Enrichment Programme Summer School

July 6 23, 2015

Instructional Routines for Teachers

At the end of summer school, Students should be able to:

A.

Phonological Awareness
-segment spoken word into sound units
-blend isolated sounds

B.

Concept of Print
-copy a language experience sentence with spacing between each word
-copy a sentence accurately from the board (Write, Spell, Read)
-track text (point at each word as they read a memorized text)

C.

Alphabet Knowledge
- identify in isolation all the letters in their names

Scaffolded Spelling
As children carefully stretch out words and attempt to represent the sounds through
invented spelling, they develop phonemic awareness (Righels, 2001).
Procedure:
1.

Begin by choosing three to five words that include letters that the children have
or are currently learning. For instance, if a Grade One class has just studied the
phonemes represented by m, b, s, and t, the teacher might choose the following

words: man, sat, bat, and tab.

2. Introduce the first word and ask the students to stretch it out and listen for the
sounds. During this step, the students put their hands to their lips and stretch the
word like bubble gum, slowly pulling their hand away from their lips while
carefully articulating each sound in the word.
3. Tell the students to stretch the word again, to stop after the first sound of the
stretch, and to think about what letter makes that sound. The students then write
the letter on a white board or half sheet of paper. Next, the teacher directs the
students to stretch the word again and listen for the second sound in the stretch.

They then write the letter that makes that sound. The students repeat this
process for the last sound in the stretch and thus complete their spelling of the
word (This process should be first modelled by teacher).
4. The group repeats this process with two or three more words and then the
teacher and children read the list of words that they have written two times. As
children learn more letter sounds, the teacher can begin to incorporate words
featuring consonant digraphs and clusters.
5. Typically, it takes only a few minutes to write three to five words. Yet in those few
minutes the children have listened for the individual phonemes in words,
reinforced their knowledge of the letters that represent those phonemes, and
practised a deliberate process for invented spelling that they can use while
writing independently. May be incorporated into a daily working with words block
or scattered throughout the day.

Say-It-And-Move-It
Say-It-And-Move-It was the cornerstone of the extremely effective phonemic awareness
intervention researched by Ball and Blachman (1991) and made available to teachers in
the manual Road to the Code (Blachman, Ball, Black, & Tangel, 2000). Say-It-AndMove-It involves moving tiles one at a time from the top of a piece of paper down to a
line at the bottom, saying each corresponding phoneme while doing so (/m/, /a/, /n/) and
then running a finger under the tiles while blending the phonemes to make the word
(man). I like teachers to introduce Say-It-And-Move-It at the same time that they begin
lettersound instruction and to use the activity to reinforce the letters being taught.
Materials: blank letter tiles and tiles with letters of focus, blank paper with horizontal
line drawn across at the bottom.
Procedure:
1. Give students a couple of blank tiles and tiles with the letters that they are
currently learning (e.g., the letters m and b).
2. Announce a two- or three-phoneme word that begins with one of those letters
(e.g., my) and ask the students to find the tile with the letter that makes the
sound they hear at the beginning of the word.

3. The students put the m tile together with a blank tile at the top of their paper and
then move the tiles down while saying each phoneme, using the m tile to
represent /m/ and the blank tile to represent /long i/.
4. Then they run their fingers under the letters while saying the word my. At this
point, the students place the tiles back at the top of the page.
5. Repeat this sequence with other words that either begin or end with the letters
being practiced. For instance, for a session focusing on m and b, the teacher
might give the following words: my, be, bow, mow (using only two tiles because
there are only two phonemes), and rub man, ram, him, mat, bat, tub (using three
tiles because there are three phonemes). For each of these words, the students
use the m or b letter tiles to represent the /m/ and /b/ phonemes and the blank
tiles for all other phonemes.
6. It is important that the children practise hearing the target phonemes at the
beginning and end of the words. I recommend that you do Say-It-And-Move-It
daily in small groups as a part of a series of fast-paced lettersound activities.
2. Learn at least 16 new sight words
Focus: Sight word Instruction (target sight word)
1. Phonemic Connection:
a. Say word and let pupils repeat after you. Then direct pupils to say word, get
their mouths ready and listen for the first sound that comes out. Elicit sound
from pupils.
b. Say word stretching out sounds and have pupils repeat. Let pupils tell the
number of sounds heard.
2. Graphemic Connection:
Spell, Write and Say word on the board verbalizing strokes allow
pupils to recite strokes as you write.
For example: /he/ is the word being taught. Which letter is making
the /h/ sound. Have pupils underline the pertinent letter.
Do a graphic representation by drawing arrows to map the letter/s
making each sound to a letter tile point out that each letter makes a
sound and its not a tricky word (if there is not a one to one match with
letters and sounds ex, she explain that its a tricky word because shtwo letters make one sound). Run finger beneath the letter tiles and
demonstrate blending sound with pupils.
3. Sensory Connection:

