CI475 Elizabeth Curtin March 6, 2011

Education 162 Sunny McMurry Resource Book Draft

Phonemic Awareness: Grade 1

Elkonin Boxes

Description of Activity: Elkonin boxes allow children to segment sounds in a one-syllable word.

The teacher shows students a picture of a one-syllable object. Examples might include a duck,

cup, or fork. The teacher should prepare and supply children with a row of boxes side-by-side

that correspond to the number of sounds in the word provided. For example, the teacher would

give a three-box set for duck or cup. The teacher also passes out markers such as coins or bingo

markers to the children. Then, as a class, say the name of the object very slowly moving a

marker into each box for every sound in the word. For duck, children would move a marker in a

box for the “d” sound, “uc” sound, and “k” sound respectively. After doing this as a class, have

children repeat the procedure on their own or in pairs and groups. Make the words more

challenging as children become more comfortable with the activity.

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Education 162 Sunny McMurry Resource Book Draft

Rationale: I chose elkonin boxes because they teach children to break words into their

beginning, middle, and ending sounds. Mastering this skill provides students with the

foundations for phonics and spelling. Being able to break words into their sounds gives children

necessary skills that enable them to use sound-symbol correspondences to read and spell words.

As states in CC.1.R.F.3.b, decode regularly spelled one-syllable words, students need to learn

this skill to prepare them for future reading, writing, and spelling instruction. The elkonin boxes

are used specifically with one-syllable words and provide students with the opportunity to

decode these words into their separate sounds. The children can easily distinguish and hear the

different sounds as they put a marker in each box for each individual sound of the word.

Applying this method to students with special needs: In a unit on farm animals, I will use words

from the song “Old MacDonald Had a Farm” such as cow, duck, bird, or dog and have children

separate the different animals into their sounds. The class and I will sing the song first and use a

variety of different one-syllable animal names. After we have discussed the different animals, I

would pass out the elkonin boxes and say the name of one animal out loud. The children would

then have to separate the name of that animal into its different sounds with their markers. If I had

a student with a speech or language impairment, this would help them learn to articulate the

different words by separating its individual sounds. Also, if I had an older student that was

behind in reading development, using these boxes would allow the student to learn to read words

by separating it into individual sounds.

CI475 Elizabeth Curtin March 6, 2011
Education 162 Sunny McMurry Resource Book Draft

Phonics: Grade 1

Multisyllabic Words Manipulation

Description of Activity: In this activity, teachers will choose multisyllabic words from a book or

lesson the class is having that the students need to learn how to read or spell. The teacher will

then divide these selected words into syllables with each syllable on its own slip of paper. For

example, for the word fantastic, the teacher would put “fan” on one slip, “tas” on another, and

“tic” on the last. Tape the parts of the word in jumbled order on the board and have students

discuss how to arrange the syllables in order to create the word. Then give students or pairs of

students each a different word (broken up into parts) and have them work on arranging them in

the correct order. After doing this activity, have students think of a word divide it into its syllabic

parts. Make the words more and more challenging as students begin to become comfortable with

the activity.

TIC TAS FAN

http://teacher.scholastic.com/reading/bestpractices/phonics/syllabication.pdf

Rationale: I chose the multisyllabic word manipulation activity because it helps students learn

how to separate words into their separate syllables. This will help children learn about the

different sounds in words, too. By separating words into syllables, they can see and hear the

different parts of words. For example, this activity could allow children to hear the different

“hard” and “soft” sounds of words and how words rhyme. As stated in CC.1.R.F.3.e, decode

two-syllable words following basic patterns by breaking the words into syllables, children need
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Education 162 Sunny McMurry Resource Book Draft
to be able to recognize the different syllables in words and how these sounds can come together

to form words. This phonics standard gives children a base for learning to read and rhyme

different sounds within words. As well, as stated in CC.1.R.F.3.d, use knowledge that every

syllable must have a vowel sound to determine the number of syllables in a printed word,

children need to realize that vowels play a role in every syllable. This activity will help children

see that each syllable has a vowel within it, and these vowels and consonants make up sounds

and words. It is important, too, for children to realize that w and y can act as both vowels and

consonants. If children have a syllable with one of these letters acting as a vowel, like “by”, they

can see the different roles these letters can play within words and sounds. Together, gaining

these necessary skills sets the stage for children to learn higher-level reading and phonics skills.

Applying this method to students with special needs: In a unit on water and ocean animals, I

would use different water-related words and animals such as amphibian, octopus, platypus, or

alligator. I would have children decode these words into the different syllables. I would play on

specific children’s interests and have them choose their favorite animal. They would then pair in

groups and peer-assist each other in deciphering the different syllables of their partner’s word.

