what we noticed  chart                   

                                                             words added from read alouds

 Note: See Say Spell (attributes) at the picture word chart still continues daily and independent word study is then added on. Continue to build the rationale for this word work; that they are to learn the words and build their sight vocabulary for reading and writing.

Over the last few days, the teacher and students have worked together to study the picture, shake out the words and See Say Spell them. They have also had the opportunity to share what they are noticing about the words aloud in groups and with the entire class. Students have been tested for the first time.  Now, students are given their own set of word cards for reading practice and for classifying.

After a few days of reading practice the students should be given many opportunities for classifying the words. Physically manipulating the words and classifying them into groups is vital. The rationale for this is noting likenesses and differences to facilitate memory of the words as well as helping students to gain conceptual control of how words work.

 Dr. Bruce Joyce tells us: “We want them to paddle along, figuring things out, becoming little linguists” who study words and notice a large variety of attributes in words such as :

  • Phonetic: letters, consonant blends, double letters
  • Structural: root words and endings, plurals, and  Compound words
  • Phonemic/Sound: syllables, vowel sounds, rime
  • Content: based on meaning (nature)

Even kindergarten students are able to use the word attribute. Don’t dumb it down-they are proud to use such big words.

Word study in the PWIM is inductive because the students construct meaning for themselves. This is more powerful and lasting than when simply giving them the information. Sharing their categories reinforces the learning because many ideas are brought forth.

Teacher must model categories as well, to nudge the learning forward. These might be categories the students have made while the teacher was circulating or categories the teacher wants the students to start noticing to extend the learning.  (hand, sand-4 letters, rhyme, end in and…)The teacher acts as a coach, moving around the students and questioning, “Why did you put these words together?  This allows for immediate assessment of what they are noticing and what they are not noticing. The teacher leads them in testing the word categories. Students may be noticing how their words are like other words in the classroom as well.( The calendar, student names, the word wall, other PWIM cycles)  We do this because this encourages accurate thinking based on a set of criteria. To further deepen the learning have the students title their categories, compose sentences, stories, and poems.

The testing is based on instant recognition. I count to 5 and then give them the next word. I show the teacher word cards to the student. When they are done reading I check off all the words they know on my checklist. it is easy to detect patterns-which students know which words, which words are giving students problems-this enables me to decide where I want to go with my See Say Spell, more word study and phonics lessons.

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