Transcript
Spanish Make-a-Word Desktop Pocket Chart™ Kit Provide only the onset, such as l, and demonstrate filling in different rimes to make new words: luna, lisa, lama, lata, etc.
Related Really Good Stuff® Products: Make-a-Word Desktop Pocket Chart (#301665) Spanish Vinyl Magnetic Letters (#304396) Spanish Rhyming Endings Flip Books (#304398) Spanish Make-a-Word Student Pocket Chart™ Kit (#304402) Spanish Make-a-Word Desktop Pocket Chart™ Kit (#304406) Essential Spanish Word Sorts (#302734) Essential Spanish Word Sorts Demonstration Cards (#303405) EZread™ Spanish High Frequency Word Phrase Flash Cards for Emergent Readers (#303895) EZread™ Spanish High Frequency Word Phrase Flash Cards for Beginning Readers (303892)
Spanish Make-a-Word Desktop Pocket Chart™ Kit hearing them in isolation and as parts of words. In addition, be sure to give the students opportunities to see and hear patterns repeated through literature, songs, and poems before you begin word building.
Congratulations on your purchase of the Really Good Stuff® Spanish Make-a-Word Desktop Pocket Chart™ Kit–a great small group demonstration tool for your letter-recognition and word-building activities. This Really Good Stuff® product includes: • 80 Spanish Letter Cards • Make-a-Word Desktop Pocket Chart • This Really Good Stuff® Activity Guide
When the students are ready, demonstrate building simple familiar words. Introduce common syllables, such as pa, ma, ta, and sa, and build short words. Explore series of simple words using syllable substitution (mapa, masa) and initital phoneme substitution (mapa, tapa). Use the Pocket Chart to explore common rhyming endings and beginning blends. Give students plenty of practice with each word-building activity before moving on to the next one.
Use the Spanish Make-a-Word Desktop Pocket Chart™ Kit to demonstrate how to build words and manipulate phonemes. It provides a place for students to form words in succession using Letter Cards, which they can easily move around and store right in the same Chart. Students working individually and in small groups, with the necessary teacher support, can use the Chart for extensive word-building activities.
Management • Work with individuals or small groups of three to five students or use the Spanish Make-a-Word Desktop Pocket Chart™ Kit at a literacy center. • Choose the Letter Cards you’ll be using in the demonstration or activity ahead of time. Store the remaining Letter Cards in alphabetical order for quicker access. Keep the accented vowels behind the unaccented vowels so that you can access them when necessary. • Keep a good pace. Word building is more effective when it takes place on a consistent daily schedule. Students make stronger connections and are better at recognizing patterns when they regularly engage in this work.
3. Explore Building Words with Consonant Blends Introduce consonant blends as a series of letters that appear together at the beginning of words. If you’re following the syllabic approach, clump the blends together with the vowels: bla, ble, bli, blo, blu, etc. Demonstrate how to make a simple word, such as mando, into a new word with a beginning blend by changing the m to a bl to make blando. Make the word and then have students practice making it on their own.
From Letter Work to Word Building All the activities in this guide can be adapted for students at different stages of language development. Store the Letters in alphabetical order in the Pocket Chart. Keep the accented vowels behind the unaccented vowels for quicker access during word-building activities.
Emergent Level *Students are beginning to learn sounds and letters.
Word Building for Literacy Development
1. Introduce Spanish Letters in the Make-a-Word Desktop Pocket Chart Prepare children at the first level of literacy development with frequent and varied letteridentification activities before you start word building. Use the bottom pockets of the Pocket Chart as a place to look at a letter in isolation, talk about its shape and corresponding sound, and contrast and compare various letters.
Though the activity is building words, the goal is reading words. Repetitive manipulation of Letter Cards helps students understand how sound elements make up words. As this process becomes automatic, students develop a solid foundation for reading. Use the Spanish Make-a-Word Desktop Pocket Chart™ Kit to introduce phonemes, or sound parts, by looking at their positions in words. Provide many opportunities for students at the emergent reading level* to practice recognizing letters and their sounds by seeing and
When students are ready, build words with other consonant blends, such as br, cl, cr, dr, fl, fr, gl, gr, pl, pr, and tr.
