1. Reading Strategies Nicole Van Buren

2. Tongue Twisters  Content- Phonological Awareness  Grade Level- First, ESOL or ESE students in any grade  Curriculum Standard- The student demonstrates phonemic awareness.  LA.1.1.3.3 The student will segment single syllable words into individual phonemes.  LA.1.1.3.4 The student will manipulate individual phonemes to create new words through addition, deletion, and substitution.

3. 3 Tongue Twisters Cont.  Description of practice- Tongue twisters help develop phonemic awareness. Students listen to beginning sounds to find the pattern. Students can also see the same beginning pattern in print. Tongue twisters can be found in books, teacher-made, or student made.  Delivery Models- Tongue twisters can be utilized in a whole group lesson, in pairs during centers, or to asses phonological awareness of individual students. In a co-taught class, both teachers can teach the lesson whole group, work in one of the tongue twister centers, or pull students and work one-on-one to asses their phonological awareness. 3

4. 4 Tongue Twisters Cont.  Example tongue twisters:  Sally sells seashells by the seashore.  Cory carries cupcakes and cookies cautiously to the car.  Laura loves looking lovely when leaving for lunch.  Reference:  Vaughn, S., & Bos, C. S. (2009). Strategies for Teaching Students with Baumann, J.F., Edwards, E., Font, G., Tereshinski, C.A., Kame'enui, E.J., & Olejnik, S. (2002). Teaching Morphemic and Contextual Analysis to Fifth-Grade Students. Reading Research Quarterly, 37(2), 150–176. doi: 10.1598/RRQ.37.2.3 4 Learning and Behavior Problems. Upper Saddle River: Pearson.

5. Vowel Spelling  Content- Phonemic Awareness  Grade- Kindergarten, ESOL and ESE students in any grade  Curriculum Standards- The student demonstrates phonemic awareness.  LA.K.1.3.1 The student will identify initial, final, and medial phonemes (sounds) in consonant/vowel/consonant (CVC) words.

6. 6 Vowel Spellings Cont.  Description of Practices- When students are learning how to pronounce different vowels, this strategy can help them by illustrating the mouth positions necessary to make each vowel. For example, a smile position is needed to say long e, long i, and long a.  Delivery Models- This strategy can be introduced whole group, then practiced in either small groups or with individual students. In a co-taught class, each teacher can have a small group, to show the students the proper mouth positions. Then, the teachers can work one-on-one with each student to check for comprehension. 6

7. Prefix Match-Up  http://elementary.stores.yahoo.net/cards.htmlhttp://elementary.stores.yahoo.net/cards.html  Reference :  Vaughn, S., & Bos, C. S. (2009). Strategies for Teaching Students with Learning and Behavior Baumann, J.F., Edwards, E., Font, G., Tereshinski, C.A., Kame'enui, E.J., & Olejnik, S. (2002). Teaching Morphemic and Contextual Analysis to Fifth-Grade Students. Reading Research Quarterly, 37(2), 150–176. doi: 10.1598/RRQ.37.2.3 Text Problems. Upper Saddle River: Pearson.

8. 8 Prefix Match-Up  Content- Reading process, knowledge of word structure.  Grade- Second grade, including ESOL and ESE students in other grades  Curriculum Standards- The student uses multiple strategies to develop grade appropriate vocabulary.  LA.2.1.6.6 The student will develop base (root) words and common prefixes to determine the meaning of prefixed words. 8

9. 9 Prefix Match-Up Cont.  Description of practices- The prefix match up game has students move a spider to catch the “prefix bug” that matches the root word on the computer. This review strategy can be used after a lesson on prefixes.  Delivery Model- This strategy can be implemented in centers with students in pairs or playing the game individually. In a co-taught class, one teacher can help at one center, while the other assists students with the prefix game on the computer. 9

10. 10 Prefix Match-Up Cont.  http://www.studystack.com/bugmatch-374951 http://www.studystack.com/bugmatch-374951  Reference:  Baumann, J.F., Edwards, E., Font, G., Tereshinski, C.A., Kame'enui, E.J., & Olejnik, S. (2002). Teaching Morphemic and Contextual Analysis to Fifth-Grade Students. Reading Research Quarterly, 37(2), 150–176. doi: 10.1598/RRQ.37.2.3  Vaughn, S., & Bos, C. S. (2009). Strategies for Teaching Students with  Weidner, J. (2010). Bug Match. Retrieved March 2010, from 10 Learning and Behavior Problems. Upper Saddle River: Pearson SudyStack: http://www.studystack.comhttp://www.studystack.com