Direct pupils to point, spell and say the word /he/ Ex. h-e /he/ while
pointing to the word on the board. Demonstrate Write, Spell and Say
word on the board and direct pupils to do the same in their books or
on word cards.
4. Semantic Connection:
Give a sentence or examples to explain the word Ex: When we are
speaking English, we use the word he at the beginning of a sentence
to talk about a male. He is Roy. He is a black boy. He is seven
years old.
Direct male pupils to stand and introduce self. For example: I am
Tom. Ask class to respond by saying He is Tom. Think of a sentence
with the word he and tell it to their elbow partners (person sitting
beside them).
Elicit a few of the sentences from pupils.
5. Syntactic Connection:
Say youll learn how to write down sentences that you think up with the
word /he/ Think: Elicit sentences from one pupil.
Say:
Count:
for

Have pupils repeat the sentence.

Then direct pupils to repeat the sentence while putting up a finger
each word. Elicit the number of words in the sentence.
Then proceed to write sentence on board by having pupils tell you
which word to write first; ask pupils if they can spell the word if so

Write:
tell

them to spell it slowly so you can write it down; spell write and say
word on the board;
Run finger under each word printed on the board and read word;
direct pupils to read word as you run your finger along the letters of
the word.
Ask pupils for word that will come next repeat until all words are
written then point out the necessary punctuation mark. As words

Read:
Write:
are

added read back all previous words plus the newly added word.
When sentence is completed add punctuation mark pointing this
out

to children and read entire sentence with pupils while running finger
under each word.
Then question pupils on the structure of the sentence. Example: Ask
who is the sentence about? What word in the sentence represents the
person? What is the sentence saying about him? Is this sentence true
for you too? Say the sentence to make it true for you. What word
should be replaced and added?

6. Sensory Cognitive Connection:

Write a word that has something in common with the new word, onset
or preferably rime, beneath the new word. For example: he write me
beneath direct pupils to tell which letter and sounds are the same and
different in the two words, Ask which letters are the same e which
sounds do they make? /e/ which letters are different m and h which
sound does h make /h/ which sound does m make?
7. Blending
Direct pupils to sound and say the target word /he/run finger along to aid
blending. Then do the same for the new word /me/
8. Direct pupils to spell and say both words. For example: h-e/he/ me-e/me/
9. Direct pupils to read each word as you point to it.
Extended practice:
1. Place words on Word Discovery Word Wall and have pupils look for other
words that look like the new word in some way; as pupils find words ask them to
tell which letters and sounds are the same and different in each word, this is an
ongoing activity for 5mins daily review, pupils will look around in their
environment for pertinent words write them down and share with the class. Pupils
may keep a word discovery log /journal in which to collect these words for
sharing. As new words are taught compare and contrast with existing words on
the wall.
2. Write word on word card and sentence on the reverse add to word bank; flash
word and sentence periodically as a game.
3. Have each pupil copy sentence on card; cut away words and play game in
groups: arrange cards in sentence order, play concentration or go fishing game.
Add words to pocket chart for Find Your Fish game.
3. Sit and Listen to a story
- Choose to read a book.

