The Research Says - hand2mindThe Research Says... “C h i l d ren construct knowledgea c t i v e l...

2

The Research Says...

“C h i l d ren construct knowledge a c t i v e l y, integrating new concepts andideas into their existing understandings. Educators have an opport u n i t yand an obligation to facilitate this propensity to learn and to develop acapacity of learning that will pre p a re c h i l d ren for active engagement i nthe learning enterprise throughout their lives.” National Research Council

Eager to Learn

Why Is Reading Rods® Phonics Eff e c t i v e ?Reading Rods Phonics is a scientificallybased,* multi-sensory program thatdevelops essential phonics and wordanalysis skills. It is designed to supplementany core literacy program with a richstrand of active and engaging learningexperiences. Throughout Reading Rods

Phonics, children have multipleopportunities to actively explore letter-sound relationships, investigate spellingpatterns, and build words and sentences.This booklet provides the key to unlockhands-on learning for your students withReading Rods.

*For more research information, go to www.etacuisenaire.com/search/searchcorrelations#research

3

The Research Says...

“C h i l d ren learn phonics best as p a rt of a wide range of engagingliteracy experiences accompanied by rigorous teaching.”Gay Su Pinnell & Irene C. Fountas

Phonics Lessons: Letters, Wo rds, and How They Work

“Phonemic awareness instruction is more effective when childre nphysically manipulate letters as they identify phonemes.”Ball & Blachman, 1991; Bradley & Bryant, 1983, 1985;

Ehri & Wilce, 1987; Tangel & Blachman, 1992

Hands-on learning experiences increasemotivation, appeal to multiple learningstyles, and build the groundwork for futuresuccess in learning. Using manipulativesalso promotes the use of higher-orderthinking and reasoning skills.

As children use Reading Rods, they areable to see relationships between the partsand the whole, apply their currentknowledge, and communicate theirunderstandings about letters, sounds, and words.

Why Use Manipulatives?

800-445-5985 ■ www.etacuisenaire.com

What Are the Components of Reading Rods® P h o n i c s ?

4

Varied opportunities for meaningfuldiscussions and explorations are critical to help children become successful readersand writers. Reading Rods Phonics offersflexible and easy-to-use resources

to promote discovery learning, guidedlearning, and teacher-directed instructionthat address the following critical reading skills:

Teacher’s Resource Book• Systematic and explicit phonics instru c t i o n• Detailed instructional scope• C o m p rehensive and re s e a rch-based skills• Purposeful blackline masters • Options for informal assessments

Reading Rods• Interlocking color-coded rods• Four sets of three diff e rent skill kits• O rganized for small groups of 4–8 students

Student Activity Books• 24 activity books• Motivating chants and rhymes • Purposeful activities for small-group,

partner, and independent work• Integrated writing activities• Decodable mini-books for practicing

reading and fluency skills

Pocket Chart Cards • Color-coded cards correspond to each

Reading Rods kit• Multiple activities are included with each set

of cards• Perfect for large-group, small-group, and

independent activities • Can be placed in the built-in pocket

chart on the back of the Reading RodsStorage Center

• Phonological awareness• Spelling patterns• Phonemic awareness• Word structure

• Letter knowledge• Word-solving strategies• Letter/sound re l a t i o n s h i p s• High-frequency words

• Grammar• Sentence mechanics• Word usage• Fluency

5

“If you snap ustogether, we

won’t get lost!”

Reading Rods Clean-Up Song(to the tune of London Bridges)

Snap together Reading RodsReading Rods, Reading RodsSnap together Reading RodsMatch the colors.

• Allow students time to explore therods freely before beginning a lesson.

• At the end of a lesson, have students sort the rods by color,snap them together, and store theconnected rods in a tote so thenext user can easily find the needed rods.

• Use the Reading Rods color-codechart on the back of this booklet tokeep track of the rods.

• Place vinyl place mats or carpetsamples on workspaces to minimize noise.

• Draw patterns or marker lines onthe back of each set of pocketchart cards before you take themapart. Use the patterns to sort andorganize related word cards.

