Word Work, the Reading Recovery Way -- Pt. 5

The time has come, teachers, to focus on how onsets work in words.  To do this, present the letters for a set of known words, e.g. g o n o s o.  

Say, "I'm going to make 2 words you know."  Assemble go and no.  Ask the child to run her finger under those 2 words as she says them slowly, thereby reaffirming the need to check the sound sequence.

Push the remaining 2 letters toward the center of your vertical plane white board, telling the child to make another word she knows.  After she assembles so, instruct her to run her finger under it and say the word slowly.  Remember, you must work with KNOWN words, as you are teaching the task, not the words.

Continue on subsequent days with other known words, such as he, be, me or cat, fat, bat.  

Once you are certain your student understands how words work with onsets, you will be ready to begin harder analogies with onsets.  I'll address that next time.

Are you teaching about the election?  If so, you might like to check out Erin's linky party @ Tales from Room 112.

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