Demonstration Make-A-Word Pocket Chart

Transcription

1 Congratulations on your purchase of the Really Good Stuff Demonstration Make-A-Word Pocket Chart An excellent demonstration tool for your letter-recognition and wordbuilding activities. This Chart was designed to be used with the student-sized Make-A-Word Desktop Pocket Chart. This Really Good Stuff product includes: 120 Letter and Punctuation Cards Make-A-Word Desktop Pocket Chart This Really Good Stuff Activity Guide Overview The Demonstration Make-A-Word Pocket Chart makes your word-study lessons efficient and easy to manage. Designed to complement the student Make-A-Word Desktop Pocket Chart, this demonstration sized chart includes the same Cards plus capital Letter and Punctuation Cards for your lessons. Students will be able to follow your lead quickly in bringing down the letters they need for building words. No more looking for letters they are all in one place! Just like the student chart, simply roll up and store when your lesson is over. The Cards stay in place! Setup Row s t m p e s e t m e t e t Word Building for Literacy Development Though the activity is building words, the goal is reading words. Repetitive manipulation of Letter Cards helps students understand how sound elements make up words. As this process becomes automatic, students develop a solid foundation for reading. Use the Demonstration Make-A-Word Pocket Chart to introduce phonemes, or sound parts, by looking at their positions in words. Provide many opportunities for emergent readers to practice recognizing letters and their sounds by seeing and hearing them in isolation and as parts of words. Be sure to give students opportunities to see and hear patterns repeated through literature, songs, and poems before you begin word building. When students are ready, demonstrate building familiar short vowel words. Explore word families (-at, -in, -ing, etc) using letter substitution. Then move on to consonant blends and making long vowel words by adding silent e. Later you can use the Pocket Chart for exploring common vowel chunks and adding inflectional endings. Give students plenty of practice with each word-building activity before moving on to the next one. Management Instruct and demonstrate word building for the whole class, small groups, or individual students. If students have their own Make-A-Word Desktop Pocket Chart, they will be able to model your routine and manipulate their own cards. Students may work with you at your Demonstration Chart if they do not have their own. The Demonstration Make-A-Word Pocket Chart also serves as a purposeful, engaging literacy center. Store all the Cards in alphabetical order on the Chart, with duplicate Cards behind the front Card. Depending on your purpose you may want uppercase letters behind the lowercase letters. Punctuation Cards may be placed in the remaining four pockets in the order you choose. Note that the student Desktop Make-A-Word Pocket Chart does not include Punctuation Cards, so you may wish to create them. Keep a good pace and routine. Word building is more effective when it takes place on a consistent daily schedule. Students make stronger connections and are better at recognizing patterns when they can predict lesson structure and regularly engage in this work. From Letter Work to Word Building All the activities in this guide can be adapted for students at different stages of language development. It is important to set a predictable routine in letter and word work. Students will easily follow your lead if you begin with bringing down the Letter(s) needed for the lesson and placing them in the 6th row for setup. Letter discussion and word building occur in the bottom two rows. Emergent Level (Students are beginning to learn sounds and letters.) 1. Introduce Letters in the Demonstration Make-A-Word Pocket Chart Prepare children at this first level of literacy development with frequent and varied letter-identification activities before you start word building. Use the bottom rows of the Pocket Chart as a place to look at a letter in isolation, talk about its shape and corresponding sound, and compare its lower- and uppercase forms. Place a R r All activity guides can be found online:

2 Letter Card in the bottom row of the chart and have students name the letter and its sound, and then write the letter, first in the air (with your back to the class briefly so students have the correct perspective), and then on paper or a dry erase board. Encourage students to describe the movement they make when writing the letter. For instance, writing the letter r could be described this way: Down, back up and over, stop. Display the letters you ve practiced and have students say the sound and letter name as you point to each Card. 2. Hunt for Letters Practice letter recognition by having students find letters as you name them. Select up to four different letters the students have been studying. Have students bring down the same Letter Cards and place them in their setup row. As you call out a letter, have students repeat the letter name, and select the letter from their Cards and place it in the bottom row for you to check as you scan the classroom. Speed up the pace as the students letter and sound recognition becomes more automatic. When students are ready, say a word that begins with one of those letters and have students point to the correct Letter Card. 3. Sort Letters Of course, sorts are an important step when students are learning letter sounds. Use this activity to sort letters by focusing on visual characteristics. There are many ways to vary this activity. Choose a few Cards for each of three or four letters that you have already introduced in the Pocket Chart. For example, if you are focusing on vowels, select three a s, three e s, and two o s. Have students sort their letters in the Make-A-Word Desktop Pocket Chart or onto their desks, providing support as necessary. a a a e e o o o Encourage students to verbalize how they know which letters match, even if they re not sure of the letter names: The letter is just a circle. This one has a line next to the circle. Other activities include matching upper- and lowercase forms and bringing down 3 Letters Cards, one of which does not share the same characteristics as the other two. For example, bring down e, z, o. The z does not belong since it has all straight lines, while the e and o are circular or round. Students become familiar with letter attributes when they pick out one letter that does not match the rest. a e Wrap up each sort by having students name each letter and its sound. ESL Note: Students practice using verbal language by describing the letter shapes. 4. Phonological Awareness Activity Have students bring down the 5 red vowels for setup, and then bring down the target sound they hear in your words. Say a word and have students bring down the Letter Cards of its beginning or ending sound. When students are ready, practice middle vowel sounds. 5. Introduce Word Building with Familiar Names Demonstrate building a simple, known word, such as a student name. You may want to bring your uppercase Letter Cards forward before the lesson or simply take them from the back during the lesson. Building their names will give students the opportunity to see that vowels are red and consonants are blue. Draw their attention to that specifically and have students notice how many of each they have in their names. Allow time for students to explore word building on their own. Students who need extra support should get repeated practice building words they see written on paper or displayed in a Pocket Chart. Early Level (Students recognize sounds and are beginning to read words.) 1. CVCV Pattern - Model and Practice Letter Substitution After going over the sounds in a familiar CVC word such as sat, have the student(s) watch as you demonstrate changing the beginning sound. Change s to m and ask, What s the new word? Encourage the student to point to the beginning, middle, and ending sounds while slowly saying the new word: /m/ /a/ /t/...mat. J a c k i e s a t m a t

