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Mirror/Mirror
Phonemic Awareness: Isolating and Identifying Phonemes
This technique is highlighted on the Creating Strategic Readers DVD/VHS series.
Purpose: To identify and demonstrate positioning of the mouth, lips, and teeth with isolated
sounds
Level: Emergent (Adaptations for Early and Transitional) ELL Technique: Yes
Multiple Intelligences: Visual/spatial, verbal/linguistic, logical/mathematical,
bodily/kinesthetic, interpersonal, intrapersonal
Materials: Text, hand-held mirrors; For Adaptation: camera, objects, basket, recorder or order
Mouth It strips from CSR @ www.ValerieEllery.com
Procedure:
1. Select a word from a text and say it, isolating the beginning sound. With hand-held mirrors,
have students practice positioning their mouths to say the sound you isolated. Suggested teacher
talk might be, How do you position your mouth when you start the word _____?
2. Have partners describe to each other what they notice happening to their mouths when they
say a certain sound. Suggested teacher talk could be, Describe the position of your mouth for
that sound.
Adaptation for Early Readers: Take and print close-up pictures of students positioning their
mouths for a variety of sounds. Place several of the highlighted pictures at a center .Collect items
that correlate with the sounds in a basket. Have the students select an item, check the position of
their mouth in mirror, and then place an object under a corresponding picture to create a graph.
Adaptation for Transitional Readers: Students use mirrors to check the positioning of their
mouth for vowels as they reread their own writing. For example, use the word penguin and have
the students reflect on the syllables in the word. Have them determine what vowel sound they
hear in the first syllable and note position of mouth in their mirror. The short vowel i in the word
penguin has more of a smile position than the first syllable short vowel e in penguin, which drops
the chin a little more than the i vowel position. Have students place their hand under their chin
while looking in their mirror to feel and see the difference between the two vowels as they say
them.
Think Sounds
Phonemic Awareness: Isolating and Identifying Phonemes
This technique is highlighted on the Creating Strategic Readers DVD/VHS series.
Purpose: To isolate, identify, and match beginning and ending sounds in words
Creating Strategic Readers: Techniques for Developing Competencies in Phonemic
Awareness, Phonics, Fluency, Vocabulary, and Comprehension, 2nd Edition (2009). Valerie
Ellery, International Reading Association.
Silly Segmenting
Phonemic Awareness: Segmenting Phonemes
This technique is highlighted on the Creating Strategic Readers DVD/VHS series.
Purpose: To separate individual units of sounds in a word and demonstrate sounds
through a tangible representation
Multiple Intelligences: Visual/spatial, verbal/linguistic, logical/mathematical,
bodily/kinesthetic
Materials: Text, clay
Procedure:
Stretch It
Phonics: Synthesizing
Roll-Read-Record (RRR)
Phonics: Analyzing
Purpose: To focus on a word and analyze it for the specific parts within the word
Level: Transitional ELL Technique: Yes
Multiple Intelligences: Visual/spatial, verbal/linguistic, bodily/kinesthetic, interpersonal
Materials: Roll-Read-Record reproducible (see CD), text, large and small number cubes (e.g.,
dice)
Procedure:
1. After reading a text, have students roll a number cube and then search for a word within the
text that has the same number of phonemes, syllables, and so forth as the number on the cube.
2. Students can use the hand push technique described in Chapter 2 to push out the analyzed
parts as they determine the placement of their word on the graph and record on the Roll-ReadRecord reproducible. Suggested teacher talk, Look at your word and think about how the word
is designed. Push out the parts of the word.
Creating Strategic Readers: Techniques for Developing Competencies in Phonemic
Awareness, Phonics, Fluency, Vocabulary, and Comprehension, 2nd Edition (2009). Valerie
Ellery, International Reading Association.
EyeVoice Span
Fluency: Phrasing
This technique is highlighted on the Creating Strategic Readers DVD/VHS series.
