ࡱ> TVSq` *bjbjqPqP 4J::!^ppp^^^^<< G%2pRRRh$$$$$$$$y&h($!pH"HH$RhG%HdRph$H$V"@0@p^#h 8x^@" &$%0G%"xi)i)^#i)p^#[i$$G%HHHH   D ^   ^4J INTERVENTION STRATEGY: Making Words Brief Description: Early readers can begin the reading process by learning to decode simple words with letter cards, tiles, or plastic letters. From the work of Cunningham and Cunningham (1992) and Cunningham and Hall (1994), in this strategy the child begins decoding with two- and three-letter phonetically spelled words. The child can use the letter cards to blend sounds and begin reading right from the start. The child can also be shown a picture or told a word and asked to identify the beginning/ending/middle sound using the letter cards. After the child makes all words they can be copied onto word cards and be sorted according to different categories, which also builds language and vocabulary skills. Materials Needed: Letter tiles, letter cards, or plastic letters. A sheet of card stock with Elkonin boxes or lines drawn on itone box or line per letter in the word (optional). Picture cards for simple words (optional). Implementation: This strategy can be implemented individually, in small groups, or whole group. It can be facilitated by a teacher, paraprofessional or adult volunteer. Preparation: The teacher creates a list of words that the children will be asked to read. For children who are at the beginning stages of literacy, the words should start as CVC words and follow a pattern using letters that the child has already been exposed to. The words should increase in difficulty to the final challenge word. It is helpful to begin with the challenge word first and then generate a smaller list of words from the challenge words. Choose 12-15 words. Focus on words with similar patterns, words that can be sorted into categories, a couple proper nouns, etc. Focus on words that children have in their listening vocabularies. Write the words on index cards and put them in presentation order, from shortest to longest, then following patterns. The authors suggest placing the cards in an envelope and writing on it the words in presentation order and the categories into which the children will sort the words. Stage one: Children are given the letters that will be needed for the lesson. They are reviewed with the children. The facilitator reviews the names and letter sounds with the group. Present the first word orally (a picture may be used as well). Use the word in a sentence to make sure the children know what it means. The children use the letter cards to spell the word. In the early stages, you may use boxes or lines on a sheet of paper to indicate how many letters the word has. As the children become more successful with spelling the word, you may remove the boxes or lines. The child then reads the word he or she spelled. Continue giving feedback until the child has the correct spelling and can decode it correctly. The child may then copy the correctly spelled word represented on the letter cards onto a sheet of paper. This is optional for very young students. Finally, the teacher asks the students if anyone can figure out what word can be made using ALL of the letters (the challenge word). They may need help and the teacher may give them the word if necessary. Stage two: Using the index cards the teacher has created, the children read and spell each word as they are set out. These will be used for sorting and pointing out patterns. For example the teacher may pull one word in a word family and the children are asked to find other words in the same family. Finally, have the children use the patterns they have sorted to spell a new word that you say. Schedule for implementation: The suggested intervention schedule is approximately 15 minutes daily. The authors note that some people have found it effective to divide the lesson into two days, completing stage one on one day and stage two the next. Variations: Children at the earliest level may just be asked to provide the initial sound or ending sound from a