Transcript of Instructional Project: Onsets, Rimes, and Basic Phonic Patterns REED 663 Dr. Pitcher Lindsey Shields...
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- Instructional Project: Onsets, Rimes, and Basic Phonic Patterns
REED 663 Dr. Pitcher Lindsey Shields December 7, 2010
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- What are phonics, onsets, & rimes? Phonics instruction.
Provides a way of teaching reading and spelling that stresses
symbol-sound relationships (Rasinski & Padak, 2008, p. 14).
Onsets are. The consonants that come before the first vowel in a
word. Rimes are The vowel and remainder of the word that comes
after a consonant, consonant diagraph, or consonant blend
(Cunningham, 2009).
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- The purpose was to teach skills associated with onsets, rimes,
and basic phonic patterns. The subjects of this project were a
group of 4 students in first grade at Seven Oaks Elementary School
in Anne Arundel County. I met with these 4 students five times for
15-20 minute lessons. During each session, students were taught
about onsets, rimes, and phonic patterns through blending and
segmenting, a Making words lesson, group practice, and through the
use of rhyming texts. Introduction
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- Method of Instruction I used whole group instruction and
independent work time. I created and modified lessons that were
games to engage and appeal to the students. I used lesson ideas,
such as Making Words and Rounding Up Rhymes, from Phonics They Use:
Words for Reading and Writing by Patricia M. Cunningham (2009).
Rhyming texts were integrated into the final lesson using the book
Parts by Tedd Arnold (1997) and selections from A Light in the
Attic by Shel Silverstein (1981).
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- Lesson One: What are onsets and rimes? I began by asking the
students to read and chorally spell the word job with me. Then I
asked the students to think of a word that rhymes with job in their
heads. Next, the students shared their rhyming words with the group
one at a time. I recorded their words on a piece of poster paper.
Then I asked the students how they knew a word that rhymes with
job. Some of the responses included that they thought of the word
job and replaced the first letter with another letter to make a new
word. Their responses support that the students are aware of
rhyming.
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- Lesson One: What are onsets and rimes? Next, I introduced the
concepts of onset and rime. We looked at the list of words we
created and decided which parts of the words were onsets and which
were the rimes. Finally, I had the students identify the onset and
rime of five different words. We discussed each part and the
students explained how they decided on their answer.
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- Lesson Two: Word Families The students were asked to remind the
group what we did the previous lesson. We discussed what an onset
and rime are using examples. Then the students were given a piece
of paper which we folded into four squares. I told the students
that each square would hold a word that rhymes with my special
word. The students would have a few minutes to think and write four
words in the boxes that rhyme with my special word. The word
written on the index card was cat.
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- Lesson Two: Word Families After a few minutes, we went in a
circle sharing one rhyming word at a time as I recorded the words
on a list. The students continued until they had shared all their
words. I asked the students how they knew which words rhymed with
the word cat. The students said they replaced the beginning of the
word while thinking of the part of the word at.
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- Lesson Two: Word Families The students did not explicitly say
they used the rime of the word to find words that rhymed. I asked
them what that part of the word is called and what the beginning
part of the word was called, as well. The students thought for a
few moments, but after some prompting they remembered the specific
names of onset and rime.
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- Lesson Three: Making Words During this lesson, I used a Making
Words activity (Cunningham, 2009). The Making Word activity allows
students to blend and segment words. Students manipulate the onsets
and rimes of words through the use of letter cut-outs, as well. As
a group, we reviewed the terms onset and rime from the previous
lessons. We also discussed how we know which words rhyme with one
another. To begin the lesson, each student received a bag of the
same five letters. I had the students lay the letters out on the
table right-side-up.
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- Lesson Three: Making Words Next, I prompted the students using
six instructions for a new word and six sentences using that word.
The final prompt instructed the students to decode the secret word.
After the students spelled each word, I asked one or two students
what they did with their letters. Then I would place an index card
with the correct word on the table in descending order so the
students could compare their words. Once we finished the Making
Words activity, I asked the students what parts of the words they
changed to make new words. The students responded that they changed
the beginning and ends of the words. With some prompting the
students labeled those word parts as the onset and rime of the
words.
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- Making Words Activity Use 3 letters to spell the word pen. I
use a pen to write in my journal. Change the first letter in pen to
spell ten. My mother has ten flower pots in our house. Change the
first and last letter in ten to spell pet. My best friend just got
a new pet kitten. Add a letter to the word pet to spell pets. My
pets love to play together! Take two letters away from the word
pets and add two letters to spell sent. You will have to move the
letters around differently. I sent my grandma a box of cookies for
her birthday. I have just one word left. It is the secret word you
can make with all your letters. Take a minute to think about what
that word could be. The secret word is spent.
