The students:
L look up words in the dictionary to write definitions
L practice sounding out words
L read in round robin fashion
L correct peers when they make a mistake
L divide words into syllables
L ask teacher how to spell any word they don’t know
L/A identify words on a big book page that start with the same sound
L /A write rhyming poetry and then discuss different spellings for the same sound
L/A group cards with classmates’ names by a criterion on such as first or last letter
L/A on a worksheet, draw a line from each word to the picture that starts with the same sound
A make a Venn diagram to compare two stories
A read a language experience story they have created with the teacher
A work in pairs to arrange words from a familiar chant into sentences
A make alphabet books on different topics
The teacher:
L make sure that students read only books that fit their level
L has students segment words into phonemes
L uses decodable text
L uses a variety of worksheets to teach different skills
L conducts phonics drills
L/A teaches Latin and Greek roots
L/A preteaches vocabulary
L/A chooses predictable texts
L/A asks students to look around the room and find words starting with a certain letter
A set aside time for SSR (sustained silent reading) each day
A has students meet in literature circles
A write words the students dictate for a story and has students help with the spelling of difficult words
A teaches students different comprehension strategies
A does a picture walk of a new book
A does a shared reading with a big book
I must admit I'm not sure about a number of these. For instance, setting aside time for SSR is a slippery slope for acquisition. Is there choice? Or is it just read anything silently? I think teaching Latin and Greek roots could be helpful for making language-culture connections but redundant without a context. Using a decodable text for the purpose of teaching a poor reader a genre such as mysteries could be beneficial for the reader. Venn diagrams, on the other hand, may need to be discussed and probably shouldn't be used as just a worksheet or seat-work. I had a student I needed to get to trust me to write the words as he thought they were spelled. At the beginning of the year he came up to me every few seconds! But when were writing letters I gave spellings such as” Colonel." Looking around the room to find a certain letter can be helpful for alliteration – a craft!
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