Implementing the K-2 Reading Foundations Skills Block
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- Classroom Instruction
This video shows 1st graders using Spelling to Complement Reading, an instructional practice in the K-2 Reading Foundations Skills Block, that helps students examine the reciprocal relationship between spelling and reading words. First students listen to a word read aloud, repeat the word, and segment the word into the phonemes they hear. Next they use sound boxes to analyze each word for the number of phonemes and graphemes. Finally students hear the words read aloud again, and write them from memory. This instructional practice is used in 1st and 2nd grades.
- [Narrator] In Stacey Cicero’s primary classroom, students are examining the reciprocal relationship between spelling and reading words, by using the Spelling to Complement Reading instructional practice.
- Here’s the word. Time. Repeat it.
- [Narrator] In this practice, students must isolate the phonemes in a spoken word and match those phonemes to the graphemes that represent them.
- Colleen just showed me, yes, you take the silent E. It doesn’t make a sound, so we’re putting it right outside of the sound box.
- [Narrator] In the first part of this instructional practice, students listen to a spoken word.
- [Narrator] Say the word.
- [Narrator] And then segment the phonemes in the word.
- [Narrator] They determine the number of sounds in the word and print the spelling of each sound, using the boxes of their sound boards.
- [Stacey] Check your sound board to make sure each sound is in each box. How many sounds are in the word, prime?
- [Narrator] Students determine that the word, prime, has four phonemes, but is spelled with five letters.
- So, which sound board am I going to use? The one with three boxes or four? Justice? I should use four?
- [Narrator] The teacher and students analyze letter-to-sound connections, using the sound board.
- E would be the next one, but, Justice, I don’t have any more sound boxes.
- It doesn’t go in a sound box.
- It just hangs out there? Why does it hang out there?
- Because, if it doesn’t say its name, it’s not supposed to go in a sound box.
- It doesn’t have a sound, does it? But it helps what?
- It helps the I say its name.
- It helps the I say its name. Great! Prime, check your boxes.
- [Narrator] To wrap up the lesson, students hear the words again and write them from memory.
- Okay, here comes the next word. Bribe.
- [Narrator] This gives students further practice with the sound spelling pattern and provides the teacher with immediate feedback.
- Tap it. Buh-er-i-buh.
- [Narrator] For students, understanding the relationship between spelling a word and reading a word helps them cement letter-to-sound connections.
- [Stacey] All right, so we worked a lot this morning on silent E. I am so proud of you.