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- Lesson Four: Sorting Words into Patterns At the beginning of
the lesson, I had students activate their prior knowledge by
turning to a partner to discuss what we did in the previous lesson.
Then the students shared with the whole group. For this lesson I
used the activity Sorting the Words into Patterns from Phonics They
Use: Words for Reading and Writing (Cunningham, 2009). Using words
on index cards from the Making Words activity, I randomly placed
the cards on the table. I asked the students how we made the words,
in which they responded that we changed the letters to make new
words. In some of the words we changed the onset, in others we
changed the rimes, and sometimes we changed both!
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- Lesson Four: Sorting Words into Patterns As I pointed to each
word we read the word out loud and spelled it together. In
partners, I gave each pair a set of the words. Each pair had to
sort the words based on rhyme. I modeled how to place the words
into groups to avoid confusion. The pairs chose different spots in
the room to work. As the students sorted I observed their methods
and made suggestions when necessary.
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- Lesson Four: Sorting Words into Patterns Multiple times the
students and I would walk through reading, rereading, and spelling
words to compare their onsets and rimes. Thinking out loud seemed
to help the students hear and see specific word families. We
regrouped to share the students findings. When the students were
confused whether two words rhymed, we read the words out loud and
spelled them together. We then identified the rime to decide if
they matched.
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- Lesson Five: Rounding Up Rhymes During this lesson I used the
Rounding Up Rhymes activity from Phonics They Use: Words for
Reading and Writing (Cunningham, 2009). As a read aloud, I read
Parts by Tedd Arnold (1997). Before reading, I asked the group to
listen carefully for words that rhyme. If a student hears two or
more words that rhyme, they should put their hands on their heads
to notify the teacher. The student will say the words they noticed
and we will record the rhymes on index cards.
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- Lesson Five: Rounding Up Rhymes After reading, we reread the
rhymes to discuss and identify rimes, or word families. We would
keep the words with the same rime and discard the words with
different rimes. The students discussed which words had the same
rimes by spelling the words and comparing the rimes of different
words. The group successfully identified and sorted the rhyming
words in relation to the similar rimes. As a treat, I shared a few
poems from Shel Silversteins A Light in the Attic (1981). The
students noticed many rhyming words and became excited every time
they heard a rhyme to share.
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- Sowhat is an onset and a rime? I asked the students to explain
what an onset and rime are at the end of our last lesson. Jai
responded, An onset is the letter at the beginning of the word. It
comes before the a, e, i, o, u, and sometimes y! Kalia said, The
onset is the first part of the word before the vowel. The rime is
the rest of the word. Kiara told the group, The first letters are
the onset and the rest of the letters are the rime. (I asked her
how does she know where the rime begins.) She responded, The rime
starts with the vowel. Jordan explained, The rime is the part that
rhymes! The onset is the beginning of the word. It comes before the
vowel.
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- Reflection The instructional project taught me that allowing
students to learn new knowledge occurs through multiple forms of
instruction and practice. Especially in whole classes, students
need a variety of ways to obtain new knowledge since every person
learns differently. I learned that modeling for students is
important because it further explains the task or skill at hand.
Students need clarification through modeling, otherwise they may
completely miss the objective of the activity.
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- Reflection Continued Students need consistent discussion and
practice to decipher between onsets and rimes, as well as rimes and
rhymes. They can be very confusing concepts! By gradually releasing
responsibility to the students, they were able to gain confidence
of the concepts and could begin to incorporate critical thinking
skills while identifying onsets and rimes. They were able to
identify both the onset and rime of multiple words, as well as
notice words that rhyme and that are in the same word family by the
last lesson. In the future, I would include more texts such as
poetry from Shel Silverstein or other poetry books. Many books can
be utilized in a phonics lesson as long as the students are aware
of the goal of the lesson.
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- Relevance I shared my instructional project with Lauren Mykins.
She is a kindergarten teacher in Fairport, New York. Her
suggestions are included in the following email. The suggestion I
find most useful is to add assessment to have students recall what
they have learned and to inform further instruction.
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- Resources Arnold, T. (1997). Parts. New York, NY: Penguin
Group. Cunningham, P.M. (2009). Phonics they use: Words for reading
and writing (5 th ed.). Boston, MA: Pearson Education, Inc.
Rasinski, T.V., & Padak, N.D. (2008). From phonics to fluency:
Effective teaching of decoding and reading fluency in the
elementary school (2 nd ed.). Boston, MA: Pearson Education, Inc.
Silverstein, S. (1981). A light in the attic. New York, NY:
Scholastic Inc.