Word Building - Step 6 Decodable Text

Summary

The 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.