Educalien Katherine D. Wiesendanger Alfred University Upper Satie River, New Jersey Columbus, Ohiovit Discover the,Cémpanion Website Accompanying This Book + Clicking on a date the student is shown the lis of activities forthe _asegnment. The activities foreach assignment are inked directly to actual content, saving time for students. + Adding asigninents consist of clicking onthe desired due date, then filling inthe details of the asignment—name ofthe assignment, instructions, and ‘Whether ornat it s a one-time or repeating assignment + Inaddition, links to other activities ean be created easily. Ifthe activity is online, a URL can be entered in the space provided, and it willbe linked automatically inthe final sylabus. + Your completed syllabus is hosted on our servers, allowing convenient updates from any computer onthe Inteet. Changes you make to Your sllabus are immediately available to your students at their next log on. FOR THE STUDENT “Topic Overviews-outline ke; concepts in top areas ‘+ lectronic Blue Book-send omework or essays directly to your instructor's ‘email with this paperiess form ‘+ Message Board-cerves asa virtual bulletin board to post—or respond to— {questions or comments to/from a national audience + Chat-realtime chat with anyone whois using the text anywhere in the = nro | Tae me Seni = < sigur BA err i n 3 | Seserssedterge ie —_ t we = = r Mu Siteeoy iliiguaia Ret — waWord Identification Sthalegied | | | | | | | |Chapter 1 1.1_THE BAG GAME Desired Outcome ‘This game (Lewkowicz, 1994) is used with student partners to help young readers develop phonemic awareness and recognize intial sounds within words, Tt also helps children expand their meaning vocabulary by relating speken words to ac- tal objects General Overview ‘The Beg. Game requires enough bags large enougis forfour objects fr each chil. ‘The object's name should contain the initial consonant sound the children studied previously. This activity & used asa yeinforcement. Its particularly motivating for tisk and beginning stidents Steps Used in the Strategy 1. Select objects whose names start with i earned 2, Have the students ame the four kinds of objects as you place thern into ench bag. Each child ina pair has the same objec in her bag, Pair the stlents and decide on one tobe the matcher and one tobe the sounder, 3. Instruct the sounder to look int his bag, reach in select one ofthe objects, and hide t. Next have him say jst the initial consonant sound of the object to the matcher 4, Next, have the matcher lookin her own bag, find the matching objec, grasp Sty and lift it int full view 5, Finally, have the sounder raise his objec nto view to find if they match. 1 not clarify the misunderstanding and have them try again, 6, Select another par of students and repent the steps, Make sure to keep ‘witching the objects every few rounds to kesp ateniion level high. consonants the students have Additional Information ‘Should the sounder or matcher not correctly associate the object and inital sound, the teacher should “stretch” the sound to help: fiffeather and tttop. Then the students practice the soured ty familiarize themselves with it, The Bag Game cen ‘also be played in groups of two for the whole clas. Iris helpful to switch the bags with other groups tb get everyone invalved at once. Fenton sites , 1,2_ BASIC FUNCTION WORDS Desired Outcome This strategy (Carbo, 1978; Cunningham, 1979; Jolly, 1981) can be used to help slower readers decipher difficult function words that ae similar in appearance t0 ‘other funetion words General Overview Function words, otherwise known as service or connecting words (i, whe, ifthe, ‘where, tut, have litle meaning in themselves. When the reader is unable to assoc ate meaning witha word, tismore difficult to learn By their very nature, function ‘words ean be confusing. This strategy enables the reader to bring meaning tofunc- tion words. Itisa sever-step process used with small groups of about six children Function words should first be presented to the students in isolation, then in con text, and finaly in isolation again. A maximum of four funtion words should be taught during one session Steps Used in the Strategy 1, Seleet up te four function words and write each one on individual cards. On the opposite side ofthe card, write phase that includes the word. Civea set of cards tall students and have them place the cards before them, 2. Next, hold up one card and have the students frst look at the word, then ‘match their aed that has the same word. Say the word aloud several times while the children read it on theie ced. Introdice each word in a similar fashion 3. Inthis step say each word and have the children hold up the corresponding card, Repeat the words until each child in the group is able to old up the correct cad foreach word, 4, Then, have the children spell she words. Select « word and have the children scrutinize the corresponding word card. Next, have them shut their eyes and tay to visualize the word as you sayit. Then set the cards aside. Dictate the words and circulate among the group to check for correctness, Have the children use the original cards as aseference and correct any errors. 5. At this stage, have students flip ther cards, so that the phrases containing the ‘words ae in viw. Dictate the phrase twice each time have the students run their fingers under the words. Finaly, select students 9 read the phases sland.