“I know that books seem like the ultimate thing that is made by one person, but that’s not true. Every reading of a book is a collaboration between the reader and the writer
who are making the story up together” –John Green
who are making the story up together” –John Green
ACCESS TO TECHNOLOGY TOOLS TO HELP YOUR CHILD READ;
http://www.livebinders.com/edit/index/1367390
http://www.livebinders.com/edit/index/1367390
AMAZING "TEACH ME HOW TO READ" SONG
|
Reading Strategies Song
|
|
|
|
|
Making Connections; Text to Self, Text to Text, and Text to World Video- http://youtu.be/sYN5PGiUy8M
Connections Strategies Guide-
http://www.readwritethink.org/professional-development/strategy-guides/making-connections-30659.html
Jolly Phonics: we have songs and actions to teach the sounds and blends of the letters in the alphabet i.e.) “The snake is in the grass, the snake is in the grass. S,s,s, the snake is in the grass”. Action to this S sound is to slither the shape of the S with their right hand beginning from top to bottom.
Reinforcement of Jolly Phonics at home:
-when your child is reading and trying to decipher a word, prompt them what sounds the letters make.
-with various texts around the home and the community ask your child to make the first letter sound of the word, then the second, and so forth i.e. “cat”-“ccc, we are clicking castanets ccc, we are clicking castanets ccc, we are clicking castanets, clicking castanets, clicking castanets ccc”. Action-snapping fingers. “aa, ants on my arm, aa ants on my arm”. Action is to point to ants moving up their inner arm. “ttt, when I watch a tennis game t, t, t, t, when I watch a tennis game, my head goes back and forth”. Action-moving head from left to right.
Check for Understanding: making sure the child understands what is going on throughout the book (whether they are reading or being read to).
Reinforcement of Check for Understanding at home: stop at various points throughout book and ask questions to check for understanding.
Prior Knowledge: what I already know in my head i.e.) my prior knowledge of the season fall is that leaves fall off trees and change colors.
Reinforcement of Prior Knowledge at home: ask your child of their prior knowledge about varying topics i.e.) can you tell me about your prior knowledge of the park honey before we go to the park to play.
Using Beginning and Ending Sounds: When reading a word, using the sounds at the beginning of the word as well as at the end of the word.
Reinforcement of Beginning and Ending Sounds at home: make sure your child pays equal attention to the beginning letter or letters and slow down enough to look at and pay attention to the end of the word.
Cross Checking: ensuring the words make sense and match the letters on the page. Once the word has been identified, spend time going over the movements to go with Cross Checking: "Does it (the word) look right" (cross their right arm over their body so the right hand touches the left shoulder.) "Does it sound right" (Left arm crosses over the body so the left hand touches their right shoulder.) "Does it make sense" (Both arms come down with hands pointing to the ground.)
Reinforcement of Cross Checking at home: when encountering a word that does not fit with the sentence, ask your child to stop to cross check. If they have to stop at one of the kinesthetic motions, ask them to go back and re-read focusing on the beginning and ending sounds. Then after the sentence is re-read, do cross checking again to ensure comprehension of the text.
Blend Sounds; Stretch and Reread: Taking the individual sounds of letters or phonemes and blending them together to read a word accurately.
Reinforcement of Blending Sounds at home: when encountering a challenging word for your child, have them pretend to hold a band between two hands. They pull the band apart a bit with each sound in the word, stretching out their pretend band and the word. When they have said each sound and the band is taut, they move their hands and the band quickly back together, with the band springing back to its original state. Verbal prompt: "Say each letter as you stretch them out, then put them together and say it fast."
TOP 10 PHONICS RULES
Every word must contain a vowel. The vowels are: a, e, i, o, u, and y ( y is a consonant when at the beginning of a word). Eg: A, me, sit, no, up, my
When a one syllable word ends in a consonant and has only one vowel, that vowel is short. Eg: mat, red, fish, sock, rug.
When a syllable ends in a silent "e," the vowel that comes before the silent "e" is long. Eg: lake, gene, kite, rope, use.
When w is before "or", the "or" says "er". (work, word, - but not sword)
Qu are always together. Eg: queen, quarrel, quick, quiet
When "g" is followed by "e, i, or y," it usually has the soft sound of "j." Eg: gem, gym
When "c" is followed by "e, i, or y," it usually has the soft sound of "s." Eg: city, cent, cygnet
When a syllable ends in a vowel and is the only vowel, that vowel is usually long. Eg: "la/ter, me, I, o/pen, u/nique, my".
When 2 consonants join together and form one new sound, they are called 'consonant digraphs'. They count as one sound. Eg: "ch, sh, th, ph, wh".
When a syllable has 2 vowels together, the first vowel is usually long and the second is silent. Eg: "rain, meat, coat, res/cue, day,". NOTE: Diphthongs don't follow this rule
From the 26 letters in the English alphabet, 5 of these letters are used to make 19 vowel sounds. The other 21 letters are used to make the 25 consonant sounds.