Start with the vowels. Place a vowel in the bottom row of the Chart and have students name the letter and All activity guides can be found online:
Helping Teachers Make A Difference®
®
© 2010 Really Good Stuff
1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #304406
Helping Teachers Make A Difference
®
®
© 2010 Really Good Stuff
1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #304406
Spanish Make-a-Word Desktop Pocket Chart™ Kit its sound, and then write the letter, first in the air and then on paper or on a dry erase board. Associate each letter with an animal or object for added interest: a, araña, e, elefante, i, iguana, etc.
Choose a few Cards for each of three or four letters that you have already introduced in the Pocket Chart. For example, if you are focusing on vowels, select three a’s, three e’s, and two o’s. Have the student sort the letters into the Pocket Chart or onto the table, providing support as necessary.
Spanish Make-a-Word Desktop Pocket Chart™ Kit row of the Pocket Chart. Explain what you’re doing: “I’m putting co at the beginning of the word, and co at the end of the word…co-co makes coco.” Allow the student to build the same word right under yours. Next, remove the Letter Cards and have the students build the word without following the example. Allow time for students to explore word building on their own. Students who need extra support should get repeated practice building words they see written on paper or displayed in a Pocket Chart.
Early Level Students recognize sounds and are beginning to read words. (Examples of both the syllabic and phonetic approach are provided.)
Introduce the consonants in the same way. Display the letters you have practiced in a Pocket Chart or on an overhead projector, and have the students say the sound and letter name as you point to each Card. 2. Hunt for Letters Practice letter recognition by having the student find letters as you name them. Select up to four different letters the students have been studying, and take one Card or multiple Cards for each letter. Lay the Cards on the table in front of the student. As you call out a letter, have the student repeat the letter name, and select the letter from the Cards on the table. The student places the Card in the bottom row of the Pocket Chart. If you provide multiple copies of the letters, have the student choose only one Card each time you call out a letter. Name the letters in random order, without naming the same letter twice in a row.
Beginning Letter Substitution An alternative to syllable substitution is individual letter substitution. Practice this with common endings so that students can see how they can make a whole series of words by changing just the beginning sound. Demonstrate how to change the beginning sound, m, in mala to an s, to make sala. Follow the same procedure as above, but emphasize how each word is made up of a beginning sound and an ending series of letters.
1. CVCV Pattern—Syllable Substitution After introducing common syllables in Spanish, students are ready to start putting those syllables together to form words. Encourage students to verbalize how he or she knows which letters match, even if that student is not sure of the letter names: “The letter is just a circle. This one has a line next to the circle.” Other activities include partner match using the Letter Cards and picking out one letter that does not match the rest. Wrap up each sort by having the student name each letter and its sound. 4. Introduce Word Building with Simple Words Demonstrate building a simple, known word with a syllable that repeats itself, such as coco or papa, by placing the letters, one at a time, in the second to last
Go over the sounds in a familiar CVCV word such as pila, and have the student(s) watch as you demonstrate changing one of the syllables. Change pi to sa and ask, “What’s the new word?” Encourage the student to point to the sounds while slowly saying the new word: “/s/ /a/ /l/ /a/…sala.” Repeat the demonstration, replacing the first syllable with other syllables to make new words. Then have the student do the replacing, verbalizing how he or she made a new word. When a student has had plenty of practice with the first ending (ala), move on to a different common ending. 2. Explore Onsets and Rimes Review the process of changing the first letter of a word to make a new word. After the review, place rime cards (cards that show just the rhyming endings, such as apa, esa, ama, una, isa, or aña) in the Pocket Chart.
Speed up the pace as the students’ letter and sound recognition becomes more automatic.
Demonstrate filling in the onset (beginning sound) to make a new word. Then have students practice making words by adding onsets to rimes.
3. Sort Letters Of course, sorts are an important step when students are learning letter sounds. Use this activity to sort letters by focusing on visual characteristics. There are many ways to vary this activity. Helping Teachers Make A Difference®
Place up to three possible syllable combinations in front of the student and have him or her make words by placing Letter Cards in the beginning syllable position, offering support as needed. The student should say each new word.
