From FreeReading
What to do
- Write the irregular word on the board in letters at least a foot high or, for a small group, show students the index card printed word.
- Let's review this word. Be careful! It's a trick word. Let's sound it out together. Touch each letter and say the sound, e.g., wwwaaasss. But when we say this word fast, what's the word? Good: was (or whatever the word is you are reviewing). Remember, some words try to trick you. You can sound them out, just like you’ve been doing, but then you have to say the word a bit differently: was.
- Look for students who are not saying the word or who are just blending what they sounded out, e.g., wass with a short a , instead of was. Ask them to sound out the word, then ask: What's the word?
- Write 6 words on the board (arrange them randomly): 2 of the words should be the irregular word you are teaching and they should be interspersed with 4 regular words that the students already know how to sound out.
- I'm going to try to trick you. When I point to the word we just learned, say the word. When I point to any other word, you have to stay quiet. My turn first. Point to a series of words and either say the word or make a performance of saying nothing, as appropriate.
- Your turn. Ready? Point to words randomly, holding on each one for a few seconds.
- If a student says one of the other words, point to the irregular word and say: You only need to make a sound for this word. When I point to any other word, stay quiet. Ready? Look for individuals who are saying nothing when you point to the irregular word. Have those students try words individually until they have it (but don’t call only on struggling students). Keep going until everyone has it.
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