choice of letters when given a portion of the word. (See the intervention Fill in the Sound). When the child has mastered phonetic decoding and spelling, this strategy may also be used to decode and spell non-phonetically spelled words as well. Children may be asked to copy the words they make onto their own cards or may be able to do the task in a completely written form (See Making and Writing Words). Children may also be asked to read and spell longer words after the master CVC words. You may also combine this strategy with the Word Ladders strategy. When completing the sorting stages of the task you may combine it with the train from the All Aboard! strategy to increase interest. In this case, the children would sort the words and then the words in each category will get on board the train. Research Summary & References: This strategy and several variations of it have been referenced in many books. The following references may be consulted to learn the essentials and variations of this strategy: References for the essentials: Cunningham, P.M. & Cunningham, J.W. (1992). Making-Words: Enhancing the invented spelling-decoding connection. The Reading Teacher, 46, 106- 115. Cunningham, P.M. & Hall, D.P. (1994) Making Words: Multilevel, Hands-on, Developmentally Appropriate Spelling and Phonics Activities. Torrance, CA. Good Apple Cunningham, P.M. & Hall, D.P. (1994) Making Big Words: Multilevel, Hands-on, Spelling and Phonics Activities. Torrance, CA. Good Apple Variations on the Making Words Strategy: Joseph, L. M. (2006). Understanding, Assessing and Intervening on Reading Problems. Bethesda, MD. National Association of School Psychologists. Hall, S.E. (2006). Ive DIBELd, Now What? Designing Interventions with DIBELS Data. Boston, MA. Sopris West. Rasinski, T. (1999). Making and writing words. Reading Online, an electronic journal of the International Reading Association. Available at http://www.readingonline.org/articles/words/rasinski_index.html. Rasinski, T. & Oswald, R. (2005). Making and writing words: Constructivist word learning in a second-grade classroom. Reading & Writing Quarterly, 21,151-163. Tool/Attachments: The file entitled HYPERLINK "../Tools/Letter%20tiles.doc"Letter Tiles in the TOOLS folder on this disk contains reproducible sheets of letters that can be printed onto card stock and cut out for this activity. The file entitled HYPERLINK "../Tools/Elkonin%20Boxes.doc"Elkonin Boxes in the TOOLS folder on this disk contains sheets that can be printed with elkonin boxes for this activity. The files entitled HYPERLINK "../Tools/Making%20&%20Writing%20Words.doc"Making & Writing Words in the TOOLS folder on this disk contains sheets that can be printed for educational purposes with the permission of the author. The file entitled HYPERLINK "../Tools/Word%20Ladders%201st%20-%203rd.pdf"Word Ladders 1-3 &  HYPERLINK "../Tools/Word%20Ladders%203rd-6th.pdf" Word Ladders 3-6 in the TOOLS folder on this disk contains lessons for word ladders that can be printed for educational purposes with the permission of the author. The file entitles  HYPERLINK "../Tools/Train%20Graphic.doc" Train Graphic in the TOOLS folder on this disk may be used to add interest to the word sorting activities. See the intervention All Aboard! for its use. Here is an example of what a making words lesson might look like: The Challenge Word: SPORT Words list in order: to, so, or, pot, rot, top, sop, port, sort, stop, pots, post, SPORT. The teacher would say: Take two letters and make the words to. I like to spell words. Change one letter and turn to into so. So I will be a good speller when I grow up. Change another letter and turn so into or. Do you like chocolate or vanilla? Lets make a three letter word now. Take three letters and make pot. I cook soup in a pot. Change one letter and make rot. If you bury leaves in the ground they will rot. Make the word top. I put my books on the top shelf. Change one letter and make the word sop. I sop up a spill with a sponge. (Etc this continues until the challenge word.) There is a word we can make using ALL of these letters. Has anyone figured it out? A possible hint may be provided: basketball, baseball, soccer, and volleyball are all examples of this word. If they dont get it you can provide the word. For the sorting activities the teacher might say: Words that have the /or/ sound or, port, sort, sport. Words that are verbs/ action words rot, sop, sort, stop. Words with blendsport, sort, stop, sport. Etc. %HYPERLINK "../CD-Interactive%20Table%20of%20Contents.doc"Back to Table of Contents  ")*+,>@FMQ\c{ ! 