Puzzle Words: Difference between revisions
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== | {{Infobox Lesson | ||
| Name = Puzzle Words | |||
| Topic = Language | |||
| Subtopic = Reading | |||
| image = | |||
| Level = [[Primary]] | |||
| Age = | |||
| Preqs = [[Word Lists]] <br> [[Digraph Word Lists]] | |||
| Materials = cards with high frequency words with tricky spellings | |||
}} | |||
In this activity the child reads cards with high frequency words that have tricky spellings. These words are sounded out as much as possible, and the unusual bit of the spelling is pointed out for the child to notice. | |||
== Presentations == | |||
Carry the box of word cards to a mat or table. Place the it in the upper right corner.<br> | |||
Take out the stack of cards and place them in the center of the workspace. | |||
===he, she, me, we, be, the=== | |||
# "Today we're going to read six words that all follow the same rule." | |||
# Point to the letter 'e' in one of the words.<br/ >"They all use this letter to spell the sound /ee/. Let's sound them out." | |||
# "/h/ /ee/, he." | |||
# "/sh/ /ee/, she." | |||
# "/m/ /ee/, me." | |||
# "/w/ /ee/, we." | |||
# "/b/ /ee/, be. This is the way we spell 'be' when we mean 'I'll ''be'' home soon.' If we mean ''bee'' like the insect that makes honey, we spell it with two Es." | |||
#"/th/ /ee/, the. With this word, we sometimes say ''thee'' and sometimes we say ''thuh'' but we always spell it the same way." | |||
=== | ===is, as, his, has=== | ||
''' | # "Today we're going to read four words that all follow the same rule." | ||
# Point to the letter 's' in one of the words.<br/ >"They all use this letter to spell the sound /z/. Let's sound them out." | |||
# "/i/ /z/, is." | |||
# "/a/ /z/, as." | |||
# "/h/ /i/ /z/, his." | |||
# "/h/ /a/ /z/, has." | |||
# "The /s/ sound and the /z/ sound are very similar, so there are lots of words where these letters get switched like this. The same thing is happening with our lips and teeth and tongue when we say the sounds. The only difference is that with the /z/ sound, our vocal cords are vibrating." | |||
# Place your fingertips lightly on the front of your throat. Direct the child to do the same. | |||
# Switch back and forth between saying /z/ and /s/. Ask the child if they can feel their throat vibrating with one but not the other. | |||
===give, live, have=== | |||
The odd thing about these is the "e" at the end. It's there because "v" doesn't occur at the end of words in English. Just tell the child that the child that "v" doesn't ever like to be at the end of words (maybe compare it to not liking to be at the end of the line), but the "e" doesn't mind so it's there to keep the "v" company. | The odd thing about these is the "e" at the end. It's there because "v" doesn't occur at the end of words in English. Just tell the child that the child that "v" doesn't ever like to be at the end of words (maybe compare it to not liking to be at the end of the line), but the "e" doesn't mind so it's there to keep the "v" company. | ||
== Points of Interest == | |||
== Control of Error == | |||
== Variations and Extensions == | |||
==Why the Dolch List is Bad== | |||
''Please'', do not use Dolch Sight Words, Fry's 100 Instant Words, or any of the other standard collections of "sight words" to be memorized. The great majority of these "sight-words" are spelled completely phonetically.<br> | |||
Doing this is no different than using the long discredited "whole-word" method of teaching reading. Even those words that are a little trickier do have phonetic rules that they follow, or at least most of the word can be sounded out. Teaching sight words before children have a solid phonetic foundation gives them the idea that some or all words just have to be memorized. This will cause them more problems in the long run. | |||
===Dolch Words That Are Easy to Sound Out=== | |||
am, at, an, ask, and, can, cat, ran, man, had, fast, grass, hand<br> | |||
egg, let, get, tell, yes, ten, leg, men, red, bed, bell, well, help, best, nest, went<br> | |||
in, if, it, its, him, did, sit, big, six, hill, pig, will, milk, wind<br> | |||
on, off, top, not, got, box, hot, doll, dog, stop<br> | |||
us, up, cut, but, must, sun, run, just, jump<br> | |||
rabbit, seven, robin, upon<br> | |||
===Dolch Words With Standard Digraphs=== | |||
===Dolch Words With Silent e=== | |||
make, came, take, name, ate, cake, gave, game, made<br | |||
here, these<br> | |||
nine, five, white*, like, ride, time<br> | |||
home, those<br> | |||
use<br> | |||
==Material== | |||
===Make Your Own=== | |||
===Where to Buy=== | |||
==Further Reading== | ==Further Reading== | ||
[http://en.wikipedia.org/wiki/Most_common_words_in_English 100 most commonly used words in the English language] (notice that these are not the same as the Dolch word list) | *[http://en.wikipedia.org/wiki/Most_common_words_in_English 100 most commonly used words in the English language] (notice that these are not the same as the Dolch word list) | ||
{{#widget:Affiliate | |||
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<!---Notice that even though the words below have irregular spellings, they are still largely phonetic. Do not tell the children that these words "can't be sounded out and must be memorized." Have the child sound the words out as much as possible and just point out the unusual vowels.---> | <!---Notice that even though the words below have irregular spellings, they are still largely phonetic. Do not tell the children that these words "can't be sounded out and must be memorized." Have the child sound the words out as much as possible and just point out the unusual vowels.---> | ||
Revision as of 10:01, 16 June 2020
| Puzzle Words | |
|---|---|
| Language - Reading | |
| Level | Primary |
| Prerequisites | Word Lists Digraph Word Lists |
| Materials | cards with high frequency words with tricky spellings |
In this activity the child reads cards with high frequency words that have tricky spellings. These words are sounded out as much as possible, and the unusual bit of the spelling is pointed out for the child to notice.
