Guess the Covered Word is an activity designed to teach students how to cross-check letter-sound-based decoding strategies with meaning. The teacher writes a sentence on the board covering one word in the sentence with two sticky notes. One note covers the letters preceding the first vowel (the onset) and the other note covers the rest of the word (the rime). The students share a ‘guess’ for each clue. The teacher thinks of a word on the wall and then gives five clues about that word. Knowing them facilitates fluent reading and allows the reader to pay attention to new words. We want to help students recognize high frequency words quickly and automatically while reading for meaning. The interplay between writing and reading is especially important for the emergent reader and writer. ENCODING IN LITERACY PORTABLEPortable word walls can be used by individual students so that they can add personal words as well as take them to refer to when in other classes. Display the Word Wall in a highly visible location in the classroom and refer to it often to model identifying the key words and/or word patterns that give students the clues they need to decode unfamiliar words. Teachers who use a Word Wall successfully make the words on the wall easy for everyone in the classroom to see. (Children with Disabilities: Reading & Writing the Four-Blocks Way, p. Finally, teachers systematically support students in using the Word Wall in reading and writing activities throughout the day. They review the words using a variety of activities. Students practice the words on the wall every day by clapping, chanting, and writing some of the words. Words are displayed under the letter with which they begin and in the order they were introduced in the lessons (not in alphabetical order). The Word Wall is used in activities every day with new words added gradually and practiced repeatedly until they become words that students can read with automaticity, spell with accuracy, and use to read and spell unfamiliar words.īeginning with lesson one and every tenth lesson after that, five words are added to the Word Wall. After all of the words have been made, the teacher guides the students in sort and transfer activities that help them focus on the spelling patterns in the words they have made. The student also puts an index card with the word written on it in a pocket chart before quickly returning to their seat to make the next word. The order is carefully selected to help students identify common spelling patterns and recognize the impact of changing one or two letters or the order of a set of letters.Īs the students make the words, one student goes to the front of the room and uses a set of large letter cards to make the word for all to use for self-correction. The six to eight letters can be arranged to form a “secret” word, but the teacher begins by guiding students through the creation of one-, two-, and three-letter words, and so on, through six- or eight-letter words from the set. Teachers guide students in manipulating their individual set of six to eight letters to create words. Making Words (Cunningham & Hall, 1994, 1997) is an activity designed to teach students to look for spelling patterns in words and recognize the differences that result when a single letter is changed.
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