Shared Reading Routine

Materials Needed:

One copy of the book to be read in big book form ( electronic version can be
used if available)
Multiple copies of the book in little book form for individual rereading after big
book has been read

Introduction (3-6 minutes)

Gather children where they can all see the big book.
1. Show and discuss book cover; read title, author, illustrator, and other appropriate
features.
Motivate students by discussing the cover and some of the pages in the book,
but dont give away the entire story. This activates and develops prior knowledge.
Model predicting by thinking aloud to show them how you would do it. For
example: I wonder when this story will take place; I look for words in the title or
information from the pictures plus what I know to help me predict when this story
is likely to occur. I see a bright sun; I know that its sunny in the day; I predict this
story happens in the daytime.
Ask several children to make predictions stating I see and I know I predict
thatRecord these for later use. Record predictions on the board or chart for
later reference. (Model predictions about other story elements such as where,
characters, problem, solution in subsequent lessons).
Read and Respond to the book

Read aloud the book, holding it so they can see each page. Run your finger or
pointer under each word to help develop a sense of left to right orientation,
speech to print match, and other concepts of print. If some children wish to join in
encourage them to do so, though for a first reading many will just listen.
As you read, you may stop to briefly discuss the story or to respond to reactions,
but you should progress through the entire book rather quickly to give children a
sense of the complete story.
At the conclusion of the reading, encourage children to respond, using questions
such as the following prompts:
Were your predictions right?
What did you like in this story?
What was your favourite part?
What made you happy or sad?
Who was your favourite character?
Return to the book, rereading the story and inviting children to read along. Many
will feel comfortable doing this right away, but others may not join in until another
day. After the second reading, many children will say, Lets read it again. When
children are excited and want to reread do it.
After you have read the book again, have children respond, using activities such
as the following:
-talking with a friend about favourite part
-retelling the story to a partner
-drawing a picture about the story and writing a word or a sentence about
it

-drawing and writing about a favourite character

-writing a list of favourite characters
Reread the book at least three separate days for a different purpose each day
Tell children why they are rereading the book example:
REREADING DAY1. Comprehension: to find important characters, to retell story.
REREADING DAY2. Language Use and Conventions: to explore how language
and mechanics are used, rhymes, repetition, verbs, nouns other parts of speech,
full stops, capitalization etc.
REREADING DAY3. Decoding: to decode targeted words, words with phonics or
structural elements being studied, example initial sounds or rhymes.

After completing the rereading of the book, have children complete a response
activity that again draws their attention to the purpose. For example:
-dramatize favourite part, (comprehension), write a group story using the pattern
in the story (exploring language use)
-list words that have the sounds weve been learning (decoding). Target only one
purpose per rereading.

Choice Reading:
Each day read aloud an engaging story to the class. Then, have children choose their
own books to sit and read for at least 10 minutes. Make the book you have read aloud
available so children can choose it as well. Point out the name of the author. If you have
other books by the same author, direct pupils to them in case they want to choose
books from the same author.
After reading allow pupils to discuss the story read with a partner.

B. Concept of Print
-copy a language experience sentence with spacing between each word.
-copy a sentence accurately from the board (Write, Spell, Read)
-track text (point at each word as they read a memorized text)

Written Dictation and Cut-Up Sentence Routine

1. Have students recall a sentence or phrase from a familiar piece of text. The Sentence
might come from a poem, nursery rhymes, picture prompt or experience the group has
together.
2. All students repeat the sentence. Next, they slowly say each word of the sentence
while putting up a finger for each word spoken. They then tell the number of words in
the sentence.
3. Students dictate each word of the sentence so that the teacher can write it on the
board.
4. Teacher spells and writes each word of the sentence on the board modelling through
think aloud the conventions of writing (left to right progression, return sweep, capital
letters and full stops).
5. Teacher sweeps finger beneath each word written on the board and instructs
students to read. Students read each word after teacher has written. This is repeated for
each word added until sentence is completely written then entire sentence is read and
end mark is discussed and added.
The procedure for the written dictation is as follows:
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
k)
l)
m)

Students give sentence

All students repeat sentence
All students say sentence slowly as they put up a finger for each word spoken
Students tell number of words in sentence
Students dictate each word of sentence so teacher can write
Teacher spells as she writes each word elicited from students
Students read word number one as teacher sweeps finger beneath it.
Teacher elicits word #2 from students
Teacher points out the need for space between word #1 and 2 and spells as
she writes word number 2
Teacher sweeps finger beneath word number 1 and 2 as students read.
Students dictate other words in sentence and number 9 and 10 are repeated for
all words until sentence is completely written.
Teacher and students decide on end mark. This is added and sentence read a
final time.
Have students copy the sentence onto individual sentence strip.

