Word Work, the Reading Recovery Way -- Pt. 6

It's about time, teachers, for onset changes with harder analogies.  Begin by displaying the letters for a KNOWN word, plus another letter than can change the onset to make another KNOWN word.  

Say, "Make he.  Now change he to me."  After she has done so, ask her to run her finger under it and say it slowly.

In the same lesson, have the child construct a different onset change, for example, can / man.  

Always have the child run her finger under it, saying it slowly, to check that the sounds match the letters.

The next step is a little harder.  Make a known word, such as look.  Say, "You know this word -- look."  Give the student the letters for cook.  Instruct her to "make a word that is like look."  

Continue making analogies with onsets until the child demonstrates that she understands.

Next time, we will work with rimes.

In the meantime, I'd like to share some Pinteresting news.  Being a pragmatist, I decided to create 2 new boards on my Pinterest account especially for you, my readers and followers.  One board is a visual archive of my blog posts.  Because I’m a visual learner, it’s what appeals to me.  Hopefully, it does to you as well.

The other board is a collection of my free products on TpT.  

I’ve seen that several top sellers on TpT have done this and, since imitation is the sincerest form of flattery, they must be blushing!  When you have time, check these boards out.

Have time for a giveaway?  Who doesn't??  Enter for your chance to win nearly $200 in teaching materials at Rockin' Teacher Materials.  

Until next time...

It's about time for Halloween.  Have you picked up these Halloween freebies from my TpT store?

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.

Products you may be interested in:

Word Work, the Reading Recovery Way -- Pt. 4

It's about time, teachers, ... for more Word Work, the Reading Recovery Way.

Now that your student is making KNOWN words easily from a set of letters, it's time to add inflections.  To do this, make a known word for the child, e.g. look.  Initially, you demonstrate the task by saying, "This says look."  

"Watch while I add something to it."  Slide an s to make looks.  

"Now it says looks.  Say it and check it with your finger."  

Do another word in the same lesson with the same inflection.  

Continue in this way on subsequent days, always using known words.  Avoid using words that require a spelling change, such as liking or batted.  Add other inflections until you are sure the child knows the task and understands how words work with inflections. 

As always, push as much of the task onto the child as you can, as soon as you can.

* * * * *

Now it's time for some fun!  

Cynthia over at 2nd Grade Pad has started a game, Who Will be Boo'd?  You've probably all played BOO at school where you leave a ghost on someone's desk or mailbox along with a treat. Let's do the same by sharing some love from our stores...

Here's how to play:

• Choose a fellow blogger that has FEWER followers, another that has about the SAME number of followers, and last, someone that has MORE followers.
• Highlight their blogs with links to encourage others to check them out. Don't forget to let your fellow bloggers know that you shared about them. 
• Last, leave them some love by offering them a goody from your store as their "treat."

Here are my three:

Kristi teaches 2nd grade. She's been blogging since Feb., like me. She loves pinning and has great ideas to share. Check out Lucky in Learning.

Heather at Creation Castle is my newest bloggy friend. She just hosted a Celebrating Literacy Giveaway. I was lucky enough to participate (my 1st giveaway) and loved it! 

Vicky at Traditions, Laughter, & Happily Ever After was one of the first teachers to follow my blog, making her near and dear to my heart. She has an awesome blog filled with fantastic ideas. You've got to check it out.

Now it's your turn. Pass on the BOO to 3 of your favorite blogs, tell us about them, and link up! Feel free to add your link here through Oct. 31st before the ghosts all flee and the turkeys arrive! :-)

You may also be interested in:

 

Word Work, the Reading Recovery Way -- Pt.3

It's about time, teachers, for another post about Word Word, the Reading Recovery Way. As a Reading Recovery teacher and literacy specialist, I have spent years collecting data and analyzing techniques to determine what works best for teaching my reluctant readers how to be successful.  These posts represent the sum total of my learning to date.  The steps I am offering have proven very successful with my students, and, hopefully, will bring you the same results.

Once your student has mastered the majority of her letters, begin working on high frequency words that she KNOWS.  To this end, I place a group of letters on the white board that make a word she knows.  

I start with 2 letter words.  This allows the student to learn the task quickly and easily.  At the board, I push the letter set to the center and tell her these letters make a word she knows.  I ask her to make that word.  Once that is accomplished, I ask her to "say it slowly and run your finger under it to check the sounds."  You may have to demonstrate this procedure.

The next step is to use 3 letter words that she knows.

Naturally, that is followed by 4 letter words.

This procedure continues until the task is completed easily.  I do not, typically, progress to 5, or more, letter words.  My goal is to have her manipulate the letters quickly and self-check that the letter sequence matches the sound sequence.  

These tasks are easily adapted to small group instruction.  In deference to time constraints, I place my letter sets in snack size zipper bags ahead of time.  As the students gain facility with the task, I up the ante by giving different words to each student.  We all know how "helpful" first graders can be to each other.  This step allows each student to be more independent.

   

 

Word Work, the Reading Recovery Way - Pt. 2

It's about time, teachers, for Part 2 of Word Work, the Reading Recovery Way.  If you missed my 1st post, you can read it here.

Let me start with an aside:  In America, we typically work on all of the upper case letters first.  As I understand it, our British friends commence with lower case letters.  I say,  "Well done, Brits," because when you introduce proper nouns, it is much easier to instill the need for capitalizing the first letter.  This is as opposed to us Yankees trying to "unlearn" writing every word with a capital letter.  Just food for thought...