The 19 vowel phonemes consist of:
5 Long Vowels, 5 Short Vowels, 3 Dipthongs, A long and short oo (2 sounds), 4 ‘r’ controlled vowel sounds
5 Long Vowel Sounds
Here are some examples: long /a/ as in gate, long /e/ as in need, long /i/ as in nice, long /o/ as in yoke, long /u/ as in you
5 Short Vowel Sounds
Here are some examples: short /a/ as in bat, short /e/ as in bet, short /i/ as in bit, short /o/ as in bot, short /u/ as in but
‘R’ controlled sounds, have a vowel and the /r/ sound: or – as in more, ar – as in car, er – as in her, air as in fair
A dipthong is a combination of two sounds, each with two different spellings. Here are three examples: • /au/ as in Paul and aw as in crawl, •/ou/ as in mouse and ow as in cow, •/oi/ as in noise and oy as in boy, A Long and Short /oo/ sound, Long /oo/ as in moon, Short /oo/ as in book
So there you have it. The 19 vowel sounds. Of course there are many ways to spell these sounds which we refer to as phonograms.
After listening to the vowel sounds – listen to the consonant sounds
Blends & Consonant Clusters
Consonant clusters or blends, are the names given to two or three consonants that appear together in a word. Each consonant retains its sound when blended. The term cluster refers to the written form and the term blend refers to the spoken form.
Consonant clusters consist of four major categories:
•r-clusters
•s-clusters
•l-clusters
•3 letter clusters
You can teach beginning consonant clusters as soon as children have learnt the single consonant sound-spellings.
r-blends: br, cr, dr, fr, gr, pr, tr,
s-blends: sc, sk, sl, sm, sn, sp, st, sw,
l-blends: bl, cl, fl, gl, pl.
3 letter blends: str, spr thr, chr, phr, shr. The consonant clusters thr, chr, phr, shr, are made up of a consonant digraph and a consonant.
Ending blends: ct, ft, ld, lp, lt, mp, nd, nk, nt, pt, rd, rk, sk, sp, st (teach these last)
Consonant Digraphs: consist of two consonants that when blended make one sound: sh, ch, th, wh, ph, gh, ng
Exceptions: The consonant blend sc can stand for the /sk/ sound as inscare or the /c/ can be silent as in science. Also, the consonant clusterck represents one sound – /k/.
Most other consonant clusters will almost always stand for the blended sound of each consonant, which makes them very reliable and worthy of teaching to your child.
Connections Strategies Guide-
http://www.readwritethink.org/professional-development/strategy-guides/making-connections-30659.html
Jolly Phonics: we have songs and actions to teach the sounds and blends of the letters in the alphabet i.e.) “The snake is in the grass, the snake is in the grass. S,s,s, the snake is in the grass”. Action to this S sound is to slither the shape of the S with their right hand beginning from top to bottom.
Reinforcement of Jolly Phonics at home:
-when your child is reading and trying to decipher a word, prompt them what sounds the letters make.
-with various texts around the home and the community ask your child to make the first letter sound of the word, then the second, and so forth i.e. “cat”-“ccc, we are clicking castanets ccc, we are clicking castanets ccc, we are clicking castanets, clicking castanets, clicking castanets ccc”. Action-snapping fingers. “aa, ants on my arm, aa ants on my arm”. Action is to point to ants moving up their inner arm. “ttt, when I watch a tennis game t, t, t, t, when I watch a tennis game, my head goes back and forth”. Action-moving head from left to right.
Check for Understanding: making sure the child understands what is going on throughout the book (whether they are reading or being read to).
Reinforcement of Check for Understanding at home: stop at various points throughout book and ask questions to check for understanding.
Prior Knowledge: what I already know in my head i.e.) my prior knowledge of the season fall is that leaves fall off trees and change colors.
Reinforcement of Prior Knowledge at home: ask your child of their prior knowledge about varying topics i.e.) can you tell me about your prior knowledge of the park honey before we go to the park to play.
Using Beginning and Ending Sounds: When reading a word, using the sounds at the beginning of the word as well as at the end of the word.
Reinforcement of Beginning and Ending Sounds at home: make sure your child pays equal attention to the beginning letter or letters and slow down enough to look at and pay attention to the end of the word.
Cross Checking: ensuring the words make sense and match the letters on the page. Once the word has been identified, spend time going over the movements to go with Cross Checking: "Does it (the word) look right" (cross their right arm over their body so the right hand touches the left shoulder.) "Does it sound right" (Left arm crosses over the body so the left hand touches their right shoulder.) "Does it make sense" (Both arms come down with hands pointing to the ground.)
