Phonograms for Decoding

 

Author: Kristie Korth

Grade: 2-4

 

Integrated Disciplines: Language Arts

 

NE Standards: 4.1.1 By the end of fourth grade, students will draw on a variety of strategies to read and understand unfamiliar words and phrases.  4.1.2 By the end of fourth grade, students will acquire and use correctly the advanced reading vocabulary.  4.2.1 By the end of fourth grade, students will identify, describe, and apply knowledge of the structure of the English language and Standard English conventions for sentence structure, usage, punctuation, capitalization, and spelling.

 

Objectives: The students will recognize phonograms in a variety of different words.  The students will use phonograms to create new words.

 

Materials: *Fox in Socks by Dr. Seuss (preferably a Big Book)

*One pre-printed note card per student

*Lined paper, pencils

 

PROCEDURES

Anticipatory Set: Begin by asking students what they know about rhyming words.  Ask the class for some examples and write them on the board.  Next, ask students to recite nursery rhymes or poems that they know.  Then, discuss what makes words rhyme.  Prompt the students to discover end rhyme.  Discuss the ending sound of each word, including both the consonants and the vowels.  Give examples to help them further understand rhymes.

 

Vocabulary: Any words that rhyme.  I guarantee there will be words in the book that are either nonsense or words that you will need to explain to the students.

 

Activities:

  1. Ask the students to clear their desks.  Pass out the pre-made note cards.  Each note card should have a phonogram on it.  They should be phonograms that appear frequently in Fox in Socks.  Good examples to use would be, ox (for box, sox, Knox, fox), icks (for bricks, chicks, tricks), ocks (for clocks, blocks, rocks).  There are many phonograms used throughout the book.
  2. Tell the students that you are going to read the story, Fox in Socks.  After each page, you will stop so they can participate.  To do this, they will hold up their note card if they see or hear their word on a page.  Remember to point out that the word on the note card will be within another word, not all alone.  Read the book.
  3. If it appears that not enough cards are going up for each page, begin stopping after every two lines and discussing the words.  If necessary, cover the first letter of the word, so that the student’s phonogram is all that is showing.  For example, if no one holds up a card after the word ticks is read, cover the t and ask again.  This may be beneficial until the students get the hang of looking for their word.
  4. After the story is completed, review the concept of a rhyme using a whole class approach.  Then divide students into groups of three or four, depending on class size.  Tell the groups to place their note cards in a row where all of the group members can see them.  Say that the groups will be given ten minutes to write down as many words as possible that contain the words on their note cards.  It may be necessary to allow students to use make-believe words.  If this is the case, they can write the word and its made-up definition.  In either situation, demonstrate with an example.

 

Provision for special needs: If there are children that have a hard time with this, do as it said in the beginning.  If they are not raising their note cards during the story, pause after the word is read, and if they do not raise it, then cover up the extra letters.  Give the students that are having trouble as many cues as they need.

 

Closure: When the time is up, ask students to put their pencils down.  Review what each group has written and ask the class for any additional examples.  (It will take much longer if the make-believe words are being included).  To review, tell the students that in order to go put their work away, they must say two words that rhyme together.  Call on students one at a time until everyone has gone.

 

Assessment: The students recognized phonograms in a variety of different words.  The students used phonograms to create new words.  The teacher observed the children that were holding up the note cards, this showed if the student could recognize phonograms in different words and contexts.  The list of words that the groups produced showed if the students could use the phonograms to create new words (real or imaginary).

 

References: wysiwyg://main.19/http://lessonplan…anguageArtsDecodingPhonograms24.htm

 

Reflection: