Phonics

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Phonics
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Letter and Word Center
Short o Stamps Write on index cards several words
with different phonograms having the short vowel
sound of o, such as hot, mop, dog, cob, and box.
Have children choose a word to stamp using letter
stamps and an ink pad. Then have children change
the first letter to stamp rhyming words. Have
children read their list to others.
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Word Play
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Short and Long Vowel Sounds
P l a n
e
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Blends and Phonograms
knock
block
clock
stock
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Blends and Phonograms
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Letters and Sounds
Word Checkers Materials 32 squares of paper
with short vowel
words taped to
the clack squares on a
checkerboard
checkers Have children play checkers
with short
vowel words. Before
they can land in any square,
they
have to say the word and
use it in a sentence. ESL
Before playing the game, partners say and act out
some of the words in context, such as I sat
down. I pat the cat. I tap the table. I
fell down
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Differentiation of Phonics Center Activities
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Fluency
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Fluency Goals Grade 1 53 WCPM Grade 2 89
WCPM Grade 3 107 WCPM 50th percentile from
Hasbrouck Tindal, 2004
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Scaffolding Fluency Development
Word Level
Word families bell, cell, dwell, shell,
smell, spell, swell, well, yell High frequency
words saw, could, one, was, with
Sentence Level
According to the picture, what is the best answer
to the question?
Passage Level

• Hi! Im Little Bill. This is a story about a boat
  that 12
• I made all by myself. I named it The Moby
  Dick. 23
• One Saturday morning, I woke up and saw that it
  was 34
• bright and sunny outside. Hurray! I could go
  with 43
• my brother to the park and sail my new boat. 53

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• Establish Fluency Routines
• Read Connected Text
• Reread Passages
• Partner or Paired Reading
• Choral Reading
• Readers Theatre
• Tape-Assisted Reading
• Reading with Feeling

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(No Transcript)
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Fluency Progress Chart
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Differentiation of Fluency Center Activities
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Vocabulary
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Practice High Frequency Word Walls

• Letter Trains
• Choose a word from the word wall and put each
  letter on an index card. Place the letter cards
  in a bag. Have children take one letter out of
  the bag until all letters are drawn. Then have
  children look at their letters and turn
  themselves into letter trains by moving into the
  right order until the word is spelled correctly.
• Rhyme Clues
• Use clues like the one below to review words
• It begins like just and it rhymes with bump.
  (jump)
• As each word is identified, point to it and have
  children use the word in a sentence.

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Practice High Frequency Word Walls

• Letter Sounds and Context
• Write j on the board and say
• The word Im thinking of begins with j and
  finishes this sentence Kangaroos can ______.
• Continue this routine with other high frequency
  words.
• Play Wordo
• Distribute sheets with a nine block bingo grid.
  Call out Word Wall words and have children write
  them in any block on their sheets. When nine
  words have been called, shuffle the cards and
  read words one at a time. Children spell each
  word and cover it with a marker. The first child
  with a completed row wins.

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eye
eyelash
lash
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Which Words Go Together?

• cat
• bear
• fish
• jump
• dog
• bare
• mouse
• whale
• wail
• growl
• skip

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Degrees of Meaning
Stand
Skip
Run
Crawl
Walk
Jog
Whisper
Shout
Speak
Scream
Silent
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Differentiation of Vocabulary Center Activities
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Text Comprehension
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• Categorize

• Part I
• Say the following word lists and ask the children
  how the items named go together
• Bed, rug, desk, toys
• House, car, trees, mailbox
• Ocean, river, lake, stream
• Part II
• Give the children categories and have them list
  words that would go under that category.

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Summarizing
What did he want?
What did he get?
Hare
How did he try to get it?
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Sequencing
First
Next
After That
Finally
Bear says he will take the tops.
Hare and his family tend the crops.
Bear gets the tops of carrots, radishes, and
beets.
Bear is mad about being tricked.
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Graphic Organizers and Activities
K W L Charts
Semantic Feature Analysis
Get the Gist
Venn Diagram
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Differentiation of Comprehension Center
Activities
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Organization and Management of Centers

• Organization of Content
• Organization of Process
• Management

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Organization of Content and Process
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Teacher Files Center for Appropriate Time
Teachers keep ideas until the time is right for
students to practice a particular skill.
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Grade Level Planning and Creating of Centers

• Grade level planning for centers
• Saves time
• Saves effort
• Saves money
• Saves resources

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School Centeralized Site
School provides a centralized area for teachers
to share materials and ideas.
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Organization of Content

• Teachers should first look at student assessment
  data to determine
• Who has mastered this skill?
• Who understands the skill, but needs more
  practice for fluency?
• Who generally understands the skill, but needs
  more practice to master the skill?
• Who does not understand the skill?

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Organization of Process

• How soon should I start centers?
• Teachers may introduce centers after the first
  few weeks of school.
• How many centers should I start with?
• Teachers may introduce centers one at a time.
• How much time should I schedule for each center?
• Look at Time in a whole new way.
• How many centers should I differentiate?
• Differentiate within the center for the needs of
  the students when possible.

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More Questions to Consider

• Do I want my students to work in heterogeneous or
  homogeneous groups in centers?
• Do I want extra time for small group instruction
  for the struggling readers during center time?
• What Data will I use to create my flexible
  groups?
• How often will I restructure my groups?

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Optional Ways to Set Centers Up
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Fluency
Teacher Small Group Instruction
cat
rat
bat
Phonemic Awareness
Word Works Center
dog
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Teacher
Phonics Center
Fluency
cat
rat
bat
Vocabulary
dog
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Teacher
Phonics Center
Fluency
cat
rat
bat
Vocabulary
dog
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Sample Centers
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Sample Centers
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Management of Centers
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How Does a Teacher Manage Centers?

• Room Arrangement
• large group area
• small group areas
• Rules versus Procedures
• plan procedures
• teach procedures
• consistently enforce procedures

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How Does a Teacher Manage the Classroom?

• Academic Tasks to Consider
• Whole Group Activities
• Small Groups
• Student Centers
• Independent Activities
• Transitions

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Contact Information

• Eastern Regional Reading First Technical
  Assistance Center (ERRFTAC)
• [phone]
• 227 North Bronough Street
• Suite 3200
• Tallahassee, FL 32301
• sturner_at_fcrr.org