3 Then repeat the demonstration, replacing the beginning sound Card with other consonants to make new words. Then have the student do the replacing, verbalizing how they ve made a new word. setup row. Now let's build words using -am. Bring down a and m to the next row. Let's bring down the r and place it in front of -am. It says ram." Finish in this way and point out the sameness of all the words you build, thinking aloud. Place up to five possible beginning sound Cards in the setup row and have students make words by placing different Letter Cards in the beginning sound position, offering support as needed. The students should say each new word. When students have had plenty of practice with the first rime (at), move on to a different CVC word family. ESL Note: Emphasize sounding out each part as the student makes a new word. s a t d 2. Practice Changing the Final and Middle Letters Once students have had lots of practice changing the beginning sounds in CVC words, move on to changing ending sounds, followed by middle sounds, providing many examples and plenty of support at every step. 3. Explore Onsets and Rimes Review the process of changing the first letter of a word to make new words. After the review, place Cards for a rime (the middle and ending sounds for a word family, such as am for the word family ram, ham, jam) in the Pocket Chart. Explain what you re doing: "I'm bringing down the letters I need to make the -am family, a and m. A, m says am. Bring down all the a's and m's for this activity. Now I will bring down the h, r, and j to the i s a t h r j r a m a m Demonstrate filling in an onset (initial sound) to make a new word. Then have students practice making words by adding onsets to rimes. Specifically point out that some words they make will be nonsense words. After practicing filling in the onset, reverse the activity. Provide only the onset, such as t, and demonstrate filling in different rimes to make new words (tap, top, tip, tan, tin, ten, etc.). 4. CVCe Pattern: Explore Long Vowels Add the silent e to common CVC rimes. Model making the short vowel change to a long vowel using silent e, slowly sounding out the new word. Have students practice making silent e words. ESL Note: Emphasize that students should use complete sentences to verbalize what they re doing. For example: I used silent e to change mat to mate. 5. CVCC and CCVC Patterns: Explore Blends and Digraphs Build words using letter combinations. Start with beginning digraphs and blends such as bl, ch, tr, etc. When students are ready, build long and short vowel words using ending digraphs and blends such as nd, st, mb, etc. a m b c f y b f a a m m p i n e m a t e l a s t b r a g