© 2010 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #304406
After practicing filling in the onset, reverse the activity. Helping Teachers Make A Difference®
© 2010 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #304406
Spanish Make-a-Word Desktop Pocket Chart™ Kit its sound, and then write the letter, first in the air and then on paper or on a dry erase board. Associate each letter with an animal or object for added interest: a, araña, e, elefante, i, iguana, etc.
Choose a few Cards for each of three or four letters that you have already introduced in the Pocket Chart. For example, if you are focusing on vowels, select three a’s, three e’s, and two o’s. Have the student sort the letters into the Pocket Chart or onto the table, providing support as necessary.
Spanish Make-a-Word Desktop Pocket Chart™ Kit row of the Pocket Chart. Explain what you’re doing: “I’m putting co at the beginning of the word, and co at the end of the word…co-co makes coco.” Allow the student to build the same word right under yours. Next, remove the Letter Cards and have the students build the word without following the example. Allow time for students to explore word building on their own. Students who need extra support should get repeated practice building words they see written on paper or displayed in a Pocket Chart.
Early Level Students recognize sounds and are beginning to read words. (Examples of both the syllabic and phonetic approach are provided.)
Introduce the consonants in the same way. Display the letters you have practiced in a Pocket Chart or on an overhead projector, and have the students say the sound and letter name as you point to each Card. 2. Hunt for Letters Practice letter recognition by having the student find letters as you name them. Select up to four different letters the students have been studying, and take one Card or multiple Cards for each letter. Lay the Cards on the table in front of the student. As you call out a letter, have the student repeat the letter name, and select the letter from the Cards on the table. The student places the Card in the bottom row of the Pocket Chart. If you provide multiple copies of the letters, have the student choose only one Card each time you call out a letter. Name the letters in random order, without naming the same letter twice in a row.
Beginning Letter Substitution An alternative to syllable substitution is individual letter substitution. Practice this with common endings so that students can see how they can make a whole series of words by changing just the beginning sound. Demonstrate how to change the beginning sound, m, in mala to an s, to make sala. Follow the same procedure as above, but emphasize how each word is made up of a beginning sound and an ending series of letters.
1. CVCV Pattern—Syllable Substitution After introducing common syllables in Spanish, students are ready to start putting those syllables together to form words. Encourage students to verbalize how he or she knows which letters match, even if that student is not sure of the letter names: “The letter is just a circle. This one has a line next to the circle.” Other activities include partner match using the Letter Cards and picking out one letter that does not match the rest. Wrap up each sort by having the student name each letter and its sound. 4. Introduce Word Building with Simple Words Demonstrate building a simple, known word with a syllable that repeats itself, such as coco or papa, by placing the letters, one at a time, in the second to last
Go over the sounds in a familiar CVCV word such as pila, and have the student(s) watch as you demonstrate changing one of the syllables. Change pi to sa and ask, “What’s the new word?” Encourage the student to point to the sounds while slowly saying the new word: “/s/ /a/ /l/ /a/…sala.” Repeat the demonstration, replacing the first syllable with other syllables to make new words. Then have the student do the replacing, verbalizing how he or she made a new word. When a student has had plenty of practice with the first ending (ala), move on to a different common ending. 2. Explore Onsets and Rimes Review the process of changing the first letter of a word to make a new word. After the review, place rime cards (cards that show just the rhyming endings, such as apa, esa, ama, una, isa, or aña) in the Pocket Chart.
Speed up the pace as the students’ letter and sound recognition becomes more automatic.
Demonstrate filling in the onset (beginning sound) to make a new word. Then have students practice making words by adding onsets to rimes.
3. Sort Letters Of course, sorts are an important step when students are learning letter sounds. Use this activity to sort letters by focusing on visual characteristics. There are many ways to vary this activity. Helping Teachers Make A Difference®
Place up to three possible syllable combinations in front of the student and have him or her make words by placing Letter Cards in the beginning syllable position, offering support as needed. The student should say each new word.
© 2010 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #304406
After practicing filling in the onset, reverse the activity. Helping Teachers Make A Difference®
© 2010 Really Good Stuff® 1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #304406
Spanish Make-a-Word Desktop Pocket Chart™ Kit Provide only the onset, such as l, and demonstrate filling in different rimes to make new words: luna, lisa, lama, lata, etc.
Related Really Good Stuff® Products: Make-a-Word Desktop Pocket Chart (#301665) Spanish Vinyl Magnetic Letters (#304396) Spanish Rhyming Endings Flip Books (#304398) Spanish Make-a-Word Student Pocket Chart™ Kit (#304402) Spanish Make-a-Word Desktop Pocket Chart™ Kit (#304406) Essential Spanish Word Sorts (#302734) Essential Spanish Word Sorts Demonstration Cards (#303405) EZread™ Spanish High Frequency Word Phrase Flash Cards for Emergent Readers (#303895) EZread™ Spanish High Frequency Word Phrase Flash Cards for Beginning Readers (303892)
Spanish Make-a-Word Desktop Pocket Chart™ Kit hearing them in isolation and as parts of words. In addition, be sure to give the students opportunities to see and hear patterns repeated through literature, songs, and poems before you begin word building.
Congratulations on your purchase of the Really Good Stuff® Spanish Make-a-Word Desktop Pocket Chart™ Kit–a great small group demonstration tool for your letter-recognition and word-building activities. This Really Good Stuff® product includes: • 80 Spanish Letter Cards • Make-a-Word Desktop Pocket Chart • This Really Good Stuff® Activity Guide
When the students are ready, demonstrate building simple familiar words. Introduce common syllables, such as pa, ma, ta, and sa, and build short words. Explore series of simple words using syllable substitution (mapa, masa) and initital phoneme substitution (mapa, tapa). Use the Pocket Chart to explore common rhyming endings and beginning blends. Give students plenty of practice with each word-building activity before moving on to the next one.
Use the Spanish Make-a-Word Desktop Pocket Chart™ Kit to demonstrate how to build words and manipulate phonemes. It provides a place for students to form words in succession using Letter Cards, which they can easily move around and store right in the same Chart. Students working individually and in small groups, with the necessary teacher support, can use the Chart for extensive word-building activities.
Management • Work with individuals or small groups of three to five students or use the Spanish Make-a-Word Desktop Pocket Chart™ Kit at a literacy center. • Choose the Letter Cards you’ll be using in the demonstration or activity ahead of time. Store the remaining Letter Cards in alphabetical order for quicker access. Keep the accented vowels behind the unaccented vowels so that you can access them when necessary. • Keep a good pace. Word building is more effective when it takes place on a consistent daily schedule. Students make stronger connections and are better at recognizing patterns when they regularly engage in this work.
3. Explore Building Words with Consonant Blends Introduce consonant blends as a series of letters that appear together at the beginning of words. If you’re following the syllabic approach, clump the blends together with the vowels: bla, ble, bli, blo, blu, etc. Demonstrate how to make a simple word, such as mando, into a new word with a beginning blend by changing the m to a bl to make blando. Make the word and then have students practice making it on their own.
From Letter Work to Word Building All the activities in this guide can be adapted for students at different stages of language development. Store the Letters in alphabetical order in the Pocket Chart. Keep the accented vowels behind the unaccented vowels for quicker access during word-building activities.
Emergent Level *Students are beginning to learn sounds and letters.
Word Building for Literacy Development
1. Introduce Spanish Letters in the Make-a-Word Desktop Pocket Chart Prepare children at the first level of literacy development with frequent and varied letteridentification activities before you start word building. Use the bottom pockets of the Pocket Chart as a place to look at a letter in isolation, talk about its shape and corresponding sound, and contrast and compare various letters.
Though the activity is building words, the goal is reading words. Repetitive manipulation of Letter Cards helps students understand how sound elements make up words. As this process becomes automatic, students develop a solid foundation for reading. Use the Spanish Make-a-Word Desktop Pocket Chart™ Kit to introduce phonemes, or sound parts, by looking at their positions in words. Provide many opportunities for students at the emergent reading level* to practice recognizing letters and their sounds by seeing and
When students are ready, build words with other consonant blends, such as br, cl, cr, dr, fl, fr, gl, gr, pl, pr, and tr.
Start with the vowels. Place a vowel in the bottom row of the Chart and have students name the letter and All activity guides can be found online:
Helping Teachers Make A Difference®
®
© 2010 Really Good Stuff
1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #304406
Helping Teachers Make A Difference
®
®
© 2010 Really Good Stuff
1-800-366-1920 www.reallygoodstuff.com Made in Guangzhou, China #304406