• Create an instant language discovery center with an overheadprojector. Use a large magneticwrite-on/wipe-off board as ascreen. Include a basket or tote ofselected overhead tiles.

• Put dirty rods in a mesh bag, swisht h e m in a vinegar and water solution,and hang the bag up to dry.

Game Boards• Colorful two-sided game boards• Extend and review skills within a

game format • Use in learning centers and with

small groups or partners

Overhead Tiles • C o l o r-coded tiles corre s p o n d with the

Reading Rods • Perfect for whole-class demonstrations

and think-alouds

Activity Trays • Four durable trays for work on tables or desktops• Provide visual boundaries and “quiet”

workstations

800-445-5985 ■ www.etacuisenaire.com

What’s the Best Way to Set UpReading Rods® Phonics?

6

Removable pouches

Roomy drawer to house trays, game boards, andother components

Labeled VersaTote® containers for easy storage

Meet the Mascots

The Learning and Storage Center is avaluable re s o u rce for any classroom. All ofthe Reading Rods materials fit neatly in t h i scenter and are easily accessible. P l a c e t h ecenter in an area that allows children touse it with ease.

Read the labels and point out the specialmascots to familiarize children with all thec o m p o n e n t s . As the school year pro g re s s e s ,add your own signs and labels to make thel e a rn i n g center fit your classro o md y n a m i c s .

• Use the removable pouches forstudent-selected center activities.Assign individual students orsmall groups a specific colorpouch to complete.

• Point out how the Reading Rodsmascots on the totes can helpstudents find and put rods away.Use the mascot’s name (see below)to make locating the right rodsboth fun and easy.

• Place Reading Rods word cardsin the pocket chart forindependent activities.

• Ask early finishers and/or earlyarrivals to gather Reading Rodsneeded for future activities.

• Provide blank index cards andsentence strips for students to writetheir own words and sentences.

7

A Different Mascot for Each Kit!

Clear snap pocketsto store materials

Built-in pocket chart

Back view of storage center

Successful interactive literacy experiencesrequire careful planning. Reading Rods®

Phonics is designed to help you plan andteach efficiently. Use the lessons in theorder presented in the Teacher’s Guide o ridentify lessons that support your re a d i n gp rogram. (Correlations to most basalp rograms can be found on our website.)Take time to glance thro u g h each ReadingRods Phonics lesson to identify specificactivities that address immediate andfuture instructional needs. Each lesson i nthe Reading Rods Phonics program off e r sexplicit guidance to help children use theirgrowing knowledge about letters, sounds,

words, and sentences. Theflexibility of the resource makes

it easy to fit Reading RodsPhonics into any literacyprogram.

Suggested TimeAllocation• Allow 15 –20 minutes per lesson.• Use Reading Rods Phonics every day

for a full year of instruction—or• Integrate Reading Rods Phonics 2 –3

times a week to replace, extend, orreinforce core reading lessons.

8

• Download correlations fromwww.etacuisenaire.com to align Reading RodsPhonics with your corereading or phonicsprogram.

• Cross-reference the ReadingRods Teacher's Guide Tableof Contents with objectivesfrom your state’s readingobjectives.

Embedded supportin each lesson

Detailed materials list and objectives

Step-by-step guidanceto introduce and teach

essential skills

Informal suggestions to link assessment and instruction

Purposeful extensions for creative and continued practice

How Can I Plan My Daily or Weekly Instru c t i o n ?

800-445-5985 ■ www.etacuisenaire.com 9

What Are Ways to Group forInstruction?

10

WHOLE GROUP

Student Activity Book• Build background knowledge

with the poems, rhymes, and chantsat the beginning of each unit.

Reading Rods• Model word-building activities and

think-aloud strategies.

Overhead Tiles• Demonstrate specific word-building

skills and strategies.

SMALL GROUP (4 –6)

Reading Rods• Organize needs-based groups for

explicit hands-on lessons.

Pocket Chart Cards• Provide additional practice with

letters and words.

