Emergent Reader's Toolkit
Activity for reading words
A few activities for reading words include: concept of print, tracking text, be the word, and get to the word. The activity get to the word is found on page 82. In small groups, provide many opportunities to track the text you are working with. Then, put individual sentences on sentence strips (use large spacing between words). Have students match their sentence to one in the book. Then have them cut each sentence into individual words. Let students count and compare length of sentences. Have them "push" their word up on the table to read each word. Have students mix up the sentence and then rebuild.
Activity for writing words
A few activities in the book listed: initial sound sort, font sort, quick write, and picture captions. The activity for picture captions is found on page 91. Have some interesting pictures available or original artwork students have completed. Have supports such as an alphabet strip or word wall accessible for all to see and use. Talk about what students will write. Have them focus on one single sentence. Count the number of words aloud and then write one line for each word on the students paper. Help them write the words by using stretching out of sounds. Then have them point and read each word they have written on each line.
Activity for manipulating words
Some activities listed in the book: rhyme work, word work, syllable work, onset-rime work. One activity for rhyme work ( I love rhymes and will use this next week) is hot potato: rhyme generation. Choose a beanbag or small stuffed animal to be the "hot potato". Students form a circle to get started. The teacher starts with the "hot potato" and says the word, passes the potato and the student who gets the potato says a rhyming word and passes the potato to the next student. The game continues until no more rhyming words can be created.
Activity for transferring words
A few activities listed on page 100 include: letter and sound hunts, targeted word hunts, and sentence frames. To incorporate sentence frames, select a short and engaging sentence. Choose a key word to leave out and leave a blank space for students to write. Read sentence together and pause at the blank. Help students determine words for the blank--if working on target sounds remind initial sound of words looking to fill the blank. Then help students make sound-letter connections as they write.
I love the "hot potato" beanbag activity! It sounds like an activity that can be very versatile and played with many different learning targets, like nouns, adjectives, alliteration, etc. This sounds like a great way to help students manipulate words and understand the similar sounds that are heard.
ReplyDeleteAs for an activity for writing words, interactive writing has been a great activity for sounding out words and writing what is heard. When we stretch out the sounds and write them together, I use the think aloud strategy as we spell. This allows the students to understand my thought process and associate the sounds with the letter combinations.
The sentence frame activity reminded me of a cloze sentences from a Mad Libs book--although I know DIBELS has a cloze reading passage in the assessment. I also think this helps students develop skills for comprehension.
ReplyDeleteI love all the activity suggestions this chapter contained, especially the hot potato activity. This is something I can implement in my speech therapy sessions as well. I always enjoy reading how you all are implementing things that are in the group. Sometimes I have wondered how many and if teachers use many of these strategies and activities I've read about in this program so far. So it's nice to hear from a group of teachers about the personal classroom experiences.
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