10 Jul Follow The GUIDED RESPONSE TO The Two CLASSMATES
Guided Response: In addition to responding to your instructor’s comments and questions, respond to at least two of your peers. How would you enhance the activities? Do you think the activities supported the text and anchor standards? Suggest any changes or improvement.
| Victoria |
Here are the three word study activities/games I have chosen
1. Pick up sticks
Played with two to four students, Pick Up Sticks requires a set of popsicle sticks with words to be practiced written on one end of each stick. One stick has the word ZAP! written at the end. All sticks are placed word‐end down, into a can, cup, or some other opaque container. Play begins with one student pulling a stick up from the container. If the player can pronounce the word, he or she gets to keep the stick. If the word cannot be pronounced quickly it must be returned to the container. In turn, each player pulls one stick at a time. Play continues until the ZAP! stick is pulled. At this point, the player with the most sticks is the winner. Students love the suspense that develops as the number of remaining sticks becomes smaller and smaller. (Rasinski,T. & Padak, N.D., 2013)
2. Match (Concentration)
Match is another word card game and is best played in pairs. Two word cards are made for each word used in the game. Usually, between 10 and 15 words (20 to 30 cards) are sufficient. Students can make word cards from a clean deck of 3 × 5 cards, or they can be drawn from students’ personal word banks. If drawn from word banks, the cards need to be marked for easy return to the owner, and players must ensure that each card has a match. The card deck is shuffled and laid out in a grid, face down. Students take turns turning over and pronouncing two cards at a time. If the two word cards match, the student wins the pair and selects another two cards. If the cards do not match, the cards are turned back over and the next player takes a turn. Play continues until all cards have been matched. Players count the cards they have accumulated, and the player with the most cards is the winner.(Rasinski,T. & Padak, N.D., 2013)
3. Word Search
I would make up a word search for the students to find words within a series of scrambled letters that in it will be ten words hidden that they will have to find. Words will be words that we are learning in class and they will have a time limit of five minutes to find the words.
CCSS.ELA-Literacy.CCRA.R.4 CCSS.ELA-Literacy.CCRA.R.7
Rasinski, T. & Padak, N.D. (2013). From phonics to fluency: Effective teaching of decoding and reading fluency in the elementary school. NJ: Pearson.
Common Core State Standards Initiative. (2012). College and career readiness anchor standards for reading.Retrieved from http://www.corestandards.org/ELA-Literacy/CCRA/R
Root
For the Read-Aloud/Think-Aloud activity, I chose the book All About Corduroy, written by Dan Freeman. I would choose some vocabulary words from the story that may be unfamiliar to some of the first graders that I work with, and make worksheets for them, using one of the websites that is available to teachers at my school. The anchor standard that I chose that will be met is: CCSS.ELA-LITERACY.CCRA.R.1 (Reading closely to determine what the text says explicitly and making logical inferences from it; citing specific textual evidence when writing or speaking to support conclusions drawn from the text.)
Word Scramble:
The chosen vocabulary words would be listed on a page, each one scrambled up and the students would have to put the letters in the correct order to make the words.
Crossword puzzle:
The vocabulary words would be listed on the board, with their meanings. These meanings would be short and to the point, so the students would not get confused on what they are supposed to remember from them! They can find the number that coordinates with the word in the list, then fill in the boxes in the crossword to make the puzzle. This would be good strategy to see who can use their skills to master this concept.
Missing letters:
The words are listed at the top of the page, spelled correctly. The students then look down the page, and find the words with missing letters. They have to fill in the missing letters to complete the words.
References:
Rasinski, T. & Padak, N.D. (2013). From phonics to fluency: Effective teaching of decoding and reading fluency in the elementary school. Saddle River, NJ: Pearson.
Common Core State Standards Initiative. (n.d.). College and career readiness anchor standards for reading. Retrieved from http://www.corestandards.org/ELA-Literacy/CCRA/R
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