This would help them learn the vocabulary of the water theme as well as teach them about

different sounds and syllables of words. This would help students with learning disabilities and

delays in a few ways. Firstly, this would help break up words into their separate parts to make it

easier to learn about reading and rhyming words. This would assist students who are behind in

reading development or students with speech and language issues develop their skills. Also,

working with a partner would encourage peer interactions and peer tutoring. This is a data-based

practice that has been proven to help students with special needs. Lastly, encouraging children to

choose their favorite water animal would allow them to be more interested in the activity. Since
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Education 162 Sunny McMurry Resource Book Draft
it is difficult sometimes to engage students with special needs, allowing children to choose their

own animals based on their interest would connect them with the lesson.

Method:

Teacher: “Okay boys and girls. Recently, we have been working on learning about phonics and

syllables. We have been breaking up words into their different syllables. This helps us learn to

read the words. Today, we are going to try an activity called “Multisyllabic Words

Manipulation”. Multisyllabic words are words that have more than just one syllable. We are

going to take syllables of words and put them together to make full words. I have divided words

into their different syllable parts and placed them on note cards like this.”

*Hold up three note cards whose syllables create a word. For example, three note cards that say

“fan”, “tas” and “tic”.*

“Each of these three note cards can be put together to make the word FANTASTIC. It is kind of

like a puzzle, though. In order to create the right word, I had to find all three note cards that had

the three syllables of the word fantastic. Now we are going to play a game as a class with these

note cards. I am going to write two and three-syllable words on the board and all of these words

are going to be related to this week’s rainforest theme.”

*Write the words: rainforest, monkey, gorilla, biome, leopard, reptile, butterfly, and scavenger

on the board*
CI475 Elizabeth Curtin March 6, 2011
Education 162 Sunny McMurry Resource Book Draft
“I have written the different syllables to these words on note cards just like the ones I showed

you for “fantastic”. For example, in this pile (show pile of note cards) there are cards with the

syllables “sca”, “ven”, and “ger”, and together they make the word scavenger. I am now going to

pass out one note card to each of you. It is your job to find your classmates that have the other

syllables that make up your word. For example, if you get a note card with the syllable “sca”, try

and find your classmates with the other note cards that make up the word “scavenger”.

Remember, some of you will only need to find one other person to make your word, but some of

you might need to find two other people. If your final word is only two syllables, then you only

need to find one other note card to match yours. Once you have created one of the words on the

board, go and tape your note cards under that word.”

*Pass out one note card to each student. Make sure to pass out cards that only require one other

syllable to form a word to less advanced or struggling students. For more advanced students,

give them three-syllable words*

“Please remember, this is not a race. Take your time and find your classmates in order to make

your word. If you need some help, come up and ask me. Go ahead.”

*Allow students ample time to find their “partners” and create their words on the board. If it

seems as though a student is struggling, point out the different words on the board that their

syllable might be a part of in order to guide them in the right direction. After all the words have

been put on the board, have students come sit together in front of the chalkboard. Advise them to

sit near their peers who had the other syllables to their word*
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Education 162 Sunny McMurry Resource Book Draft

“Great job everyone. It seems as though you all have been able to create these multisyllabic

words by putting the syllables together. Each of us is now going to talk about our word and how

you created it. Tell the rest of the class how many syllables you had in your word, if it was easy

or difficult to find your peers with the other syllables, and how you knew that those classmates’

cards finished your word.”

*Allow each group of students to discuss their word and how they created it with the rest of the

class. This will allow students time to reflect on the different syllables and how they can be put

together to create a full word.*

“I want to congratulate you all on how well you did creating these words. You were able to solve

the “puzzle” I created of these words and create these full, multisyllabic words on the board. We

can all see how each word is made up into a variety of syllables, and the word cannot be created

without all the syllables put together. We will continue working on creating words out of

syllables throughout the week by playing this game. Thank you all so much for participating and

I am so proud of the words you were able to create!”

CI475 Elizabeth Curtin March 6, 2011
Education 162 Sunny McMurry Resource Book Draft

Fluency: Grade 1

Choral Reading

Description of Activity: In this activity, the students and the teacher take turns reading the text.

The teacher will group students into groups of 3 to 5 students. The teacher will begin reading the

first sentence, the first group will read the second sentence, and the third group will read the third

sentence, and so on. At the end of the story or poem they are reading, everyone might read

together.

Rationale: I choose to use choral reading to help students develop reading fluency because it

helps students improve their phrasing. As stated in CC.1.R.F.4.b, read on-level text orally with

accuracy, appropriate rate, and expression, children in first grade must develop reading fluency

at their own reading level. As students read aloud in groups, their phrasing improves. With this

comes accuracy and appropriate rate because they are able to model their teacher and read as he

or she does. Also, students are in groups which provide a source of support. Students can look to

other peers for assistance or model after their own fluency rates. Children learn to phrase

sentences as they read together which develops their rate, expression, and accuracy.

Applying this method to students with special needs: In teaching students reading fluency, I

would use a simple book, such as a Dr. Sues’ Green Eggs and Ham, and have the class choral

read. I would begin by putting students into groups and then I would read the first page of the

book. Then each group would read a different page modeling after me and each other. If I had a

struggling reading in special education, I would modify the choral reading by having the students

participate in unison reading. The students and I would read together, rather than having each
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Education 162 Sunny McMurry Resource Book Draft
group read their own page. I would lead the class by making my voice the loudest so students

could model my own fluency. While still a type of choral reading, it is a more modified type to

help struggling readers. If students were still having difficulty, I would modify the activity even

more and use echo reading. With this modification, I would read a page with good phrasing and

fluency, and the students would read the same material back aloud. If the students were

struggling, I would repeat that page. If the class read the page with effective fluency, I would

move onto the next page.

Method:
Teacher: “We have recently been talking about different animals and their characteristics. Today

I have brought in a book called The Three Little Pigs.”

*hold up book and show front and back cover*.

“This is a book about two animals we have talked about this week, a wolf and three pigs. In this

story the wolf terrorizes the three little pigs and he blows all of their houses down. Each of their

houses is made of a different material. Like we have talked about different characteristics of

animals, each house in this story has as different characteristic. One is made of sticks, one of

bricks, and one of straw. Everyone please come to the carpet so I can read you this story. “

*waits for children to come to the carpet, then read the story all the way through one time

pointing out the different animals and the houses’ characteristics*.

“Okay everyone, I am going to group you into groups of three or four students. Each group will

get a copy of the book, and we are going to try an activity called choral reading.”
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Education 162 Sunny McMurry Resource Book Draft
*group students into groups of three or four and assign them each a number*

“Okay, I am going to read the first page, and group one will read the second page, group two

will read the third page, and so on. Here we go.”

*Teacher reads the first page then allows the first group to read the second page and so on.*

“Now that we have all practiced reading aloud, we have all practiced our fluency. By doing

choral reading, we each took turns reading aloud and maintain fluency. Reading fluently means

that we read effectively at an appropriate rate. While you all were reading as a group you were

practicing phrasing your sentences and reading aloud successfully. You all did a very nice job.”

Elaboration with Reader’s Theatre on Choral Reading:

“Now we are going to continue to practice our reading fluency by doing an activity called

readers theatre. I am going to give each group a play with a different version of The Three Little

Pigs story. Once your group gets their play, please assign roles to everyone. Each group member

should have at least one role to read. I will give you some time to practice in your group acting

out and performing your assigned role. I have put props in the corner, and you are able to use any

of the props you would like during your performance.”

*Pass out a copy of a different Three Little Pigs play to each group. Allow children to assign

roles to every member of the group. Give students 25 minutes to practice their play. Modify

plays so the words in the play are at the children’s appropriate reading level*
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Education 162 Sunny McMurry Resource Book Draft

“Now it is time to perform your play! Each group will have a chance to perform, and while a

group is going, you will each have a copy of their play at your desk. If a student struggles with a

word, we are going to help them by reading the word out loud as a class. They will then echo

what we have said.”

*Pass out a copy of the performing group’s play to each student. When a student gets stuck on a

word, encourage their classmates to assist them and then have the struggling student repeat the

word. Allow every group a chance to perform their play before ending the activity*

“Great job everyone! You all did an amazing job while we did coral reading of The Three Little

Pigs, and then you all helped each other so nicely during readers theatre. We now all know the

story of The Three Little Pigs and even the different versions of the story. We have seen the

different characteristics the pigs, wolf, and the houses have and have learned so much about

different types of animals. Thank you all so much for being such great students and participating

in this activity”
CI475 Elizabeth Curtin March 6, 2011
Education 162 Sunny McMurry Resource Book Draft
Vocabulary: Grade 1

Word Sort

Description of Activity: In the word sort activity, students divide vocabulary words into different

categories. These categories can be based on characteristics, types, or attributes of the different

words. Generally, words will come from stories or themes that the students are learning about at

that time. Students take words from the “word wall” in the classroom and separate them into

different categories either on paper, note card stacks, or on the chalkboard. In this activity,

students are generally encouraged to be creative and think of their own categories for the words.

This encourages higher level thinking and analysis.

Rationale: I chose to use the word sort activity because it helps students develop vocabulary

throughout different units and stories. As stated in CC.1.L.5.b, define words by category and by

one or more key attributes, students must be able to distinguish different words by their different

characteristics. Students must also be able to relate these words to other words of similar

meaning or categories. When students must create categories to sort words from a word wall

into, it encourages them to decipher the different meanings and relatable characteristics of that

word. It also requires students to compare words to one another and discover similar or different

types of word meanings. By creating categories to fit words into, students are thinking in depth

about the specific meanings of the words and how they relate to one another. They must discover

the specific attributes of each word and group them into a category with other similar words.

