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Skills: Teaching and Reinforcing Literacy Skills Carol Nichols, Metropolitan State College of Denver, firstname.lastname@example.org. Using whole pieces of text to provide the foundation for skill lessons and skill practice activities. Why use a whole piece of text as the foundation for skill lessons?.
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Using whole pieces of text to provide the foundation for skill lessons and skill practice activities
Students should be able “to see the connections between word attack instruction and creating meaning when they read.” Harp, Bill. “Why Aren’t You Using the Phonics Workbooks?” The Reading Teacher. International Reading Association, 1/89, p. 326.
Phonics instruction “should be an outgrowth of ongoing reading activities, not something done apart with separate materials.”Harp, Bill. “Why Aren’t You Using the Phonics Workbooks?” The Reading Teacher. International Reading Association, 1/89, p. 326.
Little Charlie Chipmunk was a talker. Mercy me!
He chattered after breakfast and he chattered after tea!
He chattered to his father and he chattered to his mother!
He chattered to his sister and he chattered to his brother!
He chattered till his family was almost driven wild!
Oh, little Charlie Chipmunk was a very tiresome child!
“While the process may be broken down to examine the individual pieces, before the instruction ends the process should be ‘put back together’ so that children see the the relationships between the parts and the whole.” Harp, Bill. “Why Aren’t You Using the Phonics Workbooks?” The Reading Teacher. International Reading Association, 1/89, p. 326.
Sample words from the I Love Cats text:
miceI Love Cats can be used for the vowel generalization VC final E,
Some teachers collect and categorize their children’s and adolescent trade books according to skills that could be taught from text in the book.
On the next two slides is a sample of one teacher’s categorization system.
The source of this work is unknown.
Some of the abbreviations used by the teacher to categorize books according to skills and type of content: Al=Alliteration, H=Hyperbole, I=ImageryC=Circle story, NP=Narrative poemA=Antonyms, H=Homonyms
Method #2: Teachers can write short passage using multiple samples of words that contain the phonic element to be taught or practiced. Samples are on the next several slides.
A sample of a teacher-written passage to practice punctuation and capitalization is on the next slide. The 4th grade students had read If You Say So, Claude by Joan Lowery Nixon. The teacher pulled out a selection from the story for this worksheet.