Sarah-Paul-4/Category/Phonics-Sentences-335544">Click here for decodable sentence resources.</a></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjZ-UoAvPxEIT0DcQpgG45807bB-8hH7cXy0O-Z9CmN8vBcgZpj0SCthvmgi1hKBmQVXJPxLfDAzrh9xrH6v4bH9GNl7wSsNKoVkli8uoDZ_WK85BgFYN_ia9QkGgft8SxEj649FnT8OQ/s1600/Slide12.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: inherit;"><img border="0" data-original-height="1236" data-original-width="1600" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjZ-UoAvPxEIT0DcQpgG45807bB-8hH7cXy0O-Z9CmN8vBcgZpj0SCthvmgi1hKBmQVXJPxLfDAzrh9xrH6v4bH9GNl7wSsNKoVkli8uoDZ_WK85BgFYN_ia9QkGgft8SxEj649FnT8OQ/s640/Slide12.jpg" width="640" /></span></a></div>
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<span style="font-family: inherit;">I also use decodable short stories. You can find some <a href="https://www.teacherspayteachers.com/Product/Phonics-Decodable-Stories-The-BUNDLE-2090790">decodable passages </a>here.</span><br />
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<span style="color: orange; font-family: inherit; font-size: large;"><b>What Skills Are Needed For Orthographic Mapping?</b></span></div>
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<span style="font-family: inherit;"><u>1. Sound-Symbol Awareness:</u> Explicitly teaching and reviewing graphemes (letter or groups of letters that represent a sound) is the first important step. As I've mentioned before, students need to recognize and produce the sound associated with a symbol with automaticity. This begins in kindergarten with the alphabet. To see more about <a href="http://snippetsbysarah.blogspot.com/2016/11/alphabet-intervention.html">systematic alphabet instruction, click here. </a></span></div>
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<span style="font-family: inherit;"><u>2. Phonemic awareness:</u> I can't say it enough how important this is. Integrate it into you classroom daily! Start with rhyming and isolating initial sounds (integrate into alphabet instruction), then move on to stretching words to hear medial sounds and ending sounds. Next, you can move into phoneme segmenting (breaking words into individual sounds). You can easily do this with the whole class by finger spelling words. You don't need to wait for students to learn letters before doing this. Students may know one letter or all their letters, but they may (or may not) be equally good at this skill. You can start phonemic awareness activities day 1 in kindergarten! </span></div>
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<span style="font-family: inherit;">Eventually you merge these two skills and that's when the magic happens. Since I've already been working on phoneme segmenting with finger spelling, they will be ready to start orthographic mapping using word parts or words with familiar letters they have learned. You can even start mapping when your students only know a few letters! Once I've taught my first set of letters, I start modeling phoneme segmenting. Some students are not ready to do this one their own, but others are. At this point, I'm modeling these skills. </span></div>
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<span style="font-size: xx-small;">Clip art by <a href="https://www.teacherspayteachers.com/Store/Victoria-Saied">Victoria Saied</a> and <a href="https://www.teacherspayteachers.com/Store/Krista-Wallden-Creative-Clips">Creative Clips</a></span><br />
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<span style="font-family: inherit;">As you map these word parts, add them to your chart of sticky notes shown above. Then review them daily. This can be done with the whole class, then you can reinforce as needed with small groups. Some kids might be ready to read more words, while others may need more time with each word part. Make a clear sequence to follow to keep you on track. </span></div>
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3. <u>Phonological Long Term Memory:</u> This is that phonological lexicon I was talking about above. Interestingly enough, dyslexic students can have a great phonological long-term memory but not have adequate phoneme awareness/analysis skills to effectively map the printed version of these words into long-term memory. You'll have to read Kirkpatrick's book to learn more!</div>
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<b><span style="color: magenta; font-family: inherit; font-size: large;">References</span></b><br />
<span style="font-family: inherit;">The majority of information from this post can be found in David Kilpatrick's books, which I highly recommend. This blog post is just the tip of the iceberg. Reading his books will give you a deeper understanding and provide a lot more background as well as examples of how to teach. After reading his book, I went back and read articles and research studies that he recommended. Dr. Louisa Moats has a whole series called LETRS, which I also highly recommend. I went to a presentation of her several years ago and that was a game changer for me. It led me to all of this. Her books are easy to understand and so thorough! This one shown below is the first. If you are pressed for time, simply google her name and read the free articles she's written. I also highly recommend Brain Words How the Science of Reading Informs Teaching. So much great information.</span><br />
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<b><span style="color: blue; font-family: inherit; font-size: large;">Related Blog Posts</span></b></div>
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<span style="font-family: inherit;">For an older blog post on <a href="https://snippetsbysarah.blogspot.com/2016/08/reading-and-brain.html"><b>how the brain reads</b>, click here</a>.</span><br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtt0rqONHXkyFtnsriALQE5IC94gOs4GlfX6Ykkrqt7K3j5IeYfeJ4ex9_l1uZ76HgeKJGQdSz3ieKeji2anH799389tNVmX6bqe09JF3n90tz8N37fR02tBtPMbAjNtMHYvClYmHpHw/s1600/Slide3.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: inherit;"><img border="0" data-original-height="495" data-original-width="640" height="154" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtt0rqONHXkyFtnsriALQE5IC94gOs4GlfX6Ykkrqt7K3j5IeYfeJ4ex9_l1uZ76HgeKJGQdSz3ieKeji2anH799389tNVmX6bqe09JF3n90tz8N37fR02tBtPMbAjNtMHYvClYmHpHw/s200/Slide3.jpg" width="200" /></span></a><br />
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<span style="font-family: inherit;">For a post about <a href="https://snippetsbysarah.blogspot.com/2018/08/structured-literacy.html">Structured Literacy, click here.</a></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj8eLmtFLe81pdGY12m5K-hZoX8x24MKmyp3rD3RyAN0R_WaKr_n0-DBBfrk3pKExBPhfUdq2qEsjPKYZfS3kOsvux4xju4FitRtoqbHIH10yzS4xRjKg0AFxURoxiroyddQhx8fnmbCA/s1600/Slide1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: inherit;"><img border="0" data-original-height="400" data-original-width="309" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj8eLmtFLe81pdGY12m5K-hZoX8x24MKmyp3rD3RyAN0R_WaKr_n0-DBBfrk3pKExBPhfUdq2qEsjPKYZfS3kOsvux4xju4FitRtoqbHIH10yzS4xRjKg0AFxURoxiroyddQhx8fnmbCA/s200/Slide1.jpg" width="154" /></span></a></div>
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<span style="font-family: inherit;">For a post about <a href="http://snippetsbysarah.blogspot.com/2017/09/phonics-intervention.html">Phonics, click here</a> and <a href="http://snippetsbysarah.blogspot.com/2017/08/automaticity-and-fluency-with-phonics.html">here</a>.</span><br />
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<span style="font-family: inherit;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiT9hC0v6k6q96fChbrCDHKUAmsT_yiwyQHPDEIpSkkun9xp0lHyirNJQ_FV2a9A-p53GwGu6FvC60OvvmqGUoTGoL1axoucmzBlraAA0gcj1PUqv-M_j_nVvXNDz4ciUhhFSD23YjbYg/s1600/Slide01.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="640" data-original-width="640" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiT9hC0v6k6q96fChbrCDHKUAmsT_yiwyQHPDEIpSkkun9xp0lHyirNJQ_FV2a9A-p53GwGu6FvC60OvvmqGUoTGoL1axoucmzBlraAA0gcj1PUqv-M_j_nVvXNDz4ciUhhFSD23YjbYg/s200/Slide01.jpg" width="200" /></a> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjaZlUWvgviF8EFfHcbJv3aOrFUh-venhyphenhyphenkKw4b-HlyHxDPo3BcPynM6GLfa8rUSQenJ242tQSudWbDWqztWbRFeQGPV_6bo4kw9qYr6NU2yO23My6YrZjmFdR4leBLCCv4Nwxd7ZyR0A/s1600/Slide1-1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="640" data-original-width="494" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjaZlUWvgviF8EFfHcbJv3aOrFUh-venhyphenhyphenkKw4b-HlyHxDPo3BcPynM6GLfa8rUSQenJ242tQSudWbDWqztWbRFeQGPV_6bo4kw9qYr6NU2yO23My6YrZjmFdR4leBLCCv4Nwxd7ZyR0A/s200/Slide1-1.jpg" width="154" /></a></span><br />
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<span style="font-family: inherit;">For a post about <a href="http://snippetsbysarah.blogspot.com/2016/11/alphabet-intervention.html">Alphabet Instruction, click here. </a></span><br />
<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgSUJvV0pdbxiwQX964jD-O7rD1-foji4NHDq05mzmgD-C0KqCylgNMMAOJPqa12S7GH10HBSdX3YUc5C17jqaCZXk0K_pcNp3flcqnPQd0g6Pv06QugPoFhSdpfU5zN_qWsfbYv9Pfjg/s1600/Slide02.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><span style="font-family: inherit;"><img border="0" data-original-height="495" data-original-width="640" height="154" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgSUJvV0pdbxiwQX964jD-O7rD1-foji4NHDq05mzmgD-C0KqCylgNMMAOJPqa12S7GH10HBSdX3YUc5C17jqaCZXk0K_pcNp3flcqnPQd0g6Pv06QugPoFhSdpfU5zN_qWsfbYv9Pfjg/s200/Slide02.jpg" width="200" /></span></a><br />
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<span style="font-family: inherit;">For a post about Phonemic Awareness, click <a href="http://snippetsbysarah.blogspot.com/2015/06/all-about-phonemic-awareness.html">here</a> and <a href="http://snippetsbysarah.blogspot.com/2015/01/tips-and-activities-for-phonemic.html">here</a>. </span><br />
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<span style="font-family: inherit;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEipZ9uVggj-3_JCH2oYCcxcnP3naeQ8oZ2KoOmPj4ymja36aeQNrPDGbmi11VvKDlF3nbFcEgC1lHiI4FXgZvp-lGS-QO9wygMWRHI3iKj-GMAoh8EZRSI3VpJMS6y7yqP79U60lecTwA/s1600/Slide01-1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="480" data-original-width="640" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEipZ9uVggj-3_JCH2oYCcxcnP3naeQ8oZ2KoOmPj4ymja36aeQNrPDGbmi11VvKDlF3nbFcEgC1lHiI4FXgZvp-lGS-QO9wygMWRHI3iKj-GMAoh8EZRSI3VpJMS6y7yqP79U60lecTwA/s200/Slide01-1.jpg" width="200" /></a> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjiEV2hR3agG4V0gVkrGBfnwRlYb4Zjjb5jE758P8TUafHt7LKa8nYhtYnqhUreXFtO5ARtC_tmrnddWL90BwxcExYkj6B1dTSbGeoeJVIcUJ_hDB5NlhvpG7EiiJWMDJWgweY3qVXkyg/s1600/Slide1-2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="540" data-original-width="720" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjiEV2hR3agG4V0gVkrGBfnwRlYb4Zjjb5jE758P8TUafHt7LKa8nYhtYnqhUreXFtO5ARtC_tmrnddWL90BwxcExYkj6B1dTSbGeoeJVIcUJ_hDB5NlhvpG7EiiJWMDJWgweY3qVXkyg/s200/Slide1-2.jpg" width="200" /></a></span></div>
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<span style="font-family: inherit;">Post about English Orthography coming soon!</span><br />
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<span style="font-family: inherit;">I hope you found this post helpful! Follow me on Instagram (@snippetsbysarah) and check out the hashtag #orthographicmapping to see related posts </span></div>
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Sarah Paulhttp://www.blogger.com/profile/09846306676553976451noreply@blogger.com6tag:blogger.com,1999:blog-847612610519779.post-9491364640203891092019-07-09T11:11:00.000-07:002019-07-09T11:13:04.455-07:00Syllable Division Rules<div class="separator" style="clear: both; text-align: left;">
Hi everyone! I've written before about syllable division, but I've mainly focused on the first three rules with open and closed syllables. I made some new visuals to go with the step by step posters, so I figured it was a good time for another post. </div>
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<b>What is syllable division? </b></div>
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Syllable division rules show us how to break up a multi-syllable word into its syllable parts. There are six main syllable division <i>rules</i> to guide us.</div>
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How is it done?<br />
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<li>It all starts with the vowels. Find the vowels in the word. It helps to underline or highlight them.</li>
<li>Find the patten of the consonants and vowels (VCV, VCCV, VCCCV, VCCCCV, C+le, VV).</li>
<li>Use the syllable division rule (shown below) to divide the word into its syllable parts. </li>
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<b>Why Should we Teach Syllable Division?</b></div>
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Learning the rules of syllable division provides our students with an effective strategy for chunking up those bigger words into more manageable parts. I see it as another "tool" for their "tool belt" that leads to more accuracy while reading. Understanding syllable division also helps students to determine what the vowel sound will be. As I learn more, I see this works best when incorporated with morphology (think prefixes, suffixes, and roots). When I first learned syllable division, I only learned syllable division without the consideration of morphemes (which are the smallest units of meaning in our language). I now teach my students to look for familiar prefixes, suffixes, and even roots (for older kids) first. If there aren't any, then begin syllable division. To get to that point though, we need to teach them those syllable division rules and give them enough practice with them so that it becomes more automatic. All the while, I'm teaching new prefixes and suffixes to them so those can also become more familiar. I think the two actually go together well. But I digress! Back to syllable division! The first thing to know is that every syllable must have a written vowel. The very definition of a <b>syllable </b>is an uninterrupted unit of speech with one vowel <i>sound</i>.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgZ8SmgggBdfzRyrfsaku0xQ5wIDgWodSsDe7ojJKyj94hukR6Hquc9POvnik9f0CsnMtZhFX47iqTrBusR_F77AaeCulLwy2lEJN6WvG_cjLpyV1AhWfF5ui13U7JudnWIyr-Y3yunyQ/s1600/Screen+Shot+2019-07-09+at+7.29.05+AM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1126" data-original-width="1470" height="306" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgZ8SmgggBdfzRyrfsaku0xQ5wIDgWodSsDe7ojJKyj94hukR6Hquc9POvnik9f0CsnMtZhFX47iqTrBusR_F77AaeCulLwy2lEJN6WvG_cjLpyV1AhWfF5ui13U7JudnWIyr-Y3yunyQ/s400/Screen+Shot+2019-07-09+at+7.29.05+AM.png" width="400" /></a></div>
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Here are the rules on one page:<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEicIcK949M57JEak0ihM6j0BogeoBz6NdB2VV7qwCoN0HcN97LX0d1Yp-BhDHkVG_ovPC4DSnaHFZijBdDsapXLg6PzCTfN_jK0GdKhdvMoVguV4N1iZu_5Q1tvIezTUqVHHyLIxwT6EQ/s1600/Screen+Shot+2019-07-08+at+8.24.51+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1096" data-original-width="874" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEicIcK949M57JEak0ihM6j0BogeoBz6NdB2VV7qwCoN0HcN97LX0d1Yp-BhDHkVG_ovPC4DSnaHFZijBdDsapXLg6PzCTfN_jK0GdKhdvMoVguV4N1iZu_5Q1tvIezTUqVHHyLIxwT6EQ/s640/Screen+Shot+2019-07-08+at+8.24.51+PM.png" width="510" /></a> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-JwWZdxWA5x-UCBjSVd9yCNanKFKKw5O4cg4BqVN8vNcaDshC4mjlPJRDmWQ4-sEIDSs2aAsc_yvQq3FBa-N6OIM2mwNy3AisxgrYAoKZRCfBkW5OS9max7gKvRea29xZ-6DsMqIM9g/s1600/Screen+Shot+2019-07-08+at+8.24.46+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1092" data-original-width="864" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg-JwWZdxWA5x-UCBjSVd9yCNanKFKKw5O4cg4BqVN8vNcaDshC4mjlPJRDmWQ4-sEIDSs2aAsc_yvQq3FBa-N6OIM2mwNy3AisxgrYAoKZRCfBkW5OS9max7gKvRea29xZ-6DsMqIM9g/s400/Screen+Shot+2019-07-08+at+8.24.46+PM.png" width="316" /></a></div>
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Here is a picture from my classroom:</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgR2kkOHIa2Clnn7PvZOpBdvprHXjt26MYv0IL3_NqY7NyHMmmDlQfHTKELxmY-Q7GrVO-ivRmdAaBkZe9bzs7HdhMD_71yHn-zoNwBsUz3bJe3By8qax7w3UL8wVcayq2mugpFJ3RC_Q/s1600/713EE3D6-9AED-408D-98A9-AF6A447BDF6A.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="640" data-original-width="600" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgR2kkOHIa2Clnn7PvZOpBdvprHXjt26MYv0IL3_NqY7NyHMmmDlQfHTKELxmY-Q7GrVO-ivRmdAaBkZe9bzs7HdhMD_71yHn-zoNwBsUz3bJe3By8qax7w3UL8wVcayq2mugpFJ3RC_Q/s400/713EE3D6-9AED-408D-98A9-AF6A447BDF6A.JPG" width="375" /></a></div>
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The following slides show the main syllable division rules. I am only going into two-syllable words for now. </div>
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The first thing to know is that it's all about vowels! </div>
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<li><b>Every syllable needs a vowel</b>, so we can determine (usually) how many syllables there are based on the number of vowels. </li>
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<li>Vowel teams and diphthongs count as one syllable even if there are two vowels because they work together to make one sound. </li>
<li>Same with silent e. The e doesn't make a sound so it doesn't get it's own syllable. </li>
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<li>The exception of course is the syllable type consonant -le. This syllable is found in words like little, bubble, table. You cannot hear the e, but it does get its own syllable. It buddies with the l before it and the consonant before the l. More about that later, though!</li>
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<b>Rule #1: Two consonants between the vowels: VCCV Pattern</b></div>
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The first syllable division rule is called <b>VC/VC</b>, which stands for vowel-consonant-consonant-vowel. Train your students to find the vowels in the word. They are our starting point. In words with the VCCV pattern, there are two consonants between the two vowels. <i>Usually</i>, we split between those consonants. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLm_d6YLsmtDEkIMtI7FQmoT0rmOaUsMtysQN509K4xl8-d_9001czL6x3jesfDWT7mRcGSyC1eoRg1HAn0bj-A0l_vW4BEoD1AMYYvArjAmGG87W7rCzu52Rxha0z5UFuGBL09R9cEg/s1600/Slide2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1236" data-original-width="1600" height="247" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiLm_d6YLsmtDEkIMtI7FQmoT0rmOaUsMtysQN509K4xl8-d_9001czL6x3jesfDWT7mRcGSyC1eoRg1HAn0bj-A0l_vW4BEoD1AMYYvArjAmGG87W7rCzu52Rxha0z5UFuGBL09R9cEg/s320/Slide2.jpg" width="320" /></a></div>
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See the step by step directions with blue and yellow letters below. (Before teaching this, you should teach your students about <a href="https://snippetsbysarah.blogspot.com/2016/05/teaching-two-syllable-words.html">open and closed syllables</a>. For the word <i>basket, </i> split between the <i>s </i>and<i> k. </i>The first syllable is <i>bas</i> and the second syllable is <i>ket</i>. Each syllable has a vowel. </div>
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Of course there are always exceptions. One <b>exception</b> is when there are<b> R or L blends</b>, like in the word secret. We keep R and L blends together, so instead of splitting between those consonants, we keep them together and move them to the second syllable. We also <b>keep digraphs and units togethe</b>r. Never split those!</div>
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<b>Rule #2 & 3: One consonant between the vowels: VCV Pattern </b>There are two options here! </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZmQkEImZBvKFWwao79S_ykA38ks05aucRD3QncLSLXDQv06Znp3PCfSsmIuQ_NpGW2qnhkk9wpFCYZ3EYuQZu4uh8ATF7uvJcrr0YDESX7Lr_dWjbo_-LciUZ9cnPN9nXNgPIw4MI0g/s1600/Slide3.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1236" data-original-width="1600" height="308" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZmQkEImZBvKFWwao79S_ykA38ks05aucRD3QncLSLXDQv06Znp3PCfSsmIuQ_NpGW2qnhkk9wpFCYZ3EYuQZu4uh8ATF7uvJcrr0YDESX7Lr_dWjbo_-LciUZ9cnPN9nXNgPIw4MI0g/s400/Slide3.jpg" width="400" /></a></div>
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More commonly, you would split the before that consonant. This leaves your first syllable open, so the vowel would be long. In the word <i>silent, </i>the letter<i> </i>l is the middle consonant. We move that to be with the 2nd syllable: si-lent.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh64SOM4lGld8n_cTwU2ZcmdKIW8mwNHrHMIYBVe5Bpx38oC_GAT95-Rh1Lvr5XAXnDccQEPUa5oJtufVCe04ScxHFsTRcVkB_tmI4FTOKM1x_252FGHHGExVgy_PgndmEY_mr6gVOLTA/s1600/Slide2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1600" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh64SOM4lGld8n_cTwU2ZcmdKIW8mwNHrHMIYBVe5Bpx38oC_GAT95-Rh1Lvr5XAXnDccQEPUa5oJtufVCe04ScxHFsTRcVkB_tmI4FTOKM1x_252FGHHGExVgy_PgndmEY_mr6gVOLTA/s400/Slide2.jpg" width="400" /></a></div>
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<i>Sometimes</i> though, we do the opposite. Sometimes, we split <i>after</i> the consonant. In this case, we close that first syllable, leaving that vowel short. In the word <i>robin, </i>the middle consonant b moves with the 1st syllable making rob-in. </div>
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<b>Rule #4: Three consonants between the vowels.</b></div>
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In this case, usually we split after the first consonant. See below that there are the usual exceptions. We never split digraphs and blends. Also, a word this big can often be a compound word. Instead, you would split between the two words. </div>
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<b>Rule #5: Four consonants between the vowels. </b><br />
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This is super similar to the last one. Split after the first consonant, unless it is a compound word. There are not as many of these words, and honestly when you're getting into words this book, I tend to shift my focus to <b>morphology</b>.<br />
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<b>Rule #6: Consonant -le:</b></div>
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On paper, I've always had this as #6, but I actually found myself teaching this one after #3 because it came up and it includes SO many rules. A great and common example is the word <i>little. </i> Following this rule, we see the -le at the end and count one back to make lit-tle. Consonant +le in this word is t+le. This is the syllable type where there is no vowel sound. You only hear the consonant and the /l/. </div>
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<b><span style="font-size: large;">Rule #7: V/V </span></b>is when there are two vowels next to each other, but they are <i>not </i>vowel teams or diphthongs. They do <i>not </i>share a sound. I think this is the hardest for my students to decode usually.<br />
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That first vowel is always long and that second one usually sounds like a <a href="https://snippetsbysarah.blogspot.com/2019/03/what-is-schwa.html"><span style="font-size: large;"><b>schwa</b></span></a>.<br />
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I've already mentioned this a few times as an exception to the other rules, but it's really a rule all on its own. If the word is a compound words, don't worry about the other rules, just split between those two words.<br />
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I almost put this one first because it's so important, but I didn't want to confuse. Instead It is super helpful for students to get in the habit of always looking for <b>prefixes</b> and <b>suffixes</b>. This starts in kindergarten with the suffix -s! I teach my students to always "chunk out" the prefixes and suffixes and to focus on the <b>base word</b> first. This requires direct instruction with all the different prefixes and suffixes. In first grade, they commonly will see -s, -es, -ing, -ed, -er, -est, re and un. 2nd graders regularly see -ly, -ment, -ful, -less, -able, pre-, dis-, mis-, and so many more! In some cases, suffixes like -ed don't necessarily make a new syllable (jumped, camped, etc), while in others (rented, busted) it does make another syllable. But that's even more reason to teach them about prefixes and suffixes! Our students will cover the -ed in jumped, then see only one vowel and one syllable. After reading <i>jump, </i>they will then uncover -ed and decide how to pronounce it "jumpt, jump-ed, or jumpd". You can learn more about this <a href="https://www.teacherspayteachers.com/Product/Suffix-ed-and-ing-4291625?aref=hvzee7gt">HERE</a>. </div>
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<b>3 Syllable Words: </b>When dividing a word with more than two syllables, first check for affixes (prefixes and suffixes). Then start at the left with the first two vowels, divide those syllables, then move to the right. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjRNlWlcPjKStqqvmvxv0zUG0mrB3g37ktAImjM98AZDeg9ZpQFm8p6mDtqjBiCmagonqNjL_vJUGW9QMM1BQS2g-LpxAMJPYsKXg1um1xA9hZqgj2Y2X8fZo4qyj-wByutOkeDAiEb-A/s1600/Slide8.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1236" data-original-width="1600" height="308" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjRNlWlcPjKStqqvmvxv0zUG0mrB3g37ktAImjM98AZDeg9ZpQFm8p6mDtqjBiCmagonqNjL_vJUGW9QMM1BQS2g-LpxAMJPYsKXg1um1xA9hZqgj2Y2X8fZo4qyj-wByutOkeDAiEb-A/s400/Slide8.jpg" width="400" /></a></div>
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<b><span style="font-size: large;">Resources:</span></b></div>
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If you're interested in just these<b> <a href="https://www.teacherspayteachers.com/Product/Syllable-Division-Posters-and-Practice-Pages-4684466">syllable division posters</a> and some practice pages with all syllable types</b>, you can find them <a href="https://www.teacherspayteachers.com/Product/Syllable-Division-Posters-and-Practice-Pages-4684466">HERE</a>. The practice pages come in two formats: tabbed notebook (shown below) and also regular full-page worksheets. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiRGfkUZ9rF81V-e9u_DoSKWuBrCWjflkKcv-WpkVsSSl7tnIUIErTGE-mlQFLpVDr61v3l5DuLmvWfaKXYpM8_r0HmggEy7XqzZMzaL8H-SkIQpBbz4ChACHsFdU_bVytHQ6qVX7aAhw/s1600/Slide6.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1600" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiRGfkUZ9rF81V-e9u_DoSKWuBrCWjflkKcv-WpkVsSSl7tnIUIErTGE-mlQFLpVDr61v3l5DuLmvWfaKXYpM8_r0HmggEy7XqzZMzaL8H-SkIQpBbz4ChACHsFdU_bVytHQ6qVX7aAhw/s320/Slide6.jpg" width="320" /></a></div>
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Here is a sneak peak of a few of the practice pages.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhX2Pg3_PF5jC_O6KVZKW2wm_4YNkBpi035LfGo0mh51vQkI2R2_nb6KKmtGbqTCgoVxSX_euKid-X_hCQt0ZRyCrxS43uEiPrZ99wmALvzN72QiyifnhF5vY4OhssIggJX-ej8hv66Mg/s1600/Slide1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1600" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhX2Pg3_PF5jC_O6KVZKW2wm_4YNkBpi035LfGo0mh51vQkI2R2_nb6KKmtGbqTCgoVxSX_euKid-X_hCQt0ZRyCrxS43uEiPrZ99wmALvzN72QiyifnhF5vY4OhssIggJX-ej8hv66Mg/s640/Slide1.jpg" width="640" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8FDNNA_p9w32yKwpORJDwX4-PUH4o3pFFHv6iQh9fbDkfLfs4dYhmWGc5CDeRIok37uYP5v8n0cvI3yIzmfl2sjZ0KGG1nY5aq-C06exfmAtFFOnfWabFplNbnl3x96yNC124Wnn5-Q/s1600/Slide1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1600" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg8FDNNA_p9w32yKwpORJDwX4-PUH4o3pFFHv6iQh9fbDkfLfs4dYhmWGc5CDeRIok37uYP5v8n0cvI3yIzmfl2sjZ0KGG1nY5aq-C06exfmAtFFOnfWabFplNbnl3x96yNC124Wnn5-Q/s640/Slide1.jpg" width="640" /></a></div>
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And because I'm so indecisive and have created and recreated so many posters over the years, I included all sets of visuals shown in this post. You can just choose your favorite and print!</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi2oRX-tpsu5Tc13Z_JXkRs2sTHipYRKxHxQyd2MBxB2TIPzXYwhjUaPeNYo5gYwE5TqK-Vp9timyGZY6rMe51nLURnhWxAp3CFLgsWH9_ftRseB71URtlohCGa2_desAlqNGAPrvH5Cg/s1600/Slide1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1236" data-original-width="1600" height="308" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi2oRX-tpsu5Tc13Z_JXkRs2sTHipYRKxHxQyd2MBxB2TIPzXYwhjUaPeNYo5gYwE5TqK-Vp9timyGZY6rMe51nLURnhWxAp3CFLgsWH9_ftRseB71URtlohCGa2_desAlqNGAPrvH5Cg/s400/Slide1.jpg" width="400" /></a></div>
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However, if you already own my <span style="font-size: large;">S<b>yllable Division with Open and Closed Syllables</b></span>, I also added these posters to that pack! You can find that <a href="https://www.teacherspayteachers.com/Product/Systematic-Phonics-3-Syllable-Division-2-Syllable-Words-Open-and-Closed-2536804">HERE</a>. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjuobTcaLIL10dDQ1sXh4FFDv5U9XIspLeSQxP2bqzuxkdiK44wJRfnc2BnhZ1Mj88Sm1MMD3oYcboW_csaZtkqzLqtx4mwyagRgilKhWBJmPrCoK6DwF5R9ieQ2goQgKmdhu9fKynh4w/s1600/Slide5.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1600" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjuobTcaLIL10dDQ1sXh4FFDv5U9XIspLeSQxP2bqzuxkdiK44wJRfnc2BnhZ1Mj88Sm1MMD3oYcboW_csaZtkqzLqtx4mwyagRgilKhWBJmPrCoK6DwF5R9ieQ2goQgKmdhu9fKynh4w/s320/Slide5.jpg" width="320" /></a></div>
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(If you're wondering what the <b>difference</b> is, this pack above has a lot more practice pages, but just focuses on open and closed syllables because it is part of my systematic units and has detailed lesson plans. The new, smaller pack above that has just the posters and 40 practice pages for all syllable division rules. It includes open and closed syllables then has another section with all the other syllable types. It is not part of the systematic units and does not have the detailed lesson plans.)</div>
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Here are a couple of syllable activities that I've done:</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgGGphsx_uEQVh5cJs7LI_9KlaRsYw3_qhM4WHEybweaZwFHDhgL7iP4zCWUneYMDhyphenhypheno1SeHaA9i6hOgAlZ-xjNNF5Zs5W5DgGdYxkVBr1EjUxvQ355mhJHbxdq44q6c6evAGqNtYiObQ/s1600/IMG_3199.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="480" data-original-width="640" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgGGphsx_uEQVh5cJs7LI_9KlaRsYw3_qhM4WHEybweaZwFHDhgL7iP4zCWUneYMDhyphenhypheno1SeHaA9i6hOgAlZ-xjNNF5Zs5W5DgGdYxkVBr1EjUxvQ355mhJHbxdq44q6c6evAGqNtYiObQ/s320/IMG_3199.jpg" width="320" /></a></div>
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For these two, I put the first syllable in one color and the 2nd on another color. Students read the syllables and matched them to make real words. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2UTHMTeLxT9Huy3xfKogVD9toKoAzP0k4HjeyPeczVik6fQ4vVT3PftgjOyLUNIZP7-kph_afeOYRoJBREM0XmBMm5-m9LrFHVwCX8YGK0CqaniefU9L4Nq63Ll6TuLu3gcXnIlPtVg/s1600/IMG_3210.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="640" data-original-width="480" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj2UTHMTeLxT9Huy3xfKogVD9toKoAzP0k4HjeyPeczVik6fQ4vVT3PftgjOyLUNIZP7-kph_afeOYRoJBREM0XmBMm5-m9LrFHVwCX8YGK0CqaniefU9L4Nq63Ll6TuLu3gcXnIlPtVg/s320/IMG_3210.jpg" width="240" /></a></div>
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This next activity was a review activity after learning all syllable types. I wrote words on note cards. I gave each student one at a time. They read the card to the group and then together we determined which pattern it followed. (Students would copy the word on their white board first and do the syllable division individually.) We sorted them into the correct column. The next day I used colored transparencies to chunk a certain syllable. For each word, I would ask for the first or second syllable. Students would say the syllable and then we would highlight that part. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjcWQM9GNNbFcldczIb9OIPyTT3ZhPytWO72S2pZTk-LY_QeeEXsOyFokR283G3oXEbszyxs9bBZXmha2vEyM21ahl71r9ilTeDHEE1-F2QNHLtW0TrUQO1r7gIt4FfAJNgz52YECGY2A/s1600/IMG_5194.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="640" data-original-width="480" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjcWQM9GNNbFcldczIb9OIPyTT3ZhPytWO72S2pZTk-LY_QeeEXsOyFokR283G3oXEbszyxs9bBZXmha2vEyM21ahl71r9ilTeDHEE1-F2QNHLtW0TrUQO1r7gIt4FfAJNgz52YECGY2A/s320/IMG_5194.jpg" width="240" /></a></div>
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<b><u>What are Syllable Types?</u></b></div>
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This post is all about the <span style="font-size: medium;"><span style="font-size: large;">syllable </span><i><span style="font-size: large;">division rules.</span></i></span> But you also will want to know the <span style="font-size: large;">syllable <i>types</i>. </span>As I mentioned above, I have a pack that focuses on syllable division with <i>only</i> <b>open</b> and <b>closed</b> syllables, which are<b> two </b>of the<b> 7 syllable <i>types</i>. </b>Want to read about the other <span style="font-size: medium;">syllable types?</span><span style="font-size: large;"> </span>Click <a href="https://snippetsbysarah.blogspot.com/2019/05/syllable-types.html">HERE</a> to read more about <a href="https://snippetsbysarah.blogspot.com/2019/05/syllable-types.html">syllable types</a>.</div>
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<br />Sarah Paulhttp://www.blogger.com/profile/09846306676553976451noreply@blogger.com10tag:blogger.com,1999:blog-847612610519779.post-2473277403604630402019-05-22T14:59:00.001-07:002019-07-12T15:07:21.763-07:00Syllable Types<div style="direction: ltr; margin-bottom: 6.0pt; margin-left: 0in; margin-top: 0pt; mso-line-break-override: none; punctuation-wrap: hanging; text-align: left; unicode-bidi: embed; word-break: normal;">
<span style="font-family: "kg neatly printed";"><span style="font-size: 21.3333px;">Hi friends! It's been a while, but I'm excited to say that I have several posts coming soon. I have most of them half done. LOL! I know, I know, focus Sarah! Get one done and then the next. ha! I have had a lot of questions recently about syllable types and syllable division rules. (That post coming next.) </span></span><br />
<span style="font-family: "kg neatly printed";"><span style="font-size: 21.3333px;"><br /></span></span>
<span style="color: black; font-family: "kg blank space solid"; font-size: 18.0pt;">What are Syllable </span><span style="color: black; font-family: "kg blank space solid"; font-size: 18.0pt; font-style: italic;">T</span><span style="color: black; font-family: "kg blank space solid"; font-size: 18.0pt; font-style: italic;">ypes</span><span style="color: black; font-family: "kg blank space solid"; font-size: 18.0pt;">?</span></div>
<div style="direction: ltr; margin-bottom: 6.0pt; margin-left: 0in; margin-top: 0pt; mso-line-break-override: none; punctuation-wrap: hanging; text-align: left; unicode-bidi: embed; word-break: normal;">
<span style="color: black; font-family: "kg neatly printed"; font-size: 16.0pt;">There are </span><span style="color: black; font-family: "kg neatly printed"; font-size: 16.0pt; font-weight: bold;">7 written syllable types </span><span style="color: black; font-family: "kg neatly printed"; font-size: 16.0pt;">used in
English spelling (six if you combine vowel teams and diphthongs). To read and
spell, students need to know these syllable types. Knowing these syllable types
makes decoding and encoding easier and more efficient. There are only 5 vowels
(6 if you count </span><span style="color: black; font-family: "kg neatly printed"; font-size: 16.0pt;">y</span><span style="color: black; font-family: "kg neatly printed"; font-size: 16.0pt;">), but
they make several sounds! Knowing the syllable types helps to narrow down what
sound to make. </span></div>
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<span style="color: black; font-family: "kg neatly printed"; font-size: 16.0pt;"><br /></span></div>
<span style="font-family: "kg neatly printed"; font-size: 16pt;">If you are teaching your student to read multi-syllable words, instruct them to apply <b>syllable division <i>rules</i></b> first.</span><span style="font-family: "kg neatly printed"; font-size: 16pt; font-weight: bold;"> </span><span style="font-family: "kg neatly printed"; font-size: 16pt;"> Then they can decode each syllable based on what <i><b>type</b></i> of syllable it is is. (<a href="http://snippetsbysarah.blogspot.com/2019/07/syllable-division-rules.html">Post about</a></span><span style="font-size: large;"><a href="http://snippetsbysarah.blogspot.com/2019/07/syllable-division-rules.html"><span style="font-family: "kg neatly printed"; font-weight: bold;"> s</span><span style="font-family: "kg neatly printed";"><b>yllable division rules here)</b></span></a></span><br />
<span style="font-size: large;"><span style="font-family: "kg neatly printed";"><br /></span></span>
