Powerful and highly entertaining technique for teaching the day's reading vocabulary words to all students in your classroom.
1 List Daily = 1 Year's Growth in Reading Ability in 1 School Year.
2 Lists Daily = 2 Year's Growth in Reading Ability in 1 School Year!
Large letters enable easy viewing from 30-40 feet across the room. Click the video to show ReadingKEY developer Richard Pressinger using the ReadingKEY Classroom List with a class of 25+ students.
Each collection of Grade Level Lists advances students 1 year in reading ability as observed on standardized academic tests
To advance students 2 years in 1 school year - do a Classroom List for 20 minutes first thing in the morning and then the next list for 20 minutes after lunch. Classrooms where most students are reading below grade level (common in 4th and 5th grade classes), teachers should begin from Week 18 of the previous grade and complete two lists daily (morning and afternoon).
Classroom List Activities are available for Grades 1 through 6.
STEP DESCRIPTIONS Below describes the 7 "STEPS" used to teach the reading vocabulary words as seen in the video. To view a specific step you can scroll through the video timeline to the minutes and seconds"shown below each STEP title.
STEP 1: TEACH VOWEL SOUND Begins at 1:18 (1 minute - 18 seconds)
The first step is to simply teach the common vowel sound used in all list words. Each word has the same vowel sound which gives the repetition needed to accelerate learning of the vowel sound. Vowel sounds are color-coded for easy identification. Short vowels are red - long vowels are blue and other advanced vowel sounds are green (ar - er - ir - ur - oo - ou - oi, etc.)
STEP 2: STOP AT THE VOWEL SOUND Begins at 2:05
In this next step, you show students how to read up to the colored vowel sound in each word. For example, if the word is "cat" - you make the sound of "c" and "a" together (cah). This gives students a logical strategy to use when attempting to read any unknown word which can be used for the rest o their lives!. Color coding of the vowel sound shows them exactly where to stop in this step. This also gives them a strategy for spellilng any unknown word!
STEP 3: READ THE WORDS Begins at 2:52
Here you will demonstrate how to read each word by first demonstrating the Stop-at-the-Vowel-Sound technique and then adding the final consonant sounds. For example, if the word was "JUMP" - you would say, "OK, we know that "ju" says "juh" - but what sound does "mp" make? After getting the correct answer from a student you say, "Good, so, if "ju" says "juh" and "mp" says "mmmp" - what is the word?" You then repeat this process with each word.
STEP 4: TEACHER/STUDENT CALL-OUT Begins at 4:50
This step further practices the final sounds and reading each word. So far, your students understand how to decode the words and should have a good idea of all the sounds in each word. While we have practiced the Stop-at-the-Vowel-Sound technique numerous times, we need to further practice the final sounds and reading the entire word. To reinforce the sequence here - you begin by saying the sound up to the color, but now - students add the final sounds in their mind silently - and then say the entire word in unison when you point to them. It is important not point at them immediately - It's good to wait 2-3 seconds giving them time to look at the final sounds and figure out the word.
STEP 5: COPY CAT Begins at 4:50
Time for fun! - Here, the student will copy everything you say and do. The best way to begin is to simply say "COPY-CAT." When students hear this they immediately go into "COPY-CAT MODE" - and from that point forward they will copy everything you say and do. Use this opportunity to reinforce important points including vowel sounds - consonant sounds - rules - list words, etc).
By the way - it is always fun to bring out a few smiles by throwing in a few "non-sense" copy-cat phrases such as - "I Love Pizza" etc.
STEP 6: BOO-BOO CATCHER Begins at 6:30
Students begin by putting both hands on their desk. You tell students that you are going to read the list of words - but... - you are going to make a mistake on one word. They are to raise their hand at the moment they hear the mistake. This is a very powerful technique as students will repeatedly practice saying the list words to themselves (as they want to catch you making a mistake). Before beginning - ask students if they want you to tell them any word on the list.
STEP 7: TIMED READING Begins at 8:42
Students at this point will most likely be able to read the words. However, we now begin a mild competition by timing students on saying the list words. Call on a student who would like to come to the board to read the list words. Write their first name on the board. Use your stopwatch in your cell-phone, wristwatch or stopwatch from Walmart etc to time the student on saying the list words. Write their time next to their name on the board. The only problem with this is that nearly all students will want to do this but we recommend calling only 5-10 students to save time.
FOLLOW-UP ACTIVITY Begins at 11:07
To further solidify mastery of the vocabulary words, pass out the corresponding worksheet activity. This activity uses the same words as just practiced and includes exercises in alphabetical order, definition clues/riddles, fill-in-the-blank and sentence writing. This will give you a 15-20 minute "break" in which you can prepare for your next activity or help any lower performing students using the "Student List" one-on-one activity. Click the link to watch the Student List activity.