4 Related Really Good Stuff Products: Make-A-Word Desktop Pocket Chart (#301665)

5 Really Good Stuff Activity Guide Make-A-Word Desktop Pocket Chart Inside this Really Good Stuff set you ll find: Make-A-Word Desktop Pocket Chart Letter Cards This Really Good Stuff Activity Guide Overview The Make-A-Word Desktop Pocket Chart is a place for students to form words in succession from letter cards they can easily see and store right on the same mat. Students working individually and in small groups, with the necessary teacher support, can use the chart for extensive word building activities. Word Building for Literacy Development Though the activity is building words, the goal is reading words. Repetitive manipulation of letter cards helps students understand how sound elements make up words. As this process becomes automatic, students develop a solid foundation for reading. Use the Make-A-Word Desktop Pocket Chart to introduce phonemes, or sound parts, by looking at their positions in words. Provide many opportunities for students at the emergent reading level* to practice recognizing letters and their sounds by seeing and hearing them in isolation and as parts of words. In addition, be sure to give the students opportunities to see and hear patterns repeated through literature, songs, and poems before you begin word building. When the students are ready, demonstrate building familiar short vowel words. Explore word families using letter substitution. Then move on to consonant blends and making long vowel words by adding silent e. Later you can use the pocket chart for exploring common vowel chunks and adding inflectional endings. Give students plenty of practice with each word building activity before moving on to the next one. Management Work with individuals or small groups of 3 to 5 students. The Make-A-Word Desktop Pocket Chart can also be used in a literacy center. You may want to choose the letter cards you ll be using in the demonstration or activity ahead of time. Store the remaining letter cards in alphabetical order for quicker access. Keep a good pace. Word building is more effective when it takes place on a consistent daily schedule. Students make stronger connections and are better at recognizing patterns when they regularly engage in this work. From Letter Work to Word Building All the activities in this guide can be adapted for students at different stages of language development. Emergent Level (*Students are beginning to learn sounds and letters.) 1. Introduce Letters in the Make-A-Word Desktop Pocket Chart Prepare children at this first level of literacy development with frequent and varied letter identification activities before you start word building. Use the bottom pockets of the pocket chart as a place to look at a letter in isolation, talk about its shape and corresponding sound, and compare its lower and uppercase forms. Place a letter in the bottom row of the chart and have students name the letter and its sound, and then write the letter, first in the air and then on paper or a dry-erase board. Encourage the student to describe the movement they make when writing the letter. For instance, writing the letter r could be described this way: Down, back up and over, stop. Display the letters you ve practiced on a pocket chart or overhead projector and have the students say the sound and letter name as you point to each card. 2. Hunt for Letters Practice letter recognition by having the student find letters as you name them. Select up to four different letters the students have been studying, and take one card or multiple cards for each letter. Lay the cards on the table in front of the student. As you call out a letter, have the student repeat the letter name and select the letter from the cards on the table. The student places the card in the bottom row of the pocket chart. If you provide multiple copies of the letters, have the student choose only one card each time you call out a letter. Name the letters in random order, without naming the same letter twice in a row. Speed up the pace as the students letter recognition becomes more automatic. 3. Sort Letters Of course, picture sorts are an important step when students are learning letter sounds. Use the Make-A- Word Desktop Pocket Chart to sort letters by focusing on visual characteristics. There are many ways to vary this activity. Choose a few cards for each of three or four letters that you have already introduced in the pocket chart. For example, if you are focusing on vowels, select three a s, three e s and two o s. Have the student sort the letters into the Make-A- Word Desktop Pocket Chart pocket or onto the table, providing support as necessary. Helping Teachers Make A Difference 2005 Really Good Stuff #301665

6 Encourage the student to verbalize how they know which letters match, even if they re not sure of the letter names: The letter is just a circle. This one has a line next to the circle. Other options include matching upper and lower case forms and picking out one letter that does not match the rest. Wrap up each sort by having the student name each letter and its sound. ESL Note: Students practice using verbal language by describing the letter shapes. 4. Introduce Word Building with Familiar Words Demonstrate building a simple, known word, such as the student s name, by placing the letters, one at a time, in a bottom row of the pocket chart. Explain what you re doing: I m putting S at the beginning of the word, a in the middle of the word, and m at the end of the word /s/ /a/ /m/ makes Sam. Allow the student to build the same word right under yours. Next, remove all the letter cards and have the student build the word without following a sample. Allow time for students to explore word building on their own. Students who need extra support should get repeated practice building words they see written on paper or displayed in a pocket chart. Early Level (Students recognize sounds and are beginning to read words.) 1. CVC Pattern: Model and Practice Letter Substitution After going over the sounds in a familiar CVC word such as sat, have the student(s) watch as you demonstrate changing the beginning sound. Change s to m and ask, What s the new word? Encourage the student to point to the beginning, middle and ending sounds while slowly saying the new word: /m/ /a/ /t/...mat. Then repeat the demonstration, replacing the beginning sound card with other consonants to make new words. Then have the student do the replacing, verbalizing how they ve made a new word. Place up to five possible beginning sound cards in front of the student and have him or her make words by placing different letter cards in the beginning sound position, offering support as needed. The student should say each new word. When a student has had plenty of practice with the first rime (at), move on to a different CVC word family. ESL Note: Emphasize sounding out each part as the student makes a new word. 2. Practice Changing the Final and Middle Letters Once the students have had lots of practice changing the beginning sounds in CVC words, move on to changing ending sounds, followed by middle sounds, providing many examples and plenty of support at every step. 3. Explore Onsets and Rimes Review the process of changing the first letter of a word to make new words. After the review, place cards for a rime (the middle and ending sounds for a word family, such as an for the word family can, pan, tan) in the pocket chart. Demonstrate filling in an onset (initial sound) to make a new word. Then have students practice making words by adding onsets to rimes. After practicing filling in the onset, reverse the activity. Provide only the onset, such as t, and demonstrate filling in different rimes to make new words (tap, top, tip, tan, tin, ten, etc.). You may also decide to purchase or create rime cards, with middle and ending letters printed together on the same card. 4. CVCe Pattern: Explore Long Vowels Add the silent e to common CVC rimes. Model making the short vowel change to a long vowel using silent e, slowly sounding out the new word. Have the students practice making silent e words. ESL Note: Emphasize that the students should use complete sentences to verbalize what they re doing. For example: I used silent e to change mat to mate. 5. CVCC and CCVC Patterns: Explore Blends and Digraphs Build words using letter combinations. Start with beginning digraphs and blends such as bl, ch, tr, etc. When students are ready, build long and short vowel words using ending digraphs and blends such as nd, st, mb, etc. Helping Teachers Make A Difference 2005 Really Good Stuff #301665