Sounding Out Activities
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| ! +69: || [[Sounding out accuracy|CCVCC<br>bring, drink, still, black]] | ! +69: || [[Sounding out accuracy|CCVCC<br>bring, drink, still, black]] | ||
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| - | ! +70: || [[Sounding out accuracy|CCVCC<br>think, spell, plant, frost]] | + | ! +70: || [[Sounding out accuracy|CCVCC<br>stuck, spell, plant, frost]] |
| |- style="background-color: #F0F0F0" | |- style="background-color: #F0F0F0" | ||
| ! +71: || [[Sounding out accuracy|CCVCC<br>stuff, grass, stand, sniff]] | ! +71: || [[Sounding out accuracy|CCVCC<br>stuff, grass, stand, sniff]] | ||
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| ! +76: || [[Sounding out accuracy|CCVCC<br>hot, skill, black, spell, man]] | ! +76: || [[Sounding out accuracy|CCVCC<br>hot, skill, black, spell, man]] | ||
| |- style="background-color: #F0F0F0" | |- style="background-color: #F0F0F0" | ||
| - | ! +77: || [[Sounding out accuracy|CCVCC<br>off, clock, bring, not, think]] | + | ! +77: || [[Sounding out accuracy|CCVCC<br>off, clock, bring, not, stuck]] |
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| ! +78: || [[Sounding out accuracy|CCVCC<br>did, still, run, plant, drink]] | ! +78: || [[Sounding out accuracy|CCVCC<br>did, still, run, plant, drink]] | ||
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| ! +82: || [[Sounding out accuracy|CCCVC, CCCVCC<br>scrub, strict, split, scrap]] | ! +82: || [[Sounding out accuracy|CCCVC, CCCVCC<br>scrub, strict, split, scrap]] | ||
| |- style="background-color: #F0F0F0" | |- style="background-color: #F0F0F0" | ||
| - | ! +83: || [[Sounding out accuracy|CCCVC, CCCVCC<br>splat, bring, still, think, strong]] | + | ! +83: || [[Sounding out accuracy|CCCVC, CCCVCC<br>splat, bring, still, stuck, strong]] |
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| ! +84: || [[Sounding out accuracy|CCCVC, CCCVCC<br>strap, drink, still, stop, from]] | ! +84: || [[Sounding out accuracy|CCCVC, CCCVCC<br>strap, drink, still, stop, from]] | ||
Revision as of 23:03, 31 March 2008
This page contains all the Free-Reading activities for Sounding Out. They are divided into Sequenced Activities and Supplemental Activities. You can click here to add your own supplemental activity.
Contents |
About the sounding out activities
In sounding out, students take a regular word, such as sat, produce the letter-sound pattern "sssaaat," and blend to produce the word sat. This is a crucial point in learning to read, bringing together skills that students have spent many weeks working on and providing the first excitement of reading unaided. Being able to sound out regular words also provides students with a self-teaching capability: they can decode unaided words they do not yet recognize on sight.
The objective of the sounding out sequence of activities is to teach students to take a printed regular word and decode it by producing letter sounds and blending them.
You can start sounding out as soon as students:
- (i) know enough letter sounds to form words from letters introduced three or more days ago, and
- (ii) have mastered phoneme blending (see Phonological Awareness Activities.
For instance, if you're using the amsti letter-sound correspondence sequence (introducing a new letter-sound pair every two days, and having covered oral blending and segmenting skills), after five letter-sounds you could begin sounding out with words using letters a, m, and s (assuming i was today's letter and t was from two days ago)--so you might begin with am and Sam.
The practice words for sounding out were selected so that students will get to practice skills they have already acquired, at the same time receiving feedback and motivation from reading real words.
This strand of instruction was constructed on the following principles:
- We start with simpler CVC patterns and establish them before moving to more difficult patterns. (See this article on CVC notation for an explanation of C~VC, C.VC, etc.)
- Once a new CVC pattern has been established, but before introducing the next pattern, we mix in words from previous patterns to provide additional practice.
- We put more emphasis on practicing sounding out with high-frequency words, such as put, must, get, him, can, etc.
Tips and tricks for teaching sounding out
- Teachers sometimes underestimate the amount of practice a lower-performing student will need on sounding out. Some students may need 20 lessons with CVC words before progressing to more difficult letter combinations.
- Ideally, a student should be able to sound out four CVC words without error before moving on to CVCC words. If necessary, adapt the schedule below to accommodate or provide extra instruction for students who are not ready to move on.
- For students who are not yet confident of letter sounds, try pointing out letters (e.g., medial vowels) at the start of the sounding out activity and asking for the sound.
Sounding out resources
Sequenced sounding out activities
A Note on Lesson Deltas. If you're using an integrated instructional program such as IPID 101 that comes with a map, follow the lesson numbers in the map and ignore the deltas below. If you're using this sequence outside of a program map (e.g., you're creating your own program), take whatever lesson number you are at when you start this sequence, call that Lesson N, and add the deltas below to N to calculate the lesson number for each subsequent lesson -- i.e., if you are on Lesson 10 when you start this sequence, then the activities below labeled +14 should be included in your Lesson 24.
Supplemental sounding out activities
- Beach Ball Word Families
- Buddy Reading
- Chopping sounds
- Long Vowel Search and Sort
- Quick Erase
- Sound Boxes
- Sounding Out Accuracy: Word Swatter Game
- Sounding Out, Alien Word Game
- Sounding Out, Holiday Relay
- Sounding out accuracy, The Sum of the Parts
- Sounds