6. Have pairs of students take turns reading the sentence to each other while sweeping
index finger beneath each word on the strip. (Teacher observe and note students who
need help with word boundaries on the page, accurately pointing to the correct word as
they read).

7. Students are next asked to cut apart each word and reconstruct the sentence. Hand
out scissors and call out each word as the children cut it apart. First model for emergent
readers as the spaces between words might not be so obvious to them.
8. Place words in envelope with the sentence written on it. These can be sent home
with children to reassemble as homework. Children can illustrate the sentence and
paste the words beneath the illustration.
Other Related Activities:
1. Leave words and strip in a pocket chart; children can arrange sentence in
edutainment time.
2. Be the Sentence: children can rebuild familiar sentences by pretending to be the
words themselves. Write each word from the sentence onto a large card. Give
each word to a child, naming it for him or her. For example Kim, you are the
word Humpty. Ask children to work together to arrange themselves into the
sentence. Have another child read the sentence to check the direction and order.
Leave the words out for children to practice on their own.
3. In groups, play Go Fishing.
4. Sort words.
5. Compare letters in pairs of words.
6. Create new phrases with words.
7. Play flash card game.
8. Play I have who has game.

C. Alphabet Knowledge
- identify in isolation all the letters in their names
Name Game Routines
1. Name Bingo
Materials:

Each childs full name written in bold letters on a strip

26 letter cards, one for each letter of the alphabet
Counters/ bottle caps or buttons

Object of Game: to cover all letters in their name. The first person to do so is the
winner.
Procedure:
1. Have each child take his/her name strip from among the other strips displayed in
a pocket chart or on a table
2. Show each letter card from a box call the name of the letter and ask pupils to find
and cover that letter if it s in their name.( A pupil may have more than one of the
same letter ;all should be covered).
3. Continue until someone has covered all letters. That person should say bingo.
4. The person who covers all letters displays his or her name card and everyone
spells out the letters.

Childrens Name Lesson

Materials: Prepare a card for each child on which his or her name is written in neatly
executed letters. Put all the names in a box or gift bag. Have additional blank cards
ready to be cut apart as described. A pocket chart is handy for displaying the letters.
Procedures:
1. Each day, with great fanfare, a name is drawn and becomes the name of the day.
The teacher begins with a very-open ended question: What do you notice about
this name? children will respond in all sorts of ways depending on what they
know about the letters: Its a short name. It has three letters. It starts like
Taneeshs name. It has an o in the middle.
2. Next children chant or echo the letters in the name as the teacher points to each
one. A cheer led by the teacher is lots of fun:
Teacher: Give me a T.
Children: T
Teacher: Give me an O.
Children: O
Teacher: Give me an M.
Children: M
Teacher: What have we got? Children: Tom
3. On an additional card, the teacher writes the name of the child as the children
recite the letters again. Then the teacher cuts the letters apart and hands out the
letter to children in the group. The children are then challenged to put the letters
back in order to spell the name correctly. This can be done in a pocket chart or
on a chalkboard ledge. After several repositions, the cut-up letters are then put
into an envelope with the childs name and picture on the outside. The envelope
is added to the mane puzzle collection. Children love to pull out their friends
names and put them together.

4. All the children in the group should attempt to write the featured name on
individual whiteboards, chalkboards, or pieces of paper. This is an opportunity to
offer some hand writing instruction as you model for the children. Discuss the
details of direction and movement of letters formation as the children imitate your
motions.
5. Each day the featured name is added to a display of all the names that have
come before. Because they are displayed in a pocket chart, they can be
compared to previous names and used for sorting activities.
Sort names by the number of letters or syllables.
Sort the names that shape particular letters; for example, find all the names with
an e in them.
Sort the names that belong to boys or girls.
Sort names by alphabetical order.
Variations: Create a permanent display of the names and encourage children to
practise writing their own and their friends names. If you have a writing centre, you
might put all the names on index cards in a box for reference. Children can be
encouraged to reproduce names not only by copying the names with pencils, chalk and
markers, but also with rubber stamps, foam cut-out letters, link letters, or letter tiles. The
display of childrens names becomes an important reference tool during writing.