Word Building - Step 6 Decodable Text

SFHS Media Professional

28 Oct 201901:54

Summary

TLDRThe video script outlines a six-step word-building process for teaching children to read. It begins with introducing letters, followed by demonstrating words, allowing students to build words, engaging in silly sentences, dictation, and concluding with a decodable story. The story 'Up at the Map' is used to contextualize the learning, focusing on the short 'a' sound. The script emphasizes interactive activities, such as using a pointer finger and reading aloud, to enhance comprehension and retention.

Takeaways

📚 The last part of word building involves students reading a story to apply previous activities in context.
📖 Teachers can use a story sent home or create their own, ensuring it contains the vowel pattern just practiced.
👩‍🏫 The example story focuses on short 'a' sounds, with a title provided for students to read aloud.
🖐️ Students are instructed to use their pointer finger while reading the title.
📝 The story includes repeated words and phrases like 'map,' 'Matt,' and 'pet' to reinforce the short 'a' sound.
👏 Students practice reading and understanding the story with support from the teacher.
💬 There are six steps to word building: introduce letters, demonstrate words, student builds words, speed round, silly sentences, and dictation.
📘 The final step is reading a decodable story to reinforce the words and vowel sounds practiced.
🧠 Word building is designed to reinforce phonetic understanding through repetition and context.
✅ The process ensures students can apply learned patterns in reading comprehension.

Q & A

What is the final step of the word-building process mentioned in the script?
-The final step is having the students read a story, which helps put all the previous activities into context.
What type of story should be used during the final word-building step?
-A story that uses the same vowel pattern as the one just practiced should be used.
How does the teacher ensure that students engage with the story during the word-building process?
-The teacher asks students to use their pointer finger to follow along with the story and read it aloud.
What is the main focus of the story that was read in the script?
-The story focuses on practicing the short 'a' vowel sound.
Why does the teacher ask the student to read the title of the story?
-Reading the title is a way to engage the student and ensure they are prepared for the story that follows.
What type of sentences or words are featured in the story from the script?
-The story features simple sentences and words that highlight the short 'a' sound, such as 'Matt,' 'map,' and 'pat.'
How does the teacher ensure the student stays focused during the story reading?
-The teacher guides the student by asking them to use their pointer finger and engages them in reading the text aloud.
What are the six steps of the word-building process mentioned in the script?
-The six steps are: 1) Introduce the letters, 2) Demonstrate the words, 3) Student builds the word, 4) Speed round, 5) Silly sentences, 6) Dictation, and finish with a decodable story.
Why is it important for the teacher to use a story with the same vowel pattern as the one practiced?
-Using a story with the same vowel pattern reinforces the phonics lesson and helps students apply what they have learned in a meaningful context.
What is the role of dictation in the word-building process?
-Dictation helps students practice writing the words they've learned and reinforces their spelling skills before reading a decodable story.

Outlines

00:00

📖 Story Reading as the Final Step of Word Building

This paragraph explains the last step in the word-building process, where students read a story to apply the skills they've learned. The teacher can use a provided or self-created story, ensuring it includes the same vowel patterns the students have been practicing. The example given involves a story with the short 'a' vowel sound, guiding students to follow along and engage in reading practice.

📝 Example of a Short 'A' Story

The teacher engages students in reading a story with the short 'a' sound, titled 'Mind Matt.' Students use their pointer fingers to follow along as they read simple sentences involving the short 'a' vowel sound. The text includes repetitive phrases, focusing on words like 'map,' 'Matt,' 'pet,' and 'tap,' reinforcing the vowel sound practice.

🔤 Recap of the Word Building Steps

The paragraph summarizes the six steps involved in word building: introducing letters, demonstrating words, allowing students to build words, conducting a speed round, creating silly sentences, performing dictation, and ending with a decodable story. These steps are designed to build students' phonetic understanding and reading skills in a structured manner.

Mindmap

Keywords

💡Word Building

Word building is a method of teaching reading and spelling that focuses on the relationship between letters and their sounds. It's a fundamental skill for learning to read in English and is central to the video's theme. In the script, word building is demonstrated through the six steps, which include introducing letters, demonstrating words, student practice, silly sentences, dictation, and reading a story. The process helps students understand how to construct words phonetically.

💡Story

A story in this context refers to a narrative text that is used to engage students and provide a context for the language they are learning. The story 'Up at the Top' mentioned in the script is used to apply the word building skills the students have been practicing. It helps to reinforce learning by showing students how the words they've been building fit into a larger context.

💡Pointer Finger

The pointer finger is the index finger, which is used by students to trace words while reading. In the script, it's mentioned as a tool for students to use while reading the story title, which helps them focus on each word and sound, enhancing their reading skills.

💡Short A

Short A refers to the pronunciation of the letter 'a' as in 'cat' or 'map'. It is one of the phonetic sounds that students are learning to associate with written letters. The script specifies that they are reading a story with 'short a', indicating that the focus of this lesson is on words containing this particular sound.

💡Dictation

Dictation is a teaching method where a teacher reads a passage or a list of words aloud, and students write them down. It is used in the script as the fifth step in word building to test students' ability to spell and write words they have learned. This step helps to reinforce the learning of spelling and writing skills.

💡Decodable

A decodable text is one that is designed to be read using the phonics skills that students have been taught. It typically contains words that follow the phonics rules they have learned. In the script, reading a decodable story is the final step in the word building process, allowing students to apply their newly acquired skills in a structured way.

💡Context

Context in language learning refers to the situation in which language is used. In the script, context is created by reading a story that incorporates the phonic sounds the students have been practicing. This helps students understand how the words they learn fit into real-world language use.

💡Silly Sentences

Silly Sentences is a fun and engaging activity mentioned in the script where students create sentences using the words they have been practicing. This activity is part of the word building process and helps students to apply their knowledge in a creative way, making the learning process more enjoyable.

💡Introduce

To introduce, in the context of the script, means to present the letters and their associated sounds to the students at the beginning of the lesson. This is the first step in the word building process and sets the foundation for the rest of the activities.

💡Demonstrate

Demonstrate, as used in the script, refers to the teacher showing students how to pronounce and form words using the sounds they have learned. It is a crucial step in the word building process where the teacher models the correct pronunciation and spelling for the students.

💡Student Practice

Student practice involves the students actively engaging in the learning process by repeating and applying the skills they have been taught. In the script, this is the third step in word building where students build words themselves, reinforcing their understanding and improving their skills.

Highlights

Introduction of letters is the first step in word building.

The teacher demonstrates how to form words using the introduced letters.

Students actively participate by building words from the demonstrated letters.

A 'speed round' activity encourages students to quickly form words.

Silly sentences are used as a creative approach to reinforce the learning.

Dictation is introduced to help students solidify their understanding of the words.

A decodable story is read at the end to put all the learned words into context.

The chosen story uses the same vowel pattern that was practiced during the word-building activity.

Students are encouraged to use their pointer fingers to help with reading and focus.

The title of the story is read aloud to reinforce reading fluency.

Simple sentences like 'I am Pam' and 'We tap the map' are used to match the vowel patterns.

The story provides practical use of phonics skills within a narrative context.

Through repetition and context, students better understand word meanings and sentence structure.

The six-step word-building method ensures a structured approach to phonics.

The entire session concludes with a review of the words learned during the exercise.