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A Sequential Phonics Program - Program Overview - PDF Files - Pictures - Audio - Video - Reading Street - Blog
A Sequential Phonics Program - Program Overview - PDF Files - Pictures - Audio - Video - Reading Street - Blog
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How To Present The Picture-Word PagesSample Lesson, Short U Words
Picture-word pages are taught in three steps, with an option for a fourth step. The first two steps of the teaching sequence are called the "robot game" because the teacher speaks "like a robot." The procedure for teaching the picture-word pages prepares students to be able to read the words fluently by the end of the lesson.
This lesson is taught from the Rhyming Short Vowel Words And Sentences book. You can follow these steps to do the picture-word pages in any of the following books. The picture-word pages are arranged with pictures on the left page and words on the right page. The pictures are not arranged in the same order as the words.
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- Step One - Find The Pictures - This is an oral blending activity. The teacher looks at the words. The students look at the pictures. The teacher pronounces each sound in the first word separately, with a slight pause between each sound. The students listen to the sounds and put them together mentally to try to figure out the word. The teacher calls on a student to point to the correct picture and pronounce the word normally, without stopping between the sounds. The teacher and students continue in the same way with the remaining words. The teacher goes down the word list going in order from one to ten.
- Step Two - Find The Words - This is another oral blending activity. This time the teacher looks at the pictures. The students look at the words in the first column. The teacher pronounces each sound in the name of the first picture separately, with a slight pause between each sound. Once again, the teacher is "talking like a robot." The students listen to the sounds and put them together mentally to form a word. This time they must find the word that has letters that match the sounds pronounced by the teacher. The teacher calls on a student to point to the correct word and read it aloud. The student should say the word normally, without a break between the sounds.
- Step Three - Read The Words - This is a decoding activity. Students look at the words in the second column. The teacher calls on students one at a time to read a word going down the column. If a student gets stuck on a word, he or she should go to the same word in the first column, and pronounce each letter sound going from left to right, following the arrows, putting the sounds together smoothly. When all the words have been read, the whole class reads all of the words going down and back up the second column in unison.
- Optional Step Four - Questions And Answers - This is a language activity. On some days, the teacher calls on individual students to answer questions in a guessing game. The teacher asks a question about each new word, going in random order. The student looks at all of the words, finds the word that answers the question correctly, and reads it aloud. Sample questions might include the following when working with words that have the sh pattern.
What can we use to pay for something that we buy? Cash
What is a living creature that lives in the water? A fish.
Where would you go to buy something to wear? A shop.
The sample lesson below is from the Rhyming Short Vowel Words And Sentences book. The students are studying short u words.
Listen to steps one, two, and three below.
You can do this lesson with any set of words and pictures.
When you are working with words that have ending blends, say each sound of the ending blend separately: f-a-s-t, j-u-m-p, h-e-l-p.
When you are working with words that have beginning blends, say the beginning blend as a single unit: fl-a-g, dr-u-m, sp-o-t.
When you are working with two-syllable words, you will say each syllable, instead of each individual sound: muf-fin, but-ton, cab-in, pet-al, ba-by, pan-cake, con-nect, as-tro-naut, re-act, ze-ro, to-fu.
Listen to steps one, two, and three below.
You can do this lesson with any set of words and pictures.
When you are working with words that have ending blends, say each sound of the ending blend separately: f-a-s-t, j-u-m-p, h-e-l-p.
When you are working with words that have beginning blends, say the beginning blend as a single unit: fl-a-g, dr-u-m, sp-o-t.
When you are working with two-syllable words, you will say each syllable, instead of each individual sound: muf-fin, but-ton, cab-in, pet-al, ba-by, pan-cake, con-nect, as-tro-naut, re-act, ze-ro, to-fu.
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