streamlined instruction accelerated achievement

Dr.

Mar

nie

Gins

berg

streamlined instruction accelerated achievement

Advanced Phonics

Written and Developed by Marnie Ginsberg, PhD

© 2016 Reading Simplified

CVC to CCVC Words

The /oa/ Sound

First Grade


o

oa oe

o-e owGo

the boat to Joe.

home to show

The /oa/ Sound Sort It

Sort It list

4

4

Go home to show the boat to Joe.

“robot and mr mole ”from www.starfa l l .comi s a goo d /oa/ soun d book

to read .

“Can you remember any of the spellings of the /oa/ sound? Write them on the dry erase board... The key sentence about Joe may help jog your memory. What was that key sentence?...Now let’s read some words that have the /oa/ sound. Can you say /oa---/?” Write 1 word at a time on the dry erase board or

read off this page. If you use a dry erase board, use a different color to represent the /oa/ sound. Help student to use Blend As You Read method. Ask him to decide where that spelling of the /oa/ sound belongs. Finally, student should write the word in the relevant column while saying each sound as he writes.

boathoeclosethoseno

owngrowshowntoldmost


Read /oa/ NurseryRhyme & Search for the Sound

What would Mary’s lamb do?

2

2

Mary Had a Little Lamb

Mary had a little lamb,Its fleece waswhite as snow;

And everywhere

that Mary went,The lamb was sure to go.

© 2016 Reading Simplified 1

Write It

The /oa/ Sound1

road

grow

old

most

boat

own

hoe

show

Read word - remember they all have the /oa/ sound.Then write each separate spelling in a box, saying each sound as you write. Two letter spellings belong in the bigger boxes.

1)2)


Read & SearchRead /oa/ Story & Search for the Sound

“A Snow Day With Mom” —what do you think the story will be about?” Read story. Afterwards, support student to create a good summary of story. If time allows, have student find each/oa/ sound word and record it where it would belong on the following Sort It page.

A Snow Day With MomBy Laurie Newell

Mom shows me the snow.Yes! I can have fun in the snow.

I can sled in the snow.My sled can go fast!

The wind blows.I have my thick coat,but I still get cold.

I go home.I sip hot cocoa.

Mmm.Thanks, Mom!

3


Search & FindColor in the area where you find /oa/ sound words.

Be careful! Some words have the letter “o” but don’t say /oa/.

5


o

oa oe

o-e owGo

the boat to Joe.

home to show

The /oa/ Sound Sort It

Sort It list

6

6

Go home to show the boat to Joe.

knowsohomeroadcoast

goessnowthoseoldshow

“Can you remember any of the spellings of the /oa/ sound? Write them on the dry erase board... The key sentence about Joe may help jog your memory. What was that key sentence?... Now let’s read some words that have the /oa/ sound. Can you say /oa---/?” Write 1 word at a time on a dry erase board or point to the list on

this page. If you use a dry erase board, use a different color to represent the /oa/ sound. Help student to use Blend As You Read method. Ask him to decide where that spelling of the /oa/ sound belongs. Finally, student should write the word in the relevant column while saying each sound as he writes.


This is an espcially long story. To help your student not get overwhelmed by it, consider offering to read every other line yourself. If time allows, circle as many /oa/ sound spellings as she can. Point to where each would belong on a Sort It page. Be sure to ask her afterwards what Joe and Bo did.

Read & Search It

Toad and GoatBy Micki Ginsberg

Joe is a toad.

He lives on an old yellow boat.

Bo is a goat.

“Can you row that boat?” he asked Joe.

“No! I can swim or float, but I do not know how to row my boat.

“No joke,” said Joe.

“I wish I had a boat,” said Bo.

“You can go on my boat,” said Joe.

7

continued.. .


“Can goats go on boats?” asked Bo.

“You can,” said Joe.

“OK,” said Bo, “so I will go on your boat.”

“Can you row the boat?” Joe asked.

“I can do the goat-paddle,” said Bo.

Joe swam slowly. He showed Bo the way to a cove.

Then Joe and Bo played on the old boat all day until Bo heard his farmer call.