Overhead Tiles• Make connections between new

skills and current understandings.

Game Boards• Offer structured play opportunities

for students to apply their knowledge of skills.

One size does not fit all. This is especially true i nt o d a y ’s classrooms. Some children need

m o re repetitions of a particular c o n c e p t ,some need more individual g u i d a n c e ,

and others might need more timefor hands-on explorations.

Reading Rods® Phonics offers a variety ofm a t e r i a l s to help you effectively respond tochildren’s varying readiness levels, interests,and learning styles. Reading Rods are perfectfor whole-class demonstrations, hands-ondiscoveries, AND rigorous teaching!


PARTNERS

Student Activity Book• Pair able students with less able

students to complete activities or read mini-books together.

Game Boards• Help students apply current

understandings in a playful, skill-based context.

INDIVIDUAL WORKStudent Activity Book• Simple directions and prompts help

develop independent working skills.

Reading Rods• Color-coded rods provide visual

support to help students recognize patterns in words.

Pocket Chart Cards• Color-coded pocket chart cards

provide another visual representationof Reading Rods.

What Planning Tools Are Included?

12

Using the Reading Rods® Phonics Planner isone way to carefully plan interactive learn i n ge x p e r i e n c e s that support your core re a d i n gp rogram. It helps you identify and selectReading Rods materials that corre l a t eto daily lesson objectives. In addition,the Reading Rods Planner helps toe n s u re children have multipleinteractive literacy experiences aimedat developing a particular skill.

The Reading Rods Planner is easy touse. List the title of your re a d i n gselection or theme at the top of thepage, and write the objective below it.Use this information to find a matchinglesson in your Reading Rods PhonicsTe a c h e r’s Guide Table of Contents.Review the Reading Rods Phonicslesson to identify and select activities forw h o l e g roup, small group or part n e rwork, and individual work.

• Use self-stick notes or highlightertape to mark favorite ReadingRods Phonics activities.

• Place Reading Rods overh e a dtiles, pocket chart cards, orrods in pouches for student-selected activities.

• Laminate BLMs to create re u s a b l e ,independent learning activities.

• Select Reading Rods mini-books(stories at the back of eachStudent Book) to generatesentence strips for sequencingand cloze activities. Displayand use the sentence strips inthe built-in pocket chart on theback of the Storage Center.

• Visit www. e t a c u i s e n a i re.com tofind correlations of ReadingRods Phonics to basals.

Reading Rods® Phonics Planner

DATE: SELECTION/THEME:

OBJECTIVE:

READING RODS RESOURCES

❑ Teacher’s Guide page #

❑ Overhead Tiles

Set

Tiles

❑ Pocket Chart Cards

Set

Lesson #

READING RODS KITS

❑ Alphabet and Phonemic Awareness

❑ Initial Consonants and Word Families

❑ Short Vowel Word Families

❑ Phonics Word-Building

❑ Prefixes, Suffixes, and Root Words

❑ Simple Sentences

❑ Sentence Construction

❑ Student Activity Book page #

❑ Game Board

WHOLE GROUP INSTRUCTION

SMALL GROUP OR PARTNER WORK

INDIVIDUAL WORK

© ETA/Cuisinaire® Reproducible Master

What About Assessment?

14

• Use the informal assessmentideas found in each lessonfor on-the-run assessments.

• Ask students to constructkey words to demonstratetheir expanding knowledgeof spelling patterns andword structure.

• Use Reading Rods PictureRods in Grades 1 –3 withstudents who needadditional support withsounds and phonologicalawareness.

First Grade Student’s Quick Assessment

OctoberPretest

JunePosttest

Invented, or developmental, spelling is apredictor of success in both reading andphonemic awareness (Read, 1971;Gentry, 1982; Richgels, 1986; Templeton& Morris, 1999; Bear, Invernizzi,Templeton, & Johnson, 2000). It is also avery useful tool for planning needs-basedinstruction.

The Reading Rods® Phonics QuickAssessment is based on the Developmental

Spelling subtest of the ISEL, IllinoisSnapshot of Early Literacy, which has beenvalidated in numerous studies (Morris,Bloodgood, Lomax, and Perney, 2001). Itprovides a visual "snapshot" of a child’sknowledge about letters, letter sounds,spelling patterns, and words. Using theReading Rods Phonics Quick Assessmentas a pre- and post-assessment helps toaccurately document children’s progressand determine next steps for instruction.

Pretest and Posttest Results—Comparisons by State

First Grade—94 Students


Reading Rods® Phonics Pilot Study

Second Grade—62 Students

The Reading Rods Phonics QuickAssessment was administered as part of aReading Rods Phonics pilot study of 156first- and second-grade children fromdemographically diverse schools in fourstates. The scores were analyzed using arubric reviewed by Dr. Darrell Morris ofAppalachian State University.

Posttest scores reveal significant gains inchildren’s ability to listen for and identifysounds in spoken words after usingReading Rods Phonics in the classroom for nine months.

The Research Found...

“...gains for both female and male students were statistically significant at the .001 level.”

Materials

Do and Say

TestKindergartenGrade 1Grade 2Grade 3

Continue forGrade 2Grade 3

See scoring

You will need these directions and a test paper (see page 19) and a pencil for each child.

“We're going to write some words. I'll go first. The word is mat. I wiped my dirty shoes onthe door mat. Mat. What letter should I write first?”

• If a child does not provide a letter say “I hear an m.” Write the letter m on the boardor chart paper. Then say, “Do you hear anything else?” Supply letters if a child doesnot say the remaining letter names. Have children write mat at the top of their papersnext to the ❑ (square).

• Repeat the process for lip: “Lip. She cut her top lip. Lip.” Do not skip this secondexemplar. Have children write lip at the top of their papers next to the ❍ (circle).

• Clearly pronounce each of the 10 (or 20) spelling words below to the children. Do n o t s t retch out or pronounce slowly. After saying each word, say the sentence and say the word again.

• To determine if children have finished spelling, say “Put your pencil down when you'reready for the next word.”

• Have children write their first name and last initial on the line at the bottom of their test.

Reading Rods® Phonics Quick AssessmentKindergarten–Grade 1 and Grades 2 –3

Adapted from Illinois Snapshot of Early LiteracyIllinois State Board of Education, August 2001

Word Sentence1. junk The desk was full of junk.2. mail Please mail this letter.3. step Don’t step in the mud.4. washed I washed my hands.5. hot The sun made the sand very hot.6. chin My chin is below my mouth.7. back Can you scratch my back?8. goat The goat lives in the barn.9. clay I planted flowers in the clay pot.

10. shine The sun will shine today.

Word Sentence11. try Always try your best.12. blue The sky is blue.13. thump I heard a loud thump.14. queen The queen wears a crown.15. knob The door has a knob.16. watch I like to watch cartoons.17. returnable The gift is returnable.18. babies The babies are crying.19. giving I am giving a cookie to you.20. noise The truck made a loud noise.

STOP here for Kindergarten and Grade 1.



READING RODS PHONICS QUICK ASSESSMENTSCORING PROCEDURE FOR GRADES 2 AND 3

1 For Grades 2 and 3, no score sheet or analysis is necessary. Simply scoreeach child’s paper like you would a spelling test and determine if eachword is spelled correctly or not.

2 Correctly spelled words get 1 point; incorrectly spelled words get 0.3 Total the points. A perfect score is 20.

After Pretest After scoring each paper, note the spelling patterns of words that havebeen misspelled. Group children who have similar needs. Use the Teacher’sGuide Table of Contents to locate lessons and activities that target thoseneeds.

After Posttest Compare each child’s pretest and posttest to note progress and to identifyfuture areas of instructional need.

READING RODS® PHONICS QUICK ASSESSMENTSCORING PROCEDURE FOR KINDERGARTEN AND GRADE 1

1 Photocopy the form on page 18 for each child and enter his/her name.Copy the child’s spelling of each word in the space provided. Look at howthe child spelled the first word, junk. Circle the first consonant. Discontinuescoring the word if the first consonant is not represented by a letter listed forthat word under Correct and Acceptable Letters. If the first consonant is notrepresented, move on to the next word.