<span style="font-family: "kg neatly printed";"><span style="font-size: large;">I posted these first two posters below in another post about <a href="http://snippetsbysarah.blogspot.com/2018/08/structured-literacy.html">Structured Literacy, </a>but I think it's helpful to see it all in one place. </span></span><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjACN9lJrHm3Chxi4kKNZ-Ncg2TAS0sqhyxCIek2DHo-Eu-9s0xMYbvAAb2L1tOpCsB1uBka6c9lLS7MR6bjSSTrWbJ2gZ4MVxmQeZt1FflAQqMtOVACSlHiWAWOOQJkar6q9jxy30D_A/s1600/Slide1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1236" data-original-width="1600" height="492" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjACN9lJrHm3Chxi4kKNZ-Ncg2TAS0sqhyxCIek2DHo-Eu-9s0xMYbvAAb2L1tOpCsB1uBka6c9lLS7MR6bjSSTrWbJ2gZ4MVxmQeZt1FflAQqMtOVACSlHiWAWOOQJkar6q9jxy30D_A/s640/Slide1.jpg" width="640" /></a></div>
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This visual shows you an example of a two syllable word, how it would be divided, and the types of syllables in each. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgUzGf19mbWGHUjaguKljLgZQsCXIIm97H-c_kQpqZimvDgA47xI_va0M1NI2EO1Oay6IFc_Wj9elrKPLm9KuQltH54D9BRUwVPw_TIpmoM3fArl3pYUmormuaNtKWMwqMHzrtvc3bwDg/s1600/Slide2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1236" data-original-width="1600" height="492" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgUzGf19mbWGHUjaguKljLgZQsCXIIm97H-c_kQpqZimvDgA47xI_va0M1NI2EO1Oay6IFc_Wj9elrKPLm9KuQltH54D9BRUwVPw_TIpmoM3fArl3pYUmormuaNtKWMwqMHzrtvc3bwDg/s640/Slide2.jpg" width="640" /></a></div>
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<span style="font-size: large;">The following posters explain in a little more detail. You can find these <a href="https://www.teacherspayteachers.com/Product/Syllable-Types-Posters-4586460">Syllable Type Posters HERE</a>.</span></div>
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<span style="font-family: "kg neatly printed"; font-size: 21.3333px;">I teach the closed syllable type first. Most teachers do even if they don't know they are called closed syllables. This includes CVC words, and digraphs and blends with short vowels (cat, with, shop, block, slip, etc.). </span></div>
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<span style="font-family: "kg neatly printed"; font-size: 21.3333px;">If you would like a very detailed unit about <a href="https://www.teacherspayteachers.com/Product/Systematic-Phonics-1-Closed-Syllables-4364578?aref=mbd8sn6w"><b>one-syllable</b> <b>closed syllables, </b>click HERE.</a> If you would like a unit about <b>two-syllable</b> with <b>closed</b> and <b>open</b> syllables, <a href="https://www.teacherspayteachers.com/Product/Systematic-Phonics-3-Two-Syllable-Words-Open-and-Closed-2536804">click HERE.</a></span></div>
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<u><b>Open Syllables:</b></u></div>
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Next, I teach open syllables. There are not many one-syllable words that open (me, be, she, so) but there are tons of multi-syllable words with open syllables. Open syllables includes words that end in y as well (by, try, baby). This is when I introduce y as a vowel. </div>
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You can find a detailed unit on <b> open syllables</b> HERE. Like I mentioned above, I also have a unit that focuses on <a href="https://www.teacherspayteachers.com/Product/Systematic-Phonics-3-Two-Syllable-Words-Open-and-Closed-2536804">two-syllable words with open and closed syllables. You can find that HERE.</a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgASHibXLSTrWpjWMqMcXM-S_HFGYsl96oipmPCnTxer9pVH1w3T3MmM9zLbd60gV1k1SjUvyXD22iUS4AN3xpKZGRISKoWwXzLrSFqAP6JxGMofRPOF1SQBs57B_2Dp54S4tKisH6FPw/s1600/Slide4.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1236" data-original-width="1600" height="492" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgASHibXLSTrWpjWMqMcXM-S_HFGYsl96oipmPCnTxer9pVH1w3T3MmM9zLbd60gV1k1SjUvyXD22iUS4AN3xpKZGRISKoWwXzLrSFqAP6JxGMofRPOF1SQBs57B_2Dp54S4tKisH6FPw/s640/Slide4.jpg" width="640" /></a></div>
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<u><b>Silent e:</b></u></div>
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Next I teach the silent e. I need to do another blog post soon on the many jobs of the silent e. This magic e that makes the first say its name is just <i>one</i> of those jobs. There is SO much more to the silent e though! That post is next on my list. I plan on making a more detailed unit on silent e too, but for now I have these<a href="https://www.teacherspayteachers.com/Store/Sarah-Paul-4/Category/Silent-e-320064" style="font-weight: bold;"> resources for the magic e. </a> So far, I only have one-syllable resources, but soon will have some t<b>wo-syllable silent e syllable division</b> practice. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUUbLBHQ3oHjmY_9ArFHkWUjXw3spxJvQfP0yxIjT3aZk7yWk1Hz30s16KNXSSwlpzmPdmCuzUtaHEDuj397XE5LQNDD3gIml95j_EP8Y_PFTsBx32X5uPiuXLXo17oYXvQq0dD32UfQ/s1600/Slide5.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1236" data-original-width="1600" height="492" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjUUbLBHQ3oHjmY_9ArFHkWUjXw3spxJvQfP0yxIjT3aZk7yWk1Hz30s16KNXSSwlpzmPdmCuzUtaHEDuj397XE5LQNDD3gIml95j_EP8Y_PFTsBx32X5uPiuXLXo17oYXvQq0dD32UfQ/s640/Slide5.jpg" width="640" /></a></div>
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<u><b>Consonant -le</b></u></div>
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Consonant + le is one of my favorites to teach because it explains so much! In fact, this is one of the other jobs of the silent e that I was talking about. The e is silent but it does not really do anything. Instead it's purpose is to be a "marker". Every syllable must have a vowel. This e is there to do just that. It makes this type of a syllable a syllable. Unlike the other syllable types, it is never a word by itself. It is always at the end of a word and it's in the unaccented syllable. (What's that? click here to read more.) It's also the only syllable type where you <b>can't hear the vowel sound.</b> Consonant +le can be -cle, dle, tle, ple, fle, gle, kle, ble, and zle. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhk6-7twB4jkdb5AcwY8KR2m23xAPEtWR1woA-iR1mvbdIFesJghAax8ePyrZUXS-65x-V4NE1aZBp_6q7fiaV4dHIBxA31JuQqGiMEITqEMScxVkO4lmp_cewKXal_igVZnEzxmmSt8A/s1600/Slide6.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1236" data-original-width="1600" height="492" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhk6-7twB4jkdb5AcwY8KR2m23xAPEtWR1woA-iR1mvbdIFesJghAax8ePyrZUXS-65x-V4NE1aZBp_6q7fiaV4dHIBxA31JuQqGiMEITqEMScxVkO4lmp_cewKXal_igVZnEzxmmSt8A/s640/Slide6.jpg" width="640" /></a></div>
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<u><b>Bossy R (R-Controlled Vowels)</b></u></div>
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Bossy r is a tricky one! It's tricky because it only changes the vowel sound when that vowel is <i>before</i> the r. Here are some <a href="https://www.teacherspayteachers.com/Store/Sarah-Paul-4/Category/R-Controlled-Vowels-377638">bossy r resources for one-syllable words. </a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYLLtM2mx79sMKaEXpBvwfCZa-Xo-IuGmVq5MzFc0qSIjsn4zad-HlhGD_WDIk8l_7iBueaGW192vT4Z5_AmUbwuMXztSjBRzm6-hpbmbiRVmzH4tOwioCuiwRmzpxyS1fOU5roRv3kg/s1600/Slide8.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" data-original-height="1236" data-original-width="1600" height="492" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYLLtM2mx79sMKaEXpBvwfCZa-Xo-IuGmVq5MzFc0qSIjsn4zad-HlhGD_WDIk8l_7iBueaGW192vT4Z5_AmUbwuMXztSjBRzm6-hpbmbiRVmzH4tOwioCuiwRmzpxyS1fOU5roRv3kg/s640/Slide8.jpg" width="640" /></a></div>
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<u><b>Vowel Teams:</b></u></div>
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Vowel teams and diphthongs are often put together, but I like to teach them separately. I'm not a linguist so I may be wrong about this, but here's how I separate the two. With vowel teams, the first vowel usually says it's name (exception is ea in bread). I actually like to teach ow (as in flow) with the vowel teams, even though technically w is not a vowel. But it follows this same rule of the first vowel saying it's name. (I teach the other ow as in cow with diphthongs.) I don't have a detailed pack for vowel teams yet, but I do have some resources for one-syllable words with vowels teams. You can <a href="https://www.teacherspayteachers.com/Store/Sarah-Paul-4/Category/Vowel-Teams-377637">find those HERE. </a></div>
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<u><b>Diphthongs:</b></u></div>
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Diphthongs are the trickiest of all in my opinion, because they just have to be memorized. There are several high frequency words that include these so using those words as a reminder can be helpful. I don't have any finished and published diphthong resources yet but I promise they are coming! </div>
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I hope this helps! Make sure you read my post about <a href="https://snippetsbysarah.blogspot.com/2019/07/syllable-division-rules.html">syllable division</a> and <a href="http://snippetsbysarah.blogspot.com/2018/08/structured-literacy.html">Structured Literacy</a>, too!</div>
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Sarah Paulhttp://www.blogger.com/profile/09846306676553976451noreply@blogger.com6tag:blogger.com,1999:blog-847612610519779.post-86095008910725375572018-08-08T15:57:00.001-07:002019-09-02T12:07:37.250-07:00Structured Literacy<div class="separator" style="clear: both; text-align: center;">
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<b>Structured Literacy</b> is an <b>instructional approach</b> to teaching students to read that encompasses all of the <b>elements of language</b> and has <b>key principals</b> that guide <i>how</i> it is taught. <a href="https://dyslexiaida.org/">The International Dyslexia Association</a> came up with this "umbrella term" to unify popular methods, such as Orton Gillingham, Expicit Phonics, and Multisensory Structured Language. I have been studying Structured Literacy,<i> </i>applying it to my reading instruction, and reflecting on its effectiveness for a couple years now. I wanted to form my own opinion based on experience before writing this post. I have to say, I am a believer! (Scroll down to learn more about dyslexia.)</div>
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<span style="font-size: x-large;">What to Teach</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGdy5FqO9Ya1RoEE0_-TMspKwCwSGNDBaVdhaRRMc53NvLektddYwed6bCBm7l_RM8w7PtCmC0bRlF8-Fl43SFh3RXhMK9Ii6oQ5CVqhVT5fq6vIqkWXjzrWzkEFX755bZ3AnEbI6YFw/s1600/Slide02.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1236" data-original-width="1600" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGdy5FqO9Ya1RoEE0_-TMspKwCwSGNDBaVdhaRRMc53NvLektddYwed6bCBm7l_RM8w7PtCmC0bRlF8-Fl43SFh3RXhMK9Ii6oQ5CVqhVT5fq6vIqkWXjzrWzkEFX755bZ3AnEbI6YFw/s640/Slide02.jpg" width="640" /></a></div>
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These are the <b>key components</b> of Structured Literacy. Each is equally important to <b>building a strong foundation</b> for our students. These elements <b>work together</b> and even overlap in some ways. I admit, I'm still learning myself! I have loved phonics instruction for a while now and started doing more syllable instruction a few years ago. Both yield great results. Now I am really digging deeper with morphology, syntax, and semantics! Morphology has been big missing puzzle piece for me. More about each later!</div>
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<span style="font-size: x-large;">How to Teach the Elements of Structured Literacy:</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6EzHS5LvKLHGqUuXkqdS82jtvFK8AqlSkDfOgmIA5WGx_IBIfcO95RP4WU4ddqO6kqF5S6iUbvQmMYxj0w-PhdKM7rqT_syl3mgoRY_NZiCAqY38rxaVZhkyioIJbaSb-43ETtJUyCg/s1600/Slide04.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1236" data-original-width="1600" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6EzHS5LvKLHGqUuXkqdS82jtvFK8AqlSkDfOgmIA5WGx_IBIfcO95RP4WU4ddqO6kqF5S6iUbvQmMYxj0w-PhdKM7rqT_syl3mgoRY_NZiCAqY38rxaVZhkyioIJbaSb-43ETtJUyCg/s640/Slide04.jpg" width="640" /></a></div>
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No one can become an expert over night. That is have learned from experience. There is still so much to learn and I have been so impatient- I want to know it all! ;) BUT if you want to do something now, looking at how you are teaching reading skills should come first. These guiding principals have helped me so much. This was my step one. I became very reflective about how I was teaching my students. I now have a clear <b>sequence</b>. I always <b>review</b> concepts before introducing new ones. I teach each new concept in a <b>direct</b> way and then allow for plenty of opportunities for my students to <b>practice</b> in a guided setting. I make it <b>multi-sensory. </b>Like with anything in teaching, ongoing assessment is key. </div>
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<b><span style="font-size: large;">Why Structured Literacy</span></b></div>
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For our dyslexic readers, Guided Reading and Balanced Literacy are not enough. Structured literacy explicitly and systematically teaches decoding strategies that are necessary for our dyslexic readers. BUT, it doesn't just benefit them! It benefits <i>all</i> students. Although I am a huge fan of Guided Reading and Balanced literacy, I have come to learn it doesn't focus enough on word analysis and decoding strategies for our struggling readers. Since 1 in 5 of our students has dyslexia, it is important that we adjust our teaching to meet the needs of our students. 1 in 5 is a lot! </div>
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This infographic below is super eye-opening! It was created by Nancy Young, who is a member of the International Dyslexia Association. I can literally picture every class of first graders that I've had and this fits pretty well. We have those few who seem to just teach themselves to read, right? Then you have those kids who seem to pick up easily and advance without a lot of extra effort. Then there are those kids that are always at benchmark, but do have to put in a lot of work. And finally, the 10-15% who struggle and who have us scratching our heads as to why. These are the kids that get stuck at level one of the lower guided reading levels and they can't seem to move on. That's because they need more systematic, explicit instruction with decoding. </div>
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You can read more about this infographic <a href="https://dyslexiaida.org/ladder-of-reading-infographic-structured-literacy-helps-all-students/">HERE</a>.</div>
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<span style="font-size: x-large;">More about Each Element of Structured Literacy: </span></div>
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<a href="http://snippetsbysarah.blogspot.com/2015/06/all-about-phonemic-awareness.html">Click here to read more about phonemic awareness.</a></div>
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<a href="http://snippetsbysarah.blogspot.com/2015/01/tips-and-activities-for-phonemic.html">Click here for tips and ideas to implement now. </a></div>
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I also include <b><span style="font-size: large;">fluency</span></b> in this because fluency begins with <b>automaticity</b> at the <i>word</i> level. As students progress, fluency becomes rate, accuracy, and prosody (phrasing and intonation). Teaching, modeling, and practicing fluency is incredibly important. I also think <b>fluency</b> ties in with <b>syntax</b> because understanding syntax helps our readers with accurate phrasing and visa versa. So, just because fluency is not one of the official elements, doesn't mean it's ignored. It is an essential part of reading. </div>
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<span style="font-size: large;">Click <a href="http://snippetsbysarah.blogspot.com/2017/09/phonics-intervention.html">here</a> to</span><span style="font-size: large;"> read more about how to teach phonics.</span></div>
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<span style="font-size: large;"> Click <a href="http://snippetsbysarah.blogspot.com/2017/08/automaticity-and-fluency-with-phonics.html">here</a> to read more about fluency with phonics.</span></div>
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<a href="http://snippetsbysarah.blogspot.com/2019/05/syllable-types.html">Click HERE to read about Syllable Types</a></div>
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<a href="http://snippetsbysarah.blogspot.com/2019/07/syllable-division-rules.html">Click HERE to read about Syllable Division</a></div>
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I hope to do a full post on Morphology soon!</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjWzx6tlNQdwY-luDdSSfGjKzgtofaGeBOuPqVm2myRj7CUEaoSRwfl0-TaAbMXzc2dCigfP-78Q_-Q19UCJLK0E3vfD1nqY2iK_4UL4zXxuCERtRtW0wmDPHDZ4wrutWdoia-LBfaRUA/s1600/Slide14.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1236" data-original-width="1600" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjWzx6tlNQdwY-luDdSSfGjKzgtofaGeBOuPqVm2myRj7CUEaoSRwfl0-TaAbMXzc2dCigfP-78Q_-Q19UCJLK0E3vfD1nqY2iK_4UL4zXxuCERtRtW0wmDPHDZ4wrutWdoia-LBfaRUA/s640/Slide14.jpg" width="640" /></a></div>
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(I have a few ideas for this post, but I need to do more research and practice before I do a full post.) </div>
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One thing I do now for my early readers is a <a href="https://www.teacherspayteachers.com/Store/Sarah-Paul-4/Category/Phonics-Sentence-Scramble-335545">Sentence Scramble</a> and <a href="https://www.teacherspayteachers.com/Store/Sarah-Paul-4/Category/Phonics-Sentences-335544">Sentence Building</a>. This is syntax at the most basic level but it's a start, right?</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbWDqd_UH7svs3IPZ-IVj2S98iJX_LdgdeejYuw_VPFlIgsKBK31MDQO_5qhD-gauzR6pS_sMqGqbRXCmE_06z_Qc2y74cD6KWXtak6FnypSaTBEetjyp8zw_oCF67_DF1OZ8nfQzGJA/s1600/ACS_0005.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="498" data-original-width="640" height="155" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbWDqd_UH7svs3IPZ-IVj2S98iJX_LdgdeejYuw_VPFlIgsKBK31MDQO_5qhD-gauzR6pS_sMqGqbRXCmE_06z_Qc2y74cD6KWXtak6FnypSaTBEetjyp8zw_oCF67_DF1OZ8nfQzGJA/s200/ACS_0005.png" width="200" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj8LUpnjoM8IcOi8EfKDnjS2wmpTFXEGEgUhV3g7iF5FvkcaQ3RaKfY64ZjdJEx30W168mF89im0gnBBxp6i9fLxXUwoM00JRutqEa1dPY1wKJHNsO5Em0Oco5PJlx6JDgFRCwIql5RWQ/s1600/IMG_1412.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="480" data-original-width="640" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj8LUpnjoM8IcOi8EfKDnjS2wmpTFXEGEgUhV3g7iF5FvkcaQ3RaKfY64ZjdJEx30W168mF89im0gnBBxp6i9fLxXUwoM00JRutqEa1dPY1wKJHNsO5Em0Oco5PJlx6JDgFRCwIql5RWQ/s200/IMG_1412.png" width="200" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBLLWRMtIHwv6auNQy4rOVAgLziD9ZhyTBrV3UvOwDoLTwyPdiJxhSqI4TxpCcPIgsFVkDBvLLI3wZNGHniw9lZp8I-75gfvH2COnH77gmG-1ul19PsHPASSjd1M3zve2m_gAdcOuh0Q/s1600/photo-2+copy.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="640" data-original-width="480" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiBLLWRMtIHwv6auNQy4rOVAgLziD9ZhyTBrV3UvOwDoLTwyPdiJxhSqI4TxpCcPIgsFVkDBvLLI3wZNGHniw9lZp8I-75gfvH2COnH77gmG-1ul19PsHPASSjd1M3zve2m_gAdcOuh0Q/s200/photo-2+copy.png" width="150" /></a></div>
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I love both of those comics because they illustrate how context and background knowledge affects our understanding of words and concepts.<br />
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Here is my understanding of what semantics entails:<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEggkihlR7w-GcfOAc6REsAmtNqE-HU94e2i5Eh_iIUyn9rc5oWBLY1qX9Vq1Z8ySNhcuVcW4dPxysG_CBGHUGRmRSkNc6WJxaeL1vAHwQxha2R79wM4CUMY42p6kvgxMwxIrKa6qpQZFA/s1600/Slide25.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1236" data-original-width="1600" height="492" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEggkihlR7w-GcfOAc6REsAmtNqE-HU94e2i5Eh_iIUyn9rc5oWBLY1qX9Vq1Z8ySNhcuVcW4dPxysG_CBGHUGRmRSkNc6WJxaeL1vAHwQxha2R79wM4CUMY42p6kvgxMwxIrKa6qpQZFA/s640/Slide25.jpg" width="640" /></a></div>
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I have so far to go with my vocabulary instruction. I know this is an area that I do not do enough! </div>
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At a super basic level, an activity like this focuses on phonics, syntax, and semantics. Students are decoding the words, looking for meaningful phrases that go together, and seeing basic syntax. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjNwMxYAkDcvJKgOEzH4ojHkUQEj2iJbrgRD4YqUnETkyQZAofICqMRTkU0Uo-2t4c0Z9vkQdR-izJXKWnZT8zCLDDuq6yAGs1z2TQfRadc3vBqvSUhLfKXbeSmsqIuLSm9PqkKohWAQ/s1600/IMG_0643.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgjNwMxYAkDcvJKgOEzH4ojHkUQEj2iJbrgRD4YqUnETkyQZAofICqMRTkU0Uo-2t4c0Z9vkQdR-izJXKWnZT8zCLDDuq6yAGs1z2TQfRadc3vBqvSUhLfKXbeSmsqIuLSm9PqkKohWAQ/s200/IMG_0643.jpg" width="150" /></a></div>
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I found this in my studies and thought it was super interesting. I ordered the book so I'll hopefully have a better understanding soon! Notice how the symbol cannot directly go to the referent. We must have conceptual understanding first (for a cat, that might be fury, pet, mammal, tail, cuddly, whiskers).</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiV8oIl0vjCp71afMi00WwXNZbypMo5D1B5BZ6thoe4Y8hhNX-v7IOPKiyDONAsgiaGI3KgmaDpBMTTuhqAnWwYCfDngJo7Zf3499iLzlUil8RvtlA91fW-z4xaTvwr4AgxwIbZrvnJ_g/s1600/Screen+Shot+2018-08-08+at+3.38.25+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="680" data-original-width="880" height="247" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiV8oIl0vjCp71afMi00WwXNZbypMo5D1B5BZ6thoe4Y8hhNX-v7IOPKiyDONAsgiaGI3KgmaDpBMTTuhqAnWwYCfDngJo7Zf3499iLzlUil8RvtlA91fW-z4xaTvwr4AgxwIbZrvnJ_g/s320/Screen+Shot+2018-08-08+at+3.38.25+PM.png" width="320" /></a></div>
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There are so many people out there who have more expertise in this area than I do. If you're interested, look up Semantic Maps and you'll find some great info. There are some great resources on TPT as well. My friend Miss Decarbo has excellent <a href="https://www.teacherspayteachers.com/Store/Miss-Decarbo/Category/-hearts-VOCABULARY-286941">vocabulary resources </a>for our young readers. </div>
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<span style="font-size: large;">What about Balanced Literacy?</span></div>
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Personally, I feel like there is room for both. First off, I would never ever get rid of <b>read aloud</b>. That is beneficial and enjoyable for everyone and that is where you can teach and model some major comprehension skills. Secondly, I cannot imagine getting rid of <b>shared reading</b> and <b>interactive</b> <b>writing</b>! These two things are SO beneficial for students. However, these types of instruction can become more random and implicit, therefore are not enough for our dyslexic readers. That doesn't mean I would ever give up on them! I think they are still important and our dyslexic readers can and do benefit from it as long as they get enough from the components of structured literacy. I also love <b>guided reading</b>. However, our dyslexic readers need to a more systematic approach with skills taught sequentially, cumulatively and explicitly. They need phonics and morphology! Our more skilled readers can translate skills pretty easily and make those connections. Their brains are free to use context to figure out a word because they are not struggling on every single word. Our dyslexic kids don't have that luxury. They need the time and guidance to learn and practice specific skills. That doesn't mean that they will never be able to transfer over to guided reading. Obviously at some point, they need/want to be reading <i>real</i> books in a guided setting. It just can't come before/at the expense of those foundational skills. Honestly, until my dyslexic students know a grip of sight words and have solid phonics skills through silent e, I don't even think about pulling a leveled reader. It's so frustrating for them! Some of them are smart enough to guess through level C and D, but I've learned they are not actually reading and are not making real gains. The first grade teachers at my school would pull a reading group for "guided reading" and it would be "guided" and it would be "reading" but not the leveled readers "guided reading". It would be structured literacy lessons. So maybe we should call it "guided literacy" so there isn't any confusion. ;) </div>
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I would love to hear your thoughts. This is a lot to take in and a lot to figure out. I do believe we can incorporate Structured Literacy without saying goodbye to parts of Balanced Literacy.</div>
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I hope this post was helpful. The more we learn and grow, the more our students benefit. I began this journey slowly. I never just throw something out the window and start something brand new. I encourage you to study Structured Literacy and/or specific principals and elements of it and think about how you can start to incorporate that into your daily instruction. :)</div>
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<a href="http://snippetsbysarah.blogspot.com/2016/09/all-about-dyslexia.html">To learn more about dyslexia, read this post:</a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhPbBKBL0Sf7CINj55YZf7IViVWOMk11NMG9u7RfNQ-kLA1QgNLtYtL3nNNYEYP7PA9tnet1Z4Xbae-Eu-47p-9FNKEdBriVKPLYaf1P1pMm8GlEHfuuui-X9K47P3vdfEPWgqykcr_OQ/s1600/Slide02.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="495" data-original-width="640" height="247" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhPbBKBL0Sf7CINj55YZf7IViVWOMk11NMG9u7RfNQ-kLA1QgNLtYtL3nNNYEYP7PA9tnet1Z4Xbae-Eu-47p-9FNKEdBriVKPLYaf1P1pMm8GlEHfuuui-X9K47P3vdfEPWgqykcr_OQ/s320/Slide02.jpg" width="320" /></a></div>
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<a href="http://snippetsbysarah.blogspot.com/2016/07/dyslexia-myths-and-misconceptions.html">To read about common myths about dyslexia, click here. </a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjke4Y6iUZPz5Qd-1ilEK9lpN52GT57hHoP3PwFxH7Rwi0vzt7l8OnYgNvjehkaHi8Y3AEkBBoGpZxwFBVxIOUjqZ9-p0lCCdmj93nlpMfjRUVF1xihSUEXIvGpugUKJneS9r3M6Zul5g/s1600/Screen+Shot+2016-07-25+at+1.43.08+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="498" data-original-width="640" height="249" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjke4Y6iUZPz5Qd-1ilEK9lpN52GT57hHoP3PwFxH7Rwi0vzt7l8OnYgNvjehkaHi8Y3AEkBBoGpZxwFBVxIOUjqZ9-p0lCCdmj93nlpMfjRUVF1xihSUEXIvGpugUKJneS9r3M6Zul5g/s320/Screen+Shot+2016-07-25+at+1.43.08+PM.png" width="320" /></a></div>
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<a href="http://snippetsbysarah.blogspot.com/2016/08/reading-and-brain.html">To learn about Reading and the Brain, click here:</a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjC2hMlqJcsgkoB2GAlxUnkNSrwj7nm6o4vfA4kRqf6mL0SmAymX7hS4ppdqJDv2l74SXjBy3kmS5OhzzZNbAk6WQDVSS2JJLDZXQndHVf9Td2qKD3hfaVc50v8djw6_VfDEcbrJm9I3g/s1600/Slide2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="923" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjC2hMlqJcsgkoB2GAlxUnkNSrwj7nm6o4vfA4kRqf6mL0SmAymX7hS4ppdqJDv2l74SXjBy3kmS5OhzzZNbAk6WQDVSS2JJLDZXQndHVf9Td2qKD3hfaVc50v8djw6_VfDEcbrJm9I3g/s320/Slide2.jpg" width="184" /></a> </div>
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Sarah Paulhttp://www.blogger.com/profile/09846306676553976451noreply@blogger.com23tag:blogger.com,1999:blog-847612610519779.post-30320596465740785842017-11-04T18:09:00.000-07:002018-11-18T14:02:46.307-08:00Reading Skills SnapshotsHappy Saturday! I know it's been a while, but I wanted to drop in real quick to share a little resource with you that you could use to communicate with parents.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigoxL8mqZItI7q-RJLhK_G-kK_4LJFA-1tq_Kz4g3yavw5Ca-wF1Go0KvCbFDpV7TnM7eqxS2FqvCPhmCmQ4UaLxdFnNJ4xOFCb02hyphenhyphenmsTXixL1TrblJQEtM0rXAlM8kBrDNVSoEFOHA/s1600/Screen+Shot+2017-11-04+at+10.51.23+AM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1006" data-original-width="794" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEigoxL8mqZItI7q-RJLhK_G-kK_4LJFA-1tq_Kz4g3yavw5Ca-wF1Go0KvCbFDpV7TnM7eqxS2FqvCPhmCmQ4UaLxdFnNJ4xOFCb02hyphenhyphenmsTXixL1TrblJQEtM0rXAlM8kBrDNVSoEFOHA/s640/Screen+Shot+2017-11-04+at+10.51.23+AM.png" width="504" /></a></div>
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<a href="https://www.teacherspayteachers.com/Product/Reading-Skills-Snapshot-3474137">You can find this Reading Skills Snapshot HERE.</a></div>
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This file is actually a template, so you can type in specific skills that you are working on with each reading group. You decide how often you send them (weekly, monthly, every other week.) Below I have some examples filled with skills that I have typed in (the actual file only has the headings for each category and then space for you to type in the skills.)</div>
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Here is an example for <span style="color: magenta;">kindergarten:</span> </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiWsKz1sXMBgpfO04JFJt5tgF4nUbSzSrR8b3yL17PDZGm_7wCrJSjjfnC4M9HNBuUh9khxbKMPH7jMl8LVixIxm_6tEgulLmN1CnsGJluDsvSbcZdL-DcGA4XxEfkwBiZzZevZnvI6CQ/s1600/Slide3+copy.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1236" data-original-width="1600" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiWsKz1sXMBgpfO04JFJt5tgF4nUbSzSrR8b3yL17PDZGm_7wCrJSjjfnC4M9HNBuUh9khxbKMPH7jMl8LVixIxm_6tEgulLmN1CnsGJluDsvSbcZdL-DcGA4XxEfkwBiZzZevZnvI6CQ/s640/Slide3+copy.jpg" width="640" /></a></div>
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Here is an example for <span style="color: blue;">1st Grade: </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFE7T2zwoxHFV95ZGBLdPPHfqjySbSoWkkm4KxaFEUWxwmLmq1FivRQqkpVJK_g2VUfFQMTb62F93ui6JtfTDTXGZ11u0lqwRlm-Nh0CX2liKHe9RkV9c8UWWofgtXTw99q2HjPIY9Vg/s1600/Slide3.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1236" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgFE7T2zwoxHFV95ZGBLdPPHfqjySbSoWkkm4KxaFEUWxwmLmq1FivRQqkpVJK_g2VUfFQMTb62F93ui6JtfTDTXGZ11u0lqwRlm-Nh0CX2liKHe9RkV9c8UWWofgtXTw99q2HjPIY9Vg/s640/Slide3.jpg" width="494" /></a></div>
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Here is an example for <span style="color: magenta;">2nd Grade:</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdHKpcmAwEkbQ-L-1ExBfCh6hXgiFKunqma-wb8xJuXdp_Gtypte7vvzimQezBRN8iDCYgTjX8At_wOGehwTfKgOhVRgjQeauvxcjhfsBTAmLYIQbozpP2_OcZQ7ChLZZrbMbr7L9izA/s1600/Slide3.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1236" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdHKpcmAwEkbQ-L-1ExBfCh6hXgiFKunqma-wb8xJuXdp_Gtypte7vvzimQezBRN8iDCYgTjX8At_wOGehwTfKgOhVRgjQeauvxcjhfsBTAmLYIQbozpP2_OcZQ7ChLZZrbMbr7L9izA/s640/Slide3.jpg" width="494" /></a></div>
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Type in the skills that you are focusing on for your reading groups. Then you can save them from year to year and just tweak them as needed. </div>
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Update: I added in some new options with more phonics and morphology:</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiGwocgBGRksChfJykb15tVnclthJNnGjlQ41K8Q_iyxsatwv6F69p3Oo0GLPYD_6fw1EpTQgdqs3B82__W2Lch7roVsEUI15t_Y-a_iF_TI8zPx9oMdz5qFRvF0_X1e55LMvMYL2UFEA/s1600/ACS_0047.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1200" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiGwocgBGRksChfJykb15tVnclthJNnGjlQ41K8Q_iyxsatwv6F69p3Oo0GLPYD_6fw1EpTQgdqs3B82__W2Lch7roVsEUI15t_Y-a_iF_TI8zPx9oMdz5qFRvF0_X1e55LMvMYL2UFEA/s640/ACS_0047.jpg" width="480" /></a></div>
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The key to these assessments is that they do not have to match to grade level. You could use the one on the left with kinder or first graders, depending on their skill level and how quickly they are picking up on readings skills. The one on the right could be used for first graders, but I have also used it for second graders because that's where they were at! </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhpVEajqs4-8vivD1Xs4FT19L6jKq6Q1hn1UPb3ulvdnF_HA2Rgw47N-Y40p-3rVrSIQApjeJy2yyz4TrcTmbMX_eJDcMqRitmXgc_KRtFple6lhix5itX7YR13uG5agEB9xthzJMdRAQ/s1600/Screen+Shot+2018-11-18+at+1.50.18+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="974" data-original-width="742" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhpVEajqs4-8vivD1Xs4FT19L6jKq6Q1hn1UPb3ulvdnF_HA2Rgw47N-Y40p-3rVrSIQApjeJy2yyz4TrcTmbMX_eJDcMqRitmXgc_KRtFple6lhix5itX7YR13uG5agEB9xthzJMdRAQ/s320/Screen+Shot+2018-11-18+at+1.50.18+PM.png" width="243" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhtuiRxfT1z5zNnnz3AHT75As76Ix7hwTvIRia5y6__AzgamP6LfZVHliqwsNpkZqp7gmoxdqTm5Ls0IF7W-hiEUd0LCR21blniKpWrKEvpMNt07y-m608rEydlW6aKpbHVrA8BipE-6Q/s1600/Screen+Shot+2018-11-18+at+1.50.34+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1008" data-original-width="778" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhtuiRxfT1z5zNnnz3AHT75As76Ix7hwTvIRia5y6__AzgamP6LfZVHliqwsNpkZqp7gmoxdqTm5Ls0IF7W-hiEUd0LCR21blniKpWrKEvpMNt07y-m608rEydlW6aKpbHVrA8BipE-6Q/s320/Screen+Shot+2018-11-18+at+1.50.34+PM.png" width="246" /></a></div>
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<a href="https://www.teacherspayteachers.com/Product/Reading-Skills-Snapshot-3474137">Click here to find these Editable Reading Skills Snapshots</a></div>
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Below is my original guided reading snapshot. This was one of my first things I ever posted on TPT. It's my featured freebie. The difference between this and the ones above is that this one is just a general snapshot. It doesn't list specific skills. You can use this one if you want to make the same copies for all the kids in your class without having to type in different skills as they change. I would print this two-sided. For the one on the right, I would circle the skills that were demonstrated under the Strengths category and circle the goals as well. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEio2X9D68ksPWZkqHUwZ2EW1sSk2ojTh4ePLPH7_MqV5sgd_7Q68HRrhRXF0UWirRRhzqXhQa5FnAODxsvIn-xJE0L4JVXV_3UwCyQPyGN0CHtjKzOePghZ40leIaAqNbK-psUWwrxKbQ/s1600/Screen+Shot+2017-11-04+at+6.03.49+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1086" data-original-width="820" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEio2X9D68ksPWZkqHUwZ2EW1sSk2ojTh4ePLPH7_MqV5sgd_7Q68HRrhRXF0UWirRRhzqXhQa5FnAODxsvIn-xJE0L4JVXV_3UwCyQPyGN0CHtjKzOePghZ40leIaAqNbK-psUWwrxKbQ/s320/Screen+Shot+2017-11-04+at+6.03.49+PM.png" width="241" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4ICK5maFxaluEnmGzJPVS5NE9KqsQoepisv5Ck5yTINlCqCO2EvzE95UHQtbcYAjyCsXvbO7U_t5GMcFdozt_DsN95_CxgMXRe6n5yXhsACwT1WOkmrieeRqG6-8tm-Jf6KvNN1rctg/s1600/Screen+Shot+2017-11-04+at+6.04.05+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1052" data-original-width="834" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4ICK5maFxaluEnmGzJPVS5NE9KqsQoepisv5Ck5yTINlCqCO2EvzE95UHQtbcYAjyCsXvbO7U_t5GMcFdozt_DsN95_CxgMXRe6n5yXhsACwT1WOkmrieeRqG6-8tm-Jf6KvNN1rctg/s320/Screen+Shot+2017-11-04+at+6.04.05+PM.png" width="253" /></a></div>
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You can find these two <a href="https://www.teacherspayteachers.com/Product/Guided-Reading-Snapshot-Assessment-244331">HERE</a>.</div>
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You can find the EDITABLE ones <a href="https://www.teacherspayteachers.com/Product/Reading-Skills-Snapshot-3474137">HERE</a>.</div>
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Looking for more rubrics? I got you covered! Click <a href="https://www.teacherspayteachers.com/Store/Sarah-Paul-4/Category/Rubrics-156917">HERE</a> to see writing, reading response, and math rubrics. </div>
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Looking for phonics assessments for multiple skills? Check out my Phonics Quick Checks. </div>
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<a href="https://www.teacherspayteachers.com/Product/Phonics-Assessments-4203325">Click here to see this Phonics Assessment. </a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhER10i8gfROQjNbXo1yQbDycBGa2tUdy06v0ZNgAX8Sa9umM3fJaFZ_r2UYmnry0pSDtLLFACCFmDVqpR0Lmmkn7I5tsuIHc3wJMKKutxsyufvPiScNmsNIeHa8cqINfs5XnT-OiDznQ/s1600/Slide01.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1600" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhER10i8gfROQjNbXo1yQbDycBGa2tUdy06v0ZNgAX8Sa9umM3fJaFZ_r2UYmnry0pSDtLLFACCFmDVqpR0Lmmkn7I5tsuIHc3wJMKKutxsyufvPiScNmsNIeHa8cqINfs5XnT-OiDznQ/s320/Slide01.jpg" width="320" /></a></div>