Regardless of the letter case you tackle first, you will eventually reach the time when your student must differentiate between upper and lower case letters.  In a sorting activity, that means you will include both cases of known letters.  

Ask the student to sort by letter first.

When she demonstrates automaticity with this sort, proceed to sorting by 2 characteristics:  letter & case.

Up the ante by adding more letters to the pool.

Again sort by letter first.

Then sort by 2 characteristics again.

Before you start working with actual words, conduct other characteristic sorts.  For example, find all the letters that have humps; letters with sticks; letters that start like c.

Go forth & sort!  Then come back for more Word Work, the Reading Recovery Way.

Be sure you check out my facebook page for the grammar gaffe of the day.

Word Work, the Reading Recovery Way

Since completing training as a Reading Recovery™ teacher in 2000, I have been fascinated watching reluctant readers learn how words work. That is, how they can use known words to learn unknown words. In RR we call it "word work," but it is quite different than the "word work" associated with programs like Words Their Way™.

Over the course of my RR and reading intervention teaching, I have sought to find a sequence of skill lessons that would best assist my students in learning to coordinate 2 items of knowledge:

1. linking sound sequence with letter sequence 
2. linking letter sequence with sound sequence

That doesn't sound that hard, does it? But with the lowest 20% of first graders, it can be herculean!

In RR, word work is NOT about learning words. Rather, it is about learning how words work. The idea is much like the parable of the fisherman: give a man a fish and you feed him for a day; teach a man to fish and you feed him for life. We all need to teach our students to "fish" in order to ensure lifelong success. Which leads me to the next important point: the child must accomplish as much of the word work task independently as he can handle. Before RR training, I admit that I spoon fed my firsties too often. One of the hardest lessons any teacher learns is to wait. for. the. child. to. respond. 

In RR, teachers are constantly evaluating both the student's work and the teacher's work. To that end, I have come to understand that if the word work done early in the lesson did not go well, then it must be repeated in the same lesson. If the task went well, however, you repeat the task with similar words (or letters). 

Key to the child's success is spending enough time on each task to ensure that he has learned the task. We do a great disservice to our students when we push on without giving them the time to truly learn the foundation skills. Similarly, enough time must be spent on the task to assess the learning. There is a difference between learning the task and actually learning. Confused? Let me give an example: 

Let’s say your student knows the upper case letters L and B. Using the vertical plane white board, you place a pool of magnetic upper case Ls and Bs.

Ask your student to find all the Ls, pushing them quickly into a pile. Repeat with the Bs. Demonstrate the speed you desire, if necessary. Because you are working with known letters, this activity constitutes learning the task. You will repeat this activity with known letters until you are convinced the child understands the task.

Now it’s time to introduce an unknown letter, N. On the white board, you place a pool of 12 - 15 letters - - several of each of the known letters and 3-5 of the new letter.

Instruct the child to find all of the Ls, just as he has done in the past. When that is completed, ask him to find all of the Bs, again forming a pile using the procedure already learned. Finally, direct him to find all of the Ns, showing him an N, if necessary. When he can reliably find the Ns without assistance, he has demonstrated learning. 

Push the child to act quickly, but do not proceed to the next activity until you are sure the child understands the task at hand. An activity of this type should take 3 minutes OR LESS! Remember that 6 year olds have very short attention spans that are enhanced by opportunities to move. That is why, if you have ever witnessed a RR lesson, the child gets up and moves to the vertical plane white board to do this portion of the lesson.

Just  a note to all my OCD friends:  Resist having the child line the letters up in neat rows.  You are seeking instant recognition and speed of reaction; NOT neatness and regimentation!

This is the first post in a series about Word Work, the Reading Recovery™ Way.  Come back soon for the next step.

Even MORE Pinteresting Boards

It's about time, teachers, to update you on the explosion of collaborative boards on Pinterest.  If you missed my 1st two lists, check them out here and here.  The latest finds include:

Word Study Ideas 
Straight Up Grammar
TpT Pin Exchange
Math for Sixth Grade
Consummate Common Core Lessons - Math 
Pre-school Literacy
Essential Elementary Products
Pre-school Math
Pre-school Other (not math or literacy)
Upper Elementary Other
Upper Elementary Literacy
Upper Elementary Math
Lower Elementary Literacy
Lower Elementary Math
Lower Elementary Other
Kindergarten -- $5 & Under
1st Grade - $5 & Under
2nd Grade - $5 & Under
3rd Grade -- $5 & Under
4th Grade -- $5 & Under
5th Grade -- $5 & Under
6th Grade - $5 & Under
Social Skills Success for Primary & Elementary
Social Skills Success for Jr. High & High School
Fabulous Fall Finds
Halloween Math on TpT
Halloween Language Arts on TpT
TpT Creative Reading/Language Arts Products
Writing Ideas (K-6)
ELA - Letters and Letter Sounds
ELA - Sight Words, Word Families
ELA - K/1 TPT Freebies
ELA - Letter/Word/Sentence & Syllables
ELA - Sight Words, Word Families
Pre-K/K/1 Science Lessons and Activities

To add a little teacher humor to your day, go to my facebook to check out my new feature:

There's a giveaway that you don't want to miss...

It's hosted by Heather at Creation Castle.  Hurry over there and sign up to win!