Week+6

Week 6 - Classroom Stategies Read through the strategies throughout the book. Try a few to see how they work in small groups.

See the .pdf activities on the bottom of the page.

FROM THEORY TO PRACTICE:
Tyner, B. (2004). Stage 3: Fledging readers. In Small-group reading instruction: A differentiated teaching model for beginning and struggling readers//. // Word study for the beginning or struggling reader involves systematic study of short-vowel word families, beginning with the // a //family. This phase of word study involves (a) sorting short-vowel words into rhyming categories, (b) committing a good number of these words to sight memory, and (c) developing competence in spelling these patterns. Use of word sorts can develop automatic and fluent reading of word families with repeated practice. It also invites students to be reflective and metacognitive thinkers and learners. Teaching word sorts at students' instructional levels enables the teacher to implement differentiated instruction. []

Week 6: Word sort explicit teacher instructions

[|http://www.readwritethink.org/classroom-resources/lesson-plans/word-sorts-beginning-struggling-795.html?tab=4#session1]

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OVERVIEW
The study of onset and rime is crucial to the development of reading and writing in K-2 students. This lesson incorporates literature, independent and cooperative learning, critical thinking, and hands-on activities to engage students in learning the //ig// rime. Students explore books and magazines for words that have the //ig// rime, in addition to brainstorming their own words. Furthermore, assessment is included as students incorporate learned words in context and isolation. This lesson can be adapted to teach various word patterns and could be used for basic ELL instruction.