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<a href="https://www.teacherspayteachers.com/Product/Explicit-Phonics-E-Book-4158034">Want to read more about Reading Intervention? Click here!</a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixneVDIGY94WNIlYe27j-CFr7y-51nJ5kOFXI3JwdxaldFCI0fhxR_T7i0OfyxYfgqiUaiGV_biEyLoHqbhOk5BWWzMg-kCkFh4uc0py7HBYoZgwgPkk41Dwfks7IPlupcqIzdhWlCPw/s1600/phonics+cover.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1499" data-original-width="1499" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEixneVDIGY94WNIlYe27j-CFr7y-51nJ5kOFXI3JwdxaldFCI0fhxR_T7i0OfyxYfgqiUaiGV_biEyLoHqbhOk5BWWzMg-kCkFh4uc0py7HBYoZgwgPkk41Dwfks7IPlupcqIzdhWlCPw/s320/phonics+cover.jpg" width="320" /></a></div>
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Sarah Paulhttp://www.blogger.com/profile/09846306676553976451noreply@blogger.com230tag:blogger.com,1999:blog-847612610519779.post-51889723705647224702017-09-05T15:04:00.004-07:002019-05-08T16:01:28.678-07:00Phonics Intervention<div class="separator" style="clear: both; text-align: left;">
As you probably know, phonics is an essential component of reading instruction. Before you read this loooong post all about how to teach phonics, take a moment to just remember that phonics is just one part of your literacy instruction. It is especially important in the beginning stages of learning to read and is even more important with your students who are struggling with reading. <a href="https://www.nichd.nih.gov/publications/pubs/nrp/Documents/report.pdf">The National Reading Panel </a>determined that effective reading instruction includes a mixture of <a href="http://snippetsbysarah.blogspot.com/2015/01/tips-and-activities-for-phonemic.html">phonemic awareness,</a> phonics, guided oral reading, and <a href="http://snippetsbysarah.blogspot.com/2017/05/teaching-comprehension-strategies-and.html">comprehension strategies</a>. I have really increased the amount of phonics instruction for my early readers and it has made a <i>huge</i> difference. I still do plenty of other literacy-related instruction and activities, but I now make a conscious effort to include <i>good</i> phonics instruction daily. So what is <i>good</i> phonics instruction? These principals guide my teaching.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFcfAE7P3kgchUgYg4mLF6MyYCHjOi9ydvZA1XrW1v1mwAu2udgsakfYP1LjFgsx2otxx4XBK8FUtn1jXGtSNVIo5C3IQ7avU-IPrmWRX39fJbMVZXwR3CfZgpjJk9v2UN6H-VjWr5nw/s1600/Slide1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="291" data-original-width="1600" height="116" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFcfAE7P3kgchUgYg4mLF6MyYCHjOi9ydvZA1XrW1v1mwAu2udgsakfYP1LjFgsx2otxx4XBK8FUtn1jXGtSNVIo5C3IQ7avU-IPrmWRX39fJbMVZXwR3CfZgpjJk9v2UN6H-VjWr5nw/s640/Slide1.jpg" width="640" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgId_OFgD2VIxQIJVY52FIpxaj5SFQ_gJ61DSeYUUo5e3FvH0LUigTfzEn2uLY1Oun6KvhAQcJeemBmS1vLqCU1vG4uIMZZxHl_Y3PPGtjoejrJEvhyBw6YeOfCbWxF-m_JvcldYVLntA/s1600/Slide08.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="582" data-original-width="1600" height="232" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgId_OFgD2VIxQIJVY52FIpxaj5SFQ_gJ61DSeYUUo5e3FvH0LUigTfzEn2uLY1Oun6KvhAQcJeemBmS1vLqCU1vG4uIMZZxHl_Y3PPGtjoejrJEvhyBw6YeOfCbWxF-m_JvcldYVLntA/s640/Slide08.jpg" width="640" /></a></div>
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This. is. key. Many of our students can pick up phonics skills through guided reading and shared reading where the phonics skills are taught in context. BUT a significant percentage cannot. These kids need direct, explicit instruction with each phonics skill. This isn't the most fun way to teach, but it is necessary. I like to think that this more explicit intervention will lead to the more fun, engaging reading instruction once a strong foundation has been set. With all of that said, <i>reinforcing</i> phonics concepts in context is absolutely beneficial! Applying phonics skills in context shows kids the why they should learn those letters and sounds in the first place. It is always important to provide that real life application. So, to sum up, explicit phonics instruction is essential for our struggling readers, but implicit (embedded) phonics instruction</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgCLQCULj3YItzhuEzBTNDsa1VjQ8mrF2PwDz0RtOkVzcvhTsiUUGU9F8DHvpOGG26Z03Pa_0T065UaTudt-qFHKMMRGBvEChAfbVb5EtLlUKp_npj6D6ycVKyqk-e-I2BGIE3_AE6gnw/s1600/Slide09.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="582" data-original-width="1600" height="232" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgCLQCULj3YItzhuEzBTNDsa1VjQ8mrF2PwDz0RtOkVzcvhTsiUUGU9F8DHvpOGG26Z03Pa_0T065UaTudt-qFHKMMRGBvEChAfbVb5EtLlUKp_npj6D6ycVKyqk-e-I2BGIE3_AE6gnw/s640/Slide09.jpg" width="640" /></a></div>
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I admit it. I used to be all. over. the place. I learned that I need to be a bit more systematic with the way I teach these kids. There is science behind this! We are literally rewiring some of these kids' brains. We are forming new pathways that need repetition to really be set. The more systematic and consistent we are with our instruction and the way we introduce and practice, the more likely our students will remember.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhSMOATN6RxLeiR_R7n_V6Sk68eDS2NXt86MJ7nnGNSw90gabwsrp19kzi5m4Ytqf5VQufrPUiexIGi8pzkXqQvlTjsGMIWA_I44hd-be_kVwGgBVLfX_z0WA5muuy8AMNxyG-QWFxH1w/s1600/Slide10.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="582" data-original-width="1600" height="232" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhSMOATN6RxLeiR_R7n_V6Sk68eDS2NXt86MJ7nnGNSw90gabwsrp19kzi5m4Ytqf5VQufrPUiexIGi8pzkXqQvlTjsGMIWA_I44hd-be_kVwGgBVLfX_z0WA5muuy8AMNxyG-QWFxH1w/s640/Slide10.jpg" width="640" /></a></div>
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For example, after you start with CVC words, then digraphs, then consonant blends, etc.</div>
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This is also super important. Have a plan and stick to it. You want to make sure you have formally taught these phonics rules to your intervention students. If your program doesn't have a sequence for you, there are several to choose from, that are very similar. I even have a specific sequence for my alphabet instruction. You can read more about that here.</div>
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For example, when you are teaching short i, make sure you review and practice short a. These students need to revisit the lessons they've learned several times before they have reached mastery. This also means you don't throw in things that they haven't learned. For example, if I was teaching the digraphs sh, ch, and th, I wouldn't include words like <i>shark</i>, <i>beach</i>, and <i>think </i>when practicing decoding because we haven't learned ar, ea, or ink rules yet! </div>
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<span style="font-size: xx-small;">This information is from the <a href="https://dyslexiaida.org/">International Dyslexia Association (IDA)</a> and <i>many</i> other presentations and classes I've at tented about dyslexia. </span></div>
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Heidi Songs has a FABULOUS post about multi-sensory teaching. You can read it <a href="https://www.heidisongs.com/pages/research">HERE</a>. I highly recommend using her music in your classroom. Your kids will be singing and moving to enhance their learning! Multi-sensory teaching doesn't have to involve play dough and sand as I once believed (although those are great tactile techniques.) You just need to make an effort to check yourself. Are your students using auditory and visual modalities? Are movement or tactile techniques incorporated in some way? This can be as basic as "tapping" the sounds of a word (tapping a finger on the table as you say each sound.) Simply saying a word and writing it as you sound out each sound is technically multi-sensory. Tracing a word on the table while saying the sounds of the letters you are writing is a simple way to use more than one of the senses. Once you get in the habit of multi-sensory teaching, then you can add in all that other fun stuff (play dough, <a href="https://www.amazon.com/Hygloss-Products-Colored-No-Mess-Bottle/dp/B00TCM575A/ref=sr_1_1?s=arts-crafts&ie=UTF8&qid=1504648783&sr=1-1-spons&keywords=colored+sand&psc=1">sand</a>, <a href="https://www.amazon.com/gp/product/B00E59ZGVU/ref=oh_aui_search_detailpage?ie=UTF8&psc=1">foam texture sheets</a>, etc.)</div>
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<b><span style="color: magenta; font-size: large;">What does Phonics Intervention Look Like?</span></b></div>
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If you have a student with dyslexia in your class (and you probably do because 1 in 5 students has dyslexia to some degree), this is the type of instruction that is recommended. You may or may not have a program you are already using. The key is to make sure your instruction involves what I listed above <i>for your intervention kids</i>. If you have a phonics program, it probably has a scope and sequence. Make sure you are introducing it at a rate that your struggling readers can keep up with. These kids will most likely need more time with each new phonics skill in order to master it. Once introduced, they need time to practice and then also time to review it each day before you are sure they have mastered that skill. You can teach a new skill when they have a grasp on the previous skill, but not quite to automaticity. You can move on from review once they have reached automaticity with reading words with that skill. </div>
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Below is what thorough phonics intervention looks like for me:</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhpwp7TdJGnln16BDeLpt7_Tphr_h9baQWdA-eMwh63BQnyWE5VsvFowqFcjvsSIDvu34gXGcB-ih6Y_PRsNhuRKOMqKG4gR1TM8SBT95DLBzG5_KkWkbxBBEOwpYthaSTXFFSPUwJhOQ/s1600/Slide01.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1499" data-original-width="1499" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhpwp7TdJGnln16BDeLpt7_Tphr_h9baQWdA-eMwh63BQnyWE5VsvFowqFcjvsSIDvu34gXGcB-ih6Y_PRsNhuRKOMqKG4gR1TM8SBT95DLBzG5_KkWkbxBBEOwpYthaSTXFFSPUwJhOQ/s640/Slide01.jpg" width="640" /></a></div>
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This part is for when students have developed phonemic awareness <i>and</i> know most of their letters and sounds. They are in the beginning stages of learning to read. This is mainly helpful for your intervention students who need more explicit and systematic instruction. <i>All</i> students benefit from explicit and systematic instruction, but struggling readers <i>must</i> have it. So I've laid out step by step what these kiddos need. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiK2qYgc9XNHvNnQOX3HC0kytWbSCYL_EpFinc-yNhDqzOptFAegx5Bzl9km1dXqEmdolkYMY7CBU8byD0YLlrgxq1uhyphenhyphenABtETxOHmGTmuaY-HKvbXI61CQyRXQNs4W7tzd-omouYMWig/s1600/Slide02.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1499" data-original-width="1499" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiK2qYgc9XNHvNnQOX3HC0kytWbSCYL_EpFinc-yNhDqzOptFAegx5Bzl9km1dXqEmdolkYMY7CBU8byD0YLlrgxq1uhyphenhyphenABtETxOHmGTmuaY-HKvbXI61CQyRXQNs4W7tzd-omouYMWig/s640/Slide02.jpg" width="640" /></a></div>
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<b><span style="font-size: large;">Phonemic awareness drills</span></b> are usually short, but very effective. You can go big or you can do little to no prep. No prep <b>segmenting</b> drills involve the teacher giving students a word orally. Students repeat the word, then segment the sounds (phonemes). It is best to use some sort of manipulative, like pictured below. For example, the teacher says, "shop". The student(s) repeat it then say, "/sh/ /o/ /p/" as they push one of the manipulatives to represent each sound. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhqwz4063e8d2NqjdX7LatEpmGn0U3xFyvmMPOajCNkJmL68qRhEIq8YNRRIeY9LZq5zoHjfdEwV7OvGOTbbNXKrDxr5yVX-JxQivuG6-wFhwsi5CCHKBH1u15DUhv4X4hp-Ag_l9T9Kw/s1600/Slide1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="582" data-original-width="1600" height="145" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhqwz4063e8d2NqjdX7LatEpmGn0U3xFyvmMPOajCNkJmL68qRhEIq8YNRRIeY9LZq5zoHjfdEwV7OvGOTbbNXKrDxr5yVX-JxQivuG6-wFhwsi5CCHKBH1u15DUhv4X4hp-Ag_l9T9Kw/s400/Slide1.jpg" width="400" /></a></div>
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You can take it a step forward and do phoneme manipulation (delete, add, or substitute a sound). For example, after segmenting <i>shop, </i>ask, "What color was the sound /o/?" Students will point to the middle manipulative. Then ask, "What would the word be if this was /i/?" (ship)</div>
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For phoneme <b>blending</b>, do the opposite. Teacher says the individual phonemes in a word, then have your student(s) repeat and guess your word. I do this with a puppet and the kids LOVE it! I tell them they need to help me translate what the puppet is trying to say.</div>
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Visuals are always helpful and also it's nice to shake things up a bit with kids. If you are looking for more activities for <span style="color: magenta;">phonemic awareness</span>, click <a href="http://snippetsbysarah.blogspot.com/2015/02/phonemic-awareness-intervention-pack.html">HERE</a>. </div>
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<span style="color: purple; font-size: large;">Graphemes</span> are the letter or letters that represent sounds. This quick review was something I never used to do, but now I see its importance with our struggling readers. Developing automaticity at the letter level is SO important. I have a post more about that <a href="http://snippetsbysarah.blogspot.com/2017/08/automaticity-and-fluency-with-phonics.html">HERE</a>. We want our students to not only know their letters, but to also automatically recognize them and produce the appropriate sound. This can be as easy as flashcards to flip through. I've also used these alphabet sound slide drills. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhboQpgCH4wc-y0KObH7iys5NTVeGgFwlajChQucRhsqt_65BwQgsb4MMU4Uzs628tfpkzbFq_-kS6vLrmE_HzfN7BsQzhU-zGi_amNkUqPaB3Wo28evrtQeCdAfIOUNzQMgZFbhyphenhyphenjJRw/s1600/photo.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="640" data-original-width="480" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhboQpgCH4wc-y0KObH7iys5NTVeGgFwlajChQucRhsqt_65BwQgsb4MMU4Uzs628tfpkzbFq_-kS6vLrmE_HzfN7BsQzhU-zGi_amNkUqPaB3Wo28evrtQeCdAfIOUNzQMgZFbhyphenhyphenjJRw/s200/photo.png" width="150" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiXP8zw-UXTEt7FVUNHTKHPlPc-va1Pca6biv2aMxgE9jgZ6YMYfKWF8ci9E2BOGUWbEL-5OCRJ1b_IyK3wDEOkFU1BB-xVL4M5eXcS0OplmUcAB1kjGwXhrT971vEpd4561_k1L-Aitg/s1600/IMG_0220.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="480" data-original-width="640" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiXP8zw-UXTEt7FVUNHTKHPlPc-va1Pca6biv2aMxgE9jgZ6YMYfKWF8ci9E2BOGUWbEL-5OCRJ1b_IyK3wDEOkFU1BB-xVL4M5eXcS0OplmUcAB1kjGwXhrT971vEpd4561_k1L-Aitg/s200/IMG_0220.JPG" width="200" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi1WBahC50d-r8XRdwvhC-shp9aKHwcqHW-dtDLr6nAa-OjGXDQRFcyuSYPaNr82w9U_fN3IeTh23YU8uBBOmv6DhR6QWxczFtsX_92Z1P2Q9ivQxL2pQpxMzMuAtuPQrHbbvUPFsU9-w/s1600/IMG_3001.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="640" data-original-width="640" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi1WBahC50d-r8XRdwvhC-shp9aKHwcqHW-dtDLr6nAa-OjGXDQRFcyuSYPaNr82w9U_fN3IeTh23YU8uBBOmv6DhR6QWxczFtsX_92Z1P2Q9ivQxL2pQpxMzMuAtuPQrHbbvUPFsU9-w/s200/IMG_3001.JPG" width="200" /></a></div>
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You can do this as a group or each student can have their own page to practice. Spend 1-2 minutes sliding the circular chip across the page while saying the sound that goes with each letter. You can find this <a href="https://www.teacherspayteachers.com/Product/Letter-Automaticity-Drills-3346786">HERE</a>. The other two pictures show the same activity with a group. Put the letters in a pocket chart or write on chart paper randomly. Point to the letters and students quickly give the sounds. Make it a game by adding a die. (Roll the die. Read the row with the number you land on.)</div>
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If you are looking for ideas and activities for alphabet intervention, you can find that <a href="http://snippetsbysarah.blogspot.com/2016/11/alphabet-intervention.html">HERE</a>. Simple flashcards will also do! </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEil9ZagMDo22CBWFlVQsLgn8XknrQZ0dc_ygbo5TmkZ1ZdCmtjA0reUn3G20OWe1_naN5DW48yNDD_MPQIfuJBnv_Ls3OEuBbQZSQOtEN3YiwICkJqC5tWVr7TM9UfosU-miXCrjmOlcA/s1600/Slide03.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1499" data-original-width="1499" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEil9ZagMDo22CBWFlVQsLgn8XknrQZ0dc_ygbo5TmkZ1ZdCmtjA0reUn3G20OWe1_naN5DW48yNDD_MPQIfuJBnv_Ls3OEuBbQZSQOtEN3YiwICkJqC5tWVr7TM9UfosU-miXCrjmOlcA/s640/Slide03.jpg" width="640" /></a></div>
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When I teach short vowels, I have a visual reminder of what each short vowel says. I teach each vowel sound one at a time (systematic and sequentially) and review the previously learned vowels before teaching a new one (cumulative). Here is the visual I use for my short vowels:<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAo5YH2HqiUkmlnl9-muvQu-haGN_2VTsdJIzStWMJxeOpYbuKBHFGAFTu2C4vRzOZU6goLdqCO8ST7ySyVE8Lf2b-gQV6uorqylqGI9rl4q6UifGs38VuOAJuzYm_ltb1Pzqm5j0N6Q/s1600/Slide1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="356" data-original-width="1600" height="142" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAo5YH2HqiUkmlnl9-muvQu-haGN_2VTsdJIzStWMJxeOpYbuKBHFGAFTu2C4vRzOZU6goLdqCO8ST7ySyVE8Lf2b-gQV6uorqylqGI9rl4q6UifGs38VuOAJuzYm_ltb1Pzqm5j0N6Q/s640/Slide1.jpg" width="640" /></a></div>
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You can get this for free <a href="https://www.teacherspayteachers.com/Product/Vowel-Helpers-3221951">HERE</a>.</div>
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The modeling with the letter cards is SO important. There are a few ways you can do this. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjbFIpl9NBJkapJyNUM1hUNxXC94dLUWL-Ze_1cRIDyesc4q-0bDOJj3xpk7INVCUQufBN3DqmchTIWcyo5p8JE8AKR2U95VyTnWnihkfcjZ8o-JIGg5qXVHNBkGAUaRH5Zzpj1g6nZrg/s1600/Screen+Shot+2017-08-21+at+5.19.08+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="860" data-original-width="1138" height="301" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjbFIpl9NBJkapJyNUM1hUNxXC94dLUWL-Ze_1cRIDyesc4q-0bDOJj3xpk7INVCUQufBN3DqmchTIWcyo5p8JE8AKR2U95VyTnWnihkfcjZ8o-JIGg5qXVHNBkGAUaRH5Zzpj1g6nZrg/s400/Screen+Shot+2017-08-21+at+5.19.08+PM.png" width="400" /></a></div>
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<a href="https://www.teacherspayteachers.com/Product/Letter-Tiles-for-Phonics-Instruction-3978782">Free Letter Cards</a></div>
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If you have a magnetic white board in your small group area, you can place your small letter cards with <span style="font-size: large;">magnetic dots</span> on the top or bottom of your white board. That way you can use them when you need to model and build words. You can also use a <span style="font-size: large;">pocket chart</span>. I have this mini pocket chart that I got at Target years ago and it's perfect. I also sometimes fold the tops of the cards so they are upright and then I use them right there at the reading table. This way the kids can manipulate them too. If you need letter cards to print out, you can use<a href="https://www.teacherspayteachers.com/Product/Letter-Tiles-for-Phonics-Instruction-3978782"> THESE </a><span style="font-size: large;">FREE letter cards</span>. These letter cards help your instruction to be more explicit for your students. The colors are great for showing consonants and vowels and then digraphs. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiWaqLuaUGdFCJXb0XgnufZmzXKCfPzgMXPWWZjyBUD75t0JUezOFMptaE5OjIc58v3POkjhFGf01JCUjLPt5rctAcc-WFZlWwKv5iQD4z-Vcb-32DjkWf2WKyOUmuEE6CrQxQAsrE8sQ/s1600/Screen+Shot+2018-03-31+at+9.32.08+AM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="884" data-original-width="1196" height="236" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiWaqLuaUGdFCJXb0XgnufZmzXKCfPzgMXPWWZjyBUD75t0JUezOFMptaE5OjIc58v3POkjhFGf01JCUjLPt5rctAcc-WFZlWwKv5iQD4z-Vcb-32DjkWf2WKyOUmuEE6CrQxQAsrE8sQ/s320/Screen+Shot+2018-03-31+at+9.32.08+AM.png" width="320" /></a> </div>
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For my intervention groups, I also fold back my laminated cards so they are right in front of us and easy to handle. Here, I am using only the letters that my student knows. We are using our "magic wand" to sound out each word. We "sound out" a minimum of two times, first to recall the sounds and the second time to say the sounds a little faster and stretchier. If they are unable to blend the sounds, then I encourage a third time. Touching the letter tiles as they say the sounds is a must at this early stage to ensure they are saying the correct sounds. I also have individual sets for my small group instruction for each student. I put them on cookie sheets so they stay put!</div>
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I do this with my students every day. When we are first practicing a new skill, I build and read more words with letter tiles. Then, as they learn the skill, I do less with the letter tiles and more practice in other ways (see below.) I find that building words with letter tiles is the best way to introduce, reinforce, and practice phonics skills because the different colors are a great visual and you can manipulate the letter tiles to build so many different words.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUzKeJjSmUQy8htlWL6UWkcNFKFmw1hTigoatMSX4MSGdfqh7hdyR90XzcVX4-gWk2cuEMDJKg_3M3s6_7heZVeYdJQAVJFcgPCT2mECt-7N4k9P_G7IQo8iWq8Rm7ypDGFYAPGfoNIQ/s1600/Slide05.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1499" data-original-width="1499" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUzKeJjSmUQy8htlWL6UWkcNFKFmw1hTigoatMSX4MSGdfqh7hdyR90XzcVX4-gWk2cuEMDJKg_3M3s6_7heZVeYdJQAVJFcgPCT2mECt-7N4k9P_G7IQo8iWq8Rm7ypDGFYAPGfoNIQ/s640/Slide05.jpg" width="640" /></a></div>
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The next step is moving from the color-coded letter cards to the word cards (with only one word on them at a time). I also like to match onset and rime and mix and match. Use the same word cards for the next step. Word can be sorted by word family or by rule. I would first do the rule to check for understanding. For example, if you are teaching silent e, students would read the card and sort words based on silent e or not silent e. As they sort, ask questions like, what do all those vowels say? What does the e do? How do you know it follows that rule (it has a vowel, then one consonant, then e).</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjS4RFk7RFWUf5rKuqRCskhTYRmLWvJX9j8iuAIN_TOasvylxJFHJLdnqSPzQBi0cWuq0ptrWN7dqDuULiv-qRDLWzTQ82OLfg6plWKveURG3rPnUq7MRdHiX0umJwWRyzNOBS1j-74ng/s1600/IMG_7964.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="480" data-original-width="640" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjS4RFk7RFWUf5rKuqRCskhTYRmLWvJX9j8iuAIN_TOasvylxJFHJLdnqSPzQBi0cWuq0ptrWN7dqDuULiv-qRDLWzTQ82OLfg6plWKveURG3rPnUq7MRdHiX0umJwWRyzNOBS1j-74ng/s320/IMG_7964.JPG" width="320" /></a></div>
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I like to use these cards first, then move on to regular word cards. </div>
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When I first introduce a new phonics concept, I would simply do a yes/no sort. The picture below shows a short i sort. Students read the word and determine if it is short i or not. I know what you are thinking, they can just look and see the i. Remember this is a small group activity, so you are making sure they are still reading the words. This basically gives them a task to do so they are not just reading word cards for no reason. Plus every time they are reading another vowel card, you point out the difference in the sounds. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEge8NluGNK406Lz2O7eJ0W9L4Q4aBgHmxYFRaycvxYzmi3d5bn5Ioqa9ct-atPxKj7x32hfMpSCSW2c5-s_IbRgWd4vMGjAw-254dfCHpCaYIQlblexoqbmAizf6b_joBCP1d42fOTBMA/s1600/photo.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="640" data-original-width="480" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEge8NluGNK406Lz2O7eJ0W9L4Q4aBgHmxYFRaycvxYzmi3d5bn5Ioqa9ct-atPxKj7x32hfMpSCSW2c5-s_IbRgWd4vMGjAw-254dfCHpCaYIQlblexoqbmAizf6b_joBCP1d42fOTBMA/s320/photo.jpeg" width="240" /></a></div>
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Next, I like to sort by word family or rule (for example, short i or short e.) As you move into blends, it could be r blend or l blend. Digraphs can be beginning or ending. There are so many possibilities. The key is that you giving these students opportunities to read several words with the phonics skill you are teaching <i>and</i> the phonics skills they have already learned in the context of a task.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9ZQVPiEBR67AjNup3J7-tOoJ-VJh0xJoiiBr961pNSPChokd8h0I3RL_v5ki_GSfKh5eLKIQOJOhWKL-vqZFQJd2nFRurvZ6IkMIBdLgm-aTkhGKzGuvE0w8S7ezAaEHMSkequVoEcA/s1600/IMG_7960.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="640" data-original-width="480" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg9ZQVPiEBR67AjNup3J7-tOoJ-VJh0xJoiiBr961pNSPChokd8h0I3RL_v5ki_GSfKh5eLKIQOJOhWKL-vqZFQJd2nFRurvZ6IkMIBdLgm-aTkhGKzGuvE0w8S7ezAaEHMSkequVoEcA/s320/IMG_7960.JPG" width="240" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtZhOYRwbNbF_C11NvZS-LrVqRZPI-lMJhFwfcXUL6LX0uRGZnikQ7jHtoVaOwwoCMqWUmUH2EySTwOiVvx6N4khlXBJVlB086J-e_iB9aRIfhblqqy7H6jWgVw4n67UpLm4ekmR6f2w/s1600/IMG_7961.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="640" data-original-width="480" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtZhOYRwbNbF_C11NvZS-LrVqRZPI-lMJhFwfcXUL6LX0uRGZnikQ7jHtoVaOwwoCMqWUmUH2EySTwOiVvx6N4khlXBJVlB086J-e_iB9aRIfhblqqy7H6jWgVw4n67UpLm4ekmR6f2w/s320/IMG_7961.JPG" width="240" /></a></div>
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I also like to do picture sorts to incorporate phonemic awareness. This is especially good for your struggling readers because they often have a hard time with phonemic awareness. I find this is also good for your ELL kids because they are listening for distinct sounds. In the picture below, they are listening for the short a or the short o sound. This will transfer to reading and spelling skills. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEisbvifqnElzpPAARTE47W-fLqkmGXrNc_8tyF2L0ZPJlJkC-RFXaUh15hscwvJImJapOR57kcnl_nXtIFIW3WZHXc3mY6AmYhLq6-OiuxO5XJuBPFQRCH4IPRRwSuuCKWE6j1AzrdOOw/s1600/IMG_7959.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="640" data-original-width="592" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEisbvifqnElzpPAARTE47W-fLqkmGXrNc_8tyF2L0ZPJlJkC-RFXaUh15hscwvJImJapOR57kcnl_nXtIFIW3WZHXc3mY6AmYhLq6-OiuxO5XJuBPFQRCH4IPRRwSuuCKWE6j1AzrdOOw/s320/IMG_7959.JPG" width="296" /></a></div>
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If you are looking for short vowel, digraph, and blend cards, you can find them <a href="https://www.teacherspayteachers.com/Product/Phonics-Cards-CVC-Words-Digraphs-and-Blends-3355798">here</a>:</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjHoM4ZNBl5b9oXBtxuy9K7K6G09m-p8QA2ihK_G5000x5KOhOE9ymB1MwtG8hZZvI39VU8Z5ELr_7OH6qKXDsn1x4WAPYsSY4mqgi8xz6sgAco1tk38omZmRAxWO2ouJRsHaytGsjbnQ/s1600/Slide07.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1499" data-original-width="1499" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjHoM4ZNBl5b9oXBtxuy9K7K6G09m-p8QA2ihK_G5000x5KOhOE9ymB1MwtG8hZZvI39VU8Z5ELr_7OH6qKXDsn1x4WAPYsSY4mqgi8xz6sgAco1tk38omZmRAxWO2ouJRsHaytGsjbnQ/s640/Slide07.jpg" width="640" /></a></div>
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I wrote all about the value of <span style="color: magenta; font-size: large;"><a href="http://snippetsbysarah.blogspot.com/2017/08/automaticity-and-fluency-with-phonics.html">developing automaticity</a></span> at the word level in <a href="http://snippetsbysarah.blogspot.com/2017/08/automaticity-and-fluency-with-phonics.html">THIS</a> post. I used to think this was torture for kids. I know it's definitely not the most fun part of teaching reading, but it <i>does</i> help those struggling readers and it is <i>necessary</i> repetition. It is not the bulk of your time with them. Literally a few minutes! Looking for word lists like the ones shown above? Click <a href="https://www.teacherspayteachers.com/Product/Phonics-Word-Fluency-2995832">HERE</a>. </div>
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Here is another automaticity activity that my students love: Students take a circular math counter with a vowel on it. They fill each word with the vowel. Then you can try another vowel. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWVrU18Ukd4RWeO78nrdD_xkf467JHxycHOokefeoRMNi5eOFXqpF8N5jcatGtMg-_c7oOMA52ol3wlqY6La3Ij6qRX3R9_BHxnJ_Ovm9JGsBOOqVw5LzzkmFyoKfim_ubgzg6OlvBsQ/s1600/Screen+Shot+2015-02-13+at+3.44.44+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="706" data-original-width="722" height="312" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWVrU18Ukd4RWeO78nrdD_xkf467JHxycHOokefeoRMNi5eOFXqpF8N5jcatGtMg-_c7oOMA52ol3wlqY6La3Ij6qRX3R9_BHxnJ_Ovm9JGsBOOqVw5LzzkmFyoKfim_ubgzg6OlvBsQ/s320/Screen+Shot+2015-02-13+at+3.44.44+PM.png" width="320" /></a></div>
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You can read more about this <a href="http://snippetsbysarah.blogspot.com/2015/02/practicing-vowels.html">HERE</a>. </div>
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If you are looking for more resources to give your students extra practice (which they often need,) you may want to check out my Printable Phonics Intervention Packs. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhz9jANPzZkpGaknKO3_Zg3XZbmbqfOHY0W6ldcap86UB8x8emvmNMKxBGFtf7fYIz8k390gdtvzDMAk7P3Nc9xk-UmeQstpQQM9Szamz-NJ-WmIXE5lDw9P-bx0ZdFStIZGt13T2NCEQ/s1600/Slide6.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="900" data-original-width="1200" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhz9jANPzZkpGaknKO3_Zg3XZbmbqfOHY0W6ldcap86UB8x8emvmNMKxBGFtf7fYIz8k390gdtvzDMAk7P3Nc9xk-UmeQstpQQM9Szamz-NJ-WmIXE5lDw9P-bx0ZdFStIZGt13T2NCEQ/s640/Slide6.jpg" width="640" /></a></div>
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So far, I've made CVC words, digraphs, blends, silent e, vowel teams, bossy r, and 2-syllable words (with open and closed syllables). Click <a href="https://www.teacherspayteachers.com/Store/Sarah-Paul-4/Category/Phonics-PRINTABLE-Intervention-Packs-227979">HERE</a> to get these for several phonics skills.</div>
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<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dy9G1YO67In6sJXy90bc6h7T8N3Sen9FCGuW1TxaInyCZx9s95QRaXCvzuT1Q9C4bJ-R4NmW60p3brVTDK0' class='b-hbp-video b-uploaded' frameborder='0'></iframe><br />
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Click above to see a 15 second snapshot of one of those sets. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEglz1NIMZ6OwlUvltMwApPCbg5qs9EWQh-2XDwewqlcnxNGoZPJj5YpdnXUDZXh_g-VpSChiRWgiA6MboB7wGZqwxgHcShfKCnQTMIkPInXZdUOLy0qQxCmz2ydT7z27r_kiZrVsS1Q7A/s1600/Slide08.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1499" data-original-width="1499" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEglz1NIMZ6OwlUvltMwApPCbg5qs9EWQh-2XDwewqlcnxNGoZPJj5YpdnXUDZXh_g-VpSChiRWgiA6MboB7wGZqwxgHcShfKCnQTMIkPInXZdUOLy0qQxCmz2ydT7z27r_kiZrVsS1Q7A/s640/Slide08.jpg" width="640" /></a></div>
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I have several resources for decodable sentences. First, I would use this <a href="https://www.teacherspayteachers.com/My-Products/Category:335544">Phonics Fluency Sentence Building </a>activity:</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEguQLjNj8CocUNsvBgnkBF-ltkIn9f1KO9Ns1OkW1ayw-qSsNV_0HQzUl8_YnWjIAmF4msK16fF7ridiIc1xILZuico6Wb1_8H5VBnwat-1TOYOY6MIGXDyNLybm_J_thNTFgzHyzQoxw/s1600/photo-2+copy.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="640" data-original-width="480" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEguQLjNj8CocUNsvBgnkBF-ltkIn9f1KO9Ns1OkW1ayw-qSsNV_0HQzUl8_YnWjIAmF4msK16fF7ridiIc1xILZuico6Wb1_8H5VBnwat-1TOYOY6MIGXDyNLybm_J_thNTFgzHyzQoxw/s200/photo-2+copy.png" width="150" /></a></div>
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My kids LOVE these Sentence Scramblers and they are perfect for practicing decoding and building fluency because your kids have read and reread the words in order to put the sentence in order. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimMHf1xtSeOkAvWNGQ2rXbzkRzsBUuO2LbWZ3LBICfdRhNNzDw1iNJUxpGf7wvDKF1YYIjZRtbZB4p9nlRD66MwAsbir2gps2iRdI88DBLHqifSdtZhKHNP2vAgcryqjd0GoZMeqWIpw/s1600/Slide02.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1600" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEimMHf1xtSeOkAvWNGQ2rXbzkRzsBUuO2LbWZ3LBICfdRhNNzDw1iNJUxpGf7wvDKF1YYIjZRtbZB4p9nlRD66MwAsbir2gps2iRdI88DBLHqifSdtZhKHNP2vAgcryqjd0GoZMeqWIpw/s200/Slide02.jpg" width="200" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEioyuOlR7LSoGejEZKBXkVIVBrjpKkIvvnzCGFGlKuxE785Vwmk9L47zS1OWcAlEFnxJrBpgypDS8z1_mhXneMCcQg-bnIWAb0mWi-G8AHmS9DTz8FpjiuCtppZzWAHg7TVPW6Um9HQZQ/s1600/silent+e+scrambler+cover.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1600" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEioyuOlR7LSoGejEZKBXkVIVBrjpKkIvvnzCGFGlKuxE785Vwmk9L47zS1OWcAlEFnxJrBpgypDS8z1_mhXneMCcQg-bnIWAb0mWi-G8AHmS9DTz8FpjiuCtppZzWAHg7TVPW6Um9HQZQ/s200/silent+e+scrambler+cover.jpg" width="200" /></a></div>
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You can find these <a href="https://www.teacherspayteachers.com/My-Products/Category:335545">Phonetic Sentence Scrambles here</a><a href="https://www.teacherspayteachers.com/My-Products/Category:335545">.</a></div>
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Then, I would use these resources for more practice:</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJUhnoh7Q0Q2rfaceWPCAuVrddFAaY8oGvhAeavKoLhFTdpxxZa_lSuM50JITR58L5fPBU_ao6NGYRrqT850jX1YpyeNXyIBliMhM7-4oSldzpyKIoiOSrJ1iKZD9rzyQlID9oCOgjBA/s1600/IMG_7371.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="640" data-original-width="480" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgJUhnoh7Q0Q2rfaceWPCAuVrddFAaY8oGvhAeavKoLhFTdpxxZa_lSuM50JITR58L5fPBU_ao6NGYRrqT850jX1YpyeNXyIBliMhM7-4oSldzpyKIoiOSrJ1iKZD9rzyQlID9oCOgjBA/s200/IMG_7371.JPG" width="150" /></a> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBjhRwhDXBq2VfArNvJaRLCGUV9a0373TSufvoMfnq6YWBs7bN6mdXNmaF7h4bqEdctUfrbMoWvFbFgESzEGYPmekIciQbWXCJoupcUPms14PivbEvNO0rNViHkfMdVM1Ud-uQYrnxQA/s1600/IMG_7734.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="640" data-original-width="480" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhBjhRwhDXBq2VfArNvJaRLCGUV9a0373TSufvoMfnq6YWBs7bN6mdXNmaF7h4bqEdctUfrbMoWvFbFgESzEGYPmekIciQbWXCJoupcUPms14PivbEvNO0rNViHkfMdVM1Ud-uQYrnxQA/s200/IMG_7734.JPG" width="150" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi2Tuf3Ke77WDEQVSGH9r6Rvvp6JydWl6Hh9VNvppUjVs3RUoJwM4tuHK2VgSr19pVr4ZhUReECyo_0HapFT_mGD74xCOYfAui7pTesrhy49bwmYArb82bwchYzad6vqLRFweg2pn6aKA/s1600/read+fluency.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="640" data-original-width="480" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi2Tuf3Ke77WDEQVSGH9r6Rvvp6JydWl6Hh9VNvppUjVs3RUoJwM4tuHK2VgSr19pVr4ZhUReECyo_0HapFT_mGD74xCOYfAui7pTesrhy49bwmYArb82bwchYzad6vqLRFweg2pn6aKA/s200/read+fluency.jpg" width="150" /></a></div>
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Spin a Sentence (left) can be found <a href="https://www.teacherspayteachers.com/Product/Phonics-Sentence-Spin-BUNDLE-2030765">here</a>.</div>
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Printable Sentences (middle and right) can be found <a href="https://www.teacherspayteachers.com/Product/Printable-Phonics-Fluency-Sentences-2983743">here</a>. </div>
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Another important component to phonics instruction is always including spelling. This is NOT your tradition spelling where you memorize a list of words for a test. By spelling, I mean <i>applying</i> the rule directly to several words. <br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgmYPyiTg3r_BcInC9duIFdPQlf4l-rhstvNx6F-lN7ueeuyTrN3XNKJRfF5jO0cQdv9nVZTJ_W__HPyNMw2XLputpG9EABIO4HzgGxPoWtZ9V_nu7clQt0Fkj5Xzvgr-RV3ZyV838BCw/s1600/Slide09.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1499" data-original-width="1499" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgmYPyiTg3r_BcInC9duIFdPQlf4l-rhstvNx6F-lN7ueeuyTrN3XNKJRfF5jO0cQdv9nVZTJ_W__HPyNMw2XLputpG9EABIO4HzgGxPoWtZ9V_nu7clQt0Fkj5Xzvgr-RV3ZyV838BCw/s640/Slide09.jpg" width="640" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4WurfPQ5OnZIiuoAV2OSbemDv3UwNqfTYx8_KMMalixXJhUt6q8nm0Bn9JyhOblWZjecjeBM4NXrvE4JK7hIKliNzo5Z0sKibFyvgQUrDpZgJafyeyNk3_ulMq0Ng0w49YlA54rQe-Q/s1600/Slide10.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1499" data-original-width="1499" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4WurfPQ5OnZIiuoAV2OSbemDv3UwNqfTYx8_KMMalixXJhUt6q8nm0Bn9JyhOblWZjecjeBM4NXrvE4JK7hIKliNzo5Z0sKibFyvgQUrDpZgJafyeyNk3_ulMq0Ng0w49YlA54rQe-Q/s640/Slide10.jpg" width="640" /></a></div>
