“All three teams report improvements in word recognition and decoding in guided reading and improvements in spelling while writing,” Kristin said. With Kristin’s guidance, the Kindergarten, first-grade, and second-grade teams at her school now use Signs for Sounds along with the word sorts.
Students did their word sort work independently after completing a Signs for Sounds lesson. “Students also separated the spell-out words and/or words that did not match one of the line leader patterns into their own column (Out-of-Sort Words), since there is no shared rule or pattern in these words,” Kristin explained. Students used “line-leader patterns” to create lists of words with shared patterns.
So, Kristin took the words from each lesson in Signs for Sounds and created word sorts-activities that require students to group words by patterns. “I wanted my students to better understand the patterns the sound-out words share, and I wanted them to recognize the difference between these sound-out words and the spell-out (irregular high-frequency) words,” Kristin said. Was there a way to reinforce and solidify their understanding of the word patterns and high-frequency words featured in the program? Pleased with the results she was seeing from Read Naturally’s spelling program, Signs for Sounds, Kristin asked herself how she could capitalize on her students’ momentum. Kristin McDaniel, a first-grade teacher in San Juan Capistrano, CA, is one of the great ones. A great educator begins with an effective strategy or program and then develops ways to extend the learning even further.
Student's Guide to One Minute Reader Live.
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