Presentations
Carry the box of word cards to a mat or table. Place the it in the upper right corner.
Take out the stack of cards and place them in the center of the workspace.
he, she, me, we, be, the
- "Today we're going to read six words that all follow the same rule."
- Point to the letter 'e' in one of the words.
"They all use this letter to spell the sound /ee/. Let's sound them out." - "/h/ /ee/, he."
- "/sh/ /ee/, she."
- "/m/ /ee/, me."
- "/w/ /ee/, we."
- "/b/ /ee/, be. This is the way we spell 'be' when we mean 'I'll be home soon.' If we mean bee like the insect that makes honey, we spell it with two Es."
- "/th/ /ee/, the. With this word, we sometimes say thee and sometimes we say thuh but we always spell it the same way."
is, as, his, has
- "Today we're going to read four words that all follow the same rule."
- Point to the letter 's' in one of the words.
"They all use this letter to spell the sound /z/. Let's sound them out." - "/i/ /z/, is."
- "/a/ /z/, as."
- "/h/ /i/ /z/, his."
- "/h/ /a/ /z/, has."
- "The /s/ sound and the /z/ sound are very similar, so there are lots of words where these letters get switched like this. The same thing is happening with our lips and teeth and tongue when we say the sounds. The only difference is that with the /z/ sound, our vocal cords are vibrating."
- Place your fingertips lightly on the front of your throat. Direct the child to do the same.
- Switch back and forth between saying /z/ and /s/. Ask the child if they can feel their throat vibrating with one but not the other.
give, live, have
The odd thing about these is the "e" at the end. It's there because "v" doesn't occur at the end of words in English. Just tell the child that the child that "v" doesn't ever like to be at the end of words (maybe compare it to not liking to be at the end of the line), but the "e" doesn't mind so it's there to keep the "v" company.
Points of Interest
Control of Error
Variations and Extensions
Why the Dolch List is Bad
Please, do not use Dolch Sight Words, Fry's 100 Instant Words, or any of the other standard collections of "sight words" to be memorized. The great majority of these "sight-words" are spelled completely phonetically.
Doing this is no different than using the long discredited "whole-word" method of teaching reading. Even those words that are a little trickier do have phonetic rules that they follow, or at least most of the word can be sounded out. Teaching sight words before children have a solid phonetic foundation gives them the idea that some or all words just have to be memorized. This will cause them more problems in the long run.
Dolch Words That Are Easy to Sound Out
am, at, an, ask, and, can, cat, ran, man, had, fast, grass, hand
egg, let, get, tell, yes, ten, leg, men, red, bed, bell, well, help, best, nest, went
in, if, it, its, him, did, sit, big, six, hill, pig, will, milk, wind
on, off, top, not, got, box, hot, doll, dog, stop
us, up, cut, but, must, sun, run, just, jump
rabbit, seven, robin, upon
Dolch Words With Standard Digraphs
Dolch Words With Silent e
make, came, take, name, ate, cake, gave, game, made<br
here, these
nine, five, white*, like, ride, time
home, those
use
Material
Make Your Own
Where to Buy
Further Reading
- 100 most commonly used words in the English language (notice that these are not the same as the Dolch word list)