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I like using these little boards for my students to build words on in the beginning (before the words get too big.) This is super convenient. I have six of these and they stack right on top of each other. The magnetic dots hold the letters in place.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEie1OOS-FUPZYAESsewXL5ISb4bXqv88NVxdF_rijZtiJx2N7Y7Cio8cqKqCAmKT3qU8p_pNcQ1s-DW6_8Sxrvzi0jEnZzLm3aaF8cz9DI06VmBMeo8Ts3eye-PiGMqmF8yR8C02n8fCg/s1600/IMG_1440.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEie1OOS-FUPZYAESsewXL5ISb4bXqv88NVxdF_rijZtiJx2N7Y7Cio8cqKqCAmKT3qU8p_pNcQ1s-DW6_8Sxrvzi0jEnZzLm3aaF8cz9DI06VmBMeo8Ts3eye-PiGMqmF8yR8C02n8fCg/s320/IMG_1440.jpeg" width="320" /></a></div>
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This is an Instagram post showing how I use the letter tiles on my magnetic white board so I always have easy access to word building. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEivy3IUWpegQNoTlb_eZ_gqmf4XlxKP65wchjrfoE75hnwc6US5zJUUBP_SMtYBHJZT0714pLcHSqM7w4xemkg1boQYgyRyiCS2hIZnLXqsdZwDDcbusa9YBufoL6_Gg0nhXFHwXsN1Cw/s1600/IMG_0100.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1488" data-original-width="1488" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEivy3IUWpegQNoTlb_eZ_gqmf4XlxKP65wchjrfoE75hnwc6US5zJUUBP_SMtYBHJZT0714pLcHSqM7w4xemkg1boQYgyRyiCS2hIZnLXqsdZwDDcbusa9YBufoL6_Gg0nhXFHwXsN1Cw/s320/IMG_0100.JPG" width="320" /></a></div>
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To make it multi-sensory, say the sounds as your trace on the table or tap out the sounds in the words. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYhus7doi9ZMDWnTAquSHrnZsM4d4NDS0Fuv1b1XRvAEUF0d3L6PQWP1nsjBS9WFr0qiYCah4Ft7inwEXkQ2w70QTt1jqqSflSnjAgNcTC-Jd5fHtfh_whhm9PU7Vmp1gexw-nIAbUyQ/s1600/Slide12.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1499" data-original-width="1499" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYhus7doi9ZMDWnTAquSHrnZsM4d4NDS0Fuv1b1XRvAEUF0d3L6PQWP1nsjBS9WFr0qiYCah4Ft7inwEXkQ2w70QTt1jqqSflSnjAgNcTC-Jd5fHtfh_whhm9PU7Vmp1gexw-nIAbUyQ/s640/Slide12.jpg" width="640" /></a></div>
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I have them repeat the word I said, then they "tap it out" on the table or down their arm or using counters by segmenting the sounds as they tap. Then they segment again, this time writing the letters that go with each sound. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhi5MRaSNbERtkzf6f5thmlMGGCTD9Qp6y8hlZ0ftA7TYAGgg8P0AUw5GS7pYzHcdm2MiA5P57KtDCkJ9F3-GLRdinfyQHBl1z0lOr7J5aHr7popGWSw73XvLraUmKoprc2QnXvQF3ycw/s1600/IMG_1591.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="640" data-original-width="640" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhi5MRaSNbERtkzf6f5thmlMGGCTD9Qp6y8hlZ0ftA7TYAGgg8P0AUw5GS7pYzHcdm2MiA5P57KtDCkJ9F3-GLRdinfyQHBl1z0lOr7J5aHr7popGWSw73XvLraUmKoprc2QnXvQF3ycw/s320/IMG_1591.JPG" width="320" /></a></div>
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A resource that I use quite often are my sound boxes. I LOVE sound boxes, especially early on. Above is a picture of a sound box that I use when I do not have picture cards. I call out a word and they "push the sounds" first, then write the corresponding letters. I also made a pack of sound boxes with pictures that I use a lot. I have a "printable" version and cards to laminate. With the laminated cards, I show the students the card. Each student has 3 colored circular counters. We all "push" the sounds at the same time (I will push the sounds on the actual card or have students take turns with the actual card.) Then, we all write the corresponding sounds.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg1u3aZ_aVIBLQO-P7fPoki96G-D9ui40VlEfBCq5Sown5KvvMXLJKBXEbfQyMhUAsdFQUq0ZfTSjxBstI8m7LAG56ybBIII93PhML9bh-b_qbHVOXJReTOngs_cSG3xNe1JgkkOJObAg/s1600/photo.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="480" data-original-width="640" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg1u3aZ_aVIBLQO-P7fPoki96G-D9ui40VlEfBCq5Sown5KvvMXLJKBXEbfQyMhUAsdFQUq0ZfTSjxBstI8m7LAG56ybBIII93PhML9bh-b_qbHVOXJReTOngs_cSG3xNe1JgkkOJObAg/s200/photo.jpeg" width="200" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhhBFAYZkr_0W8EdsFBFDUqutoHeBPViQhAP3UfR9L_lVuhZynTd92_Pz7p7FnlXAgz9xr3aE3QG4OxwYUo6nuUKNwwzn9vkNuRB9yJw6kui6BmNZnonrInpubZxWX9-YH51KUAnXOuPg/s1600/photo-2.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="480" data-original-width="640" height="150" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhhBFAYZkr_0W8EdsFBFDUqutoHeBPViQhAP3UfR9L_lVuhZynTd92_Pz7p7FnlXAgz9xr3aE3QG4OxwYUo6nuUKNwwzn9vkNuRB9yJw6kui6BmNZnonrInpubZxWX9-YH51KUAnXOuPg/s200/photo-2.png" width="200" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhc5xULDyqZTdHpd1FHC0YS5IOAYiaUo-JkUFHpjn73IcivIDa4tqJddD_deyggXzg92gH3NX8_d-xCWiuGViq7mnvu9avuvnwtC1Ny7sByLGjm_6o9WdMjxH94PYL1xjLhSf6cP-iDCg/s1600/Slide1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1600" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhc5xULDyqZTdHpd1FHC0YS5IOAYiaUo-JkUFHpjn73IcivIDa4tqJddD_deyggXzg92gH3NX8_d-xCWiuGViq7mnvu9avuvnwtC1Ny7sByLGjm_6o9WdMjxH94PYL1xjLhSf6cP-iDCg/s320/Slide1.jpg" width="320" /></a></div>
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You can find these <a href="https://www.teacherspayteachers.com/Product/Sound-Boxes-3230954">HERE</a>.</div>
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NOTE: Sound boxes should be done very early on, along with early decoding. Encoding (spelling words) should go hand in hand with decoding. </div>
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Phonetically-controlled texts are so important for our very beginning readers and for our struggling readers. These texts give them an opportunity to apply the phonics skills they've learned without having to worry about guessing or seeing tons of words they don't know. They can be successful with these texts, all the while strengthening the those pathways in their brain. To read more about reading and the brain, click <a href="http://snippetsbysarah.blogspot.com/2016/08/reading-and-brain.html">HERE</a> to see an old post with tons of information. The goal is obviously to get them out of phonetic readers and to move on to more interesting books where they can practice a variety of strategies. These phonetically-controlled books are a means to an end. They are not the end goal. But, I have learned over the years that they are necessary. Once I know my students have a strong phonics foundation and automaticity with phonics skills, I am confident that they will be successful with other books. They will be ready to apply strategies effectively, as opposed to just guessing as our struggling readers tend to do. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEim2PPRmFHRrl9e83rnX4s3BgfQjB4GB5GjjhY2sKF0vmHf4DhPvUqpEMRf3QCF2Y7vS1OgqLt76fgeXSFdnnmF7Tt08-XZerpsYtxLWRarlu3-srdtHQ09FJjs1LylKZgeMN4qv-u14A/s1600/Screen+Shot+2017-08-26+at+9.55.38+AM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="936" data-original-width="912" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEim2PPRmFHRrl9e83rnX4s3BgfQjB4GB5GjjhY2sKF0vmHf4DhPvUqpEMRf3QCF2Y7vS1OgqLt76fgeXSFdnnmF7Tt08-XZerpsYtxLWRarlu3-srdtHQ09FJjs1LylKZgeMN4qv-u14A/s400/Screen+Shot+2017-08-26+at+9.55.38+AM.png" width="388" /></a></div>
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If you are looking for phonetically controlled printables or story cards, I have short stories with just CVC words, consonant blends (with short vowels), silent e, and vowel pairs. </div>
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You can find just the <b>reading passages</b> for <b>short vowels</b> <a href="https://www.teacherspayteachers.com/Product/Printable-Decodable-Passages-Short-Vowel-Stories-3091831">HERE</a>. </div>
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You can find the reading passages <i>and</i> story cards for short vowels <a href="https://www.teacherspayteachers.com/Product/Phonics-Decodable-Passages-and-Story-Cards-Short-Vowel-Edition-2009449">HERE</a>.</div>
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You can find just the r<b>eading passages</b> for <b>blends</b> <a href="https://www.teacherspayteachers.com/Product/Printable-Decodable-Passages-Consonant-Blends-Stories-3091887">HERE</a>. </div>
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You can find the reading passages <i>and</i> story cards for blends <a href="https://www.teacherspayteachers.com/Product/Phonics-Decodable-Passages-and-Story-Cards-Consonant-Blends-2369812?aref=ci5xbj86">HERE</a>.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhKQWsZ3phY7OtX6irmA1IFFcm4S-kQOoVNipQxEhKACbyBNRvDzXza1ZhmIeRNL5og9ivd7SjdNAx1WnQagxrF9zPb4kNtqYabymET7RxN-a2AftWHXLgPhTDyMCQo7vtZA9wBjYhVCQ/s1600/Slide15.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1499" data-original-width="1499" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhKQWsZ3phY7OtX6irmA1IFFcm4S-kQOoVNipQxEhKACbyBNRvDzXza1ZhmIeRNL5og9ivd7SjdNAx1WnQagxrF9zPb4kNtqYabymET7RxN-a2AftWHXLgPhTDyMCQo7vtZA9wBjYhVCQ/s640/Slide15.jpg" width="640" /></a></div>
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<a href="https://drive.google.com/file/d/1dphKSsKGm07dnlcoYnhpJO40S1dEjAaD/view?usp=sharing">You can download these labels here.</a></div>
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Here is a lesson plan template that you may want to try out. It is meant for more intensive phonics intervention. This can be used for one-on-one tutoring or a small group. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4PrQr_jU-JE597tn9bzz5RMNlgskPcNWur3YhbuoCyuVbU1y0QbQC5fMNRlQUAbuZqlvCsHSHMaGR0LzkslJVdSuJSyrUb3yEnEdVrVbzcITeLvS3WtkgbOOKCI5WTtoyc78nh1xx-Q/s1600/Screen+Shot+2017-09-05+at+1.13.49+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1054" data-original-width="834" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj4PrQr_jU-JE597tn9bzz5RMNlgskPcNWur3YhbuoCyuVbU1y0QbQC5fMNRlQUAbuZqlvCsHSHMaGR0LzkslJVdSuJSyrUb3yEnEdVrVbzcITeLvS3WtkgbOOKCI5WTtoyc78nh1xx-Q/s320/Screen+Shot+2017-09-05+at+1.13.49+PM.png" width="252" /></a></div>
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In a small group setting, you wouldn't necessarily be able to get to all of those components every day, unless you were given a good chunk of time. With one-on-one tutoring, I do get to all of those parts and it is so effective. With my small intervention groups in school, I pick and choose each day, depending on time. Below is a little explanation (also included in the FREE download.)</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFlIqKyKSb6bFqkJFwJToL4JlI-mUIR8J_5yQZ3eid4hq2q3YlGWaORTWSh6bZNvuP-cZQvuJ6FVq9OtjdVBW3oFM-t69g6VkHetdLLhjCdGgnLKQfF7vg5I2fJa9-RScSP6MHlifsGQ/s1600/Screen+Shot+2017-09-05+at+1.13.39+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1078" data-original-width="800" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFlIqKyKSb6bFqkJFwJToL4JlI-mUIR8J_5yQZ3eid4hq2q3YlGWaORTWSh6bZNvuP-cZQvuJ6FVq9OtjdVBW3oFM-t69g6VkHetdLLhjCdGgnLKQfF7vg5I2fJa9-RScSP6MHlifsGQ/s320/Screen+Shot+2017-09-05+at+1.13.39+PM.png" width="237" /></a></div>
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When you download this free lesson template, I also included this page below which has links to resources. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0Dj9Vo1jiGui5_1FBTM4hGFI2bUAZc9nzY8LqczqTazAiJGXXKVS8cP2GCuKvTI5iWa-YfVrcvguSR6oKaSf8dE2-ol1NTbHf3OiF53M9XeNhAYGt7T_oSp8k088Q5LKwyTtZCSe12w/s1600/Screen+Shot+2017-09-05+at+1.13.29+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1074" data-original-width="798" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0Dj9Vo1jiGui5_1FBTM4hGFI2bUAZc9nzY8LqczqTazAiJGXXKVS8cP2GCuKvTI5iWa-YfVrcvguSR6oKaSf8dE2-ol1NTbHf3OiF53M9XeNhAYGt7T_oSp8k088Q5LKwyTtZCSe12w/s320/Screen+Shot+2017-09-05+at+1.13.29+PM.png" width="237" /></a></div>
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<span style="font-size: large;">Click <a href="https://drive.google.com/file/d/0B4LgEaJm_kXMeUNhRzB5VzlDWDA/view?usp=sharing">HERE</a> to download these pages.</span></div>
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I hope this post is helpful! Please don't hesitate to email me if you have any questions.</div>
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<span style="font-size: large;">To download the blog post with clickable links, click here: </span></div>
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<span style="font-size: large;"><b><a href="https://www.teacherspayteachers.com/Product/Explicit-Phonics-E-Book-4158034">Explicit Systematic Phonics Intervention ebook</a></b></span></div>
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Click here to read more about the importance of <a href="http://snippetsbysarah.blogspot.com/2017/08/automaticity-and-fluency-with-phonics.html">gaining <span style="font-size: large;">automaticity</span> with <span style="font-size: large;">phonics</span>. </a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZ0PMNWjZycwlGWt9GxorrkpsfGdfsDosjEVfxdzTaAxBEVETmULkWAm9tqDcRTa_8gAtKtKozgHMaaQdMMk3nptG1GerUv8PKEzmqaaWYZZ3Bu5pq-05tj3r9oZGf528_SOrHAWqgYw/s1600/Slide01.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1236" data-original-width="1600" height="308" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhZ0PMNWjZycwlGWt9GxorrkpsfGdfsDosjEVfxdzTaAxBEVETmULkWAm9tqDcRTa_8gAtKtKozgHMaaQdMMk3nptG1GerUv8PKEzmqaaWYZZ3Bu5pq-05tj3r9oZGf528_SOrHAWqgYw/s400/Slide01.jpg" width="400" /></a></div>
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PS. I know there are so many opinions out there regarding the best intervention practices. These are my thoughts based on experiences and research I've done. I recognize that not everyone has the same thoughts though. :) I welcome comments that raise questions and even challenge my thinking (as long as the conversation remains respectful) because I think that is how we all grow as educators. </div>
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When I first started teaching first grade, I was so overwhelmed by the constant neediness of my students. I loved these kids to pieces, but they wore. me. out. It felt like I was being asked something every single second of the day. I know there are teachers are there who are like magic. They have the most amazing classroom management and it looks so peaceful. For me, classroom management did not come quickly. It took me years to get it! One of the things I started doing early on was the use of visuals to cut down on <i>some</i> of the questions. (The ones below are obviously updated with cuter clip art!)<br />
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Here's how they work:<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEggXaFQHLlUX4Ke6R97kOyJAbY0WVMhmKlgkMZ5SColLmNmVOTYHBhK4dpbSHSbIf2JwDucVLdyy5mspqlnwrGznSs9ey2CgxSToGdPuK24VtHXsAzOPfqZM6uHdbeqCPJbyLVegvPEQQ/s1600/Slide1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1499" data-original-width="1499" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEggXaFQHLlUX4Ke6R97kOyJAbY0WVMhmKlgkMZ5SColLmNmVOTYHBhK4dpbSHSbIf2JwDucVLdyy5mspqlnwrGznSs9ey2CgxSToGdPuK24VtHXsAzOPfqZM6uHdbeqCPJbyLVegvPEQQ/s640/Slide1.jpg" width="640" /></a></div>
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I would have these little signs (or another version of them) on my white board at all times. They didn't take up much space because they were on the side. I also didn't necessarily use them all at all times. </div>
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I mainly used the <i>fountain</i>, <i>bathroom</i>, <i>sharpener</i> the most. When the white side was up, that meant it was not a time to use the bathroom or get a drink or sharpen a pencil. When I flipped it to the picture side, that meant it was an appropriate time. They usually gave me a signal to use the bathroom or get a drink, instead of asking. When I taught my students about these signs, I made a bigger deal about flipping them so that they could learn, but then later, I would do it more discretely. The expectation was that they would look up and see the sign and know whether or not they could ask. </div>
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The <i>folder</i> and <i>turn in </i>signs were always up, but only one of them had the picture showing. All assignments would either be turned in or placed in their folder. I would show them which was correct by having one of the visuals displayed and the other side blank. Nowadays I would just laminate it so that it would be ONE card that I could turn over. </div>
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Finally, the v<i>oices quiet</i> and <i>in our seats</i> signs were because there were many parts of the day where students could be moving around or working together (so talking.) Then there were those times that I just needed their full attention. For those times, these signs would be up as a visual reminder. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgddtmytqpHCXeEMT6nWHw7UGjBxAl8JTZx7eN0cL-VYVRH-UfgDBuLc1J81kSOH-hHzF9ICS5D26S2EeUrHNictOtfYLEeX_QpHhW5TMyRpGZGN5I7AY5DHayTuB81vWubymKZX4gRKA/s1600/Slide2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1499" data-original-width="1499" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgddtmytqpHCXeEMT6nWHw7UGjBxAl8JTZx7eN0cL-VYVRH-UfgDBuLc1J81kSOH-hHzF9ICS5D26S2EeUrHNictOtfYLEeX_QpHhW5TMyRpGZGN5I7AY5DHayTuB81vWubymKZX4gRKA/s640/Slide2.jpg" width="640" /></a></div>
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I had the dot on both sides so that I could freely flip the signs back and forth. </div>
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<span style="font-size: large;">If you would like to download these FREE signs, you can get them </span><span style="font-size: x-large;"><a href="https://drive.google.com/file/d/0B4LgEaJm_kXMRFBTT1Utc0VreWc/view?usp=sharing">here</a></span><span style="font-size: large;">. </span></div>
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Sarah Paulhttp://www.blogger.com/profile/09846306676553976451noreply@blogger.com5tag:blogger.com,1999:blog-847612610519779.post-59470051721527140592017-08-02T12:17:00.001-07:002018-07-26T20:37:42.615-07:00Automaticity and Fluency with Phonics<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4ApmAHkIEFuHJKAUQnM7xTZ8Du9lBc8XwSlJF3K-N9Yh0o3J3wprcX-owUDufC7XnTdklNizx1gDiAwZKDOsiZbIy5XClfkwejpIyF7I-mzDX2eRPitDCwn7MG9Xk3BVFOKHT46NsXw/s1600/Slide1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1236" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg4ApmAHkIEFuHJKAUQnM7xTZ8Du9lBc8XwSlJF3K-N9Yh0o3J3wprcX-owUDufC7XnTdklNizx1gDiAwZKDOsiZbIy5XClfkwejpIyF7I-mzDX2eRPitDCwn7MG9Xk3BVFOKHT46NsXw/s640/Slide1.jpg" width="494" /></a></div>
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One thing I've learned over the past few years is the importance of developing fluency with phonetic skills. Research shows that a <span style="font-size: large;">strong foundation</span> with <span style="font-size: large;">phonics</span> is <i>key</i> to <span style="font-size: large;">reading success.</span> For many of our developing readers and for all of our struggling readers, it is so important that we are giving them ample practice with their phonics skills. Dyslexic students especially have trouble with decoding. They especially need <span style="color: cyan; font-size: large;">explicit instruction</span> in phonics instruction and plenty of <span style="color: magenta; font-size: large;">opportunities</span> to apply newly-learned and previously-learned phonics skills. All students learning to read benefit from this though! I used to think it was too boring and I didn't give my students the practice they needed. Now that I am more <span style="color: magenta; font-size: large;">systematic</span>, <span style="color: cyan; font-size: large;">explicit</span>, and <span style="color: blue; font-size: large;">consistent</span> with my phonics instruction, I see so much growth in all of my students! This post is mainly for your intervention groups, but <i>all</i> students benefit from phonics instruction.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjnUHwq5Zo-MFS6_NLMQNLAS85yefDxw-1GjM9VL43j8gdpv4jQJkE0FnFFk596vLzuvUzjMXqO4ZS6IcpEwyB1K6PSCwx5d9A2qMT0BKmtxDronumDLGCOh6hEnt73nLk2nXhJhkAOzw/s1600/Screen+Shot+2017-08-10+at+8.46.37+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="756" data-original-width="980" height="492" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjnUHwq5Zo-MFS6_NLMQNLAS85yefDxw-1GjM9VL43j8gdpv4jQJkE0FnFFk596vLzuvUzjMXqO4ZS6IcpEwyB1K6PSCwx5d9A2qMT0BKmtxDronumDLGCOh6hEnt73nLk2nXhJhkAOzw/s640/Screen+Shot+2017-08-10+at+8.46.37+PM.png" width="640" /></a></div>
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The ideas in this post are true for all beginning readers, but the level of intensity will be what varies. Some kids do not need as much instruction and practice to gain automaticity and develop fluency. For many though, it does involve ample opportunities to practice <b>under the <span style="font-size: large;">guidance</span></b> of a teacher. Before I go further, I want to clear the difference between automaticity and fluency.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiZPKxQUoLIH-DJV37uyUjrXMH2A9qe_ey3VXPwOc7nN5OsY4MabWRrsob6N2fVQNowraNvghQ6C47X8A-Aa2REf-Bjg0fPw6hndOFiTc8UA_j_iyglqpNstJ69ouLlLLKuYu5TuNK3Eg/s1600/Slide11.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1236" data-original-width="1600" height="305" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiZPKxQUoLIH-DJV37uyUjrXMH2A9qe_ey3VXPwOc7nN5OsY4MabWRrsob6N2fVQNowraNvghQ6C47X8A-Aa2REf-Bjg0fPw6hndOFiTc8UA_j_iyglqpNstJ69ouLlLLKuYu5TuNK3Eg/s400/Slide11.jpg" width="400" /></a> </div>
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<span style="font-size: large;"><b>1. Automaticity at the letter level</b></span><br />
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It starts with the <span style="color: cyan; font-size: large;">alphabet</span>. We need our students to know these letters and supply the sounds with <span style="color: magenta; font-size: large;">automaticity</span>. From there, (when phonemic awareness is also strong,) they are ready to sound out words. If a student is slow to retrieve a letter sound, that will make the whole process of sounding out the word slower and more difficult. Once my kindergarteners know their letters, I still do a quick activity daily to practice automaticity. I continue this in the beginning of first grade as well.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdmj4O-vb_ybXFLJ0Na4PpsUvfasnlNq-uvMiLzd1Ez4WcjRc_xdICN1_W5VI349VDtefr2BzDm6RJbgz8IZRegPIAA17m-JdxxLOgk6XbJE2M0fGCrUPF30Xhh4a8UQ0TK6iHraGNPw/s1600/Slide02.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1236" data-original-width="1600" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhdmj4O-vb_ybXFLJ0Na4PpsUvfasnlNq-uvMiLzd1Ez4WcjRc_xdICN1_W5VI349VDtefr2BzDm6RJbgz8IZRegPIAA17m-JdxxLOgk6XbJE2M0fGCrUPF30Xhh4a8UQ0TK6iHraGNPw/s640/Slide02.jpg" width="640" /></a></div>
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<span style="text-align: start;">It </span>can be as simple as <span style="font-size: large;">flashcards</span> or something like in the picture above. My <a href="https://www.teacherspayteachers.com/Product/Alphabet-Intervention-Resources-Set-1-2894775?aref=f3lan5bv">alphabet RTI pack </a>has several of these <span style="font-size: large;">Letter-Sound practice mats</span>. They are quick and helpful. You can do it in unison or have them whisper read at their own pace. To mix it up, I sometimes do the activity pictured on the right with a <span style="font-size: large;">pocket chart</span>. Students roll a dice, then read the row of letter <i>sounds</i> that are next to that number. You can have the your whole small group read together while one student (who rolled) gets to do the tracking with a special pointer. That way, I watch the person with the pointer to make sure she/he is making the correct sounds but everyone gets that practice. </div>
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<span style="text-align: start;">Next, students need <b>explicit</b> instruction with sounding out <span style="color: cyan; font-size: large;">words</span>. I begin with letter tiles, where I build the words and my students read them. I also give my students opportunities to build the words. </span></div>
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I also have two sets of these on my white board at all times. I use magnetic dots on the back and leave them at the top of my white board. That way, I am always ready to teach a new phonics skill!<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjRWbZpTsYr1np3zfjupV2_53SoNqLaN1dbaj1lDGuHFGTV-2OL00H8R_lBnGDshyphenhyphenbTF5rBBjfL8q6io2kNfNhA0XGB9PdJBTAp09UIM7emzkz27aTxjNyQqscMZFPQJvFXsu22CsGLHQ/s1600/IMG_7987.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1347" data-original-width="1600" height="269" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjRWbZpTsYr1np3zfjupV2_53SoNqLaN1dbaj1lDGuHFGTV-2OL00H8R_lBnGDshyphenhyphenbTF5rBBjfL8q6io2kNfNhA0XGB9PdJBTAp09UIM7emzkz27aTxjNyQqscMZFPQJvFXsu22CsGLHQ/s320/IMG_7987.JPG" width="320" /></a></div>
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<span style="text-align: start;"><b>2. Automaticity at the word level</b></span></div>
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<span style="text-align: start;">From the letter tiles, we move on to word lists like the one on the left that is a little more scaffolded. When they are getting more comfortable with sounding out words, I move into the word lists on the right. </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhgHd-Auq0X5zpnyj2qGYW9viorB_fDAhoUscLBSqOBTPshwQfd1m5gHKjbUCFYciYoTCGvN7ded9_f92WIDvKSOEDkWSl2KUumiiO5skVeabfuTcbK84k6pvo6OC3KVzDq5-lq4KqMbA/s1600/Slide03.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1236" data-original-width="1600" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhgHd-Auq0X5zpnyj2qGYW9viorB_fDAhoUscLBSqOBTPshwQfd1m5gHKjbUCFYciYoTCGvN7ded9_f92WIDvKSOEDkWSl2KUumiiO5skVeabfuTcbK84k6pvo6OC3KVzDq5-lq4KqMbA/s640/Slide03.jpg" width="640" /></a></div>
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<span style="text-align: center;">If you are looking for word lists like the two pictured above, you can find them </span><a href="https://www.teacherspayteachers.com/Product/Phonics-Word-Fluency-2995832" style="text-align: center;">HERE</a><span style="text-align: center;">. </span></div>
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The <span style="font-size: large;">vowel guide</span> at the top is SO helpful! I have a <b>freebie</b> in my store of just the "vowel helper". You can find that <a href="https://www.teacherspayteachers.com/Product/Vowel-Helpers-3221951">free vowel helper here</a>. When <span style="text-align: center;">students forget a vowel sound, they say the keyword to remind them. Like everything else, this needs to be modeled and practiced </span><span style="text-align: center;">before expecting them to use the vowel guide independently. </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEizvkFLKOZNBcKcOlhvmse8OF1YWk6joIQREvJxvxjoV1vhrfGyTgAE8_gq4C-lA7imPVphLa5ekyZyny9NQOZYW8fY1Iv_nLCD3IUUxKQxLF2a1A3DfpWba2zxCmEJDlsChQVVlOwmIA/s1600/Screen+Shot+2017-06-30+at+9.26.51+AM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1116" data-original-width="858" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEizvkFLKOZNBcKcOlhvmse8OF1YWk6joIQREvJxvxjoV1vhrfGyTgAE8_gq4C-lA7imPVphLa5ekyZyny9NQOZYW8fY1Iv_nLCD3IUUxKQxLF2a1A3DfpWba2zxCmEJDlsChQVVlOwmIA/s200/Screen+Shot+2017-06-30+at+9.26.51+AM.png" width="153" /></a></div>
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Some other ideas for building automaticity at the word level are pictured below:</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwJp0lYPTpvP6FiUJ5qRtxJ3ckrjwtYrO29luJCf_WfZblq_lb79wrQTXBX203a4svOdEthEMfwLWrMyfgEtsroN8O10MldMMjoQ_twmb9Vx-4wI8PMGeI-AfxkZd68HHIuppE_40YXQ/s1600/Slide06.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1236" data-original-width="1600" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwJp0lYPTpvP6FiUJ5qRtxJ3ckrjwtYrO29luJCf_WfZblq_lb79wrQTXBX203a4svOdEthEMfwLWrMyfgEtsroN8O10MldMMjoQ_twmb9Vx-4wI8PMGeI-AfxkZd68HHIuppE_40YXQ/s640/Slide06.jpg" width="640" /></a></div>
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Word sorts, onset-rime match ups, using sound boxes to encode, and vowel fill activities. The top left picture shows many of the phonics skills we had practiced at that point in the year. All I did was slowly add in word families with the phonics skills we were learning. To warm up, we would go through reading the word parts. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgup3ecuUiwh3Dbt7I7-LNbWpJNHXSjjLjyFOZv3-26hwsdIlccKFc8XdiKltxOx4DIdW4FOVF8NyOIJSpM-VNQMxVYIbkaGdcuSdPAw3xHicORMGm1Jg-AqZx7Nxd1yJHiIPI4zTxpnA/s1600/Screen+Shot+2017-08-10+at+8.46.43+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="734" data-original-width="968" height="483" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgup3ecuUiwh3Dbt7I7-LNbWpJNHXSjjLjyFOZv3-26hwsdIlccKFc8XdiKltxOx4DIdW4FOVF8NyOIJSpM-VNQMxVYIbkaGdcuSdPAw3xHicORMGm1Jg-AqZx7Nxd1yJHiIPI4zTxpnA/s640/Screen+Shot+2017-08-10+at+8.46.43+PM.png" width="640" /></a></div>
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<span style="text-align: start;">NOTE: If CVC words are too difficult for them to blend, I do more <span style="font-size: large;">phonemic awareness</span> instruction. (I have a long post about PA <a href="http://snippetsbysarah.blogspot.com/2015/06/all-about-phonemic-awareness.html">HERE</a>.) Then I begin with reading CV and VC words. (These will be mainly nonsense words as there are not many two-letter words. I find this really helps kids who are not ready to read three letter words.)</span></div>
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<span style="text-align: start;"><b>3. Fluency with sentences</b></span></div>
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<span style="text-align: start;">When they are comfortable with sounding out words, I move on to <span style="font-size: large;">sentences</span>. I start out with easier, shorter sentences, like these: </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4vJr3JOxhDmI24ShSAGS2H2nZZfHm-CmBs_kgZkLmuHVCntXqdRc6q2pHUAgg8PFrfWM517nucLe_g6tedOBBtF-SyZWCBPHQfz9MGIUuwuF7prTI7Uzzh-clGYWHgHj42MQXGbzzNg/s1600/IMG_7648.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="640" data-original-width="480" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4vJr3JOxhDmI24ShSAGS2H2nZZfHm-CmBs_kgZkLmuHVCntXqdRc6q2pHUAgg8PFrfWM517nucLe_g6tedOBBtF-SyZWCBPHQfz9MGIUuwuF7prTI7Uzzh-clGYWHgHj42MQXGbzzNg/s320/IMG_7648.JPG" width="240" /></a> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhM6uHJDwo0rJbSq_oGdF2dDIBZ3CozYV6zXjtLcNBwIcxFdqAWJoDa3Hw8YOrLNLlQie6_XDz7YmT34iLAfVAGD7XFWKcaADjLSPLGnR4CtO01mRFPtTZ5NyuA8PA3kf2bioSyiG5U3w/s1600/photo.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="640" data-original-width="480" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhM6uHJDwo0rJbSq_oGdF2dDIBZ3CozYV6zXjtLcNBwIcxFdqAWJoDa3Hw8YOrLNLlQie6_XDz7YmT34iLAfVAGD7XFWKcaADjLSPLGnR4CtO01mRFPtTZ5NyuA8PA3kf2bioSyiG5U3w/s320/photo.jpeg" width="240" /></a></div>
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<span style="text-align: left;">You can find TONS of phonetic sentences like the ones pictured above and below </span><a href="https://www.teacherspayteachers.com/Product/Printable-Phonics-Fluency-Sentences-2983743" style="text-align: left;">HERE</a><span style="text-align: left;">. </span></div>
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Click on the picture to watch a video as an example of a student with automaticity but not fluency:</div>
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<a href="https://www.youtube.com/edit?o=U&video_id=dyWCDqEuosk"><img border="0" data-original-height="522" data-original-width="938" height="178" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjNR45IdxHIPZIHh4mTB-KtDhUGkj3wj5uyATjlFUEGYgOSJrpcB1oKKBhOWDnZsqLt16fNhQjGTkVpOGQrF7it6nGXAsFfKNCgs0nbV3LdPcLkSEX9Gs4g8HEq1BlwpDVF71U-ZmUMUg/s320/Screen+Shot+2017-08-05+at+2.34.28+PM.png" width="320" /></a></div>
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<span style="text-align: start;">In this video, my son is reading the CVC word sentences. This is his second read. The first read involved more decoding. He is going into kindergarten in a month and has been working on sounding out words and short sentences all summer. This video is a good example of a student who is getting better with <i>automaticity</i> at the word level, but isn't quite <i>fluent</i> yet (because he lacks the other elements of being a fluent reader.) </span></div>
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<span style="text-align: start;">I also like writing sentences on sentence strips and putting them in a pocket chart. </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4BnpGWqI5BJvWJT8HYKL28dK1od6p9LzrIl4wIh_BVvJIEUnTSIklSv_7DD-_3bC21seXdiVDX1mnGjoCEo3s8fX0-fja2HiSZtn5pec2fEdYvDMbdzvKAf-KAfpUFNNzKYQNp86qlw/s1600/photo-2.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="640" data-original-width="480" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4BnpGWqI5BJvWJT8HYKL28dK1od6p9LzrIl4wIh_BVvJIEUnTSIklSv_7DD-_3bC21seXdiVDX1mnGjoCEo3s8fX0-fja2HiSZtn5pec2fEdYvDMbdzvKAf-KAfpUFNNzKYQNp86qlw/s320/photo-2.jpeg" width="240" /></a></div>
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Students can then mix and match the sentence parts, which forces them to reread each phrase over and over. ;) You can find these <a href="https://www.teacherspayteachers.com/Store/Sarah-Paul-4/Category/Phonics-Sentences-335544">Phonetic phrases here.</a></div>
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<span style="text-align: start;">The picture below shows on a table because I was playing a game with them. I wanted to show you this so you could see that you can just write on the strips too. :)</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhx4pGFrXBY26TTeiayNKXtW1_WI-Cyh2w0dl0mKN6z2-LJzGF1fuAJo8NP6Jd4KZ1BKcVvRFoFYSAw4jgGHMixUidIRlujIq3htTFnSN3hs_S2W7PbG3G2oMjJqdDLsAtXrg_5CfEZKA/s1600/sentences.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="480" data-original-width="640" height="240" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhx4pGFrXBY26TTeiayNKXtW1_WI-Cyh2w0dl0mKN6z2-LJzGF1fuAJo8NP6Jd4KZ1BKcVvRFoFYSAw4jgGHMixUidIRlujIq3htTFnSN3hs_S2W7PbG3G2oMjJqdDLsAtXrg_5CfEZKA/s320/sentences.jpg" width="320" /></a></div>
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Then they get a little longer like these ones:<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiyxe_K_T32URqGuw0e0czk1gaDkCyMSXfT3RHDe6bzVqrASg15EdMRiPrQ8BontjwHRFr1M4T3d1LAzA7JeOFq7tadogo26fcjF5N_0oOLQ7FvOH73JqVDdSXVLdBvzCP7LP3eGqNpkw/s1600/Slide04.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1236" data-original-width="1600" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiyxe_K_T32URqGuw0e0czk1gaDkCyMSXfT3RHDe6bzVqrASg15EdMRiPrQ8BontjwHRFr1M4T3d1LAzA7JeOFq7tadogo26fcjF5N_0oOLQ7FvOH73JqVDdSXVLdBvzCP7LP3eGqNpkw/s640/Slide04.jpg" width="640" /></a></div>
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I like to incorporate this phrasing activity with my sentences. This activity helps kids chunk sentences into <span style="font-size: large;">meaningful phrases.</span> This hopefully will help them with <span style="font-size: large;">comprehension</span> when they read longer sentences. At the very least, it does make them stop to think about the sentence and reminds them that these phonetic sentences (all sentences) carry <span style="font-size: large;">meaning</span>. That is the goal of reading!</div>
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Another good activity that requires students to think about meaning is a <span style="font-size: large;">phonetic sentence scrambler. </span>Students not only end up reading and rereading each word over and over, but they are also thinking about how to create a sentence that makes sense and sounds right grammatically. You can find <a href="https://www.teacherspayteachers.com/Store/Sarah-Paul-4/Category/Phonics-Sentence-Scramble-335545">phonetic sentence scramblers here</a> but you can also make your own using note cards! </div>