1 G N ^ r  : Q S   D ` h w } ɽ孩孩hk&hZQhhxh1hD-h`hhamhAhLh{uhL5CJ$aJ$h{uhA5CJ$aJ$h{uh6Y5CJ$aJ$h{uhx5h{uhIh5h{uhL5#jh{uh}75UmHnHu4*+, $Ifekd$$Ifl,"" t0644 la $$Ifa$gd{u)* E /ekd$$Ifl,"" t0644 la$Ifekd$$Ifl,"" t0644 la  % 4 D z ;Z?@K~:V9>Լмм̼мļh#h{uhIh5h-hh{uh-6hS6h`hh{uhD-6hD-h{uhx5h{uh5hLhxhk&E @ gkds$$Ifl,"" t0644 la & F$Ifgd{u$If >Cnx&'KVg &'(6Vx<Ѫ좞h?Ph`hLh!vhL hhLh1hS6h`h]h&Ehh{uh#5h{uhx5hIh h-h-h1jh-h#h)h=">-ekdi$$Ifl,"" t0644 la$Ifgkd$$Ifl,"" t0644 laLrs.i  ekd$$Ifl,"" t0644 la0$If^`0gd{u$If'ALqYqrs.9Ai    1 2 Y Z [ g h j ¸oeh{uh0J5jWhh5U h5jh{uhQ.Q5Uhh{uh5h{uhx5hLh{uhL5 hLhLh{uh36] h3h3h{uh`6h`h1jh1 hLh?Phvh{uh?P6h?Ph{uhL6hL&j ~ ! !4!5!6!C!D!F!Z!!!!!!!!!"""""""""""""2#3#4#{sc{jhh5Uhh5jhh5Uhh{uh10J5j\hh5Uh{uh30J5jhh5Uh1h3h{uh0J5jhh5U h5jh{uh}75UhxhhDAq$ !"#$$$%t%%%'&x&&*'c'''( )D)))) & F$Ifgd{u & F$Ifgd{u & F$Ifgd{u$If4#D#E#G####$$$)$*$$g%m%%%%%%%T&l&n&w&x&&&&&&&%'('V'Y'l'm'''(((()))**ܶܶܖ|h}7h`CJaJhLhx hho~cho~chSyrh{uhu6huh{uhJ6hMuhJhh`0J5jhh5Uhh5h`h1hjhh5Uhh0J50))))********ekdq$$Ifl,"" t0644 la **v*x*z*******hLh}7h`h}7h`CJaJh}7h`0JCJaJ#jhhCJUaJhCJaJjh`CJUaJ 21h:p!v/ =!"#$% $$If!vh5"#v":V l t065"/  u$$If!vh5"#v":V l t065"u$$If!vh5"#v":V l t065"y$$If!vh5"#v":V l t065"y$$If!vh5"#v":V l t065"u$$If!vh5"#v":V l t065"u$$If!vh5"#v":V l t065"DyK yK 4../Tools/Letter tiles.docDyK yK 6../Tools/Elkonin Boxes.docDyK yK H../Tools/Making & Writing Words.docDyK yK H../Tools/Word Ladders 1st - 3rd.pdfDyK yK D../Tools/Word Ladders 3rd-6th.pdfDyK yK 6../Tools/Train Graphic.docu$$If!vh5"#v":V l t065"DyK yK P../CD-Interactive Table of Contents.doc@@@ NormalCJ_HaJmH sH tH DA@D Default Paragraph FontRi@R  Table Normal4 l4a (k(No List jj L Table Grid7:V06U@6 ) Hyperlink >*B*phFV@F Q.QFollowedHyperlink >*B* phYZ[\]"YZ[\]`" J!z!z!z| !!" *+,E@ Lrs.i  t'x*c !D!!!!!! ""!!![ !!!!4 ! !!!!!!!! !j!!!!!!!!!!!!!!B!!!!!!!!!!!H!Ճ!H!Ճ!H!H!H!H! !!H!H!H!H!!k v:k v:*+,E@ Lrs.i  t'x*c !D!!!!!!! " " """""0000 0000000 0 0 0 0 0 0 0 000000000000000000000d00000000 0 0 0 0 0 0 0 0 0 0 0 0 0 0  0  0  0 000000000I0 >j 4#** "$  )*!#*1Zg 5C3D)"XXXXXX<V`X8@(  \  # #" `? B S  ?"(tDtDLPDdDV/7LE"D07 "D17dD 27TDDL37^DD̮A u,,YY "     D x33aa "   9 *urn:schemas-microsoft-com:office:smarttagsState?*urn:schemas-microsoft-com:office:smarttags stockticker8 *urn:schemas-microsoft-com:office:smarttagsCity9*urn:schemas-microsoft-com:office:smarttagsplace <      `gFMiq6=!"-5x|!"::::, /0.i t*@!!! ""!"RlTD? MZfϲ#Vw;h^`o(. ^`hH. pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.^`o(.h^`OJQJo(hH pLp^p`LhH. @ @ ^@ `hH. ^`hH. L^`LhH. ^`hH. ^`hH. PLP^P`LhH.h^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHRl MZVw                           ,+-?d)}7|?A&E/KQ.Q6Yo~camDAqSyrMu{u!v]s1j`D-3v?PS6="VuJ`1)x#IhZQk&LALL+,  !!!""@l0!"@*UnknownGz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings"qh{{FX&==24d!!3QHP)?L2INTERVENTION STRATEGY: spedMichelle Feltault   Oh+'0 ( H T `lt|INTERVENTION STRATEGY: spedNormalMichelle Feltault6Microsoft Office Word@ @yu@Xx՜.+,D՜.+,\ hp  Carroll County Schools=! INTERVENTION STRATEGY: Title 8@ _PID_HLINKSA8*<7../Tools/Train Graphic.docAU "../Tools/Word Ladders 3rd-6th.pdfw $../Tools/Word Ladders 1st - 3rd.pdff,$../Tools/Making & Writing Words.doc,&../Tools/Elkonin Boxes.docAV../Tools/Letter tiles.doc;>(../CD-Interactive Table of Contents.doc  !"#$%'()*+,-/0123456789:;<=>?@ABDEFGHIJLMNOPQRURoot Entry F QxWData &1Table.)WordDocument4JSummaryInformation(CDocumentSummaryInformation8KCompObjq  FMicrosoft Office Word Document MSWordDocWord.Document.89q