Example of Teacher-Generated Sound Chart to Help Emerging Readers with Phonics
|Dolch Phonetic System Classroom Materials Organization
- Use a plastic file cube to store materials. One hanging folder for each Dolch list will hold all of the game and practice materials. Add a 2nd hanging files for each Dolch list to hold flashcard sheets to give to a student when he/she moves to a new Dolch list. The student takes this list home for practice. Keep your record binder in the cube too.
- It might be helpful to print the materials for each list in a particular color. This makes it easy to get stray flashcards and other materials back into the correct folder.
- laminate or use clear contact paper on the flashcards. Laminate or contact the whole sheet before cutting. This helps, because the students love to review with them and they can go home once completed for additional review.
- Game boards, bingo cards etc. can be laminated or placed in plastic sleeves. Three hole punched plastic sleeves are very cheap at Costco. They are actually a much cheaper and a faster way to protect the game boards. (I hole punch the cards to and put on ring sometimes for the students.)
- Give each student a practice booklet to keep. The student brings the booklet to testing sessions. The teacher can write helpful hints in the booklet for the student and “stamp, star or sticker” completed lists.
||Record Keeping:Maintain a pocketed binder for student and class records.Store testing lists and or testing flashcards in the pocket of the binder.Maintain individual records, a class graph, and a status of the class.
Test each student every week or two. They will “bug” you to test them. As a teacher, you will begin to see their confidence rise. In a regular classroom setting, teachers can grab a couple of minutes here and there for testing: during SSR, during an art project, while at the computer lab or library etc. Regular testing does not have to be
built into the schedule.
I prefer to do my own testing, so I can observe errors and help the student by giving little individual mini-lessons. If you use an aide or volunteer to test, make sure you demonstrate to them how you want your testing done. You are seeking automatically with the words. If the student takes more than a count to 5 to read the word, he/she doesn’t know the word well enough.
Dolch List 1
|the to and hea
||I you it ofin
||was said his thatshe
||for on they but had
|at him with up all
||looks her there some
||out as be have go
||weak then little down
The blends are: bl cl, fl, gl, pl, br, cr, dr, fr, gr, pr, tr, sk, sl, sp, st, sw, spr, cr, str
The vowels are: a, e, i, o, u,
The students will read word cards with accuracy.
• Word cards with words that contain familiar spelling patterns (or blends, rimes, digraphs, etc.)
Tell the students that they will be reading cards with familiar word patterns. Then,
1. Ask a student to read the first word card. Give the student no more than three seconds to answer.
2. If the student reads the card correctly, place it face down on the table. If the student cannot read
the card, tell him or her what the word is, emphasizing the pattern, and place the unread or misread card in front of the student.
3. Show the following word card to the next student, repeating step 2. Repeat until all word cards have been read or given to students.
4. Have the students who have cards in front of them attempt to read those words again. If they are able to read the card quickly and easily, take it back.
5. If a student misreads any words again, have the student keep the card and ask him or her to practice reading it.
To check for comprehension, ask students to use each word in a complete sentence.
Instead of using word patterns, use cards with sight words written on them, and have the students use the words in sentences.
This is a great activity for parents to use with their emerging readers at home too. There are many weeks left to summer, Happy Reading!
May we seek knowledge in all things,