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Even after reading simple phonetic sentences, I still want my students to be thinking deeper about what they are reading. I find that it's easier to teach comprehension strategies right away with simpler sentences. We want our students to be in this habit of thinking about what they are reading. The picture above shows what is included in my <a href="https://www.teacherspayteachers.com/Product/Printable-Phonics-Fluency-Sentences-2983743">Phonetic Sentences Pack</a>, but you could do this without it. Basically, I have my student choose a sentence. Then I ask them to make a prediction, inference, or connection, or ask a question, explain what they visualize, or clarify something. For example, on that first sentence they may ask, "Why is the pet sad?" They may infer that the pet is a dog because dogs often sit on laps and do show emotion. The visual below explains it more.</div>
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<a href="https://drive.google.com/file/d/0B4LgEaJm_kXMZ0RBNHpMNENpek0/view?usp=sharing"><img border="0" data-original-height="1122" data-original-width="852" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgpjcQnTe3jf0uNgODf2SNq_zXGiTTivcJj5KLfJDEaL75bOVu54zm4gkjCfnE_47qZBLa-B4rdC5UdjWls3aBA4wZxZ1tgnzqTBgc08QYUAGHel7cmkflhQY3SV6QAPe1CpA8zClPQhw/s400/Screen+Shot+2017-08-02+at+8.21.33+AM.png" width="302" /></a></div>
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If you would like a copy of this comprehension activity, I am sharing it <a href="https://drive.google.com/file/d/0B4LgEaJm_kXMZ0RBNHpMNENpek0/view?usp=sharing">HERE</a> or on the picture above.</div>
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The activity below is something I've blogged about before. I love doing this activity with my students. It shakes it up a bit so they are not just reading sentences on a page. This can be a center or a small group activity. You can read more about it <a href="http://snippetsbysarah.blogspot.com/2015/07/phonics-and-fluency-for-first-grade.html">HERE</a> and can find it in my store <a href="https://www.teacherspayteachers.com/Store/Sarah-Paul-4/Category/Phonics-156909/Page:2">HERE</a>. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhaGXYQtu0k0nd69DQFXd18Ba0Yf1iP5mf1qz4tIzWQN_NXoUK_SyBEIJ1TOYH7LVIebxyyriyRL7S5fL0j8BO8CwbwA1cB37NafiTtCcUAZfjIlLph3LPvgsdK2jrl-huhsgYq8caMoA/s1600/Slide07.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1236" data-original-width="1600" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhaGXYQtu0k0nd69DQFXd18Ba0Yf1iP5mf1qz4tIzWQN_NXoUK_SyBEIJ1TOYH7LVIebxyyriyRL7S5fL0j8BO8CwbwA1cB37NafiTtCcUAZfjIlLph3LPvgsdK2jrl-huhsgYq8caMoA/s640/Slide07.jpg" width="640" /></a></div>
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<b>4. Fluency with reading passages and books</b></div>
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Finally, once students can read sentences with some fluency, you can start to introduce short stories. There are so many great phonetic books out there to try. I also use these laminated story cards that students can interact with. They also come in a printable version (like on the right.) The printable version has comprehension questions that ask the student to go back to the text. It is so important to include a comprehension element no matter how simple the text may seem. You can find the story cards and reading passages <a href="https://www.teacherspayteachers.com/My-Products/Category:156909">HERE</a>. (There is a short vowel version, blends version, and long vowel version and a bundle of all three. Scroll to find the ones you want.) </div>
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<b>What about Guided Reading?</b><br />
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It is my personal believe that leveled readers used for Guided Reading are not appropriate on their own for beginning reading instruction. Students <i>need</i> explicit systematic phonics instruction. Once they have solid phonics skills, I can move on to more interesting and diverse books. This is when I dive into <b>guided reading</b> more with the leveled readers that are not phonetic. You can even do a combination, so that they are exposed to both phonetically controlled texts (to develop automaticity and fluency with phonics skills) and guided reading texts. With guided reading, the focus is usually more on applying a variety of strategies to leveled texts. These texts are not phonetically controlled. The early levels usually have a pattern and picture clues. Although I like guided reading, I find this alone is NOT effective for my struggling readers (which typically is 25% of the class- let's not forget 1 in 5 students has some level of dyslexia.) I'm not saying that I don't use them because I do. I'm saying I do not rely on them for <i>all</i> of my instruction and small group practice. I do a lot more with phonetically-controlled texts in the very beginning and I add in some of the patterned guided reading early levels as a supplement so they are learning to use other strategies. This is just my personal opinion and I know many will disagree. I love guided reading for my kiddos who already have a strong phonics foundation and several sight words mastered. I actually do start teaching the <b>strategies</b> right away, without the guided reading level texts. I teach them to look at the picture, sound it out, look for chunks, think about what makes sense, etc. I have had more success focusing more on phonics skills early on and moving into the guided reading approach later. You can download the strategies I use <a href="https://www.teacherspayteachers.com/Product/Reading-Strategy-Posters-1246998">HERE</a> and read all about them in an old post <a href="http://snippetsbysarah.blogspot.com/2012/11/reading-strategies-for-decoding-words.html">HERE</a>.<br />
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<b>Sight Words </b><br />
Along with phonics instruction, I am teaching <b>sight words</b>. I teach sight words simultaneously with phonics. I wait until they are <b>comfortable sounding out some short words</b> before I add in sight words. I've found if I start too soon, then it can be confusing to many of my beginning readers (especially the struggling readers.) In my experience, they must know their letters and sounds before sight words should be introduced. I have a very systematic approach to sight words as well. You can read more about that <a href="http://snippetsbysarah.blogspot.com/2016/06/sight-word-instruction.html">HERE</a>.<br />
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<b>Nothing Replaces Good Literature </b><br />
Another important note: Although a lot of your instruction should involve phonics, it should not take the place of great<span style="font-size: large;"> literature </span>in your overall literacy instruction. Every day you should still be <span style="font-size: large;">reading aloud</span> to your students to give them exposure to good books. This way, they are continuing to develop vocabulary, comprehension, and a love of books.<br />
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<b>The Keys to fluency instruction: </b>With whatever you are choosing to use for fluency instruction, remember these three things are key to any fluency intervention.<br />
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<b><span style="font-size: large;"><a href="http://snippetsbysarah.blogspot.com/2017/09/phonics-intervention.html">Click here to read post about Phonics Intervention.</a></span></b></div>
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<b><span style="font-size: x-large;">Phonics Resources: </span></b><br />
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I have TONS of phonics resources in my store. To see all of them, click on the phonics tab on the right in <a href="https://www.teacherspayteachers.com/Store/Sarah-Paul-4">my store</a> (or you can click <a href="https://www.teacherspayteachers.com/Store/Sarah-Paul-4/Category/Phonics-156909">HERE</a>). Here are a few that were shown here:<br />
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<a href="https://drive.google.com/file/d/1ZwVG42vwhdTsaHlMPLUnohdYJZxGo1Lj/view?usp=sharing">Click here to download these small labels (also editable)</a></div>
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<br />Sarah Paulhttp://www.blogger.com/profile/09846306676553976451noreply@blogger.com9tag:blogger.com,1999:blog-847612610519779.post-56536145442299474012017-07-31T19:24:00.002-07:002018-07-20T09:56:02.399-07:00September Literacy Centers for First GradeA few weeks ago I blogged about how I managed my literacy centers. This system is literally the best thing I ever did as a first grade teacher. It made things so much easier for me in the long run. You can read more about it <a href="http://snippetsbysarah.blogspot.com/2017/06/managing-centers.html">HERE</a>.<br />
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September feels far away, but it will be here before you know it. I finally took photographs of my September centers to show you all. I have these monthly centers for every month except July. I train the kids in September, reinforce in October and it is smooth sailing for the rest of the year. The centers change theme and they get more difficult, but the routines are the same and the menu structure allows for smooth monthly changes.<br />
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Just in case, here is a quick explanation about how it works:<br />
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These folder holders hold all of the centers. The only exception is the Rebuild a Poem because it is in a pocket chart (but the student recording sheets are still in the folder). When I first created these, I needed something that would work for a tiny room. I had very little shelf space, so I wanted my centers to fit together nicely. This solved that! It only takes up a small space on a shelf. Students know to go here to get all of their centers. You could also spread them out around the room so there isn't a traffic jam. ;)</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgR7oK2THMGGCWZnXZCgTQe3Y_xmaxtXXSkMnfNq0sK_aRExUipWxnxAn3maH-n3lPSQ49Br88WWW5CLKPjAcaeVGT0Khm6rFnLG6G4BT6bAMbgoRuwLVSThvLOw38iCRaB2hC32QWNDws/s1600/Slide3.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1236" data-original-width="1600" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgR7oK2THMGGCWZnXZCgTQe3Y_xmaxtXXSkMnfNq0sK_aRExUipWxnxAn3maH-n3lPSQ49Br88WWW5CLKPjAcaeVGT0Khm6rFnLG6G4BT6bAMbgoRuwLVSThvLOw38iCRaB2hC32QWNDws/s640/Slide3.jpg" width="640" /></a></div>
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The folder holders have labels that match the center menu's heading. There are four centers under each heading every month. The headings do not change. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUBeUmV_JUQbzoFP2VrlD14OFgUkQ3Gd_98RwH0B3RrSH_iO_OavtuqNZawlWIWANlyph4yYJBJX50a0sM7bWZVBUGN5RFfrAvKHURazqHxFLSETOESdHXxKJ2IuhRwAsZgcQT5W7AflE/s1600/Slide4.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1236" data-original-width="1600" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhUBeUmV_JUQbzoFP2VrlD14OFgUkQ3Gd_98RwH0B3RrSH_iO_OavtuqNZawlWIWANlyph4yYJBJX50a0sM7bWZVBUGN5RFfrAvKHURazqHxFLSETOESdHXxKJ2IuhRwAsZgcQT5W7AflE/s640/Slide4.jpg" width="640" /></a></div>
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Inside each folder are all the contents of that center. The picture on the cover matches the picture on the menu. See below, under <i>Sentence Building </i>is the "Sentence Match" center. The picture on the menu matches the picture on that folder. Also, the heading (<i>Sentence Building</i>) is also on the folder in the top corner, so the student can quickly return it to the correct folder holder. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7vUglfYQqzn9ebqMwRdHtoAm2538bB5mDS_mVWijdSLpXadFuWS85Vt0IC1wAaPWL2gRrZtCSTOqawJwEEEP2_KCCXEa9Y5zcF9fIK7ryWcDEQ3jvBApDWVhBU46wXZ3Q0mEWDE1uhIc/s1600/Slide5.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1236" data-original-width="1600" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh7vUglfYQqzn9ebqMwRdHtoAm2538bB5mDS_mVWijdSLpXadFuWS85Vt0IC1wAaPWL2gRrZtCSTOqawJwEEEP2_KCCXEa9Y5zcF9fIK7ryWcDEQ3jvBApDWVhBU46wXZ3Q0mEWDE1uhIc/s640/Slide5.jpg" width="640" /></a></div>
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One of the things I love about these centers is the storage situation! When I taught first grade, I had very little room for anything, especially storage. Each month's centers fit in a magazine holder. When I need a new month's centers, I grab that magazine holder and empty out all of the folders and then move them to colored magazine folders shown above for students to use. When I'm done, they go back into their monthly holder. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEir7nrX_UhVY3RyOclUkhWXVvA9v82V1HynISwdptc2EQrwETZLP2-F-g8cAFh0xd1N-iOkdkrrUqZ9qZ4t9MPP8l9WUzPbr1rCoekpY6S0Kt1s_97cprhDQUtpVlyKyHhW8NHhwwVL_Q/s1600/Slide1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEir7nrX_UhVY3RyOclUkhWXVvA9v82V1HynISwdptc2EQrwETZLP2-F-g8cAFh0xd1N-iOkdkrrUqZ9qZ4t9MPP8l9WUzPbr1rCoekpY6S0Kt1s_97cprhDQUtpVlyKyHhW8NHhwwVL_Q/s640/Slide1.jpg" width="640" /></a></div>
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<b><span style="font-size: large;">September Centers</span></b><br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiSk9AWLSRf29a-iNTyUXGQXwwuB4suJzfAfyC2RB8BibDSbwL4QAQs0ly5vxMR0jevDHfcMbsZZ_CrYd_0BRPSzL_QKKPykOPD0j5yXulytulxnCINqeXs2_y1u4xN8SzmlONKUds-LQ/s1600/Slide1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1067" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiSk9AWLSRf29a-iNTyUXGQXwwuB4suJzfAfyC2RB8BibDSbwL4QAQs0ly5vxMR0jevDHfcMbsZZ_CrYd_0BRPSzL_QKKPykOPD0j5yXulytulxnCINqeXs2_y1u4xN8SzmlONKUds-LQ/s640/Slide1.jpg" width="426" /></a></div>
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Another update is that I made a black-and-white menu. Every student gets a menu at the beginning of the month. They keep it in their center/reading workshop folder all month long. They keep track of the centers they finish by coloring in the squares with that center. Below are pictures of all of the centers.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEirf9d2BCbC-P3VpLWZzNgHzs5pOjCNlCubIpU06PQWqKHkZfwvRpRM7dAnyw0vD0eWSzAnullzb6Bu9SW9MDOV2sZSiIRu25msLd6mI5JvdJNI5mshHp8W0rdonvBhxYDXCpct-kuhKqE/s1600/Slide8.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1236" data-original-width="1600" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEirf9d2BCbC-P3VpLWZzNgHzs5pOjCNlCubIpU06PQWqKHkZfwvRpRM7dAnyw0vD0eWSzAnullzb6Bu9SW9MDOV2sZSiIRu25msLd6mI5JvdJNI5mshHp8W0rdonvBhxYDXCpct-kuhKqE/s640/Slide8.jpg" width="640" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhzfDQW8wTn3V2Zyb2h9HwyrLS8aRRim1BH9EByZ1tHqmDCZpuRJaf-B61oR24HrWvYGJxuhDt74TW-NhTUWjEYZVymUd9gyNVClSLKtM3RZrSsR9AnTJ5m_vOtMzXSxGJkLR21bS3WXQk/s1600/Slide6.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1236" data-original-width="1600" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhzfDQW8wTn3V2Zyb2h9HwyrLS8aRRim1BH9EByZ1tHqmDCZpuRJaf-B61oR24HrWvYGJxuhDt74TW-NhTUWjEYZVymUd9gyNVClSLKtM3RZrSsR9AnTJ5m_vOtMzXSxGJkLR21bS3WXQk/s640/Slide6.jpg" width="640" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEijvFGvdq7n1YfwJvC0WOvfnF_8sT0uIgVFsuPG-912PoqNmwn2Uonxr3mWXstmsIoaTGI7zTC-LU2rI74oqmCxEf9Sea1leOUBGbXfSWOgz7iUJYDRiRNTKyLnQuWNuTM_wYzQYkvDk7Y/s1600/Slide7.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1236" data-original-width="1600" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEijvFGvdq7n1YfwJvC0WOvfnF_8sT0uIgVFsuPG-912PoqNmwn2Uonxr3mWXstmsIoaTGI7zTC-LU2rI74oqmCxEf9Sea1leOUBGbXfSWOgz7iUJYDRiRNTKyLnQuWNuTM_wYzQYkvDk7Y/s640/Slide7.jpg" width="640" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiunMeymtj-oq4nf6IzmC_lTY8Vdz2dVbtyB_zaM7GGS-spTUGtCD_WT6_xLYJNsHwAULTPIbBr6g2vKnzdbys0qCkKZV_Xoh-6nKZoV7laVtGhNLFy-11jXgukPdBtc_807zQjIEqqEjw/s1600/Slide9.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1236" data-original-width="1600" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiunMeymtj-oq4nf6IzmC_lTY8Vdz2dVbtyB_zaM7GGS-spTUGtCD_WT6_xLYJNsHwAULTPIbBr6g2vKnzdbys0qCkKZV_Xoh-6nKZoV7laVtGhNLFy-11jXgukPdBtc_807zQjIEqqEjw/s640/Slide9.jpg" width="640" /></a></div>
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<span style="font-size: large;">You can find my September literacy centers <a href="https://www.teacherspayteachers.com/Product/September-Literacy-Center-Menu-1st-Grade-270767">HERE</a>. </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-oUNBKIzxXJ44H9TfV6LszoMUr2B4RRwEDSZWN9tL4GgX50gzDVzteSORs44xQVju_xHsAT69C_HcQ3xuQqZdLtT1vE5isuGqkCKx1dTIT1soDxE3CZ-85ZmlS01qRcHwmh_DUrBJMEM/s1600/Screen+Shot+2017-07-31+at+7.23.32+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1084" data-original-width="830" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj-oUNBKIzxXJ44H9TfV6LszoMUr2B4RRwEDSZWN9tL4GgX50gzDVzteSORs44xQVju_xHsAT69C_HcQ3xuQqZdLtT1vE5isuGqkCKx1dTIT1soDxE3CZ-85ZmlS01qRcHwmh_DUrBJMEM/s320/Screen+Shot+2017-07-31+at+7.23.32+PM.png" width="245" /></a></div>
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<span style="font-size: large;">This is a link to all of my <a href="https://www.teacherspayteachers.com/Store/Sarah-Paul-4/Category/1st-Grade-Literacy-Center-Menus-148394">1st grade literacy centers</a>:</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjjm59i6zK6lB9m17A92NaHtejwO644ipq4Xk0i5EhpfBKzaWCyres6H7PVINswNwSXujBrK2mNK66N_ofiWQjCvuhbr23I6SyDHUlJ9TTjYfk2OBCB-917zWNsSd5huegLjldlkoPNEgk/s1600/first+grade+literacy+centers.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1300" data-original-width="1300" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjjm59i6zK6lB9m17A92NaHtejwO644ipq4Xk0i5EhpfBKzaWCyres6H7PVINswNwSXujBrK2mNK66N_ofiWQjCvuhbr23I6SyDHUlJ9TTjYfk2OBCB-917zWNsSd5huegLjldlkoPNEgk/s320/first+grade+literacy+centers.jpg" width="320" /></a></div>
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<span style="font-size: large;">I also have <a href="https://www.teacherspayteachers.com/Store/Sarah-Paul-4/Category/2nd-Grade-Literacy-Center-Menus-156913">2nd grade</a>:</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEji-IvHGNlWsPHmjwz0RCRZm6WfhZVq2yyjWDupk-zeB1mc-1NwHZwAfRvkGdLGD0bkJgvZFHE5SzT9KCJRHNZl9F6I2KchT536ULY4kmEg7EpW15xAOB31pvOwQy6gsBbrVW0X5pSZaWI/s1600/2nd+bundle+cover.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1300" data-original-width="1300" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEji-IvHGNlWsPHmjwz0RCRZm6WfhZVq2yyjWDupk-zeB1mc-1NwHZwAfRvkGdLGD0bkJgvZFHE5SzT9KCJRHNZl9F6I2KchT536ULY4kmEg7EpW15xAOB31pvOwQy6gsBbrVW0X5pSZaWI/s320/2nd+bundle+cover.jpg" width="320" /></a></div>
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<span style="font-size: large;">and <a href="https://www.teacherspayteachers.com/Store/Sarah-Paul-4/Category/Kindergarten-Literacy-Center-Menus-156914">Kindergarten</a>:</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgvW4Re7R_682vgGtAWKg7lECSSdDoA2Z4NRAHN41UWjiSZvNr-XpWX_6ROh2H5P2aRHDWlNDKq-3pyIC6JMHyJQw1MRwVqwu-BfgvMqp-b7jL6T_vhWjAgMYKe0xTJCcD9PxX0aIBucGE/s1600/Screen+Shot+2016-12-03+at+9.43.26+AM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="873" data-original-width="900" height="310" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgvW4Re7R_682vgGtAWKg7lECSSdDoA2Z4NRAHN41UWjiSZvNr-XpWX_6ROh2H5P2aRHDWlNDKq-3pyIC6JMHyJQw1MRwVqwu-BfgvMqp-b7jL6T_vhWjAgMYKe0xTJCcD9PxX0aIBucGE/s320/Screen+Shot+2016-12-03+at+9.43.26+AM.png" width="320" /></a><br />
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Sarah Paulhttp://www.blogger.com/profile/09846306676553976451noreply@blogger.com7tag:blogger.com,1999:blog-847612610519779.post-10683836137329698202017-07-28T15:29:00.002-07:002017-07-29T14:18:58.829-07:00Writing Rubrics for Common CoreHi Everyone! Last week I updated my writing rubrics pack again. This update includes all new rubrics with the common core standards right on them. The other rubrics were not grade-specific, but these ones are. I added rubrics for kindergarten through third grade. For each grade there is a conventions rubric and narrative, opinion, and informative rubrics.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_C-TnmBj9P4q4rPE7QsXSkQS-dn2C1DiNGefuQ9opRvDBau430pRRPoRViYsIsvMgBFzFwnFQ6VjtlcXJnLnGtc0GTm_NyP5Pm5zrWz9pZOW6cEVQF4ocXn0GfH3L0lYe970Iwvsn520/s1600/IMG_7429.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="480" data-original-width="640" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi_C-TnmBj9P4q4rPE7QsXSkQS-dn2C1DiNGefuQ9opRvDBau430pRRPoRViYsIsvMgBFzFwnFQ6VjtlcXJnLnGtc0GTm_NyP5Pm5zrWz9pZOW6cEVQF4ocXn0GfH3L0lYe970Iwvsn520/s640/IMG_7429.png" width="640" /></a></div>
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Here is a little preview of the additional rubrics. </div>
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(Don't forget this is only the additions to the already huge pack of rubrics!)</div>
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I also included a "key" for each genre and grade level. I decide what my scale is going to be before I start grading. I think about what my expectations are for meeting standards for that point in the year and I go from there. Then I use the key to help me determine each students final score: Developing, meeting, or exceeding. </div>
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There is also a blank template for you to create your own rubrics!</div>
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<span style="font-size: x-large;">You can find these <a href="https://www.teacherspayteachers.com/Product/Writing-Rubrics-Megapack-263524?aref=h1z32fd8">HERE</a>.</span></div>
<span style="-webkit-font-smoothing: antialiased; background-color: #bd081c; background-image: url(data:image/svg+xml; background-position: 3px 50%; background-repeat: no-repeat no-repeat; background-size: 14px; border-bottom-left-radius: 2px; border-bottom-right-radius: 2px; border-top-left-radius: 2px; border-top-right-radius: 2px; border: none; color: white; cursor: pointer; display: none; font-family: 'Helvetica Neue', Helvetica, sans-serif; font-size: 11px; font-style: normal; font-variant-caps: normal; font-weight: bold; left: 42px; line-height: 20px; opacity: 1; padding: 0px 4px 0px 0px; position: absolute; text-align: center; text-indent: 20px; top: 2798px; width: auto; z-index: 8675309;">Save</span><span style="-webkit-font-smoothing: antialiased; background-color: #bd081c; background-image: url(data:image/svg+xml; background-position: 3px 50%; background-repeat: no-repeat no-repeat; background-size: 14px; border-bottom-left-radius: 2px; border-bottom-right-radius: 2px; border-top-left-radius: 2px; border-top-right-radius: 2px; border: none; color: white; cursor: pointer; display: none; font-family: 'Helvetica Neue', Helvetica, sans-serif; font-size: 11px; font-style: normal; font-variant-caps: normal; font-weight: bold; left: 42px; line-height: 20px; opacity: 1; padding: 0px 4px 0px 0px; position: absolute; text-align: center; text-indent: 20px; top: 2798px; width: auto; z-index: 8675309;">Save</span>Sarah Paulhttp://www.blogger.com/profile/09846306676553976451noreply@blogger.com13tag:blogger.com,1999:blog-847612610519779.post-88495170935470499192017-07-12T11:17:00.001-07:002017-07-12T11:17:17.993-07:00Parent's Guide to Learning to Read Hi everyone! I hope you are all enjoying your summers. This summer I'm taking two online classes and one of the assignments is to plan a family literacy night. Although I've been wanting to do this for quite some time, I haven't. So, I'm glad that I'm getting that push to do it! One thing I have always wanted to create for a family literacy night is a beginning reading guide for parents. Keep in mind I work at a school with a lot of parent involvement. I get asked a lot what they can do at home. I'm so lucky and so are their children! I find that, while giving ideas about what to do at home, I feel the need to give background knowledge about reading. It's hard to give tips and ideas when parents do not have any general information about the process of learning to read. I have handed out separate resources before, but I never put it all together in one nice, neat packet. Until now!<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi1a5EGHhs5GXU9oIhPtqJCYCD2ItztBL3xOuW226MeYZ-JBPI-2t2Y5hhtiTP-ddY2xMX3UotkQKbz45j5s3OCnd_DVo9Zargkp8-KITtBprfiahfYZZGge4rtuIdTT0RDs2NSWU6rRA/s1600/Slide1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1499" data-original-width="1499" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi1a5EGHhs5GXU9oIhPtqJCYCD2ItztBL3xOuW226MeYZ-JBPI-2t2Y5hhtiTP-ddY2xMX3UotkQKbz45j5s3OCnd_DVo9Zargkp8-KITtBprfiahfYZZGge4rtuIdTT0RDs2NSWU6rRA/s640/Slide1.jpg" width="640" /></a></div>
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I thought about the main things that went into learning to read and tried to break it down. If you've followed me for a while, you know I love anything with tabs. Ha! Keep in mind that I made this one pretty with colored bright paper, but you wouldn't have to! I also made a version without tabs so you just print and staple or bind. That one is a little more convenience. ;) </div>
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Here is a little peak inside:</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAuyDwOOVn6TdlA4PsljsopOfkGudg8_DGhBpuQMXdKgltDGS6UjBbwspKDyq99XaOriukKVacyIqeA3bTFG9DhuAOG7BcDC5-CELvoCc-dLdyigb2RQ-48rlrxHOzz4WIT892W-E4wA/s1600/Slide2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1499" data-original-width="1499" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAuyDwOOVn6TdlA4PsljsopOfkGudg8_DGhBpuQMXdKgltDGS6UjBbwspKDyq99XaOriukKVacyIqeA3bTFG9DhuAOG7BcDC5-CELvoCc-dLdyigb2RQ-48rlrxHOzz4WIT892W-E4wA/s640/Slide2.jpg" width="640" /></a></div>
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<span style="text-align: left;">The colored pages are the tab pages. They have basic information for parents about that area of reading. After each tab page, there is a page with ideas for parents to use at home.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiwKGKY1LU13YILc5B5yS-gQRNjhlligV3LzQKKyzOzR8AE6jhSg0IxZaVFP-rBjAzbUv6zcKr3Ik1ibBgRaaSausCuPTvcdbCv6684CrWwHSSA6WwlPeXnsbsHj0lPTSvGyM2VuUHKqw/s1600/Slide2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1236" data-original-width="1600" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiwKGKY1LU13YILc5B5yS-gQRNjhlligV3LzQKKyzOzR8AE6jhSg0IxZaVFP-rBjAzbUv6zcKr3Ik1ibBgRaaSausCuPTvcdbCv6684CrWwHSSA6WwlPeXnsbsHj0lPTSvGyM2VuUHKqw/s640/Slide2.jpg" width="640" /></a></div>
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You can find resources and information about teaching the alphabet <a href="http://snippetsbysarah.blogspot.com/2016/11/alphabet-intervention.html">HERE</a>.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhTWDlqxiPzuxOP24GfsJICMDpujbXHnqPxbDd0hyphenhyphenB31xlT3rznJzEvpfliZfBdA_OlIFWQzy_0Iwl89fcukrg1QDUzQwNc-rx-NtVWsvQRLSRsf0ayYgSjKqTIDGOCf1E7facFby3hjA/s1600/Slide3.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1236" data-original-width="1600" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhTWDlqxiPzuxOP24GfsJICMDpujbXHnqPxbDd0hyphenhyphenB31xlT3rznJzEvpfliZfBdA_OlIFWQzy_0Iwl89fcukrg1QDUzQwNc-rx-NtVWsvQRLSRsf0ayYgSjKqTIDGOCf1E7facFby3hjA/s640/Slide3.jpg" width="640" /></a></div>
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Please note: The ideas in the phonemic awareness section come from my <a href="https://www.teacherspayteachers.com/Product/Phonemic-Awareness-Intervention-Kit-1678530">Phonemic Awareness Take-home kit. </a> You can find a TON of information about phonemic awareness in these old posts <a href="http://snippetsbysarah.blogspot.com/2015/06/all-about-phonemic-awareness.html">HERE</a> and <a href="http://snippetsbysarah.blogspot.com/2015/01/tips-and-activities-for-phonemic.html">HERE</a>.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgxSblHqnCxhaVYDLQaNCVulkYim_2vaDFlU5JaMtb0qcoubxvsmBlfeqioy0UHZSHLsEwn3acU7QF4a_CnAoQBPpeO7Az-xogteGiInv7nDGoZbxLtfW0cE0nV34BmQ9kSlODDKnR00A/s1600/Slide4.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1236" data-original-width="1600" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgxSblHqnCxhaVYDLQaNCVulkYim_2vaDFlU5JaMtb0qcoubxvsmBlfeqioy0UHZSHLsEwn3acU7QF4a_CnAoQBPpeO7Az-xogteGiInv7nDGoZbxLtfW0cE0nV34BmQ9kSlODDKnR00A/s640/Slide4.jpg" width="640" /></a></div>
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<span style="text-align: left;"> I added in a link to a phonetic word list! I wish I would've made that one years ago!</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEglC-HnOpF6jCcASJfb_OvjxatUtCFwK5gtoP_P_GCk2BcCiHSkXDtwpD10G5tiOdTppY3dvVkZ0bnEDLAJZe3Grf1ltwPl7gAohllW2j2lkBRsdn3V6jrRYkfGD_tVDKPa6_8X3tasEQ/s1600/Slide5.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1236" data-original-width="1600" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEglC-HnOpF6jCcASJfb_OvjxatUtCFwK5gtoP_P_GCk2BcCiHSkXDtwpD10G5tiOdTppY3dvVkZ0bnEDLAJZe3Grf1ltwPl7gAohllW2j2lkBRsdn3V6jrRYkfGD_tVDKPa6_8X3tasEQ/s640/Slide5.jpg" width="640" /></a></div>
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You can find an old post about sight words <a href="http://snippetsbysarah.blogspot.com/2016/06/sight-word-instruction.html">HERE</a>.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzYb3a5PD_DDhjGFkpCyjA-wD9MvkPnISbF73m7t-YgCy0yiD4CRobthOGbch5drHUncyGYMMcplxb0iWsqa9rrnTdTOUmSGVdKK5jhgIUCHtj61mvy1H2D6N9YqrNWCXfZ8OuH43QmA/s1600/Slide6.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1236" data-original-width="1600" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzYb3a5PD_DDhjGFkpCyjA-wD9MvkPnISbF73m7t-YgCy0yiD4CRobthOGbch5drHUncyGYMMcplxb0iWsqa9rrnTdTOUmSGVdKK5jhgIUCHtj61mvy1H2D6N9YqrNWCXfZ8OuH43QmA/s640/Slide6.jpg" width="640" /></a></div>
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You can find an old, but very detailed blog post about reading strategies <a href="http://snippetsbysarah.blogspot.com/2012/11/reading-strategies-for-decoding-words.html">HERE</a>.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjE9Sv7pa2OTk9D2EWKWs_x1y8f2ZzWJoiK67BT-Y5wflp_vTG_nTQdyOl7lkXNX__YOvF6eu0Ss3_PuTOq9ZkZIRx5YNQzy9wjMK7rR5HoOznRYZSwx-pbqAqNO9nw_4Ckph1B7_GLLQ/s1600/Slide7.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1236" data-original-width="1600" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjE9Sv7pa2OTk9D2EWKWs_x1y8f2ZzWJoiK67BT-Y5wflp_vTG_nTQdyOl7lkXNX__YOvF6eu0Ss3_PuTOq9ZkZIRx5YNQzy9wjMK7rR5HoOznRYZSwx-pbqAqNO9nw_4Ckph1B7_GLLQ/s640/Slide7.jpg" width="640" /></a></div>
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You can find a huge post about comprehension <a href="http://snippetsbysarah.blogspot.com/2017/05/teaching-comprehension-strategies-and.html">HERE</a>.</div>
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This resource is perfect for pre-kindergarten, kindergarten, and first grade teachers. I will be using it as a resource for my intervention students' families. </div>
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This is all based on years of experience and research. I realize there are many differing philosophies and beliefs about what is best when teaching children to read. This is what works for me and is based on a lot of research. Much of the research for the alphabet, phonemic awareness, and phonics is summarized <a href="https://www.nichd.nih.gov/publications/pubs/nrp/Documents/report.pdf">HERE</a> in this report from the National Reading Panel. I acknowledge and respect different views and beliefs and by no means discredit other ways of teaching. If these ideas do not reflect your teaching practices and beliefs, then this probably isn't for you. ;) </div>
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So there you have it! <span style="font-size: x-large;">You can find this resource <a href="https://www.teacherspayteachers.com/Product/Parents-Guide-to-Reading-3253525">HERE</a>.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiV8AkMg8pGc3QIIfQPmM73T5cVvKSOdWL64dMvUnjfvqx8ep-fE6ynxOxYdI8QHYaVb4ekOhsK8phk0CZxzrb8xSrjZc4GW4TOlytWVakkXgoVDOV5sFtaANQ2cuBShVpb68HUtk4R6w/s1600/Slide1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="854" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiV8AkMg8pGc3QIIfQPmM73T5cVvKSOdWL64dMvUnjfvqx8ep-fE6ynxOxYdI8QHYaVb4ekOhsK8phk0CZxzrb8xSrjZc4GW4TOlytWVakkXgoVDOV5sFtaANQ2cuBShVpb68HUtk4R6w/s640/Slide1.jpg" width="340" /></a></div>
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Can you tell my kids are at their grandparent's house these past couple days based on the fact that I'm actually blogging? Ha! I have an actual folder called "to finish soon." It is quite full and some files have been there for years. Well, today I finally finished one that I'm really excited about. I've blogged about sound boxes before (<a href="http://snippetsbysarah.blogspot.com/2015/01/sound-boxes-breaking-up-word-by-its.html">here</a> and <a href="http://snippetsbysarah.blogspot.com/2012/08/sound-boxes-aka-elkonin-boxes.html">here</a>) and I have them included in several of my phonics packs, but I wanted to make a big pack with all of them together.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjDnZ72xhz-5HrwbYjyf77xU4rNCr_DdNOD9b0gGCAL8g8USRfmBH-fAyOXsOlG1tLcXUo-2OD-BXFr2HQIOa-yoFCms8EiBwwH41iL13IaRqNh1v12N1bSQpvwsrgINHPVr4xrROJ8AQ/s1600/Slide1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1600" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjDnZ72xhz-5HrwbYjyf77xU4rNCr_DdNOD9b0gGCAL8g8USRfmBH-fAyOXsOlG1tLcXUo-2OD-BXFr2HQIOa-yoFCms8EiBwwH41iL13IaRqNh1v12N1bSQpvwsrgINHPVr4xrROJ8AQ/s320/Slide1.jpg" width="320" /></a></div>
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Sound boxes can be used with or without letters. When I'm working on phonemic awareness with my students, I just focus on the sounds and not the letters. As my students begin phonics and learning to read and spell, I add in the corresponding letters. Sound boxes can strengthen both phonemic awareness skills <i>and</i> phonics skills. </div>
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Here is how you use them:</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxBmb0SHFsAdDqQ9ScXkrsFkDFH4VJGguNqASTKwGA5PSHmAqJ4LyUbkcIWVue-ytuM6p184QOR4mYA-H7IvSynS2TnVEwlM4oQjP03JkOCmF8c1nE4hbxA1QFJOTdV2XWvFf9A1oKTA/s1600/Slide6.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1600" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhxBmb0SHFsAdDqQ9ScXkrsFkDFH4VJGguNqASTKwGA5PSHmAqJ4LyUbkcIWVue-ytuM6p184QOR4mYA-H7IvSynS2TnVEwlM4oQjP03JkOCmF8c1nE4hbxA1QFJOTdV2XWvFf9A1oKTA/s640/Slide6.jpg" width="640" /></a></div>
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There are <span style="color: magenta;">three formatting options</span>. Two of them are in color. You can print out the color and keep it full page, like in the picture below. Then, stick it in a plastic sleeve and use a dry erase marker to write and then wipe off to use again. If you use this option, you could put them together in a binder or a three-pronged folder so they are all ready to use. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYHOT1ljPmiK6HFt2YyHR7ktkvx5RajgQ9d14K8pC5pKEegIwRFh7OV4qvocUTb3uaQZuOBTcOdF1bOzGYjg8CuLvEO68jTZkH09HY9cwvb9n69A8KCTjrKvyZtkwepplYcBGT6KMG3g/s1600/IMG_7080.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="640" data-original-width="480" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYHOT1ljPmiK6HFt2YyHR7ktkvx5RajgQ9d14K8pC5pKEegIwRFh7OV4qvocUTb3uaQZuOBTcOdF1bOzGYjg8CuLvEO68jTZkH09HY9cwvb9n69A8KCTjrKvyZtkwepplYcBGT6KMG3g/s320/IMG_7080.JPG" width="240" /></a> <a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNG7l308Skhtdg-n57MBGN5szHRmOVL-xp_cxzRZPoQ9z_tVbQQGfZshcz5CX1e8yUvLJSC4dc-PGSCQ2Lq-UODLTnf0r66TuFD2m1p3tHh2o_LrRN1zp2I_mxi0bADPKGHddNUilz0Q/s1600/IMG_7072+copy.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="640" data-original-width="480" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNG7l308Skhtdg-n57MBGN5szHRmOVL-xp_cxzRZPoQ9z_tVbQQGfZshcz5CX1e8yUvLJSC4dc-PGSCQ2Lq-UODLTnf0r66TuFD2m1p3tHh2o_LrRN1zp2I_mxi0bADPKGHddNUilz0Q/s320/IMG_7072+copy.JPG" width="240" /></a></div>
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Another option is print the same page as above, but then cut each box individually and laminate to use as individual sound boxes. In the picture below, I also cut out the little visual helper as well. I also added a ring to it so I could keep all of that phonics skill together. You can use these as just an oral segmenting activity with manipulatives or you could also use a dry erase marker to write the corresponding letters. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjgNh8sSKzAs2bt2Oyp-NNW-EVuF5eOzGSlP1zZwZF-UA413C0tLF4Qo5YUlNxsvfBGXuqUbUNVzxY2I_liH49WQ4QF_xBUIAvQad6fa-2POr7yrbWNFpwVDagowfBwtMapxBB-RrTNlA/s1600/photo.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="480" data-original-width="640" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjgNh8sSKzAs2bt2Oyp-NNW-EVuF5eOzGSlP1zZwZF-UA413C0tLF4Qo5YUlNxsvfBGXuqUbUNVzxY2I_liH49WQ4QF_xBUIAvQad6fa-2POr7yrbWNFpwVDagowfBwtMapxBB-RrTNlA/s640/photo.jpeg" width="640" /></a></div>
