Activities Part 2

Spelling

In this exercise, the student reads the word in the first column, covers the word, then tries to identify the sounds in the word (e.g., cap – /k/-/a/-/p/).

If the student has difficulty identifying the individual sounds, together say the word and then gradually say the word slower and slower, drawing out the individual sounds until the student can successfully ‘hear’ each sound.

Once each sound in the word has been identified, ask the student for the first sound (e.g., “What is the first sound in ‘cap’?”). After the student has given the correct response (e.g., /k/ NOT /see/), he/she chooses the letter representing that sound from a choice of four in the first cell. Repeat this process for each of the sounds in the word.

The final step is for the student to write the word in the box at the end of the row.  It is important that as each letter is written that the student says the sound it is representing.

The student completes 2 words each day.

Comprehension

These exercises are designed to reinforce the meaning of the words being learned in the vocabulary section. Complete one comprehension exercise each day in Units 1-6 and then two each day from Unit 7 onwards.

These are cloze exercises. Cloze exercises are useful for identifying a student’s knowledge and understanding of the reading process. They help extend the student’s vocabulary, encourage him/her to monitor for meaning and encourage the critical and analytical interpretation of the text. In Units 8 onwards the first 6 questions related to the comprehension passages.

The student should read the sentence saying ‘something’ in place of the missing word. Return to the list of words and have the student find the correct word from the list. Return to the comprehension page and as the student writes the word, say the sounds (e.g., cap: /k/, a/, /p/).

Once the student starts learning digraphs, when the student finds the correct word, identify the letters of the sound being studied and the linking picture (e.g., /th/ for three). Say the sounds in the word as you point to the letters representing those sounds (e.g., if the word was ‘thin, say: /th/ for three, /i/, /n/).

Orally modelling the process the student should be using when spelling will help make the strategy more instinctive for the student.

Phonological Awareness

Kilpatrick’s (2015) research shows that proficiency in phoneme manipulation is an important component of fluency.

Each day the student attempts to complete as many of these examples as possible in one minute with the help of a support person. Remember the student completes the activity orally without reading.

It is really important that the focus is on sounds NOT the spelling of the word.

A support person says the whole word (e.g., mailbox) and the student repeats. The support person asks the student to leave off the part in brackets (e.g., leave off ‘box’). The student responds ‘mail’. Once the student is correct, go immediately onto the next word.

The same process is used for substitution activities. For example, the support person would say, “Say ‘spot’.” The student would say, “Spot.” The support person would say, “Change /o/-to /a/” (i.e., say the sound NOT the letter name).  The student would say, “Spat.” If the student is having difficulty, use counters to represent each component and manipulate the counters to demonstrate the process.