Purpose: To recognize and demonstrate the value of forward eye movements when reading
Level: Early (Adaptation for Transitional) ELL Technique: No
Multiple Intelligences: Visual/spatial, verbal/linguistic, body/kinesthetic, interpersonal
Materials: Texts, overhead projector, passage of text on transparency; For Adaptation: Teacher
Talk Phrase Cards (see CD)
Procedure:
1. With the class, begin to read aloud a story or passage placed on an overhead transparency, or
on a visual presenter where all the students can see the text
2. Just before finishing reading a sentence or paragraph, turn off the overhead projector or
remove text from under the visual presenter. Suggested teacher talk could be, Where are your
eyes looking to next?
3. Have students demonstrate how they can still say the next few words from the passage right
after the text is removed.
4. Discuss why this happens (i.e., because of the distance students' eyes were ahead of their
voices). Suggested teacher talk might be, Try to 'push' your eyes forward ahead of your voice.
Adaptation for Transitional Readers: Have students work in A/B pairs (A = teacher role and
B = student role). The A partner listens to the B partner begin to read from text. Using the
Teacher Talk Phrase Cards, partner A randomly places the strip over partner Bs text and then
flips the strip to model phrasing teacher talk. Partner B responds to the teacher talk presented.
Have partners discuss process and then reverse roles. (Blevins, 2001)
Beam Reading
Fluency: Pacing
This technique is highlighted on the Creating Strategic Readers DVD/VHS series.
Purpose: To track and observe reading rate using a light
Level: Early
Reflection Connection
Vocabulary: Associating
This technique is highlighted on the Creating Strategic Readers DVD/VHS series.
Purpose: To connect words that relate to one another and determine relationships among the
words
Level: Transitional (Adaptation for Fluent) ELL Technique: No
Multiple Intelligences: Visual/spatial, bodily/kinesthetic, interpersonal
Materials: Text, note cards; For Adaptation: Reflection Connection reproducible (see CD),
Puzzle Piece reproducible
Procedure:
1. Prior to reading a selection, choose and record 10 words or phrases from the selection. The
first 5 words or phrases should be from the selected text; the other 5 should be from the text also,
but they should relate in some way to the first 5 words (e.g., sleep/night, dirty/torn).
2. Create two sets of word or phrase cards, one set for the first 5 words or phrases, and one set
for the second
3. Divide students into two groups and give each student a word or phrase card from the set (if
you have more than 10 students, let the students work in pairs or small groups).
4. Have students read their word cards and work together to determine which words or phrases
connect and, if so, how the words connect. Suggested teacher talk could be, What connects all
these examples together?
5. Ask the two main teams to record their predictions to share with the class later
Creating Strategic Readers: Techniques for Developing Competencies in Phonemic
Awareness, Phonics, Fluency, Vocabulary, and Comprehension, 2nd Edition (2009). Valerie
Ellery, International Reading Association.
Somebody/Wanted/But/So
Comprehension: Summarizing
This technique is highlighted on the Creating Strategic Readers DVD/VHS series.
Purpose: To organize key information in a story and construct a graphic organizer to
outline the story elements
Multiple Intelligences: Visual/spatial, verbal/linguistic, interpersonal
Materials: Text, paper; For Adaptation: Hula hoops
Procedure:
1. Have students fold a sheet of paper into fourths and write the following headings on
the four sections: Somebody, Wanted, But, and So (Schmidt and Buckley, 1990).
2. Using a story that the students have read, have students complete their individual
charts by writing a statement under each section: Somebody (identify the character),
Wanted (describe the character's goal or motivation), But (describe a conflict that
impedes the character), and So (describe the resolution of the conflict). Suggested
teacher talk could be, How can you use key ideas to condense the information in this
story?
Adaptation for Early Readers: Place four hula hoops on the classroom floor and tell students
that each hoop represents one of the four headings (Somebody, Wanted, But, So).,Have students
stand inside the hoops after reading a story and summarize each corresponding aspect as they
walk through the hoops. Suggested teacher talk might be, Which details are the most and least
significant?
Creating Strategic Readers: Techniques for Developing Competencies in Phonemic
Awareness, Phonics, Fluency, Vocabulary, and Comprehension, 2nd Edition (2009). Valerie
Ellery, International Reading Association.