Applying this method to students with special needs: In teaching students vocabulary, I would

have them use the word sort activity to develop their understanding of the words. In a unit on
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Education 162 Sunny McMurry Resource Book Draft
foods, I would put all types of food words on the word wall in the classroom. For example, the

word wall might contain words such as apple, potato, cake, candy, beans, rice, bread, orange,

spinach, ice cream, and other related foods. I would give students note cards with these words on

them and have them sort the cards into different piles however they see fit. For students with

special needs, I would assign them specific categories to fit the words into. Normally, students

are encouraged to create their own categories, but I would modify the activity to meet the

specific requirements of my students with special needs. I might have them separate these words

in categories such as fruits, vegetables, sweets, and breads. Another set of categories I might use

would be healthy, unhealthy, and both. Students would then have to assign each word to a

category based on the definition. We would then discuss the different characteristics of each

word that makes it fit into that category. If students in my class were still struggling, I would put

the categories on large sheets of paper on the blackboard. Then, I would take a note card with a

word and together, as a class, we would pick out different characteristics of that word. Then, we

would decide together what category that word fit under. I would then tape that card onto the

board under the specific category. Allowing students to discuss as a whole class the different

characteristics allows them to analyze the words’ meanings aloud and get feedback from their

classmates. Since it can be difficult to engage students with special needs, having a group

conversation would make the activity more interactive and help them understand words’

meanings on a deeper level.

CI475 Elizabeth Curtin March 6, 2011
Education 162 Sunny McMurry Resource Book Draft

Comprehension: Grade 5

Connection Charts

Description of Activity: In this activity, students make a chart in their reading logs with three

columns: text-to-self, text-to-world, and text-to-text. After reading a story or novel, students

make connections to all three areas. For text-to-self, students make connections to their everyday

lives. For text-to-world connections, students make connections between the story and large

scale world events. Lastly, students make connections between their current and past texts in

text-to-text connections. Students might make a chart in their notebook and write connections on

sticky notes and put them under the appropriate column.

Rationale: I chose this activity because it encourages students to think about the details in their

readings and make connections to various parts of their lives. As stated in CC.5.SL.1.d, review

key ideas expressed and draw conclusions in light of information and knowledge gained from the

discussions, students must be able to draw conclusions after reading a text. By making these

connections, students are analyzing the details they have read about. It encourages students to

think about these details and how they relate to their lives as well as the rest of the world and

other texts. The students must use these details and background knowledge to draw conclusions

and make connections. Through these connections, students are thinking in depth about their

readings and relaying the story onto paper. It allows students to analyze their readings and use

higher level thinking to relate certain details and events to other readings or events. By making

connections to themselves, the world, and other texts, these charts encourage students to think
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Education 162 Sunny McMurry Resource Book Draft
about the reading’s details in a variety of contexts. In order to do this though, students must draw

on background knowledge about the world and other texts to make these connections.

Applying this method to students with special needs: In a unit on the Holocaust, I would use

connections charts when the class read different books. For example, I would have my class read

the book Surviving Hitler by Andrea Warren. While reading the book, students would take notes

in their reading logs about the books. They would be allowed to write any thoughts they had

while reading it. Writing in the reading logs would be open-ended and confidential. After

reading, I would have students make a connections chart in their notebook and use their notes to

make connections between the text and themselves, the world, and other texts they have read.

While this activity might work for some students, I would modify it to help my students with

special needs. Before reading, I would pass out a worksheet that had direct questions and ideas

for the students to fill in while reading. For example, it might say “how did you feel when Jack

was taken from his family” and “how was Jack’s experience similar to other characters we have

read about”. These guided discussion questions would help students with special needs pick out

specific details they can relate to themselves or the world around them. Afterwards, I would have

my students with special needs use this discussion worksheet to fill in a connections chart. For

example, they would be able to make a connection of text-to-self after answering the question

“how did you feel when Jack was taken away from his family”. They would be able to connect

this to a time they felt a similar way. This modification would allow for guidance while reading.

It would give students some key ideas while still allowing them to make their own connections in

the end. If students were still struggling, I would have my students create a connections chart as

a class. After reading and filling out the guided reading worksheet, I would have the entire class
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Education 162 Sunny McMurry Resource Book Draft
discuss ways this text connects to the world, themselves, or other texts they have read. We would

fill out one large connection chart on the chalkboard. This modification would allow students to

gain ideas from their peers and be guided in the right direction to make real-world and text

connections.