TAKING WORDS APART IN READING

MAKING AND BREAKING

PURPOSE:  Solving words by analysis while reading by using what is known about how words work

PURPOSE:  To become more aware of how to work with what he knows, to get to new words.  To help the child understand the process of word construction, how words work, and how to get help from known words to solve new words.

BENCHMARK:  Writing stories with efficient sound-to-letter analysis; can do sound boxes

BENCHMARK: When child is able to identify 15-20 letters.

PART OF THE LESSON:

·         When making and breaking words in the letter identification section of the lesson

·                                 After familiar book reading

·         During the work on the new book

·         After the first attempt of the new book

PART OF THE LESSON: 

·         After teaching after the running record and before writing

·         Supported by work in constructing words in writing and by fluent reading of familiar text

SEQUENCE:

No sequence - whatever is easy for child - whatever child knows and can use - linking what has been learned in making and breaking

SEQUENCE:

·         Learning the action of making and breaking

·         Simple analogies with predictable letter-sound sequences

*        Substitute onsets

*        Substitute rimes

*        Change middles

·         Child thinks of the words

*        Choice

*        Think of rhyming words, etc.

·         Less predictable letter-sound sequences

*        Rimes which have different spelling patterns

TEACHER’S ROLE:

Observe what child knows and prompt for linking knowledge, independence, and for integration of visual processing on the run:

*        from writing

*        from hearing sounds in words

*        from learning to look at print

*        from work in making and breaking

*        from known reading and writing words

Teacher supplies all the materials (letters, written words) needed for solving during reading.  

See next page for Prompts.

TEACHER’S ROLE:

·         Teach hard early for spatial layout, learning to look at print, directionality, and strategies of searching, monitoring, cross checking, and self correcting

·         Making it easy by hand eye manipulation, supplying all letters or words, breaking at easy-to-find breaks in words

·         Knowing characteristics and principles of words child will be encountering in leveled books

·         Keeping pace with child’s growing knowledge in writing and reading - moving through above sequence

·         Prompting to use this knowledge during reading of continuous text and in writing