Orthographic Mapping
Description: Orthographic mapping (OM) involves the formation of letter-sound connections to bond the spellings, pronunciations, and meanings of specific words in memory. It explains how children learn to read words by sight, to spell words from memory, and to acquire vocabulary words from print.
Directions: Tap it (fingers on the non-writing hand), Map it (dotting the dry erase board or using chips if needed), Graph it (write it) and Zap it (say it smooth).
Instructional Resources:
Tap it, Map it, Graph it, Zap it Video
Progress Monitoring Resources:
Suggested progress monitoring with 5-6 rounds of words ideally every week or every 2 weeks (5/6 + or 6/6 showing mastery of isolated phonemes by dotting in OM chart or by pushing sounds in the boxes and 5/6 or 6/6 blending the sounds together to read words is mastery).
Blending Board
Description:
A blending board is a simple tool that displays letter cards to help students know what letters to focus on while practicing blending in phonics. A deck of phonemes is used to substitute and manipulate letters to create various kinds of blending activities. The decks enable users to practice decoding simple words, and multisyllabic words, too.
Directions:
The blending board can be used in many ways, but the two separate suggestions below are aligned in particular to our UFLI phonics lessons.
Create a deck of letters that will make words based on the phonics skill being taught. Keep these letters in the deck and add additional letters as they are taught to use for creating new words for each future lesson. This deck becomes a pack of known letters that the teacher manipulates on the blending board to create new words using the letters/sounds that the students know.
Use a deck of letters that can make 2, 3, 4 and 5 letter words. Randomly change the letters on the blending board to create new words for the students to quickly decode words.
Instructional Resources:
Progress Monitoring Resources:
Rime Magic
Description:
Rime Magic is an approach to word solving based on onset/rime research that allows students to build a solid foundation in phonics in a short time. Becasuse we are learning that separtating words etween onset and rime is easier for beginning readers, most of the recent phonics or decoding progreams include onset/rime activies with one-syllable words. Students are taught common rimes and ways to blend the beginning of the word with the rime.
Directions:
Instructional Resources:
Progress Monitoring Resources:
High-Frequency Words & General Word Work
Description:
Words which occur most frequently in written material, for example, "and", "the".
Directions:
View the video to watch an example of one way for a student to practice high-frequency words using Jan Richardson's Mix and Fix strategy.
Instructional Resources:
Word Work Video with Magnetic Letters
Progress Monitoring Resources:
Progress monitor using the Fry word list - 100 words per grade level ( recommended # of words - 3/25 per quarter)
UFLI Irregular Word Cards/Heart Word Cards
Description:
To teach new irregular words, you should guide your students in identifying the irregular part of the word—the letter or letters that don’t follow regular phonetic rules. These are the parts of irregular words that must be learned “by heart.”
Directions:
1. Students say the sounds in the word together with you, including the sound that is represented by an irregular grapheme, and then blend the sounds together to form the word.
2. Students say the sounds in the word on their own, including the sound that is represented by an irregular grapheme, and then blend the sounds together to form the word.
3. Students write the word while saying each sound. Repeat writing the word while saying the sounds 2-4 more tim
Instructional Resources:
Heart Words Cards
Progress Monitoring Resources:
Dictate 5 heart words for students to write (4/5 or 5/5 mastery of encoding words will show mastery).