Reinforcement of Cross Checking at home: when encountering a word that does not fit with the sentence, ask your child to stop to cross check. If they have to stop at one of the kinesthetic motions, ask them to go back and re-read focusing on the beginning and ending sounds. Then after the sentence is re-read, do cross checking again to ensure comprehension of the text.
Blend Sounds; Stretch and Reread: Taking the individual sounds of letters or phonemes and blending them together to read a word accurately.
Reinforcement of Blending Sounds at home: when encountering a challenging word for your child, have them pretend to hold a band between two hands. They pull the band apart a bit with each sound in the word, stretching out their pretend band and the word. When they have said each sound and the band is taut, they move their hands and the band quickly back together, with the band springing back to its original state. Verbal prompt: "Say each letter as you stretch them out, then put them together and say it fast."
TOP 10 PHONICS RULES
Every word must contain a vowel. The vowels are: a, e, i, o, u, and y ( y is a consonant when at the beginning of a word). Eg: A, me, sit, no, up, my
When a one syllable word ends in a consonant and has only one vowel, that vowel is short. Eg: mat, red, fish, sock, rug.
When a syllable ends in a silent "e," the vowel that comes before the silent "e" is long. Eg: lake, gene, kite, rope, use.
When w is before "or", the "or" says "er". (work, word, - but not sword)
Qu are always together. Eg: queen, quarrel, quick, quiet
When "g" is followed by "e, i, or y," it usually has the soft sound of "j." Eg: gem, gym
When "c" is followed by "e, i, or y," it usually has the soft sound of "s." Eg: city, cent, cygnet
When a syllable ends in a vowel and is the only vowel, that vowel is usually long. Eg: "la/ter, me, I, o/pen, u/nique, my".
When 2 consonants join together and form one new sound, they are called 'consonant digraphs'. They count as one sound. Eg: "ch, sh, th, ph, wh".
When a syllable has 2 vowels together, the first vowel is usually long and the second is silent. Eg: "rain, meat, coat, res/cue, day,". NOTE: Diphthongs don't follow this rule
From the 26 letters in the English alphabet, 5 of these letters are used to make 19 vowel sounds. The other 21 letters are used to make the 25 consonant sounds.
The 19 vowel phonemes consist of:
5 Long Vowels, 5 Short Vowels, 3 Dipthongs, A long and short oo (2 sounds), 4 ‘r’ controlled vowel sounds
5 Long Vowel Sounds
Here are some examples: long /a/ as in gate, long /e/ as in need, long /i/ as in nice, long /o/ as in yoke, long /u/ as in you
5 Short Vowel Sounds
Here are some examples: short /a/ as in bat, short /e/ as in bet, short /i/ as in bit, short /o/ as in bot, short /u/ as in but
‘R’ controlled sounds, have a vowel and the /r/ sound: or – as in more, ar – as in car, er – as in her, air as in fair
A dipthong is a combination of two sounds, each with two different spellings. Here are three examples: • /au/ as in Paul and aw as in crawl, •/ou/ as in mouse and ow as in cow, •/oi/ as in noise and oy as in boy, A Long and Short /oo/ sound, Long /oo/ as in moon, Short /oo/ as in book
So there you have it. The 19 vowel sounds. Of course there are many ways to spell these sounds which we refer to as phonograms.
After listening to the vowel sounds – listen to the consonant sounds
Blends & Consonant Clusters
Consonant clusters or blends, are the names given to two or three consonants that appear together in a word. Each consonant retains its sound when blended. The term cluster refers to the written form and the term blend refers to the spoken form.
Consonant clusters consist of four major categories:
•r-clusters
•s-clusters
•l-clusters
•3 letter clusters
You can teach beginning consonant clusters as soon as children have learnt the single consonant sound-spellings.
r-blends: br, cr, dr, fr, gr, pr, tr,
s-blends: sc, sk, sl, sm, sn, sp, st, sw,
l-blends: bl, cl, fl, gl, pl.
3 letter blends: str, spr thr, chr, phr, shr. The consonant clusters thr, chr, phr, shr, are made up of a consonant digraph and a consonant.
Ending blends: ct, ft, ld, lp, lt, mp, nd, nk, nt, pt, rd, rk, sk, sp, st (teach these last)
Consonant Digraphs: consist of two consonants that when blended make one sound: sh, ch, th, wh, ph, gh, ng
Exceptions: The consonant blend sc can stand for the /sk/ sound as inscare or the /c/ can be silent as in science. Also, the consonant clusterck represents one sound – /k/.
Most other consonant clusters will almost always stand for the blended sound of each consonant, which makes them very reliable and worthy of teaching to your child.
BALANCED LITERACY VIDEO STRUCTURE USED AT GMS |
2014 Summer Reading Video-Our staff collaboration video to encourage our students to read over the summer so to prevent the summer reading level slide.
|
2013 Summer Reading Video-Our staff collaboration video to encourage our students to read over the summer so to prevent the summer reading level slide.
|