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The third option is a printable black-and-white page. This can be used as individual worksheets or can be bound into a workbook.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAeIhthudEks-mrm54B8Zj7ZRmHW-qZlnEFiPmUbhckfJi2EkE4poY_KVS3tKEr5emeOXuprza0vhM6V67bNuxoExRsH8EyqHL8y89xTUnqSIjBHhTZ5hR1QYXUm-0XA7TIUgII0Yylw/s1600/photo-2.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="480" data-original-width="640" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgAeIhthudEks-mrm54B8Zj7ZRmHW-qZlnEFiPmUbhckfJi2EkE4poY_KVS3tKEr5emeOXuprza0vhM6V67bNuxoExRsH8EyqHL8y89xTUnqSIjBHhTZ5hR1QYXUm-0XA7TIUgII0Yylw/s640/photo-2.png" width="640" /></a>This pack includes <span style="font-size: large;">60 pages</span>, each page with 6 sound boxes, totally over <span style="font-size: large;">300 sound boxes</span>! The phonics skills included are:</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjuYKkJ_A3THRScX2ey57pG6orY7Mu5SN-DYqCrAMrO5Usq0L89t5IoO2iXL72iylpgDanNFD6lu1CerBVbstsCoMZeMUIS5izkbQJ3cVZ78BQbpQGeq1c0tnA3hNhPZc28T2-M2ylQwA/s1600/Slide7.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1600" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjuYKkJ_A3THRScX2ey57pG6orY7Mu5SN-DYqCrAMrO5Usq0L89t5IoO2iXL72iylpgDanNFD6lu1CerBVbstsCoMZeMUIS5izkbQJ3cVZ78BQbpQGeq1c0tnA3hNhPZc28T2-M2ylQwA/s640/Slide7.jpg" width="640" /></a></div>
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<span style="font-size: x-large;">You can find this pack <a href="https://www.teacherspayteachers.com/Product/Sound-Boxes-3230954">HERE</a>.</span></div>
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Sarah Paulhttp://www.blogger.com/profile/09846306676553976451noreply@blogger.com10tag:blogger.com,1999:blog-847612610519779.post-68295743036552689322017-06-30T09:43:00.003-07:002018-07-26T20:37:42.666-07:00Vowel HelpersHi everyone! Today I have a little resource to share with you that I use on a daily basis. It was previously found in my Printable Intervention packs and Hands-on Short Vowel packs, but I decided I needed to share it all on its own. That's how much I use it!<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjcoQNoXIHOFKl2oGNyCWLnDa3p9nkiZmFV_2GZyNINciqpVJ8lwsN6QIPFZlAmPetBI2i0Wd87mR3-USWMlcXTb2dyi9ob43WauyFuyF_vms6suUYDeIV5xctXF_q0rvoubvA5sWeiXw/s1600/Slide1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1499" data-original-width="1499" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjcoQNoXIHOFKl2oGNyCWLnDa3p9nkiZmFV_2GZyNINciqpVJ8lwsN6QIPFZlAmPetBI2i0Wd87mR3-USWMlcXTb2dyi9ob43WauyFuyF_vms6suUYDeIV5xctXF_q0rvoubvA5sWeiXw/s400/Slide1.jpg" width="400" /></a></div>
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Vowels can be so hard to remember, especially since some really sound similar. For our beginning readers and struggling readers, it can be especially difficult to distinguish between and remember these sounds. From the beginning, I introduce this visual and I model how to use it. I learned this from a dyslexia specialist and it is SO helpful.<br />
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When we are beginning to sound out words, I tell my students to first determine the vowel sound by <span style="color: magenta;">singing a little chant </span>that matches the picture. For example, for a short a word, I'll say, "apple, apple, /a/ /a/ /a/." Then, I'll <span style="color: blue;">sound out the word</span>. If students get in the habit of doing this early on, they are more likely to read the words accurately and master their vowel sounds. As they progress and begin reading sentences, we obviously don't do that for every word. However, they still do that chant when they are stuck on a word or if they don't remember the vowel sound. I also have them "check their vowel" when I hear them read a word using the incorrect vowel sound. Here is a video of my son using this bookmark in action.<br />
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<iframe allowfullscreen="" class="YOUTUBE-iframe-video" data-thumbnail-src="https://i.ytimg.com/vi/7wOyVtbyoi8/0.jpg" frameborder="0" height="266" src="https://www.youtube.com/embed/7wOyVtbyoi8?feature=player_embedded" width="320"></iframe></div>
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If this video isn't working, you can also click <a href="https://www.youtube.com/watch?v=7wOyVtbyoi8&feature=youtu.be">HERE</a> to view it. </div>
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I also made one for long vowels. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiityNTGbtfibHZpiBr8e56D4NzhjeKU1eMglIJhjp1KwH8Q1seMQ7CY1RrDLJV4wnDPvL_kXxeSIdr3P7TKc3HyBTwyZY18zdGdijsiY2oFL_5vYYDJ0xKmzsmHWSukQ8HZSUZvOb76g/s1600/Screen+Shot+2017-06-30+at+9.27.45+AM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="280" data-original-width="1038" height="86" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiityNTGbtfibHZpiBr8e56D4NzhjeKU1eMglIJhjp1KwH8Q1seMQ7CY1RrDLJV4wnDPvL_kXxeSIdr3P7TKc3HyBTwyZY18zdGdijsiY2oFL_5vYYDJ0xKmzsmHWSukQ8HZSUZvOb76g/s320/Screen+Shot+2017-06-30+at+9.27.45+AM.png" width="320" /></a></div>
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<span style="font-size: large;">You can download these <span style="color: magenta;">FREE</span> Vowel Bookmarks <a href="https://www.teacherspayteachers.com/Product/Vowel-Helpers-3221951">HERE</a>.</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikTApY25Vz18e8iAf9B4Sptaht0xj6ThTOy12NnHjY85PWcg_JNqxlFTAZru9_yCk5B2klBGlVofEsSCX350P1nJpllyYStveLGQQk-s7UUuPWA7aqJ4PL-uO2HgTIkkjs9c2_jPIs7w/s1600/Screen+Shot+2017-06-30+at+9.26.51+AM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1116" data-original-width="858" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEikTApY25Vz18e8iAf9B4Sptaht0xj6ThTOy12NnHjY85PWcg_JNqxlFTAZru9_yCk5B2klBGlVofEsSCX350P1nJpllyYStveLGQQk-s7UUuPWA7aqJ4PL-uO2HgTIkkjs9c2_jPIs7w/s640/Screen+Shot+2017-06-30+at+9.26.51+AM.png" width="492" /></a></div>
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Another resource I use is this set of flashcards for vowel pairs and diphthongs.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgS8AyNmdNOCS3uMYc8thPzKwpc-zlKj0lpUZp-InEFuvUzXlH_jgdEdyu5_4n1evyzm7mugOy0oDeK2Y0ls4E2Q80-UfW9C1WJJHJ5_rZAQXfepOum68Xj2Lqx9jlnE5HrVcNcC-n5Ag/s1600/Slide01.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1600" data-original-width="1236" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgS8AyNmdNOCS3uMYc8thPzKwpc-zlKj0lpUZp-InEFuvUzXlH_jgdEdyu5_4n1evyzm7mugOy0oDeK2Y0ls4E2Q80-UfW9C1WJJHJ5_rZAQXfepOum68Xj2Lqx9jlnE5HrVcNcC-n5Ag/s640/Slide01.jpg" width="494" /></a></div>
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I put them on a ring and slowly add new cards on as I introduce the vowel skills. As a warm-up, my students flip through making the sounds. You can also use them as a resource while spelling words. Students can flip through to find the correct vowel pair. You can find this <a href="https://www.teacherspayteachers.com/Product/Phonics-Flashcards-Letter-Combinations-3109495">HERE</a>. </div>
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I hope you enjoy these resources! :)</div>
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When I started teaching first grade, there was no TPT and very few bloggers (at least I didn't follow any at this time,) so I was sort of drowning during my reading workshop time. I was constantly looking for new centers and changing them out and I felt like all of my time was spent on centers. I knew I needed to figure something else out that would work for me. So sometime in the middle of my first year, I started making these monthly literacy menus. I felt more organized and they provided me with a little direction. Now in the beginning, I had little access to clip art and fonts, so they were not cute at all! Ha! Over the last decade, I've updated, tweaked, added, modified, "cute-sified," you name it. These centers have definitely evolved, but the format has stayed the same and it's the format and easy management that saved me as a first grade teacher. Here is how they work...<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgY84qD82JxmhnJseCCuBzkPRww0MAFL3WgYvN5C6AL-Zx9oefNQbajO6XTgCWQYjAgOIDzz99zAgxPO21HFy5zlKMbt9VpYC6m-l0TEAaulZwVYBITY-DE928pdToUnzXxbEnkuxR1VA/s1600/Slide01.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgY84qD82JxmhnJseCCuBzkPRww0MAFL3WgYvN5C6AL-Zx9oefNQbajO6XTgCWQYjAgOIDzz99zAgxPO21HFy5zlKMbt9VpYC6m-l0TEAaulZwVYBITY-DE928pdToUnzXxbEnkuxR1VA/s640/Slide01.jpg" width="640" /></a></div>
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<span style="font-size: x-large;">Benefits</span>:</div>
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<li style="text-align: left;">Students <span style="font-size: large;">keep track</span> of centers completed with this menu.</li>
<li style="text-align: left;">Menu sets up <span style="font-size: large;">organizational system</span> for the monthly centers. </li>
<li style="text-align: left;">Categories are <span style="font-size: large;">consistent</span> from month to month so students are <span style="font-size: large;">familiar</span>.</li>
<li style="text-align: left;">A variety <span style="font-size: large;">Common Core</span> standards are hit with these centers. Standards are ON the menu, too. </li>
<li style="text-align: left;">Spend the first month teaching <span style="font-size: large;">routines </span>and<span style="font-size: large;"> expectations</span>, then enjoy the next 8 months!</li>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhHimpvYT9MSSzYoUVciBQwXFzMBmfdLpioMGyS9y8PI87UzIuMP8lV_uNbxUHbjdMjO8cHNujczFGqzPR1vzldfL41zsWv-xkT981t_qSu1ApAgrY_VslV1w-NI1P6WvcVWOzhksbIZw/s1600/Slide02.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhHimpvYT9MSSzYoUVciBQwXFzMBmfdLpioMGyS9y8PI87UzIuMP8lV_uNbxUHbjdMjO8cHNujczFGqzPR1vzldfL41zsWv-xkT981t_qSu1ApAgrY_VslV1w-NI1P6WvcVWOzhksbIZw/s640/Slide02.jpg" width="640" /></a></div>
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My first criteria:<span style="font-size: x-large;"> SPACE!</span> I had a tiny classroom so I needed something that would fit in a small space. Those four "folder holders" fit my <span style="font-size: x-large;">entire month's worth</span> of centers! </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiRRm4nkfvYqb4f2uYp3Z01TLiUfEbEhyJA8HuGAxvBbYOxB_puoZf2o4Dq-c6Qv3uouI-RINCx1MssrKmzW-e3l9qpYSHdhX0nq572B-E8WK5094Be4NBiXgFvK9xl7NrkpwFUzmb8zQ/s1600/Slide03.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiRRm4nkfvYqb4f2uYp3Z01TLiUfEbEhyJA8HuGAxvBbYOxB_puoZf2o4Dq-c6Qv3uouI-RINCx1MssrKmzW-e3l9qpYSHdhX0nq572B-E8WK5094Be4NBiXgFvK9xl7NrkpwFUzmb8zQ/s640/Slide03.jpg" width="640" /></a></div>
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Each center<span style="font-size: x-large;"> fits in the folder.</span> Students take their folder to a place in the room. Keep contents of center together in the folder. <span style="font-size: x-large;">Easy clean-up!</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKsUgaHjpEbQLCJPTUlf_Yd-Qt6lw1tKouYbxsr-ghgwahyphenhyphenXpWUMVm-gyXATXm3cz1yhkDpeOMxkDttmBh6zyOWEJdg1ar7gAc8re2hfWgfkxNUuEqOjs7YKDNkyjT2Tyi2tEyE4dzZw/s1600/Slide04.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1200" data-original-width="1600" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgKsUgaHjpEbQLCJPTUlf_Yd-Qt6lw1tKouYbxsr-ghgwahyphenhyphenXpWUMVm-gyXATXm3cz1yhkDpeOMxkDttmBh6zyOWEJdg1ar7gAc8re2hfWgfkxNUuEqOjs7YKDNkyjT2Tyi2tEyE4dzZw/s640/Slide04.jpg" width="640" /></a></div>
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<span style="font-size: large;">The entire year of centers </span>fit into my closet on one shelf! </div>
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Want to learn more?</div>
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<span style="font-size: x-large;"><a href="http://snippetsbysarah.blogspot.com/2014/10/organizing-and-managing-my-literacy.html">THIS</a> post goes into a little more detail about how I roll it all out.</span></div>
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In <a href="http://snippetsbysarah.blogspot.com/2016/08/tips-for-setting-up-your-reading.html">THIS</a> post, you can find a video explanation, too. </div>
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<span style="font-size: large;">Want to see the centers themselves?</span></div>
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I have these centers for kindergarten, first, and second grade!</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEghEYIxppjFXQdd2zXZYWguiIH4Q-nnHnHTRv71Y2BFAo_2FKMCslCIE5UQIfXNoEps3vCuFPtwSoh7KdytCCRYgv5fdiRoXzr33NS_106P-nUaZagxwEbPTpjccHp-AhIi5eNHL_ga-Q/s1600/Screen+Shot+2016-12-03+at+9.43.26+AM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="873" data-original-width="900" height="193" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEghEYIxppjFXQdd2zXZYWguiIH4Q-nnHnHTRv71Y2BFAo_2FKMCslCIE5UQIfXNoEps3vCuFPtwSoh7KdytCCRYgv5fdiRoXzr33NS_106P-nUaZagxwEbPTpjccHp-AhIi5eNHL_ga-Q/s200/Screen+Shot+2016-12-03+at+9.43.26+AM.png" width="200" /></a></div>
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<a href="https://www.teacherspayteachers.com/My-Products/Category:156914">Kindergarden</a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi8CKw8pStaDH0CPAnjke3p32_dpyF9q1zouBNQ67t8TPjKevPNxvJeA0f-POa-QPbNzTQGt-5eo-rzobnWxcaM4r98u1-2uu1PPd1YewGjmyZz_bT8FleuSbMTSChiSvPMRbPhKge6cg/s1600/first+grade+literacy+centers.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1300" data-original-width="1300" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi8CKw8pStaDH0CPAnjke3p32_dpyF9q1zouBNQ67t8TPjKevPNxvJeA0f-POa-QPbNzTQGt-5eo-rzobnWxcaM4r98u1-2uu1PPd1YewGjmyZz_bT8FleuSbMTSChiSvPMRbPhKge6cg/s200/first+grade+literacy+centers.jpg" width="200" /></a></div>
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<a href="https://www.teacherspayteachers.com/My-Products/Category:148394">First Grade</a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjbSmlckQdon_Rrs2gtHBNcNoGZbEohlArI2KOwlKjwLvYNx_JndXMikueZfh8KEnjj2ml-jeMQASqa_Xv51X055cpKRZOUzsCn9tQoJF6VwQ2i6ZdfeFamQ4suPP4ZR1AomRmiegHQFA/s1600/2nd+bundle+cover.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1300" data-original-width="1300" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjbSmlckQdon_Rrs2gtHBNcNoGZbEohlArI2KOwlKjwLvYNx_JndXMikueZfh8KEnjj2ml-jeMQASqa_Xv51X055cpKRZOUzsCn9tQoJF6VwQ2i6ZdfeFamQ4suPP4ZR1AomRmiegHQFA/s200/2nd+bundle+cover.jpg" width="200" /></a></div>
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<a href="https://www.teacherspayteachers.com/My-Products/Category:156913">2nd Grade</a></div>
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One last thing! This freebie is in my Teachers Pay Teachers store. I use it to grade my centers. This rubric could work with <i>any</i> centers, not just mine. Enjoy! Click <a href="https://www.teacherspayteachers.com/Product/Literacy-Center-Rubric-312810">HERE</a> to get these.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPdLUDefGZNm_SSu1aKAHrxQfAbZIfMe8t3J87s0pk2Cj3-xSY8QMEa6sSVpokP0KUEVKY7AJ186idhlxcm09J_G3F2IJ6Uvvo9T1oUctrE7qNrD7AReo4YI9Oo3nFrtBKg-m_xZvhMw/s1600/Screen+Shot+2017-06-26+at+3.11.49+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1010" data-original-width="784" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjPdLUDefGZNm_SSu1aKAHrxQfAbZIfMe8t3J87s0pk2Cj3-xSY8QMEa6sSVpokP0KUEVKY7AJ186idhlxcm09J_G3F2IJ6Uvvo9T1oUctrE7qNrD7AReo4YI9Oo3nFrtBKg-m_xZvhMw/s200/Screen+Shot+2017-06-26+at+3.11.49+PM.png" width="155" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjO74X-IsPZw7TEDLDwXOUIC_xVTrCrIN-oufGXoKUj8C9Sx2eYSW-byQ8QWBNnMJMNLXcCjGzQTsI_5Nry6oU3nLk-Rgd2AHqrDVtgOZMHZ4i1L85Qgli64YkvuBtKEOBe7ZQy_RhXcA/s1600/Screen+Shot+2017-06-26+at+3.12.30+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1038" data-original-width="806" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjO74X-IsPZw7TEDLDwXOUIC_xVTrCrIN-oufGXoKUj8C9Sx2eYSW-byQ8QWBNnMJMNLXcCjGzQTsI_5Nry6oU3nLk-Rgd2AHqrDVtgOZMHZ4i1L85Qgli64YkvuBtKEOBe7ZQy_RhXcA/s200/Screen+Shot+2017-06-26+at+3.12.30+PM.png" width="155" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjVXcOCbaA_0maXiAj89etLg_Cz-SJbNCOtHu3fbG0Z6if0Z8Glp-RjLWWFzK_csdNwwsULFQQq41dt8I6MClzgL3uy1-ERANRVAaBiurmIdB3j6axuGxakaimJEimhKJA3wXxqcJE1og/s1600/Screen+Shot+2017-06-26+at+3.12.38+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" data-original-height="1016" data-original-width="794" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjVXcOCbaA_0maXiAj89etLg_Cz-SJbNCOtHu3fbG0Z6if0Z8Glp-RjLWWFzK_csdNwwsULFQQq41dt8I6MClzgL3uy1-ERANRVAaBiurmIdB3j6axuGxakaimJEimhKJA3wXxqcJE1og/s200/Screen+Shot+2017-06-26+at+3.12.38+PM.png" width="156" /></a></div>
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<span style="background-color: #bd081c; background-position: 3px 50%; background-repeat: no-repeat no-repeat; background-size: 14px; border-bottom-left-radius: 2px; border-bottom-right-radius: 2px; border-top-left-radius: 2px; border-top-right-radius: 2px; border: none; color: white; cursor: pointer; display: none; font-family: "helvetica neue" , "helvetica" , sans-serif; font-size: 11px; font-style: normal; font-weight: bold; left: 42px; line-height: 20px; opacity: 1; padding: 0px 4px 0px 0px; position: absolute; text-align: center; text-indent: 20px; top: 360px; width: auto; z-index: 8675309;">Save</span><span style="background-color: #bd081c; background-position: 3px 50%; background-repeat: no-repeat no-repeat; background-size: 14px; border-bottom-left-radius: 2px; border-bottom-right-radius: 2px; border-top-left-radius: 2px; border-top-right-radius: 2px; border: none; color: white; cursor: pointer; display: none; font-family: "helvetica neue" , "helvetica" , sans-serif; font-size: 11px; font-style: normal; font-weight: bold; left: 42px; line-height: 20px; opacity: 1; padding: 0px 4px 0px 0px; position: absolute; text-align: center; text-indent: 20px; top: 360px; width: auto; z-index: 8675309;">Save</span>Sarah Paulhttp://www.blogger.com/profile/09846306676553976451noreply@blogger.com4tag:blogger.com,1999:blog-847612610519779.post-92123471015319087612017-05-15T20:20:00.003-07:002017-05-16T21:24:30.302-07:00Teaching Comprehension Strategies and Skills<div class="separator" style="clear: both;">
This post has been a LONG time coming! I just keep adding to it, reorganizing it, and adding some more. I'm happy to finally push Publish on this one!</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6VqrbB3TPnSsCI0BVPXHkxooiSFfqmvdXP-VHI6EWkQwFVu72RbycF30hdXYT8RTKTP0OvnabIVvhoz62Xj-xz5C7Yfx_GiZ6TFTuKNaRUdX5nZf9CeuK8ahe-H6swlkSUAzdIXS3Tg/s1600/Slide2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6VqrbB3TPnSsCI0BVPXHkxooiSFfqmvdXP-VHI6EWkQwFVu72RbycF30hdXYT8RTKTP0OvnabIVvhoz62Xj-xz5C7Yfx_GiZ6TFTuKNaRUdX5nZf9CeuK8ahe-H6swlkSUAzdIXS3Tg/s640/Slide2.jpg" width="368" /></a></div>
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So I must warn you: This is like a three year photo dump. This post is a collection of pictures and activities that I've used with my 1st-3rd grade reading groups. I wish I took more pictures though!</div>
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I've been working hard to beef up my comprehension instruction. If you stick with this post and scroll down to the resources section, I break it down a little more for you. This might be one of those posts where you need a big cup of coffee! There is a <b>freebie</b> at the end for you, too!</div>
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I'll start with a very quick explanation. Then, you can scroll further down to see more examples and visuals to go with it. </div>
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<span style="color: purple; font-size: large;">For every text, I choose a comprehension strategy and skill to focus on. </span></div>
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<li>The STRATEGIES are used while we read. I introduce those first. </li>
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<li>I explain the strategy and model how the strategy is used. </li>
<li>I explain why that strategy is helpful. </li>
<li>I tell them that we are going to practice this strategy with the text. </li>
<li>After the usual book introduction, students read on their own a few pages (or however far I ask them to go. I try to chunk up the text in meaningful ways. For example, if the characters, setting and some background are introduced in the first two pages, I'll have them read that first then stop. Then they will read the next few pages to find the problem or conflict. </li>
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<li>Before each set of pages, I set a purpose. "Read to find out..." </li>
<li>After each set of pages, I model how I used that strategy. As the text continues, I ask the students to share how they used it. If they are unable to do so, I will find a passage from the text that lends itself to that strategy and we will practice it together. </li>
<li>Continue this throughout the entire book. Sometimes I provide sticky notes or a graphic organizer in a sheet protector for that strategy. </li>
<li>After we have learned a few strategies, I give them a comprehension strategy bookmark so they can always remember and refer to the strategies we've learned so far.</li>
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<li>Next, I introduce the SKILL. Before reading, I do tell my students what skill we will be working on and will show them the visual for it with a quick explanation. Then I remind them that they will learn more about the skill as we read or after we read. </li>
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<li>I may wait until after reading to explain it, if we are going to go back for the second read to practice the skill. </li>
<li>In some cases though, I will introduce it somewhere during reading. For example, if the skill is <i>cause-and-effect </i>and there is a clear example of it in the middle of the book, I will point it out then. </li>
<li>I always want to provide some kind of visual, like a graphic organizer or a group anchor chart. I usually "hold the pen" for this simply for time reasons. </li>
<li>When they have already been introduced to the skill once <i>and</i> have seen me model how to use it, then they will "hold the pen" with a shared anchor chart or a graphic organizer for their notebooks. </li>
<li>Usually it involves going back to the text and rereading. For example, I might ask them to reread page 10 and share an example of cause and effect. OR I will name the effect and they have to search for the cause. They have to show me where in the text they found the cause. This is so important. My students are always <span style="font-size: large;">going back to the text.</span> I will often say "prove it" with a smile. They use language like "I think _____ because the text says..." Providing sentence stems is so helpful! (More about that below.)</li>
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Here is what my lesson plans look like now:<div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgb1XXGdpJayIs5pUes3UyD71abgwwBdaEHESN-2p5KP6wmatH_lhqXtLVmUpTaqfMlNhr_R6Am1PtTnuQEkUBbBtSYwiG7nst9AKF7k7zb8QTcenWQ1_qDeh7Bz1cVp1OxHK7UtWdrzA/s1600/photo.jpeg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgb1XXGdpJayIs5pUes3UyD71abgwwBdaEHESN-2p5KP6wmatH_lhqXtLVmUpTaqfMlNhr_R6Am1PtTnuQEkUBbBtSYwiG7nst9AKF7k7zb8QTcenWQ1_qDeh7Bz1cVp1OxHK7UtWdrzA/s640/photo.jpeg" width="640" /></a></div>
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PS. They may look like this week one but then they are pencil chicken scratch as the year goes on. ;) I'm sharing this as a freebie at the end of this post. </div>
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I'll start with my photo dump. </div>
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<span style="font-size: x-large;"><b>Part 1: Classroom Anchor Charts</b></span></div>
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Warning #2! You are about to see some NONPinterest-friendly, unartistic anchor charts. However, they are effective, give the job done, AND smell super yummy (because I always use smelly markers.) </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjOsdXaROPt5xvz3Tl8qXFNx7EbttEYKJNQrGUPTiZg53UJk0Cl8tsprKvAcrpGW_u5ObtpomtMyzxEMTi8n8uYLUgchD1IObDqQnQYyVFuq3QIdP2AYe4xq18t59C6e4NiwrPZhrKodw/s1600/Slide12.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="308" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjOsdXaROPt5xvz3Tl8qXFNx7EbttEYKJNQrGUPTiZg53UJk0Cl8tsprKvAcrpGW_u5ObtpomtMyzxEMTi8n8uYLUgchD1IObDqQnQYyVFuq3QIdP2AYe4xq18t59C6e4NiwrPZhrKodw/s400/Slide12.jpg" width="400" /></a></div>
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Before I introduce specific strategies, I show my students how <b>I am always thinking as I read</b>. It can be an "aha moment," a question, an exclamation, or just a random thought. An anchor chart like this is always a good place to start. Then you can do another where the kids all share their thoughts. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzKrS2WgwKuMq1AZJG9SXSVRljL5C1RQTPlq4rkN6B3MEQhzQxqYHZqNTn8A76dFR4XCd55XvDjM_F0aCf8uLKrjf3YmTNdfsd-F90jWEM0SlYxEgrSNMOTJXEQrRLS7cyX6U98z6Awg/s1600/Slide16.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="308" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgzKrS2WgwKuMq1AZJG9SXSVRljL5C1RQTPlq4rkN6B3MEQhzQxqYHZqNTn8A76dFR4XCd55XvDjM_F0aCf8uLKrjf3YmTNdfsd-F90jWEM0SlYxEgrSNMOTJXEQrRLS7cyX6U98z6Awg/s400/Slide16.jpg" width="400" /></a></div>
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This is a favorite! I put some of the same types of thoughts as I mentioned above. Then I place little stickies in the book where I had those thoughts. After students have read a section, we go back and reread the parts of the text that I marked. They choose which sticky note fits with that part of the text. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgl-H1tOCGBy5lRuqBLXV79OVMFQjtKh2EceBtInGv-PORdYEIJW8ClzvoyyvkWDgGj497rVDHMDuywwlrEeI2JCRm5LIl8pEVdfu3PY_NXMwOHltFNS0_BAgcZMJP5jomcrpTOaLOGaQ/s1600/Slide13.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="308" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgl-H1tOCGBy5lRuqBLXV79OVMFQjtKh2EceBtInGv-PORdYEIJW8ClzvoyyvkWDgGj497rVDHMDuywwlrEeI2JCRm5LIl8pEVdfu3PY_NXMwOHltFNS0_BAgcZMJP5jomcrpTOaLOGaQ/s400/Slide13.jpg" width="400" /></a></div>
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This picture is from a 3rd grade group, but I do this with my first graders as well. Give kids the opportunity to <b><span style="color: blue; font-size: large;">write their thoughts</span></b> as they read. The first time you do it, you should pick parts in the text that lend themselves to an "<b>aha moment</b>," an <b>exclamation</b>, a <b>questions</b>, an ""<b>I think</b>..." moment, etc. Then have the group write their thoughts on stickies. The next time you do it, you can have them choose places in the text. </div>
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<b>During Reading: Comprehension STRATEGIES</b></div>
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This is not news to anyone, but I'm saying it anyway: Model, model, model. The more I <b><span style="color: orange; font-size: large;">model</span></b> my thinking and <b><span style="color: #741b47; font-size: large;">create a visual </span></b>to go with my thinking, the more I get out of my students. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6GgLVqp1YVy8G3dUFo5qRZBrUMKQeiDfDZOuN0MjWA0CZ1pZrzOv-GNmiTjhMeicHZRjjlZVxALxovVRZITq-2oqQdJFETHW5xx6_I0YkJK6sKkfYK8iH9mEveZ7cmZ0Ibn3bf25bkw/s1600/Slide11.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="246" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj6GgLVqp1YVy8G3dUFo5qRZBrUMKQeiDfDZOuN0MjWA0CZ1pZrzOv-GNmiTjhMeicHZRjjlZVxALxovVRZITq-2oqQdJFETHW5xx6_I0YkJK6sKkfYK8iH9mEveZ7cmZ0Ibn3bf25bkw/s320/Slide11.jpg" width="320" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCtAg5I4I3URJTh0fpIWizIKI3NOeu5KZuCaGETY71iDFJUSALAMVbw37S1Z6XmixEXHMaGiGWxaL3TzeTmlhaQsuyYmnyW6J2tXCyVK1yprfz7inxfYAsUTH32b9oP6BnktjB1QorIQ/s1600/Screen+Shot+2017-05-15+at+7.52.26+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiCtAg5I4I3URJTh0fpIWizIKI3NOeu5KZuCaGETY71iDFJUSALAMVbw37S1Z6XmixEXHMaGiGWxaL3TzeTmlhaQsuyYmnyW6J2tXCyVK1yprfz7inxfYAsUTH32b9oP6BnktjB1QorIQ/s200/Screen+Shot+2017-05-15+at+7.52.26+PM.png" width="174" /></a></div>
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When I make predictions, it doesn't end there! We must read on to <b>confirm</b> and <b>change</b> our predictions. In this first chart, I modeled what it means to confirm predictions. Then in the next one, I modeled how to confirm or change a prediction. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIqlijQ6yrKPkivkpJ5fp_33DQXAKrF0gQ_J4O9gtKieNbRHWQ8rc4RtNSSoTnlOQg9OfeKhsJx7L1UkRALhC_rhseWa-wXqpm4AeSaWb0sY-LtSdftiv3pYdYBFcGsS-f_sfTWH4FdQ/s1600/Slide09.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="308" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjIqlijQ6yrKPkivkpJ5fp_33DQXAKrF0gQ_J4O9gtKieNbRHWQ8rc4RtNSSoTnlOQg9OfeKhsJx7L1UkRALhC_rhseWa-wXqpm4AeSaWb0sY-LtSdftiv3pYdYBFcGsS-f_sfTWH4FdQ/s400/Slide09.jpg" width="400" /></a></div>
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First, I teach them to choose what is important to the story before we work on actual summaries. In this first chart, we reread to find things that were important to the story and things that were just added details. Then, we practice writing the summary together. I also use the "______ wanted _______ but __________ so __________" frame often. The kids love when I project that on the white board so they can fill it in with markers. <span style="text-align: center;"> </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEguH7YrBqCR7fBMZg6lll2vDMzI6HfppsM1dyqJC-SKHNtAxSOPrFwP_w5E4_GdEUEK7vgB-usUM02u3iUcPbeiD7Ob5GbtDmcAppgwPwBbnP5yZzldjTYmQnULwws2YY6b4G0K_pUlTg/s1600/Screen+Shot+2017-05-16+at+5.58.23+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="400" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEguH7YrBqCR7fBMZg6lll2vDMzI6HfppsM1dyqJC-SKHNtAxSOPrFwP_w5E4_GdEUEK7vgB-usUM02u3iUcPbeiD7Ob5GbtDmcAppgwPwBbnP5yZzldjTYmQnULwws2YY6b4G0K_pUlTg/s400/Screen+Shot+2017-05-16+at+5.58.23+PM.png" width="283" /></a></div>
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This is from an old post that you can find <a href="http://snippetsbysarah.blogspot.com/2012/05/teaching-questioning-as-comprehension.html">HERE</a>.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi3qAzACQPAzzYFFCPLqyf5r5XMG9rYZtp3B5Jn9iyf98jMJ7CU5ph7Vc9VlqU0B7r6EXhQ4KVBRTr09UlIJWiuPU4ZY-IMHGZmlnzZl1VDLJdZZZZLTjkfrduehUNSuV8zYr79wEjC9g/s1600/Slide12.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="307" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi3qAzACQPAzzYFFCPLqyf5r5XMG9rYZtp3B5Jn9iyf98jMJ7CU5ph7Vc9VlqU0B7r6EXhQ4KVBRTr09UlIJWiuPU4ZY-IMHGZmlnzZl1VDLJdZZZZLTjkfrduehUNSuV8zYr79wEjC9g/s400/Slide12.jpg" width="400" /></a></div>
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I like to make simple charts that <b><span style="color: lime; font-size: large;">guide my students thinking</span></b>. The chart above shows how to <b>evaluate</b> a nonfiction text. The chart bellows shows my class' evaluation of a fiction text. They shared their thoughts, which I recorded on the chart, but they had to give me reasons from the text. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGZxqQWC_gqcRx3Qpih714lW6sK9n6Nx6fb1TscuP3YSW8Uj-D188syq5F6AwOIDfmb6JH_TjADQJn45jsQHrnrkS3R-EYk6L3_9OivgoyE9uEzxsam1-TZCh-hQg2zLRvXSmMFKrpPg/s1600/Slide13.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="308" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGZxqQWC_gqcRx3Qpih714lW6sK9n6Nx6fb1TscuP3YSW8Uj-D188syq5F6AwOIDfmb6JH_TjADQJn45jsQHrnrkS3R-EYk6L3_9OivgoyE9uEzxsam1-TZCh-hQg2zLRvXSmMFKrpPg/s400/Slide13.jpg" width="400" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgi1pOhumWWp30FIRXEo8V6Avh5gGnohyphenhyphen1kz3t4xeLKHj1U7IqX-HLERwQj0bcowOHBeBpwqLuLMSljJ7N_7TiXORQdWLZ_N5Tz9M8rEF3krMDuE_QnTjQdyDQrAwhmAEU52h_Opn_KDg/s1600/Slide07.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="308" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgi1pOhumWWp30FIRXEo8V6Avh5gGnohyphenhyphen1kz3t4xeLKHj1U7IqX-HLERwQj0bcowOHBeBpwqLuLMSljJ7N_7TiXORQdWLZ_N5Tz9M8rEF3krMDuE_QnTjQdyDQrAwhmAEU52h_Opn_KDg/s400/Slide07.jpg" width="400" /></a></div>
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Sticky notes are a constant theme...</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFvhf0-qqdUmALa4oKIsPqFgFMd6SE6wOaquxnKkI4ghPKmO9lGbBrBodTCbeHXLs8l1hg4tgPHivaXR5SW5ndedLjES40RNrkoYu7yw_W53ryjrhv_RTBvM-2nC4q4XBQ2Z4jxKJH1w/s1600/Slide08.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="308" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFvhf0-qqdUmALa4oKIsPqFgFMd6SE6wOaquxnKkI4ghPKmO9lGbBrBodTCbeHXLs8l1hg4tgPHivaXR5SW5ndedLjES40RNrkoYu7yw_W53ryjrhv_RTBvM-2nC4q4XBQ2Z4jxKJH1w/s400/Slide08.jpg" width="400" /></a></div>
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Sometimes you just need to draw a puzzle on the fly. That's about as far as my artistic ability goes. ;)</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiWqHQWCGsRrfqza8MoANq5npMt2U5WxwtNzjKxjyZYDJi6zjq6VfY8ha18HDUL1_JG_7ZoPFpyEOorVPb3fL_NwoEFMqiXEN145lVTnjiwEe279n4EKwe7qfhRwzVpmTnFybGy0luwqw/s1600/Slide09.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="492" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiWqHQWCGsRrfqza8MoANq5npMt2U5WxwtNzjKxjyZYDJi6zjq6VfY8ha18HDUL1_JG_7ZoPFpyEOorVPb3fL_NwoEFMqiXEN145lVTnjiwEe279n4EKwe7qfhRwzVpmTnFybGy0luwqw/s640/Slide09.jpg" width="640" /></a></div>
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This one involved a projector and a pre-made PowerPoint slideshow with a <b>thinking bubble</b> that grew. As we gained new ideas, we added our sticky note ideas to the<b> growing bubble.</b></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjHtFsytan3p3ddIrCN71N5DMnb4vwtwJKtOK7XhhQLzqcHKYP3MrnBY0qvcL_X6NKYj43X59b7Y0WCXlONL01dr4hUDrUhJURT6jLMJrdvYS0fwViQl9H7SMA721M9CE5XHDlG9PTUPg/s1600/Slide11.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjHtFsytan3p3ddIrCN71N5DMnb4vwtwJKtOK7XhhQLzqcHKYP3MrnBY0qvcL_X6NKYj43X59b7Y0WCXlONL01dr4hUDrUhJURT6jLMJrdvYS0fwViQl9H7SMA721M9CE5XHDlG9PTUPg/s640/Slide11.jpg" width="640" /></a></div>
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This is an activity I do quite often. I take a sentence, either made up or from a book, then I show student how many strategies we <i>could</i> use for a single sentence. For example, from this sentence you might wonder if she's on a business trip or if it is a vacation. You might wonder why there is bad traffic. You might infer that she's super frustrated. You might predict she will be late for something. Explain that when reading this sentence in a full book or reading passage, we would likely read on to find the answers or reread if it is something we need to clarify.</div>
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<b>After Reading: Comprehension SKILLS</b><br />
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I often take a comprehension question, then I really break it down. After that I will provide a sentence stem and model how I would answer the question. Kids need lots of practice with both of these steps in the process. </div>
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Here, I modeled for a second grade group how I would <b>answer this question</b> using <b>text evidence.</b> </div>
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These are a few ways I have <b>broken down my thought process </b>while drawing conclusions. I especially like using the different colored sentence strips. </div>
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I used this visual to explain how details support the main idea.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPXjUmZQyEidcpoCwXkTX-T2xEPMu-5B0lETp7e5yY2XX7Vfz1mLMy4HtfB9b9y91qoQGYebthyphenhyphenqDc3ESiRYW_75v6VRNUuPjQ_MC7Fl1aNI6Q71kk4kx6_zqUKV4pocHqB3fPoJHx6A/s1600/Slide20.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiPXjUmZQyEidcpoCwXkTX-T2xEPMu-5B0lETp7e5yY2XX7Vfz1mLMy4HtfB9b9y91qoQGYebthyphenhyphenqDc3ESiRYW_75v6VRNUuPjQ_MC7Fl1aNI6Q71kk4kx6_zqUKV4pocHqB3fPoJHx6A/s640/Slide20.jpg" width="640" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiw5LsmzMAui5aeoDYrHGeCM0i76D1IsParxAntUuRJuGrbcQPf-lWXIvpRqKEPinbPcmH0aUVCcR7xOrONu4SpnMSgH34V0UBPyMLXjqqx-Fa8hzaXhzFXn5UinOFciOkwOCCGNk36oQ/s1600/Slide22.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiw5LsmzMAui5aeoDYrHGeCM0i76D1IsParxAntUuRJuGrbcQPf-lWXIvpRqKEPinbPcmH0aUVCcR7xOrONu4SpnMSgH34V0UBPyMLXjqqx-Fa8hzaXhzFXn5UinOFciOkwOCCGNk36oQ/s640/Slide22.jpg" width="640" /></a></div>
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I used this with a third grade group to show the difference between theme and main idea. </div>
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You can stop here and focus on character lesson or you could take it once step further and find the themes. </div>
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And of course, I am all about sentence stems to get kids talking! </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDQ2W8F0NHjzEauBV8dnfjxClCvTsclT_SQrMM5U1pcUDV0RjIVlc8nMc5iwDcOw3RpbYuR7p3xVYrMFvqeTkV9yYWPan8aoni0YIhxxjYM6CNhqMugfb6Odhs7X9kYX1W-BW_zLrs5Q/s1600/Slide29.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="308" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgDQ2W8F0NHjzEauBV8dnfjxClCvTsclT_SQrMM5U1pcUDV0RjIVlc8nMc5iwDcOw3RpbYuR7p3xVYrMFvqeTkV9yYWPan8aoni0YIhxxjYM6CNhqMugfb6Odhs7X9kYX1W-BW_zLrs5Q/s400/Slide29.jpg" width="400" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiRAx4iPSgSBb71HmCxh9eKruOGiw2xBKgsTyTQA-R7vStv1N00avPJ1szA8EJMjT-wnq3hTyfelJKHJonl7EJz4SNl2tNBHdTVnEUehbQsvI-mIvQC4_tQXPn0UBQVJpWSKq9hkGXsPg/s1600/Slide31.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="308" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiRAx4iPSgSBb71HmCxh9eKruOGiw2xBKgsTyTQA-R7vStv1N00avPJ1szA8EJMjT-wnq3hTyfelJKHJonl7EJz4SNl2tNBHdTVnEUehbQsvI-mIvQC4_tQXPn0UBQVJpWSKq9hkGXsPg/s400/Slide31.jpg" width="400" /></a></div>