“Bo!” “Bo!”

“Oh, Bo!”

“Gotta go home!” said Bo.

“Come back again,” said Joe.

“OK. I will!” said Bo.

8


Hole Punch It

“Can you recall any of the spellings of the /oa/ sound? The key sentence about the boat and Joe may help jog your memory.” Cut out strips of paper to create 4 strips of 2 rows each. Ask the student to hole punch in the space next to every /oa/ sound spelling. Don’t hole punch out the letter themselves. If you don’t have a hole puncher, they could be marked with a Dot It paint pen or marker. “See if you can get faster as you do each strip.”

Hole Punch the /oa/ Sound Spellings

I f y o u h a v e n ’ t t r i e d t h e m y e t “ s o a p b o a t ” a n d

“ r o b o t a n d m r . m o l e ” f r o mwww.s t a r f a l l . c om a r e g o o d

f o r t h e / o a / s o u n d .

9

9

Switch It Word Lists

a i c d h m n p s t w ch th wh ll ttL e v e l 1List 1

a ic h d m n w

ch ll th

math this in

him

ham

an

mad

had

hid

him

hill

will

win

chin

can

man

sit

sat

that

than

can

which

ham

him dip

sipwhim

a sudden wish

chin

chill

hill

pan

path

tip

with

will

pithcentral idea or essence

tillplowing land or crops

whipto beat into foam

whima sudden wish

whama loud sound

sapliquid in tress; like syrup

Sisshort for sister

Cama nickname

Chana first or lastname

dimless bright or clear

damsomething to hold

back water

thin than

a ic h n m s t

ch th wh

a id h m n p s

ll ch th

a im n p t w

ll th wh


Lev e l 2List 1

a e id g h l m n p s

sh

gas if

ship

rip

mop

bath

gap

lap

lip

dip

dish

dig

pig rod

lappeg

men get

hen

will

well

fell

fed

red

met

God

got lash

dash

dish

fix

fin

bit

fit

hop

hot

dot

dog

fox

fixshinfront part of lower leg

rapknock; or music

Moxa name

illsick

Mega girl’s name

Maxa boy’s name

mix bat

e i od f g m r t w

ll

a id f l m n r p x

sh

a i ob d f g h m

p t xth

o e b r f l g x sh ng ff


u j k qu v ckL e v e l 3List 1

o ub d g j s t

ck th

jug job kiss

hug

hung

tub

but

bug

dug

duck

dot van hit

himgot

sun

cub

cut

cat

such

fan

fun Jim

tick

tuck

rob

rock

hush

rush

rash

jog

song

sung

socktug

gutstomach

Gusa boy’s name

jutto stick out

sobto cry noisily

subsubmarine

vata large tub

huta simple shelter or house

racka frame with hooks

jiga dance

thusbecause of

dockarea for boats to

load/unload

kick rub

a o ub c f j n s t v

ch

i o ug h j k m t

ck ss

a o ub h r s tck ng sh


Lev e l 4List 1

a i o ard k p t z

ch sh

zip yes

yet

part

park

bark

far

am

cart

chat

chart

part

dot

pot

dart

dark

shark

sharp

pet

barn

born

corn

catch

can

match

fork

art

thorn

thin

cat

fat

fort

sortnorth

chart

chin arm

zapto destroychap

term for a man

yamlike a sweet potato

chitas in chit chat

yakan Asian ox

Yorkname of a town

forthonward in time

nornot

Thora Norse god

car

cart

a e ar orc b k m n p s

t ytch

a ar orc f k m n t y

th

a i or arc f n o s t

ch th

ar or y z tch

SWITCH IT WORD LISTSADJACENT CONSONANTS

class truck

tuck

stuck

stick

swim

sting

swing

flat

fit

fill

drill

fat

drip

drop

crop

flap

clap

slam

snack

snap

slimslender

frilla ruffle on clothing

slackloose

CCVCList 1

a i oc d f l p r t

ll ss

step

skin

red

plan

kick

tick

trick

brick

slip flash

rid

grin

bring

fresh

skip

kinrelatives or family

slopfood for animals

clangroup of related families

clash to conflict or fight

Freda boy’s name

fleshskin

Grana name for a grandmother

grida series of squares or

rectangles

stop

a i ul m n p r st w ck ng

e i ob k l n p r

s t ck ng

a e ic d f g l n p

r sh

Mixed Short Vowels

Switch ItIntro

This packet will get you started with theSwitch It activity. Switch It is appropriatefor young learners or anyone whosedecoding or spelling isn’t strong. It targetsmultiple reading skills simultaneously:

- letter-sound knowledge,- phonemic awareness (especially

segmenting and manipulating),- the cognitive flexibility needed for

reading unfamiliar words, and- decoding.

Older students, who lack decodingaccuracy, may even benefit from doingSwitch It with nonsense words, as in frust tofrusp to frisp etc.

Target the level of words that is not easyfor your student. (Most students ages 6and up, for instance, should begin withCVCC or CCVC words, not the likely tooeasy CVC words.)

For an example video of how to do Switch It, see this page:readingsimplified.com/integrate-dont-isolate/

©2016 ReadingSimplified.com

Switch It Procedures

Materials: Board or paper & letter-sound cards/tiles

Select target vowels and other letter-sounds and a relevant chain of words

Display letter-sound tiles at top of board.(Vowels grouped together; consonants grouped.)

“Let’s play the Switch It game. To start with, build the word, ________.”

Run finger along the lines to signify where each sound in the word belongs.

“As you pull the sounds down, say each sound, please.”

“Good. Now try to switch this from ______ to _____.You’ll just need to switch one sound.”

Elongate and exaggerate the sounds in each word as you say them. Also, run yourfinger along the lines to signify each sound in each word.

Define or elaborate the new word briefly. Words likely known to the student canjust be said in a sentence. Any words possibly unknown should be defined andeven used in a sentence.

“Remember to say each sound as you move it.”“It looks good—let’s check it. Say each sound.”

Repeat the Switch It process until unknown letter-sounds are learned or phonemicmanipulation improves.

To download letter-sound cards for Switch It, see this page:http://readingsimplified.com/teaching-letter-sounds/


Switch It Giving Feedback

Here are common errors that students make andways in which you can respond to them:

Student looks like a deer in the headlights and does nothing.

Exaggerate and elongate the sounds in both words and drag your finger along thelines as you slowly say each word:

“We need to switch _______ to _______. First, which sound should we move?”

Student moves incorrect letter-sound.

Tell her what that would be making.

“That would make this word, “‘thpt’.” Grin. “We need tha---t.”

Student moves correct letter-sound card but says incorrect sound as he does it.

“You picked the right picture (or, spelling) but said the wrong sound.This (tap letter-sound card) is /___/.”

Student places the correct letter-sound switch in the incorrect place .

“Good. You picked the right sound, but putting it there would make /amt/.We need /ma---t/.”

Be sure to exaggerate the sound in the word that’s being switched.

Student moves more than one letter-sound to create more than one error to respondto.

Try to control the situation so only 1 error needs to be corrected at a time.

“Let’s go back to what we had….Switch ‘_____’ to ‘_____’.”


Switch It Giving Feedback

Additional Tips for Switch It Feedback

Do not segment words for the student unless all possible scaffolds have not helped.The goal is for the child develop the ability to phonemically segment and manipulatethe Switching sound.

The teacher’s exaggeration and elongation of the switching sound help the childperceive this abstract concept.

Where an error is created, simply tell the child what word or sounds they made.

“You made, ‘mo---sh.’ We want ‘ma---sh.’”

Determine the child’s instructional level for phonemic awareness & phonicsknowledge and select words that target those missing skills.

A good lesson includes student errors or hesitations. A lesson with no errors andspeedily done is not at the child’s instructional level—that’s inefficient.


"This is the missing piece!!! I feel like I've attended one of the bestreading trainings ever and the best part is that Marnie and herteam are here to continue helping. Plus, they have done all the

work for you. There are so many valuable resources and a logicalscope and sequence.

My planning time just got cut in half!! Thank you!"- Ashley W.

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