1.  Guess the Word? - Word segmenting + blending - stretch out a word, then show several pics and have students guess which it is

2.  Making Words - give children paper or magnetic letters.  Students have to listen for the sound to make each word.  "Spell c/a/t", now change the /c/ to a /r/, now add a /s/ to the end.  Impt to see letter placement, silent e,

3.  Elkonin Boxes for Phonemic Segmentation

4.  Sound substitution - say "baker" without the /b/

say chef without the /ch/

1.  Elkonin Boxes with sounds

2.  Word Sorts flashcards by rime, digraph, word families, same B/M/D sound

3. Letters on the board - teacher puts specific letters on the board, then asks students to spell the words she says with only those letters on their personal chalk boards.  Then holds them up for viewing.  good for lrg or small groups

1. Meaning/Structural/Visual or Grapho-phonemic:  Does it make sense? Does it sound right in the sentence? Does it look right?

2.  Chunking multisyllabic words - Can use Making Words strategy - use /-ake/ to make "lake, snake, rake" etc.

3. 

***Make sure students know their sight words!!!

1.  Look at pictures

2.  Sound it out!

3.  Look at beginning/ending letters

4.  Look for smaller, familiar words inside bigger word

5.  Go back and reread

1.  Word Bank (academic) and Word Walls (alphabetical for high-freq)

2.  Making Words - give a 5-8 letter word.  See how many words they can make using just those letters, remind them to use correct spelling patterns

3. 

1.  Graphic Organizer for vocab aka Word Map (def, part of speech, synonym, antonym, used in student's own sentence).

2.  Younger:  Word Bank/Journal 

Older:  Morphology, etymology, Latin or Greek roots, affixes

3. Concept Sort (closed=teacher provides categories; open=students do) - take vocab from unit, book, theme and ask students to sort according to categories

****Jeopardy with academic vocab as reminder

1. Guided practice - all read same book in a small group.  Teacher guides with comprhension questions throughout: "Why did Juan buy the eggs?" "What did Marnie learn to ride?"

2. Timed reading to check for CWPM, then

Repeated readings - reread same passage/book to gain automaticity/fluency

3.  Reader's Theater - fluent students model their good reading; those who need help gain repeated readings and learn to inject intonation/inflections.  pros = shorter passages

Comprehension Skills

1.  Think aloud/Self-monitor as you read thru text, rereading when necessary (teacher models mental processing of print)

2. Story Mapping - setting, characters, problem, solution - teaches to pay attention to main themes/ideas of the text and story structure

3.  Comp. Fix-Up strategies - Use pictures/context clues, ask questions, go back and reread, summarize and retell, make predictions

4.  Guided Practice using strategies above

Writing Skills