Using Words You Know: This activity is designed to help children learn use the many words they can already read and spell to read and spell hundreds of other words.
Content Objective: If there is a vowel next to the letter it is a r controlled vowel. Your job is to notice if you can spell one word with a r controlled word, you can spell many more.
Language Objectives:
Students will recognize rhymes.
Students will produce rhymes.
Students will identify by telling their turn and talk partners about word families (onset and rime) of r controlled vowels using the sentence frame support. I can spell _____ because I can spell _____. This is the same ____ (rime). This is different ______ (onset).
I demonstrated the lesson Using Words You Know in a highly ELL population 3rd grade classroom. The r controlled lesson is from the Month By Month Phonics for Second Grade by Dorothy Hall and Patricia Cunningham. (Since this was an initial lesson for the teachers, I did not want to use any of the third grade Using Words You Know from their book so they would still have Dottie and Pat’s models left for them to use as examples.) The picture and vocabulary introduction is my ELL support to launch the lesson.
New Procedure Modeled The teacher handed papers to approximately 5-6 students, “Take one paper, stand up, and pass the rest to other children.” (Passing out papers took less than 30 seconds). As soon as you have a paper, 1. name the pictures muttering under your breath, like this. Teacher demonstrates, children imitate, they say the names of the pictures for 2 minutes. Teacher monitors.
I DO Teacher models how to be ok with not knowing what the name of a picture is. My example was ’perch.’ The teacher says, “The bird is on the limb. The arrow is pointing to the limb, but limb is not a ’r’ controlled word. hmmmm. I will keep figuring out other ones.
30 second warning. Keep saying words for pictures. (Teacher is placing some copies of the second paper facedown on 5-6 desks).
10 second warning. Keep saying words for pictures. (Teacher is placing some copies of the second paper facedown on 5-6 desks).
New Procedure Modeled “Take one paper, stand up, and pass the rest to other children.” (Passing out papers took less than 30 seconds).
Teacher says, “My turn.” Reads word. “Your turn.” 2. Children read the word. Repeat for all words.
I DO When teacher read perch, she demonstrated thinking oh I was thinking the bird was chirping on a limb, but it is a perch. The bird chirps on a perch. The perch is another name for limb, but it has a r next to the vowel. All the words we are reading right now have vowels next to the r. Teacher says, “My turn.” Reads word. “Your turn.” Children read the word. Repeat for all words. (This took approximately 3 minutes)
Traditional Using Words You Know Steps starts… with Deb additions …
1. Teacher places germ in the pocket chart. Teacher reads germ. Teacher underlines er. Students read germ. Repeat for star, burn, fork, girl.
2. Divide your chart, board, pocket chart or overhead into the correct number of columns so that each word appears at the top of one column (see pocket chart example).
3. Remind students that rhyming words usually have the same spelling pattern.
4. The students make a chart on their paper (make sure students spelled words correctly). Have students spell words quickly. Teacher uses the I Do We Do to move the pacing along. This means I spell the word while they write, put their pencils down we spell the word while they touch the letters to check the spelling. This moves pacing along faster.
5. Show a word and have students write it in the column under the word that looks the same. If you can spell _____, then you can spell ______. (Continue using additional words.)
I DO
For example, The teacher says, “I am going to show you a word. Do not say the word. Look at the word and read it. This is I DO. Watch me. My turn.”
I am looking at the word bark. germ bark, We are learning about r controlled vowels. ar. er. no.
star. bark. ar ar. they rhyme. both have ar.
bark. burn maybe, b.b. hmmm.
bark fork. ar.or. no.
bark.girl. ar.ir. no
The star bark is right because they both have ar and they rhyme star bark. Teacher hands places bark under star to model how to start a column.
WE DO / YOU DO
Students slide between independence and support during this section so it is We do and I do.
The teacher shows the next word. “I am going to show you a word. Do not say the word outloud. Look at the word and read it. Your turn. You write it in your notebook. Go.” The teacher (or a reliable student) immediately places another copy of the word under the document camera for easy access for all students. Teacher notices students who have spelled the word correctly and has placed it in the correct column. Second person is handed the word in the teachers hand to place in pocket chart. Third person writes on the chart paper posted someone in room (identical to pocket chart. Fourth person is starting the picture chart paper.
Although the teacher checks for understanding, the teacher quickly moves on. All students fix errors. Every student erases any mistakes. There are four models of correct. Fast paced.
Repeat each time. Show word. Students write, when approximately 1/4 to 1/3 of students have written words, start calling on 4 different students to be actively engaged in 4 ways besides writing every word in their working with words notebook:
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Place card under document camera for whole class to read (actually before the class writes it).
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Place card from teacher’s hand in a pocket chart.
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Write word on chart paper.
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Glue stick a picture on chart paper to form a r controlled vowel chart.
6. Now say some words, but do not show them to the students. Have students write these words in the appropriate column.
The process is virtually the same. Teacher says the word without showing the card. After 1/4 of the students have correctly written the word in the correct column the teacher starts having the 4 students post or write words in the 4 places.
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Place card under document camera for whole class to read after class has written the word.
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Place card from teacher’s hand in a pocket chart after class has written the word.
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Write word on chart paper.
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Glue stick a picture on chart paper to form a r controlled vowel chart.
Repeat SHOW CARD with more difficult words.
Repeat SAY WORD with more difficult words.
**** A word about pacing and multilevel instruction. It is more effective to do 3-4 words of SHOW, SAY, SHOW, SAY in one lesson then it is to do LOTS OF easy SHOW and SAY words.
Language Objective: Students will identify by telling their turn and talk partners about word families (onset and rime) of r controlled vowels using the sentence frame support. I can spell _____ because I can spell _____. This is the same ____ (rime). This is different ______ (onset).
I DO - The teacher models the thinking. I know that birthday is in the girl column because there is ir in birthday and ir in girl. I know that car and jar rhyme and both have ar.
WE DO
Look at my running starts for you (sentence frames).
____ and ____ are the same because ________________.
____ and ____ are different because ________________.
_____ and _____ are in the same column because __________________.
______ and ______ are in different columns because ______________.
Your job is to listen and think about my words. Am I using the running start chart? Am I thinking about the lesson today. Give me a thumbs up or down. So, if I am peanut butter partner. You are all my jelly partner. Listen to me try again. Car is the same are jar because they rhyme. Thumbs up or thumbs down?
Thumbs up!
Now, YOU DO. Turn and Talk
Turn and Talk to a partner. Jellys go first. After one minute. Peanut butter thumbs up or down. Tell why. Two minutes switch. Peanut butter. Repeat. Power of three share.
Filed under: writing | Tagged: Deb Renner Smith, Dottie Hall, ELL, Language Objectives, Pat Cunningham, Phonemic Awareness, phonics, Phonological Awareness, student engagement, turn and talk, Using Words You Know | 1 Comment »