2 If the first consonant is represented by a correct or acceptable letter, circle itand all subsequent letters if they occur in the same order from left to right aslisted in the Correct and Acceptable Letters. Ignore inserted letters.

3 For each word, count the number of columns that contain a circled letter.Only one point can be given per column. Write that number in the LetterPoints column.

4 Award one additional point in the Bonus Points column for any word that isspelled correctly.

5 Add the number of Letter Points plus Bonus Points and enter the total in theTotal Points column.

Note: 4 points should be awarded for the spellings of the following words: mail(male); goat (gote, goet, and goot); shine (shien).

After Pretest Notice the spelling patterns of the words that have been misspelled. Groupchildren who have similar needs. Use the Teacher’s Guide Table of Contents to locate lessons and activities that target those needs.

After Posttest Compare each child’s pretest and posttest to note progress and to identifyfuture areas of instructional need.

Reading Rods® Phonics QuickAssessment

R e p o rting Form*

WORD Reproduce each child’swritten attempts here

Correct and Acceptable Letters

LetterPoints

BonusPoints

TotalPoints

TOTAL POINTS

NOTES:

1. junk j u n k cg o ck g

2. mail m a ay l leai o

3. step s t e pc d a c

4. washed w a sh edy o s h t d

5. hot h o i t

6. chin ch h l nt c ej g

7. back b a ck cp k g

8. goat g o i a t

9. clay c k l a ai y e

10. shine s sh l n e

CHILD’S NAME: DATE:


*For Kinderg a rten and Grade 1

❑

❍

1. 11.

2. 12.

3. 13.

4. 14.

5. 15.

6. 16.

7. 17.

8. 18.

9. 19.

10. 20.

After spelling, child prints name here.

Reading Rods® Phonics Quick Assessment

DATE:


Sentence-Construction

Nouns and Noun Endings Verbs and Verb Endings

Articles Adverbs Pronouns

Conjunctions Prepositions Interjections Punctuation

Adjectives and Adjective Endings

Blends DigraphsVowelCombinations

Consonants Vowels “Magic” e

Word Families

Phonics Word-Building

Blends DigraphsVowelCombinations


Word Families

Phonics Word-Building

Simple SentencesPrefixes, Suffixes, andRoot Words

Prefixes English Base Words

Greek/Latin Root Words Suffixes

Consonants Vowels

Prefixes, Suffixes, andRoot Words

Prefixes English Base Words

Greek/Latin Root Words Suffixes

Consonants Vowels

Simple Sentences


Adverbs Pronouns ConjunctionsPrepositions Punctuation

Articles Adjectives

Alphabet andPhonemic Awareness

Initial Consonantsand Word Families

Consonants

Short VowelWord Families

Consonants

Word Families Blends Digraphs

VowelCombinations


Phonics Word-Building Simple Sentences

Word Families

Consonants

Vowels

Initial ConsonantPictures

Initial Vowel Pictures

Word Families

Nouns and Noun Endings Verbs and Verb Endings Adverbs

Pronouns ConjunctionsPrepositions PunctuationArticles Adjectives


Adverbs

Pronouns

Conjunctions

Prepositions

Punctuation

Articles Adjectives

For a complete inventory of each kit, visit us online at www.etacuisenaire.com.

• Remember—Reading Rods areeasier to locate in the tote ifyou snap like colors togetherb e f o re putting them away.

Reading Rods® A re Color-c o d e d .Use this chart to locate rods and put them away in the right tote.

ETA P1203XX05ISBN 0-7406-3399-X

Reading Rods® Patent No. 6,685,477.Other U.S. and foreign patents pending.

The Research Says - hand2mindThe Research Says... “C h i l d ren construct knowledgea c t i v e l...

Documents

Transcript of The Research Says - hand2mindThe Research Says... “C h i l d ren construct knowledgea c t i v e l...