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This is shined up on the big white board using a projector. Then we wrote in our thoughts. The next time, students wrote their thoughts. </div>
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<span style="font-size: x-large;"><b>Part 2: Resources</b></span></div>
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This year, one of my professional goals was to beef up my comprehension instruction. Specifically, I wanted to be more explicit with my teaching and find ways to organize and track the skills and strategies I was teaching. In years past, I taught strategies and skills but it felt more haphazard with how and when I delivered it. When we read books, I would always incorporate a strategy focus and I would follow up with a skill that worked with that book. I realized though, that I was using those two interchangeably. Honestly, some can be used interchangeably in my opinion, but once I took time to really separate them out and categorize them once and for, everything got easier and my teaching became more explicit. This was not a quick process. I looked at the resources that I've been using including readings-z.com books, some supplemental leveled readers from our basal program, and some random reading passages. I reflected on the main strategies that I use first. These are the strategies that I want my kids actively using while they are reading. Then I sifted through the skills that I wanted them to have in order to complete activities after reading. </div>
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<b><span style="color: magenta; font-size: large;">Comprehension Strategies</span></b></div>
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First, I made this strategy bookmark. It is a guide for my students, a reminder of strategies we've learned, and a sneak peak at strategies to come. It also keeps <i>me</i> on track. It reminds me to model previously learned strategies and encouraged me to make sure I was getting to all the strategies. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgA8NY5k7EvLk5wguPkWFEkrsl9fzX0DUiay-0x_UqegXvVrFwJkxQWE7-yjo_8ReOH1VYP2ut3ZoNkBQ0-tCUjVgd5IB6QV6H0sW5UsqdzZ27C4-O7yfCmcJPCF4eg1PAJsk1jkn6Gjw/s1600/Screen+Shot+2017-05-14+at+9.44.34+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="562" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgA8NY5k7EvLk5wguPkWFEkrsl9fzX0DUiay-0x_UqegXvVrFwJkxQWE7-yjo_8ReOH1VYP2ut3ZoNkBQ0-tCUjVgd5IB6QV6H0sW5UsqdzZ27C4-O7yfCmcJPCF4eg1PAJsk1jkn6Gjw/s640/Screen+Shot+2017-05-14+at+9.44.34+PM.png" width="640" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiAUSAevyOCy48_L-jZFUJsUS4exZNw-tvx8PIWqdYsDuhC47co0W3a-WfVtPnnkC1d3OYdF2FUuAbJXSNma4NfpleNmiAvy_NHQcupf4Wtx7FU73VAn7pS-aQWYhsb5zva9YlMIN18Iw/s1600/Slide2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiAUSAevyOCy48_L-jZFUJsUS4exZNw-tvx8PIWqdYsDuhC47co0W3a-WfVtPnnkC1d3OYdF2FUuAbJXSNma4NfpleNmiAvy_NHQcupf4Wtx7FU73VAn7pS-aQWYhsb5zva9YlMIN18Iw/s640/Slide2.jpg" width="640" /></a></div>
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I made posters to go with the bookmark. I used these as anchor charts when I introduced a strategy and referred back to them when needed. Once I introduce a strategy, the big poster can go on the wall. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhCQDZ1SviYvnFlILHD09YkgusOpVJFpEkymX51l8JfRDeUtOdcTppo_p69gje49Gy4gLNPD_Yn87ItICcECsCFe47dCb902a-OjxxBTS7pwDaualpLu0ophoZRdfKW33Jvkn0Q1OKOMg/s1600/Screen+Shot+2017-05-14+at+9.29.27+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="250" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhCQDZ1SviYvnFlILHD09YkgusOpVJFpEkymX51l8JfRDeUtOdcTppo_p69gje49Gy4gLNPD_Yn87ItICcECsCFe47dCb902a-OjxxBTS7pwDaualpLu0ophoZRdfKW33Jvkn0Q1OKOMg/s640/Screen+Shot+2017-05-14+at+9.29.27+PM.png" width="640" /></a></div>
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(These come in brights, no color background, and classic colors)</div>
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I had already made graphic organizers for strategies but they were all scattered. I put them together, spiffed them up a bit, but tried to keep them simple and usable. I put them all into sheet protectors and stocked up on Ultra Fine Tip Expo markers. This way, students could use them over and over and I never had to worry about making more copies. </div>
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I've learned that ULTRA fine tip EXPO dry erase markers are the best! The picture on the far right is ultra fine tip. It makes a big difference. </div>
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<b><span style="color: magenta; font-size: large;">Comprehension Skills</span></b></div>
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This year, one thing that I tried to be better about was focusing my lessons around a skill. I'm not bound to a basal, so I'm able to do that. I would pick a skill, like character analysis, and focus on it for two(ish) weeks. In that time, we would read different texts that lend themselves to practicing that skill. As we read those texts, I would focus on a different strategy as well. For example, while focusing on the <i>skill</i> character analysis, I may read 3-4 texts, each with a different <i>strategy</i> focus. To help students distinguish between the two, I made these comprehension skill notebooks. I sort of made these on accident. I was using the notebooks to keep it all together, then realized I wanted them more organized. Years ago, I had made these writing notebook tabs and loved the organization, so I thought I'd do the same for these comprehension skills. It has been SO helpful! Kids can look back at different skills and different activities we've done. Win-win!</div>
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I made several graphic organizers to go behind each tab because different books may use a skill in different ways. For example, one book may be good for looking at how a character's actions affected another character. Another story might be better at simply analyzing the character and looking for text evidence. These each need a different graphic organizer. I cut around the outer box and glued it right behind the tabs when needed. FYI: I have to keep it real here. This is a sample. The real kids' notebooks have graphic organizers that are not cut so straight and glued so perfectly. ;)</div>
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I spend a little more time thinking about my learning outcomes for each skill. </div>
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<span style="color: magenta; font-size: large;">Strategies and Skills on one poster:</span></div>
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Finally, I made these mini-posters to have right at my reading table. Once I introduced a strategy or skill and put the big poster on the wall, I found myself wanting another poster right at my fingertips to display at the reading table. Now I can't imagine <i>not</i> using it! It helps me to be more <b>explicit</b> with my teaching. It helps me to be accountable every time we are at that reading table. </div>
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<span style="color: magenta; font-size: x-large;"><b>Part 3: Putting it all together</b></span></div>
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So just to recap:</div>
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<li>Introduce <b><span style="color: lime;">strategies</span></b> and use these strategies as you read. Model, model, model <i>how</i> to use these strategies. Use <b>posters</b> as a <b>visual aide</b> when you introduce. </li>
<li>Depending on the strategy and story, provide a <b>graphic organizer</b> or <b>sticky notes</b> for students to use as they read. Read the text in smaller portions. I have my students whisper read or read in their heads. I will tell them to read to a certain point in the text. Then, when they finish, I model how I used that strategy for that text. Before reading the next set of pages, I remind students to try to use the strategy as they read. As they whisper read, I listen in to one student and I may encourage use of the strategy if applicable. After reading a few more pages, I invite students to share how they used the strategy. If we are using a graphic organizer, I will model how to fill it out in a way that helps me stay engaged with the text. </li>
<li>Make sure you practice each strategy with several different texts. It doesn't need to be all in a row though. Once I introduce a strategy, I always review it, but may wait a few weeks before focusing on it again.</li>
<li>After a couple strategies have been introduced, I bring out the <b><span style="color: yellow;">strategy</span></b> <b>bookmarks</b>. Then, we use these every time we read. We review the strategies we've learned. Even if we are focusing on a new strategy, I always invite kids to share any strategy they may have used. </li>
<li>Keep your <b><span style="color: lime;">strategy</span></b> <b>graphic organizer</b> in <b>page protectors</b> so you have easy access and can use them again.</li>
<li>I usually focus on comprehension <b><span style="color: purple;">skills</span></b> after reading as a post activity. Those <b>graphic organizers </b>are usually put in the <span style="color: purple;">skill</span> <b>notebooks </b>or just printed on paper<b>. </b></li>
<li>I use the <b>mini-poster display</b> to show students what skill and strategy we are using for a particular text. Before reading, I'll put up the strategy card using velcro. As we read or after (depending on the text) I will add on the skill. This helps me to be explicit with my teaching. </li>
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I am a HUGE fan of <a href="http://readinga-z.com/">readinga-z.com</a>. Honestly if there is ONE thing you should spend your money on, it's that subscription. Endless books at ALL levels and they keep adding MORE! They have close reading packs as well! And I just discovered their shared reading books. I'm telling you, it's the best thing I ever did. I first subscribed in 2003 when I started out and didn't have any books and I haven't looked back. I don't blink an eye when renewal time comes up. <br />
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<span style="font-size: large;">If you are interested in any of these resources, you can find them all <a href="https://www.teacherspayteachers.com/Store/Sarah-Paul-4/Category/Comprehension-287655">HERE</a>:</span></div>
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<span style="color: magenta; font-size: medium;">And since you've made it ALL the way to the bottom (cheers to that,) I am sharing a little freebie with you. This is what I use to plan my guided reading instruction. It reminds me to find a focus for strategies and skills. </span></div>
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The one on the left if for first grade and early second. The one on the right is for later second and third grade. You can get this <a href="https://drive.google.com/file/d/0B4LgEaJm_kXMM2JNVEJFWS1vSlE/view?usp=sharing">HERE</a>.</div>
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Sarah Paulhttp://www.blogger.com/profile/09846306676553976451noreply@blogger.com10tag:blogger.com,1999:blog-847612610519779.post-47685898051841605192017-04-12T22:22:00.001-07:002017-04-12T22:22:08.432-07:00Easter Text Comparison<div class="separator" style="clear: both; text-align: left;">
It has been waaaaay too long! I've been MIA in blogger land for the past few months. My time that I usually gave to blogging has been taken over with online classes. I'm loving my classes, but I miss blogging! I have a super quick blog post for you today though! I've been reading Easter books to my kids at night. This week, we read these two books. As I was reading the second book, we all couldn't' help but notice all the similarities between the two. So, I decided to share my thoughts with you all about how I would use these books to practice comparing and contrasting two texts. What I love about this is that you could compare story elements AND you could also compare the structure of the stories. </div>
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<span style="color: magenta; font-size: x-large;">Comparing Texts</span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEii4B8yEnyxeedR727AXxHbL3fBPkvRNUXyUJa3lHTGz-Jtxx_qMh-F4gWRoTEUBIKC0hfAyo5C1hCwoZSplS1ECnMsFSUOCkmWrjUFdGqdDabIfIpB38p3GecL7U7BBTB1MmYBtUPrgQ/s1600/Slide1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEii4B8yEnyxeedR727AXxHbL3fBPkvRNUXyUJa3lHTGz-Jtxx_qMh-F4gWRoTEUBIKC0hfAyo5C1hCwoZSplS1ECnMsFSUOCkmWrjUFdGqdDabIfIpB38p3GecL7U7BBTB1MmYBtUPrgQ/s640/Slide1.jpg" width="494" /></a></div>
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In the first freebie, you can choose one of the following pages. They are all basically the same idea, but there are some subtle differences. (In the download, I gave ideas for how to fill these out.) They are all about comparing the stories' <i>elements</i>. The next one is all about comparing the stories' <i>structure </i>using a time line format.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxJbOXEWUrEYKuYgqYJkN7YjfLXCSi5cuSjCYeEn7kX8WW2Yt7CDuwPUykRHARx9eBsKfU59yAdUh8OIEU1gSaFoiLsau1nTCzdXkOTGg0GvZiCwPSi98i6Pq7egHGMNHviyxa5ZMgEg/s1600/Slide2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjxJbOXEWUrEYKuYgqYJkN7YjfLXCSi5cuSjCYeEn7kX8WW2Yt7CDuwPUykRHARx9eBsKfU59yAdUh8OIEU1gSaFoiLsau1nTCzdXkOTGg0GvZiCwPSi98i6Pq7egHGMNHviyxa5ZMgEg/s640/Slide2.jpg" width="494" /></a></div>
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Click <a href="https://www.teacherspayteachers.com/Product/Easter-Book-Comparison-3108477">here</a> to download these free activities. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgfGQ7ZZVBrqKV-yqPl-KPuLyb5B9RnlTdV5bCwntVTAscpVdS-cvOSSevGywyfpCGwB7xYfgQOQQkr90q6ZNI5S9Nty5QpX5Vx3k0pYdRRNWGtzSayI3hK_SU0tcUPZQoJ-gpniCgqqg/s1600/Slide1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgfGQ7ZZVBrqKV-yqPl-KPuLyb5B9RnlTdV5bCwntVTAscpVdS-cvOSSevGywyfpCGwB7xYfgQOQQkr90q6ZNI5S9Nty5QpX5Vx3k0pYdRRNWGtzSayI3hK_SU0tcUPZQoJ-gpniCgqqg/s640/Slide1.jpg" width="340" /></a></div>
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<span style="font-size: x-large;">Need more Easter ideas? Click <a href="http://snippetsbysarah.blogspot.com/2015/04/easter-activities.html">HERE</a>. </span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi2Ia6pzfhzt05berTh-nDuidJI5ZV0PiCHznRYc9l2aP3pa7xvBC7HJPMUx7z6HHOcU1aiorEYVAAKsGaaZ7ymIO384H-yW8ApXd5O_SJy9CiUvPS5prexZge9K_U2I0IyhORLozfVNA/s1600/egg.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi2Ia6pzfhzt05berTh-nDuidJI5ZV0PiCHznRYc9l2aP3pa7xvBC7HJPMUx7z6HHOcU1aiorEYVAAKsGaaZ7ymIO384H-yW8ApXd5O_SJy9CiUvPS5prexZge9K_U2I0IyhORLozfVNA/s400/egg.jpg" width="400" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgMA2KnudzHkEtX1Xjo7B098DzRfvHwf1W2RWT6wS-5xnbFwaeHpC8NJiISrD48V0qTBsPvd6hAz6bREycATRr3EhWGZ47Cd9TQMexVVzvzBJ864gon6_PZ-bKKKEaNBUhPDaWoDl7nAQ/s1600/Slide2-1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="300" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgMA2KnudzHkEtX1Xjo7B098DzRfvHwf1W2RWT6wS-5xnbFwaeHpC8NJiISrD48V0qTBsPvd6hAz6bREycATRr3EhWGZ47Cd9TQMexVVzvzBJ864gon6_PZ-bKKKEaNBUhPDaWoDl7nAQ/s400/Slide2-1.jpg" width="400" /></a></div>
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Click <a href="https://www.teacherspayteachers.com/Product/Hoppy-Easter-Literacy-Pack-230235">here</a> to see printables, a science investigation, and other literacy ideas!</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjEv5gXwHGnabY2IDVCoJurQJTUZ4uYNVspxQKgDFawy_A4ic9WkckexwpnQVgUivOoZ65RzGTGl-XLjn53yxSKrQWTPiUbisZ7-emyGaqqYgI_j9Qyg_wK512uVOMDhOVdlSKfI9RarA/s1600/Screen+Shot+2017-04-12+at+10.00.28+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjEv5gXwHGnabY2IDVCoJurQJTUZ4uYNVspxQKgDFawy_A4ic9WkckexwpnQVgUivOoZ65RzGTGl-XLjn53yxSKrQWTPiUbisZ7-emyGaqqYgI_j9Qyg_wK512uVOMDhOVdlSKfI9RarA/s320/Screen+Shot+2017-04-12+at+10.00.28+PM.png" width="247" /></a></div>
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<span style="-webkit-font-smoothing: antialiased; background-color: #bd081c; background-image: url(data:image/svg+xml; background-position: 3px 50%; background-repeat: no-repeat no-repeat; background-size: 14px; border-bottom-left-radius: 2px; border-bottom-right-radius: 2px; border-top-left-radius: 2px; border-top-right-radius: 2px; border: none; color: white; cursor: pointer; display: none; font-family: 'Helvetica Neue', Helvetica, sans-serif; font-size: 11px; font-style: normal; font-variant-caps: normal; font-weight: bold; left: 106px; line-height: 20px; opacity: 1; padding: 0px 4px 0px 0px; position: absolute; text-align: center; text-indent: 20px; top: 1020px; width: auto; z-index: 8675309;">Save</span><span style="-webkit-font-smoothing: antialiased; background-color: #bd081c; background-image: url(data:image/svg+xml; background-position: 3px 50%; background-repeat: no-repeat no-repeat; background-size: 14px; border-bottom-left-radius: 2px; border-bottom-right-radius: 2px; border-top-left-radius: 2px; border-top-right-radius: 2px; border: none; color: white; cursor: pointer; display: none; font-family: 'Helvetica Neue', Helvetica, sans-serif; font-size: 11px; font-style: normal; font-variant-caps: normal; font-weight: bold; left: 106px; line-height: 20px; opacity: 1; padding: 0px 4px 0px 0px; position: absolute; text-align: center; text-indent: 20px; top: 1020px; width: auto; z-index: 8675309;">Save</span>Sarah Paulhttp://www.blogger.com/profile/09846306676553976451noreply@blogger.com3tag:blogger.com,1999:blog-847612610519779.post-32349688755582479582017-01-23T17:46:00.002-08:002017-01-23T17:46:27.901-08:00Author's Style Jan Brett<div class="separator" style="clear: both; text-align: center;">
Last year, I added this author's style menu to my Jan Brett unit. This unit already had several activities for many Jan Brett books, but I realized I needed to add something to tie it all together. After all, the point of an author study to help kids <b>make those connections </b>and <b>see those similarities</b> among different books. </div>
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I sat down and thought about some common characteristics of many of Jan Brett's books. Here is what I came up with: </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg5yGHSIrN521EP6yj4k9_iZJOCeHrDK0JkErBm2fs2H6DiHALoCKWf0HVcPP7tf64uf_i6gDtRhVl8OFmebPh704wG2mrf-cFCl_XYzn2hpE8o2P8GDAYcj5Or5OSisprmUT9ZSkpbHg/s1600/Slide1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg5yGHSIrN521EP6yj4k9_iZJOCeHrDK0JkErBm2fs2H6DiHALoCKWf0HVcPP7tf64uf_i6gDtRhVl8OFmebPh704wG2mrf-cFCl_XYzn2hpE8o2P8GDAYcj5Or5OSisprmUT9ZSkpbHg/s640/Slide1.jpg" width="640" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOVtN9I5IjNBXSA6JpL78S6sVewby7ajwbIr4oHTTV4RdDnFK6_3iPpgCqixZGeM_yQKe9TXLAfXyfFW8CUdJllZgQ7yRsBNkDDdXJSYKntFzeUOgBI7HcGRgo54_onzR7Srj-CLIcjw/s1600/Slide2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOVtN9I5IjNBXSA6JpL78S6sVewby7ajwbIr4oHTTV4RdDnFK6_3iPpgCqixZGeM_yQKe9TXLAfXyfFW8CUdJllZgQ7yRsBNkDDdXJSYKntFzeUOgBI7HcGRgo54_onzR7Srj-CLIcjw/s640/Slide2.jpg" width="640" /></a></div>
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1. <b>Unique settings that affect the story</b>: Jan Brett always has stories that are set in places she's been to or studied. The setting affects her character choice and the plot of her stories. This is especially evident in some of her retellings, like The Three Snow Bears and The Umbrella. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifZxibcFCXNnAnCBm7B-T0vbwm6XLYEpflLxRXlLu8u-AmmoWYHkcctNh5Xoy_tZ-g75N70pgw_wTr-pkLxINNml_JMksFUfpz4CF_JhoY1duMIzynqi19n-a8Vy5oQflTVt4AhibeyA/s1600/Slide7.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEifZxibcFCXNnAnCBm7B-T0vbwm6XLYEpflLxRXlLu8u-AmmoWYHkcctNh5Xoy_tZ-g75N70pgw_wTr-pkLxINNml_JMksFUfpz4CF_JhoY1duMIzynqi19n-a8Vy5oQflTVt4AhibeyA/s640/Slide7.jpg" width="640" /></a></div>
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2. <b>Retellings of common folktales. </b>You can compare Jan Brett's version to another version. There are SEVERAL pages to help scaffold this process and different formats to choose from. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiXNIkYihoQfwhVPGDpumW0_BrBPHXDZMRYMf59VbZvJAc918-e77retbbPRaUioSQQVnZSb87HZt1eLXdkjyC9BHStYvf0Du_RVNvz3bwpdggMskq5m6Z4TuSDRlnUQj5ve-P0REsNFA/s1600/Slide3.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiXNIkYihoQfwhVPGDpumW0_BrBPHXDZMRYMf59VbZvJAc918-e77retbbPRaUioSQQVnZSb87HZt1eLXdkjyC9BHStYvf0Du_RVNvz3bwpdggMskq5m6Z4TuSDRlnUQj5ve-P0REsNFA/s640/Slide3.jpg" width="640" /></a></div>
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3. <b>Additional information or story details in the borders</b>: Jan Brett borders are one of my favorite characteristics of her books. I love how the borders tell their own story. She said on her website that she couldn't fit al that she wanted to illustrate into one picture per page so she used the borders. I've included activities that asks kids to look at these borders and tell what is happening to the borders and compare to what is happening in the main story. In some cases, they predict what will happen next (like in the Hat.) In other books, it shows what other characters are doing at the same time in another scene.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgPxgxzC09y3nqg8NKVoHuuCKnsNcieCw0CEjNoPNrYKZIpLSmh5CXML4t-C3Pl06MHN3rq9VxZAk4C_LqgFITg8oN89nqAWlRfKzQd1iN_DV2qAmAA5I3lsCda1pUkiMvGYsI61O3Zjw/s1600/Slide4.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgPxgxzC09y3nqg8NKVoHuuCKnsNcieCw0CEjNoPNrYKZIpLSmh5CXML4t-C3Pl06MHN3rq9VxZAk4C_LqgFITg8oN89nqAWlRfKzQd1iN_DV2qAmAA5I3lsCda1pUkiMvGYsI61O3Zjw/s640/Slide4.jpg" width="640" /></a></div>
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4. <b>Animal characters:</b> Jan Brett usually has animal characters. I included some activities for kids to look deeper at their actions and feelings. Another activity asks them to compare the animals in the story to the real life animal.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjCPqvplD5A9kiBBxJy29VreJRuV0ngYcuUl7nu-f14apZXg1TeG3inrQrJon3rMuAXgyLGZQaSGLK82uWu5GBHK7_HbH6yZ3SLMIinkVoszK7Xes185eCakeyTptu6AtU5-8vDadBVjA/s1600/Slide5.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjCPqvplD5A9kiBBxJy29VreJRuV0ngYcuUl7nu-f14apZXg1TeG3inrQrJon3rMuAXgyLGZQaSGLK82uWu5GBHK7_HbH6yZ3SLMIinkVoszK7Xes185eCakeyTptu6AtU5-8vDadBVjA/s640/Slide5.jpg" width="640" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhfcXawd3rWLQIccdv44GMNnJiEDoUiW59euH3OYURcfB3tW0OCkxZxntKgV32DZeQ9Qa3bHd2JASoeQdHjLO7zfdp7cEvW1Cm1VbKPKd-c7k61-an7R0O34xUNCLgdgepTXEqzvgPuxw/s1600/Slide6.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhfcXawd3rWLQIccdv44GMNnJiEDoUiW59euH3OYURcfB3tW0OCkxZxntKgV32DZeQ9Qa3bHd2JASoeQdHjLO7zfdp7cEvW1Cm1VbKPKd-c7k61-an7R0O34xUNCLgdgepTXEqzvgPuxw/s640/Slide6.jpg" width="640" /></a></div>
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Another characteristics of Jan Brett books is great word choice. The menu has activities where students will be looking for good adjectives and verbs. </div>
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<span style="font-size: large;">This is just a small part of my entire Jan Brett unit. To see another post with other activities from the unit, click <a href="http://snippetsbysarah.blogspot.com/2017/01/digging-deeper-with-mitten.html">here</a>. </span></div>
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<span style="font-size: large;">To get this resource in my TPT store, click <a href="https://www.teacherspayteachers.com/Product/Author-Study-Jan-Brett-191454">here</a>. </span></div>
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The Mitten is such a classic book to teach in the primary grades. There is SO much you can get out of it, yet it seems like we tend to stick to the basics: sequencing events. I wanted to shake it up a bit and show you some comprehension activities you could do with this lovable book that require other, more complicated, comprehension skills. </div>
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Two goals I have for these activities are to (1) <b>dig deeper </b>with this well-loved book and (2) <b>provide</b> <b>enough support</b> for my students to be successful so that they can <b>transfer</b> these skills later. </div>
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<b><u><span style="color: purple;">Analyze characters in the Mitten</span></u></b></div>
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One difference in Jan Brett's version of The Mitten that stood out to me was why the animals agreed to make room for the other animals in the mitten. In the older version by Alvin Tresselt, the animals make room because it is cold out and they are kind animals, worried about the other animals. In Jan Brett's version, she using <b>descriptive language</b> to show the reader why the animals in the mitten may feel like they <i>have</i> to make room. The owl has "glinty talons" and the fox has "shiny teeth." </div>
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1. These are these great examples of <b>adjectives</b> to share with our kids! </div>
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2. We can dig deeper by asking our students how those descriptive details help the reader understand the characters in the mitten. What if Jan Brett just were to say, "The mole was afraid of the rabbit so he moved over," or "The animals knew the fox could eat them." </div>
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3. Point out the <b>inferences</b> that need to be made. Explain to your students that we need to make an inference that the animals are scared in order to understand why they moved over. Point out that Jan Brett's description of these animals' predatory traits are actually <b>text evidence</b> for us.</div>
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4. Make it into a writing activity that can be scaffolded. </div>
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Here is how I would do this activity in class. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgioUK7Fp-1-623UZeRfY7_SHvUqH0fmNJ2_A5Mk7TuQYru2u6pZx1DwDK3v7ZsyfPw81bvEQ1SaW9NUDDjOJ6TjlJb_5a36Q7Y8uxCHEmQORjSrVGBJg6oya1O8fSpZinNuDXr5j064Q/s1600/Slide1.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em; text-align: center;"><img border="0" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgioUK7Fp-1-623UZeRfY7_SHvUqH0fmNJ2_A5Mk7TuQYru2u6pZx1DwDK3v7ZsyfPw81bvEQ1SaW9NUDDjOJ6TjlJb_5a36Q7Y8uxCHEmQORjSrVGBJg6oya1O8fSpZinNuDXr5j064Q/s640/Slide1.jpg" width="640" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjyKpwNj39M2BTS9F3M7KoW7Y0JrYz-2kuWpzGfaMjtm3gMsVM9xKItBS6gQeBqbP0Oay-xi9NTOdQebLD463SVZZjUGuFi1svWqm7tI5EB5eBejNvOb7svL7xsAJQPPeul2DW5i4yILQ/s1600/Slide2.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjyKpwNj39M2BTS9F3M7KoW7Y0JrYz-2kuWpzGfaMjtm3gMsVM9xKItBS6gQeBqbP0Oay-xi9NTOdQebLD463SVZZjUGuFi1svWqm7tI5EB5eBejNvOb7svL7xsAJQPPeul2DW5i4yILQ/s640/Slide2.jpg" width="640" /></a></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiHIc46G69G5zl4yJ6cwp-xetFT6lMETNLdxbcYjfYe-7SwKxKOcFMt8nlneWBwKqmY9mhhwwfiz7DBfTomYimcaFBrTvqoGFa6UWgMwmnbqKOJPQC46m7il9mCmjsAx5PvU2BfzBJSkQ/s1600/Slide4.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiHIc46G69G5zl4yJ6cwp-xetFT6lMETNLdxbcYjfYe-7SwKxKOcFMt8nlneWBwKqmY9mhhwwfiz7DBfTomYimcaFBrTvqoGFa6UWgMwmnbqKOJPQC46m7il9mCmjsAx5PvU2BfzBJSkQ/s640/Slide4.jpg" width="640" /></a></div>
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If you are interested in the printable shown above, it is part of my enormous Jan Brett unit. This unit has several activities like this one. To see more about this unit, click <a href="https://www.teacherspayteachers.com/Product/Author-Study-Jan-Brett-191454">HERE</a>. </div>
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<b><u><span style="color: purple;">Comparing Jan Brett's version of The Mitten to another version</span></u></b></div>
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Another way to dig deeper while providing enough scaffolding to ensure student success is with comparing Jan Brett's version of The Mitten with another version.</div>
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If your students need support with finding similarities and differences, make it a whole-class collaborative activity:</div>
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<li>You can use sentence strips or try using these laminated strips. I just laminate paper and cut it into strips of different sizes. Place a magnetic dot on the back. (Keep in mind since they are laminated, you can reuse them for other Venn Diagrams.)</li>
<li>Then I draw a huge Venn Diagram on my magnetic white board.</li>
<li>Guide students in finding similarities and differences. Ask if the characters were the same, then ask if the events were sequenced the same. Go through the beginning, middle, and end of the stories and look for similarities and differences. </li>
<li>As you find these similarities and differences, have students write them on the sentence strips using white board marker. </li>
<li>As a class, place them on the Venn Diagram.</li>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4m5JoL9K28XKL1pVzHTHv7vIPPnAmv_9EgCVzATD0Bdsv6_fuNTCqkRGzNoPLC5J695c03hPiAdNyweXoDGaWXmdH52h_ipzO96kiTosSNMfsrGcXWKOyDc93NgMVHGcYuSmEi6KQdA/s1600/Slide11.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4m5JoL9K28XKL1pVzHTHv7vIPPnAmv_9EgCVzATD0Bdsv6_fuNTCqkRGzNoPLC5J695c03hPiAdNyweXoDGaWXmdH52h_ipzO96kiTosSNMfsrGcXWKOyDc93NgMVHGcYuSmEi6KQdA/s640/Slide11.jpg" width="640" /></a></div>
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If your students have already had some practice with finding similarities and differences, then you can still provide some scaffolding with prepared sentence strips, like below. Here, students don't have to come up with all the ideas on their own, but the DO have to determine where they belong on the Venn Diagram. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh2TUezZHtPGC0qrcZyGLFkMbFMrgnIhaIQ0FBKw0tzQ9yp-g0pq6AeQVtaQoA97Vm6RPBBm1M5Gm_H6ItEx30vQ5_E1SJ-gI_ME43dg3DY2Tb9r28vcd9TGK6i8afaFUpBmhcrKpUdKQ/s1600/Slide12.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh2TUezZHtPGC0qrcZyGLFkMbFMrgnIhaIQ0FBKw0tzQ9yp-g0pq6AeQVtaQoA97Vm6RPBBm1M5Gm_H6ItEx30vQ5_E1SJ-gI_ME43dg3DY2Tb9r28vcd9TGK6i8afaFUpBmhcrKpUdKQ/s640/Slide12.jpg" width="640" /></a></div>
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Here is just another graphic organizer you could use. Here, students will go through both stories, listing characters, events from the beginning, middle, and end, and any other important details. Then they will highlight things that are the same about each story. This helps to support comparing stories while maintaining a sequence, which may help when they have to write about it.</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgO0obt2lmVQp1Y0eLyk6vNzq8lsrpjbATYiXwrVL-ekPWG9caGZSFoQ6j3X2NKwmrczZ5oLyrE5ytm3RIxL0b3P_MgR1_4ziAFD-rb7LH_AhWqqpsRK5_xqB2HS_9xB1UMed9ncivG_g/s1600/Slide13.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgO0obt2lmVQp1Y0eLyk6vNzq8lsrpjbATYiXwrVL-ekPWG9caGZSFoQ6j3X2NKwmrczZ5oLyrE5ytm3RIxL0b3P_MgR1_4ziAFD-rb7LH_AhWqqpsRK5_xqB2HS_9xB1UMed9ncivG_g/s640/Slide13.jpg" width="640" /></a></div>
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Using different writing frames may also help your students to get their ideas out in an organized way. Most often, my students are able to sort similarities and differences, but then they have no idea how to communicate these ideas. By providing this scaffolding frame for them, we open the door to understanding and success on future comparison assignments. We provide our students with the structure and language they need. Here, I've shown two different formats: one shows differences and the other shows similarities. I have another that has both similarities and differences. </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGMgKKzbKxC0jTpWaoDI9V_kola4q4NEOIGq-IiTkiE0SNq9eyaApNKPWjht9Oaia45aAq_IJcT4bUMXTv_ZJz8GSQEc0BEKoK86-dOBih-5teTf_kvLRkMicrVhMu3ybAE_B-IBEecA/s1600/Slide14.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="494" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhGMgKKzbKxC0jTpWaoDI9V_kola4q4NEOIGq-IiTkiE0SNq9eyaApNKPWjht9Oaia45aAq_IJcT4bUMXTv_ZJz8GSQEc0BEKoK86-dOBih-5teTf_kvLRkMicrVhMu3ybAE_B-IBEecA/s640/Slide14.jpg" width="640" /></a></div>
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This last version is for more experienced writers who have already had practice with the writing frames. I still provided support in the form of sentence stems (pictured below left) and organization (middle page.) Students can refer to these resources while writing their papers. Please note that you will need to teach them how to effectively use these. :) </div>
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You can find these resources <a href="https://www.teacherspayteachers.com/Product/Author-Study-Jan-Brett-191454">HERE</a>.</div>
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Some other Mitten activities in this unit:</div>
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And other activities from this pack:</div>
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Sarah Paulhttp://www.blogger.com/profile/09846306676553976451noreply@blogger.com1tag:blogger.com,1999:blog-847612610519779.post-30904713267195599742017-01-12T09:51:00.002-08:002017-01-12T09:51:53.895-08:00Winter Book SnippetToday I'm home again because it's a snow day! We have more snow than I can ever remember having, which of course is SO exciting. All this snow has me in the mood to read snowy-themed books with my boys before bed. One we read last night is one that we've read several times already. I usually think of it as a simple book to read simply for enjoyment. I love turtles, and the main character is a lovable tortoise. But last night when I read it, I started seeing more teaching ideas- ways you could take this simple book and turn it into a lesson. So today I'm giving you five different ways you could take this simple book and apply some meaningful comprehension skills. I would love to make this "Winter Book Snippet" a regular thing, too!<br />
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I hope you got some good ideas here and I hope even more that I can make time to do more "book snippets" for you. ;) I love digging deeper with lovable children's books!<br />
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Time for me to go sledding again!Sarah Paulhttp://www.blogger.com/profile/09846306676553976451noreply@blogger.com3tag:blogger.com,1999:blog-847612610519779.post-66711931550540400202016-12-28T22:46:00.003-08:002017-01-03T19:12:32.488-08:00Alphabet Activities for Winter<div class="separator" style="clear: both; text-align: left;">
After a little holiday break, I'm back at it. I needed to get this done before returning to school next week. Breaks always fly by, don't they?! I'll be using these activities with my kindergarten small groups. I'm working with students who need more practice to master their letters and sounds. They loved the activities from the fall set, so I went ahead and made a <a href="https://www.teacherspayteachers.com/Product/Alphabet-Activities-Winter-Edition-2934195">winter set of alphabet activities</a>. </div>
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<b>A few things to know about these activities:</b></div>
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1. They can be used as centers, but were created to be used as an <b>intervention</b> resource guided by the teacher with a small group or one-on-one. The feedback and guidance from a teacher assures that the students are getting much needed repetition and exposure with correct identification of letters and sounds. If you students are proficient with these skills, then these are perfect for centers! Even kids who know their letters need review and practice to gain automaticity with sound/symbol recognition needed for fluent reading. </div>
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2. There are several options for each activity. I split the letters into smaller groups. Each activity follows the same groupings of letters. For example, there is a board in the letter race with six letters and 3 other boards with different sets of six letters. These same combinations of letters are used for the Find it, Cover it boards. Why? With my students, I've found more success with grouping letters and teaching them in a sequential, systematic way. I teach letters in smaller sets, so I wanted to make sure this product followed that model. I'll be making all of my seasonal sets with the same groupings, so no matter where your students are at different points in the year, they will have a set ready for for them to use (for all 6 activities/games.) Note: Some activities have 2-3 letters as a review from the previous set as a review.</div>
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3. I also included an editable version so you could put in any letters you want for these activities (when it is applicable.)</div>
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There are three versions of the Find it, Cover it activity. One is with pictures, another with a spinner, and the third just with the board and a teacher. </div>
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<span style="font-size: x-large;">You can find this <a href="https://www.teacherspayteachers.com/Product/Alphabet-Activities-Winter-Edition-2934195">HERE</a>:</span></div>
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<span style="font-size: large;">To see all of my alphabet activities, click <a href="https://www.teacherspayteachers.com/Store/Sarah-Paul-4/Category/Alphabet-RTI-269517">HERE</a>.</span></div>
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<span style="font-size: large;">Want more posts about the alphabet?</span></div>
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<span style="font-size: large;">To read a detailed post about teaching the alphabet to your intervention groups, check out this post <a href="http://snippetsbysarah.blogspot.com/2016/11/alphabet-intervention.html">HERE</a>:</span></div>
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<br />Sarah Paulhttp://www.blogger.com/profile/09846306676553976451noreply@blogger.com1tag:blogger.com,1999:blog-847612610519779.post-28686517965081745682016-12-07T20:46:00.001-08:002017-12-07T14:16:11.596-08:00Common Core in December: Polar Express Sequencing<div class="separator" style="clear: both; text-align: center;">
This week I got to go into the first grade classrooms and help out with one of my favorite projects. They turned out so cute! </div>
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With this activity, students will choose five the main events from the Polar Express, write and illustrate them, and sequence them onto a train. Keep in mind, my directions are for a first grade class. If you do this with 2nd or 3rd, you wouldn't have to do so much scaffolding. </div>
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RL.1.3, RL.1.7</div>
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L.1.1</div>
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L.1.1, L.1.2</div>
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Here, students will use the notes you took as a class and the who/did what/where prompt to write complete sentences about the main events. They will write one event on each page. </div>
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Finally, they will cut and glue all of the events on to the train. The front side has the first two events and the back side has the last three. Last, glue your train head onto the front of the train. </div>
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If you would like to try these out, you download the directions for free <a href="https://drive.google.com/file/d/0B4LgEaJm_kXMTTZpSDBvNDVKR1U/view?usp=sharing">HERE</a>. (All that you see here is included, exempt for the train head. You can make your own or get the one I used <a href="https://www.teacherspayteachers.com/Product/Vowel-Teams-Clip-Art-AI-Words-1837747">here</a>.)</div>
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For more Polar Express activities, check out my Polar Express Unit.</div>
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<span style="font-size: x-large;">You can get this pack <a href="https://www.teacherspayteachers.com/Product/Polar-Express-Literacy-Pack-171769">HERE</a></span></div>
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Sarah Paulhttp://www.blogger.com/profile/09846306676553976451noreply@blogger.com2tag:blogger.com,1999:blog-847612610519779.post-15524219575250480412016-12-06T20:51:00.002-08:002016-12-07T20:47:02.831-08:00Common Core in December: Reindeer <div class="separator" style="clear: both; text-align: center;">
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<b>Reindeer: Research, Comparing texts, and Opinion Writing (with some fact checking!)</b></div>
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If you are looking for a fun activity that will last about a week, hit several standards, and be a little quirky, look no further! The following activity begins with a read-aloud of a fiction book, moves into researching using nonfiction texts and short video, and then takes a sharp right into opinion writing. Let's start from the beginning. </div>
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Read-aloud: Fiction book <a href="https://www.amazon.com/Great-Reindeer-Rebellion-Lisa-Trumbauer/dp/1454913568">The Great Reindeer Rebellion</a>. This book is lovely on its own. It's a rhyming book, which is always a lot of fun to read. The storyline lends itself to a great review of story structure (characters, setting, problem, events, solution <b>RL1.3.</b>) There is even a lesson that Santa learns in the end that you could turn into an author's lesson (<b>RL1.2</b>)to you (appreciate what you have.) In this book, the reindeer want changes, but Santa thinks he can replace them. He tries out several other animals, who obviously fail, and Santa realizes his reindeer are the only ones who can do the job. This brings me to my big question...</div>
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It's our job at this point to help kids realize that in order to answer this question, we need to do some <b>research</b>! We need to learn facts about reindeer back up our reasoning for them being good helpers. Choose a nonfiction book about reindeer to read to the class. Point out how this book is different than the <i>Great Reindeer Rebellion <b>(RL.1.5). </b></i>After reading the nonfiction book as a class, model how to take notes by rereading to find important information. Write important facts about reindeer on sticky notes. Display for the class to see all the note-taking. </div>
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Go back to your question: Are reindeer the best animal to help Santa? Tell students that in order to answer this, we need to think about what Santa <i>needs</i> the reindeer for (use the fiction book to help brainstorm.) Lead them in this direction: They need to work together, they need to pull a heavy sleigh, they need to land gracefully on a rooftop without falling through, they need to go out all night in the cold, winter air. (Point out that flying is not a fact that we will find for reindeer. I avoid this by playing dumb. I say, I know regular reindeer cannot fly. I don't know about Santa's magic, so I'm leaving that out of my reasons. Let's assume his magic is what makes the flying.</div>
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At this point, you can go one of two way. You can make it an independent writing activity, or a shared writing activity. Pretend this is a Choose Your Own Adventure book that I loved as an 80s kid. (I apologize if you are not an 80s kid and/or if you did not experience the joy of these books and therefore, do not get my cheesy reference.) </div>
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<u><b>CHOICE #1 Make it an Independent Activity</b></u></div>
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<u>Step 1: </u>If you decided to make it an independent writing activity, I would have them read another book about reindeer. There are two good beginning readers listed above and below. There is also a video! You could have them read one book, writing 4 sticky notes with facts. Then you could watch the video as a class. Have them check the sticky if they hear the same fact. Have them add a sticky if they hear something that might be more important to our question. </div>
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Links to resources:</div>
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<li><a href="https://www.getepic.com/app/">Epic</a>! has two nonfiction reindeer and a video! (That way kids can compare facts from book to video. Awesome!) Click <a href="https://www.getepic.com/app/">here</a> to go to their site, then search <i>Reindeer</i>.</li>
<li><u>Reindeer</u> can be found <a href="https://www.amazon.com/Reindeer-Arctic-Animals-Outside-Igloo/dp/1627245294">here</a>.</li>
<li>Readinga-z :(my personal fave) has <a href="https://www.readinga-z.com/book.php?id=2177">THIS</a> shared reading book about reindeer</li>
<li>Book: <a href="https://www.amazon.com/Reindeer-Day-Life-Polar-Animals/dp/1432953370/ref=sr_1_2?ie=UTF8&qid=1480801181&sr=8-2&keywords=reindeer">A Day in the Life Reindee</a>r </li>
<li><a href="http://kids.nationalgeographic.com/animals/caribou/#caribou-standing-grass.jpg">National Geographic Reindeer</a> (to read together using projector) </li>
<li>(For an extension activity, you could read <a href="http://www.scholastic.com/browse/article.jsp?id=3753233">THIS</a> which talks about reindeer in danger.)</li>
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<u>Step 2: </u>Next, make two columns on their desks or in their writer's notebooks: Helpful to Santa or Not helpful to Santa. As a class, talk about a few of the sticky notes that you modeled for them. Discuss the things that Santa <i>needs </i>and decide if the facts about reindeer would help with that. Sort a few together using chart paper with the two columns. Then, have students go to their seats or work in small groups to sort their own sticky notes with information. </div>
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<u>Step 3:</u></div>
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Gather them back and have them choose just one or two from the helpful column. Share the ones they chose to make sure they really work. Discuss as a group.</div>
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<u>Step 4:</u></div>
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Introduce the graphic organizer to help them structure their opinion writing. Remind students that the structure of our writing helps our reader understand what we are writing. Model how to fill out the graphic organizer. Point out that their sticky notes will become their reason that they can add detail to. Explain that when they are writing their draft, they should explain what <i>how</i> that reindeer fact helps Santa. For example, <i>Reindeer have fur</i>. This helps keep them warm when they are out all night in the cold. <i>Reindeer travel in herds. </i>They need to work together to pull Santa's sleigh in together. </div>
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<u>Step 5: </u>Now it's time to transfer to writing. </div>
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<u><b>CHOICE #2: Shared Writing (I did this with my first graders.)</b></u></div>
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Follow all the same steps as above, just do it together instead! It's basically one big opportunity to model, guide, and practice together. The goal is to build those skills as a group so that when you are ready to do an independent writing activity, they will have this experience to draw upon. </div>
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For this lesson, here are skills you <i>could</i> teach as mini-lessons:</div>
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<li>Opening Sentence: Include your topic and your opinion.</li>
<li>Reasons for your opinion: Include facts to back up your reasoning. </li>
<li>Closing: Wrap up your writing by restating your opinion and topic. </li>
<li>Structure: What does opinion writing look like? (Color coordination helps!)</li>
<li>Elaborating to add detail that will be helpful to the reader.</li>
<li>How to use facts or things we know (schema) to help us back up our opinions with reasons. </li>
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All in all, it was a fun lesson that peeked kids interest. :)</div>
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Some more common core standards:<br />
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<span style="font-size: x-small;"><a class="identifier" href="http://www.corestandards.org/ELA-Literacy/W/1/5/" name="CCSS.ELA-Literacy.W.1.5" style="box-sizing: border-box; color: #373737; font-family: 'lato light'; text-decoration: none; text-transform: uppercase;">CCSS.ELA-LITERACY.W.1.5</a> <span style="color: #202020; font-family: "lato light";">With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.</span></span></div>
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<span style="font-size: x-small;"><a class="identifier" href="http://www.corestandards.org/ELA-Literacy/W/1/8/" name="CCSS.ELA-Literacy.W.1.8" style="box-sizing: border-box; color: #373737; font-family: 'lato light'; text-decoration: none; text-transform: uppercase;">CCSS.ELA-LITERACY.W.1.8</a> <span style="color: #202020; font-family: "lato light";">With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.</span></span></div>
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<span style="font-size: x-small;"><a class="identifier" href="http://www.corestandards.org/ELA-Literacy/W/1/1/" name="CCSS.ELA-Literacy.W.1.1" style="box-sizing: border-box; color: #373737; font-family: 'lato light'; text-decoration: none; text-transform: uppercase;">CCSS.ELA-LITERACY.W.1.1</a> <span style="color: #202020; font-family: "lato light";">Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.</span></span></div>
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<a class="identifier" href="http://www.corestandards.org/ELA-Literacy/RI/1/9/" name="CCSS.ELA-Literacy.RI.1.9" style="box-sizing: border-box; color: #373737; font-family: 'lato light'; font-size: 12px; text-decoration: none; text-transform: uppercase;">CCSS.ELA-LITERACY.RI.1.9</a></div>
<span style="color: #202020; font-family: "lato light"; font-size: x-small;">Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).</span><br />
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You don't really need anything to complete this activity, but if you want the graphic organizers and writing pages pre-made, you can get them here for FREE today and tomorrow only. After that, you can get these pages in my Christmas Ready to Go Printable Pack. Click <a href="https://drive.google.com/file/d/0B4LgEaJm_kXMaExYVTJyZ3Vzcmc/view?usp=sharing">HERE</a> to get this.</div>
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Sarah Paulhttp://www.blogger.com/profile/09846306676553976451noreply@blogger.com3tag:blogger.com,1999:blog-847612610519779.post-11861411899591940592016-12-05T19:23:00.000-08:002016-12-05T19:33:37.356-08:00Common Core in December Part 2<div class="separator" style="clear: both;">
I can't believe it! Two days in a row of blogging. Well, I'm sort of cheating because these are from old posts. ;) I did update my freebie from years ago, so I thought it would be a good time to repost. This is a short one today. Come back tomorrow and the next day to see a Polar Express activity (craft freebie) and a fun reindeer writing activity. </div>
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<b>Santa Writing</b></div>
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One of my favorite activities during this time was this interactive writing story. It was a great way to scaffold and teach certain writing skills for writing a narrative story. As we went, the students gave me all the ideas for what to write. My job was to ask the class questions to make sure our story had a sequence that was easy to follow, no gaps in the story, some detail to elaborate, strong verbs, a clear beginning where the characters and setting are introduced, an ending, and dialogue used appropriately. We reread and stop often to make sure we are sequencing the story in a way that makes sense. When we glued the chart paper to the chimney and added Santa's legs, it was the cutest display, too!</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYuuLUEVXGHyunqahyphenhyphensZmI9Mm0Np0QFqt0uP7U2LoRNSHNgmUvwZOg1fCBf2y4sUrj5EPCGlT2aAzL9R3TqjtqfApaV6DwWAhTsWy37ZxXvIMYRPizYjiZA2UVb5E5tDi-JoPoEiayYw/s1600/100_5968.JPG" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYuuLUEVXGHyunqahyphenhyphensZmI9Mm0Np0QFqt0uP7U2LoRNSHNgmUvwZOg1fCBf2y4sUrj5EPCGlT2aAzL9R3TqjtqfApaV6DwWAhTsWy37ZxXvIMYRPizYjiZA2UVb5E5tDi-JoPoEiayYw/s640/100_5968.JPG" width="480" /></a></div>
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If you would like your students to do this independently, you can use this FREEBIE:</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEia59rrGrqYhDpyqyoF2EMKfvPQCfweJ8wyVMocxWf19pzLr5n4Z0STRCMhGJPjrjiSjkDAGUvBNFYzjY3tN21xrfK-FPpJ_jse8EqY0AFVhQz7W2_PM7C27Q3pKujUXpJn8V42y-1TnQ/s1600/Screen+Shot+2016-12-03+at+1.58.33+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEia59rrGrqYhDpyqyoF2EMKfvPQCfweJ8wyVMocxWf19pzLr5n4Z0STRCMhGJPjrjiSjkDAGUvBNFYzjY3tN21xrfK-FPpJ_jse8EqY0AFVhQz7W2_PM7C27Q3pKujUXpJn8V42y-1TnQ/s200/Screen+Shot+2016-12-03+at+1.58.33+PM.png" width="153" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEheFPpO9WjJOdvhuYY0WEq5QKxeG1QodHY761BTU8Cszo3FNuhBUxLWFFqLCVlkBGcFaHAVhdUZ93FgtkSialGxKMjhNccCSHu7HO7ngc3l2p81o5BL3JMROCIYTdKJ0_admgi5HemSsQ/s1600/Screen+Shot+2016-12-03+at+1.58.39+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEheFPpO9WjJOdvhuYY0WEq5QKxeG1QodHY761BTU8Cszo3FNuhBUxLWFFqLCVlkBGcFaHAVhdUZ93FgtkSialGxKMjhNccCSHu7HO7ngc3l2p81o5BL3JMROCIYTdKJ0_admgi5HemSsQ/s200/Screen+Shot+2016-12-03+at+1.58.39+PM.png" width="153" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEglEMdxOJanieo0lh4AdyjR5w-WSdaG-sE7xrGb5JMBoFHpjhAxqfvDwXCikKaJ20HWM_vQXxWCmQbo68bUheBUIzfVBV3JCfZif5xD_cXsBtP6MHyg_5A0mSTV7PgpagDhUh6cH0Zw2g/s1600/Screen+Shot+2016-12-03+at+1.58.48+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEglEMdxOJanieo0lh4AdyjR5w-WSdaG-sE7xrGb5JMBoFHpjhAxqfvDwXCikKaJ20HWM_vQXxWCmQbo68bUheBUIzfVBV3JCfZif5xD_cXsBtP6MHyg_5A0mSTV7PgpagDhUh6cH0Zw2g/s200/Screen+Shot+2016-12-03+at+1.58.48+PM.png" width="163" /></a></div>
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<a href="https://drive.google.com/file/d/0B4LgEaJm_kXMOThmMzVjNDMtZmYyOS00NDFlLTgyOTAtNjQ2MTlmNmIzY2Yy/view?usp=sharing">Click HERE to get this.</a></div>
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<span style="font-size: x-small;"><a class="identifier" href="http://www.corestandards.org/ELA-Literacy/W/1/3/" name="CCSS.ELA-Literacy.W.1.3" style="box-sizing: border-box; color: #373737; font-family: 'Lato Light'; text-decoration: none; text-transform: uppercase;">CCSS.ELA-LITERACY.W.1.3</a><br style="box-sizing: border-box; color: #202020; font-family: 'Lato Light';" /><span style="color: #202020; font-family: "lato light";">Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.</span></span></div>
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<span style="font-size: x-small;"><a class="identifier" href="http://www.corestandards.org/ELA-Literacy/L/1/1/" name="CCSS.ELA-Literacy.L.1.1" style="box-sizing: border-box; color: #373737; font-family: 'Lato Light'; text-decoration: none; text-transform: uppercase;">CCSS.ELA-LITERACY.L.1.1</a><br style="box-sizing: border-box; color: #202020; font-family: 'Lato Light';" /><span style="color: #202020; font-family: "lato light";">Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.</span></span></div>
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<span style="font-size: x-small;"><a class="identifier" href="http://www.corestandards.org/ELA-Literacy/L/1/2/" name="CCSS.ELA-Literacy.L.1.2" style="box-sizing: border-box; color: #373737; font-family: 'Lato Light'; text-decoration: none; text-transform: uppercase;">CCSS.ELA-LITERACY.L.1.2</a><br style="box-sizing: border-box; color: #202020; font-family: 'Lato Light';" /><span style="color: #202020; font-family: "lato light";">Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.</span></span></div>
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<span style="color: #202020;"><span style="font-family: lato light;">To see more printable activities like these, check out my Christmas Printable pack. </span></span></div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzYt8DQ4pwhdKCK0_2i-WwBH22Pm9tFEjvuC_4ENFIxAXEm3tuRYJvT5nCp7wUUQGBPhYEp19khKHO9CU4jL1_IR9LVIx4MOKJku80XEFN-QSzIbgKLJtm195F5ZIEGg23sZOuP3gDpA/s1600/Christmas+cover.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="320" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzYt8DQ4pwhdKCK0_2i-WwBH22Pm9tFEjvuC_4ENFIxAXEm3tuRYJvT5nCp7wUUQGBPhYEp19khKHO9CU4jL1_IR9LVIx4MOKJku80XEFN-QSzIbgKLJtm195F5ZIEGg23sZOuP3gDpA/s320/Christmas+cover.png" width="246" /></a></div>
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<span style="color: #202020;"><span style="font-family: lato light;">The </span><span style="font-family: "lato light";">activities</span><span style="font-family: lato light;"> included are below. </span></span></div>
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Sarah Paulhttp://www.blogger.com/profile/09846306676553976451noreply@blogger.com0tag:blogger.com,1999:blog-847612610519779.post-70353928465968595852016-12-04T19:28:00.002-08:002017-12-04T21:28:54.190-08:00Common Core in December: Gingerbread<div class="separator" style="clear: both; text-align: left;">
December is always so much fun at school, but unfortunately, also crazy busy! When I taught first grade, there were always SO many themes I wanted to integrate into the curriculum. There's gingerbread, Polar Express, reindeer, Christmas around the world... The list goes on. For the next week I will share some of my favorite activities for December. First up... GINGERBREAD! :) Check back for two more posts coming very soon!</div>
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<b>Gingerbread Reading Literature </b></div>
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<span style="font-size: x-small;"><a class="identifier" href="http://www.corestandards.org/ELA-Literacy/RL/1/9/" name="CCSS.ELA-Literacy.RL.1.9" style="box-sizing: border-box; color: #373737; font-family: 'Lato Light'; text-decoration: none; text-transform: uppercase;">CCSS.ELA-LITERACY.RL.1.9</a> <span style="color: #202020; font-family: "lato light";">Compare and contrast the adventures and experiences of characters in stories</span></span></div>
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<span style="font-size: x-small;"><a class="identifier" href="http://www.corestandards.org/ELA-Literacy/RL/1/3/" name="CCSS.ELA-Literacy.RL.1.3" style="box-sizing: border-box; color: #373737; font-family: 'Lato Light'; text-decoration: none; text-transform: uppercase;">CCSS.ELA-LITERACY.RL.1.3</a> <span style="color: #202020; font-family: "lato light";">Describe characters, settings, and major events in a story, using key details.</span></span></div>
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I know it's not the prettiest gingerbread house around, but the kids ate. it. up. (ha! Get it?) I wanted to make it easy, so I just tore white paper and glued it on for frosting. Then I colored circles on the frosting. The squares are supposed to be windows. As we read different versions of the Gingerbread Man, we filled in the squares. Since then, there has been a boom of even more amazing gingerbread stories. There are SO many out there, you could have a lot of fun with them. </div>
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Some things to get talk about to get your kids thinking:</div>
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<li>How does the setting affect the story?</li>
<li>How does the setting change the characters from story to story?</li>
<li>Evaluate the ending of each story. Which ending did you like best and why? </li>
<li>Were there any endings you didn't like? Why? </li>
<li>What characteristics describe the gingerbread chargers? (Provide text evidence) Do they all have these same qualities?</li>
<li>How are these stories different? the same?</li>
<li>Were all the stories' events similar? Was there a pattern to all the books?</li>
<li>Who is telling the story? (Most have a 3rd person narrator, but The Gingerbread Man Loose in School is from the perspective of the gingerbread.)</li>
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(This is from a 2011 post you can find <a href="http://snippetsbysarah.blogspot.com/2011/12/polar-express-gingerbread-santa-writing.html">here</a>.)</div>
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You could also make a Venn diagram. I made it into an interactive writing lesson.</div>
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This is hard to see but we did another interactive writing activity to demonstrate how to write a comparison paper. We worked on this as a class in first grade. The first two sections talk about the differences and the last part shows the similarities. You could compare two books as a class and then have them do their own comparing with two other books.<br />
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEheaph-7El_UvoTHTkYzs3FNjZZGmj1nBOxeCfZiw2OfwwnNdrsc5s-c8iTVd9TxMpifOdy3nVUIYpHDR2uWiSMS9f1FXDWVsNWiiwXruhDquprNHSXUsK6ctLkDdViOwsRNAITZUvDhA/s1600/Screen+Shot+2016-12-06+at+6.24.47+AM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEheaph-7El_UvoTHTkYzs3FNjZZGmj1nBOxeCfZiw2OfwwnNdrsc5s-c8iTVd9TxMpifOdy3nVUIYpHDR2uWiSMS9f1FXDWVsNWiiwXruhDquprNHSXUsK6ctLkDdViOwsRNAITZUvDhA/s200/Screen+Shot+2016-12-06+at+6.24.47+AM.png" width="156" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOwzOb29zc4ky5B-6I5LtskS9bkv_HuL5M0pmUB8lF1suDFRZFR1pYkwd2lv9KrYxC-7KI7cvZ_Fi9cI2fz6KaKi7DZcZn6-8PWarPPmvJQI8yI3y5KCnyZL1k4c2T500YtlbaFrABsA/s1600/Screen+Shot+2016-12-06+at+6.24.51+AM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhOwzOb29zc4ky5B-6I5LtskS9bkv_HuL5M0pmUB8lF1suDFRZFR1pYkwd2lv9KrYxC-7KI7cvZ_Fi9cI2fz6KaKi7DZcZn6-8PWarPPmvJQI8yI3y5KCnyZL1k4c2T500YtlbaFrABsA/s200/Screen+Shot+2016-12-06+at+6.24.51+AM.png" width="151" /></a><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4_-BUGGAsXizr9EBo4Fm9InYz_Gi7Ge5dDkSvG_U-XFH398-L5bzKajeNGWfEnzEsccHrQ8VPne1TAi1YYQDVyBW7wPA-ubKuGGyFsMxJb0-XvcMq3uhBVEg1gFhtzAuwQfDQJ5wGMw/s1600/Screen+Shot+2016-12-06+at+6.24.58+AM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi4_-BUGGAsXizr9EBo4Fm9InYz_Gi7Ge5dDkSvG_U-XFH398-L5bzKajeNGWfEnzEsccHrQ8VPne1TAi1YYQDVyBW7wPA-ubKuGGyFsMxJb0-XvcMq3uhBVEg1gFhtzAuwQfDQJ5wGMw/s200/Screen+Shot+2016-12-06+at+6.24.58+AM.png" width="153" /></a></div>
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These four things are all part of my gingerbread unit (see below)</div>
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Just to give you an idea of all the options for comparing...</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWMxBwmTSODDcclNybwwWj9XjgFiJpUgIPKT0DQqqIJ-agLNxd54H70-IsxP_DTI1mVJ7m7wKL1tQ0O6VO8vDr24_9ALevSQg3eQ5EdOKZCwQtxK_eR7xfdFboasC2hqJa0gVlsjbhWA/s1600/Screen+Shot+2016-12-04+at+8.31.08+PM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgWMxBwmTSODDcclNybwwWj9XjgFiJpUgIPKT0DQqqIJ-agLNxd54H70-IsxP_DTI1mVJ7m7wKL1tQ0O6VO8vDr24_9ALevSQg3eQ5EdOKZCwQtxK_eR7xfdFboasC2hqJa0gVlsjbhWA/s640/Screen+Shot+2016-12-04+at+8.31.08+PM.png" width="496" /></a></div>
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(I'll be adding this updated chart to my gingerbread unit- see bottom of post)</div>
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<b>Gingerbread Writing (freebie)</b></div>
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A follow-up activity that I loved was to write our own gingerbread stories. First, I told them to choose a setting for their story. Next, think of characters that would likely be found in a story with that setting. Then, use the same pattern of events to make the story. Finally, decide how you want your gingerbread story to end. </div>
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This version is for beginning writers:</div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9WccgwV_TUbJA4Cg7Sj4AptxA_sAzwCCeX2WcbPXv14QA2oPmVHhLRuVtvX-UoK0UhqHrgemUgFnwNRHZAQNxWhIJB6MokyB2sRyveH8-d1ivuYe7N4jG8NsFYsTja1ZFX_aOSgn9oA/s1600/Slide27.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj9WccgwV_TUbJA4Cg7Sj4AptxA_sAzwCCeX2WcbPXv14QA2oPmVHhLRuVtvX-UoK0UhqHrgemUgFnwNRHZAQNxWhIJB6MokyB2sRyveH8-d1ivuYe7N4jG8NsFYsTja1ZFX_aOSgn9oA/s640/Slide27.jpg" width="640" /></a></div>
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And this is for more experienced writers: </div>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhKvtG_xHsDtLUzevp2LPiDWeW7Oplab3eZG-PHJm3NTwHCxy9DwBD41v1d-IxQUCCAGu61Jt1p1VFfsmlJuEd5C-gJQUznPcy0SXFeixvT6mYTlD_DDHW47tQJFVdR7ytSkc9jb6WkrQ/s1600/Slide28.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhKvtG_xHsDtLUzevp2LPiDWeW7Oplab3eZG-PHJm3NTwHCxy9DwBD41v1d-IxQUCCAGu61Jt1p1VFfsmlJuEd5C-gJQUznPcy0SXFeixvT6mYTlD_DDHW47tQJFVdR7ytSkc9jb6WkrQ/s640/Slide28.jpg" width="480" /></a></div>
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This more advanced version is perfect for 2nd/3rd grade but definitely doable for advanced first graders. There are so many great mini-lessons you could do for this!</div>
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<a class="identifier" href="http://www.corestandards.org/ELA-Literacy/W/K/3/" name="CCSS.ELA-Literacy.W.K.3" style="box-sizing: border-box; color: #373737; font-family: 'lato light'; text-decoration: none; text-transform: uppercase;"><span style="font-size: xx-small;">CCSS.ELA-LITERACY.W.K.3</span></a></div>
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<a class="identifier" href="http://www.corestandards.org/ELA-Literacy/W/2/3/" name="CCSS.ELA-Literacy.W.2.3" style="box-sizing: border-box; color: #373737; font-family: 'lato light'; text-decoration: none; text-transform: uppercase;"><span style="font-size: xx-small;">CCSS.ELA-LITERACY.W.2.3</span></a></div>
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<a href="https://drive.google.com/file/d/0B4LgEaJm_kXMbXBIcGZ0XzBVM1U/view?usp=sharing"><span style="font-size: x-large;">You can download this activity FREE here.</span></a></div>
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<span style="font-size: xx-small;"><span style="color: #202020; font-family: "lato light"; font-size: medium; text-align: start;">Last year, I posted this idea for classroom management. </span></span></div>
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We are always looking for ways to motivate our students, keep learning interesting and fun, but also manage the craziness. The holidays can get crazy. It's so fun and I always look forward to it, but let's face it, the kids can get a little <i>too</i> excited sometimes. :) Here's an idea to reward good classroom behavior:</div>
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Have your class work together to retell a story by having good behavior. Set out the parts of your favorite story. Here, I used Whimsy Workshop's adorable clipart, but you could also just have your students draw these cards. (That way you could do for any story.) When you want to reward the class for great (or "sweet") behavior, add a story card to the story board. Call on a student to choose which card goes next. This way, you are reinforcing sequencing. When you fill up the chart, you could give the class some sort of reward. Now, mind you a reward can be as simple as an extra recess. It could be a small gingerbread cookie. You could even be a youtube Gingerbread "movie". If you search "Gingerbread" on youtube, a bunch comes up. Mostly there are people reading the book but for some reason this feels more special, right? Sort of a movie? The reward can be as big or tiny as you want. The point is to get them working together to build the story.</div>
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<a href="https://drive.google.com/file/d/0B4LgEaJm_kXMWERzbjF1SmxjaUE/view?usp=sharing">Download this idea with the template here. </a><br />
Note: The clip art does not come with this. You can buy the gingerbread clip art <a href="https://capi.teacherspayteachers.com/Product/Gingerbread-Man-Clip-Art-Whimsy-Workshop-Teaching-1868544">here</a>. Like I said earlier, you could also draw it though. :)<br />
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<span style="font-size: xx-small;"><span style="color: #202020; font-family: "lato light"; font-size: large; text-align: start;">For more gingerbread activities, check out my <a href="https://www.teacherspayteachers.com/Product/Gingerbread-Literacy-Unit-1006417">Gingerbread Unit:</a></span></span></div>
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<span style="font-size: xx-small;"><span style="color: #202020; font-family: "lato light"; font-size: large; text-align: start;"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQT5Oi-saHJ477qhyphenhyphen4Bm5b7iBqnZKS7cJeP6eCEUPwhXo2Vy1-oYCGicKOltJyjxV8Jt_PYBpg2QybgtoxCyGl8CWg01IO68U6Scmbf2nBKnXvIATYOo7IgCM3noA5JJ2zshEy7QGGz6A/s1600/Screen+shot+2013-12-02+at+8.28.26+AM.png" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="200" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhQT5Oi-saHJ477qhyphenhyphen4Bm5b7iBqnZKS7cJeP6eCEUPwhXo2Vy1-oYCGicKOltJyjxV8Jt_PYBpg2QybgtoxCyGl8CWg01IO68U6Scmbf2nBKnXvIATYOo7IgCM3noA5JJ2zshEy7QGGz6A/s200/Screen+shot+2013-12-02+at+8.28.26+AM.png" style="cursor: move;" width="152" /></a></span></span></div>
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<span style="font-size: xx-small;">Click <a href="https://www.teacherspayteachers.com/Product/Gingerbread-Literacy-Unit-1006417">HERE</a> to get to my TPT store.</span></div>
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<b>Reading:</b></div>
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<li><b> </b>My own adaptation of The Gingerbread Man. This has been kid-tested and it passed the test. I printed it out for my son and he asks me to read it over and over. We love our gingerbread books, so it was fun to add one to our collection. :)</li>
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<span style="text-align: left;">This story has some great comprehension questions. This is perfect for a close reading lesson!</span></div>
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<li>3 Reading passages, each with about 3 reading levels (so it could work for 1st and 2nd with varying ability levels). There are also comprehension question and some close reading prompts.</li>
<li>2 read, think Match pages</li>
<li>2 Read, Visualize, Draw (one with two levels)</li>
<li>2 Read and Sequence (one is from my December literacy packet. I had to include it since it's gingerbread related. But there is a second one that is new)</li>
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I wrote a gingerbread man poem. This will be a lot of fun to do with my firsties! There is a student sheet and pocket chart strips so you could do some rebuilding. I also made a much simpler one that I will use with my kinders and one of my first grader groups.</div>
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Here are some photos of some of the options:</div>
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<b>8 word work centers:</b></div>
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<ul>
<li>Rhyme match</li>
<li>Cookie Jar Sort: Sounds of Y</li>
<li>Syllable match: Matching up two-syllable words</li>
<li>Frost the cookies: TWO versions: matching consonant blends with word endings OR matching word to a suffix</li>
<li>Ginger Sound Count: Counting phonemes</li>
<li>Baking Words: This looks similar to something in my kinder menu. I loved it so much and wanted to have something like this for my firsties and 2nd graders. So I made the word options harder so it works for them. They can build words with oo, ai, or short i. </li>
<li>Gumdrop Sort: Sorting long and short vowels </li>
<li>Blend the Batter: Matching onset and rime</li>
</ul>
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<b>Sentences:</b></div>
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<ul>
<li>4 Sentence Scramblers</li>
<li>Super Sentence Gingerbread story: two options (the harder one includes adjectives and adverbs. The easier one only has adjectives, when and where)</li>
</ul>
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<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYt4jGbuCvXrK6aZOfVQa0ImBD0A2bKq6Ul4u6yUdRBDiKThK243gVlDKDtLvuazbhsoWIvQf9IeXieVq9beWZgktJRyCr6k8XNkQNo46wZnHzpY77rALroJ77V9RiOENadsnObKypS40/s1600/Slide7.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="480" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjYt4jGbuCvXrK6aZOfVQa0ImBD0A2bKq6Ul4u6yUdRBDiKThK243gVlDKDtLvuazbhsoWIvQf9IeXieVq9beWZgktJRyCr6k8XNkQNo46wZnHzpY77rALroJ77V9RiOENadsnObKypS40/s640/Slide7.jpg" width="640" /></a></div>
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<li style="text-align: left;">Sentence Enders</li>
<li style="text-align: left;">Fill a Sentence: prepositional words</li>
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<b>Writing</b></div>
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<ul>
<li>Gingerbread Opinion writing: 3 prompts</li>
<li>Reader Response: retell with planning page</li>
<li>Sticker story</li>
<li>Describe a Cookie</li>
</ul>
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