Module 4: Activity 1

In the video, I noticed Robin doing some word building with onsets and rimes; it actually looked like he was using the chunk stacker game that I’ve used with my kids. He used this knowledge of phonograms to read some leveled texts where he was also using syntactic and semantic clues to see if his miscues made sense. He then began noticing these chunks in the environment, which seemed to give him confidence when it started becoming relevant. I noticed that he was using a white board to write out words as he was writing to read; I thought this was a great strategy because writing is so daunting for a struggling reader that the impermanence of a white board to check words and sounds before you actually “write” them into your text makes it less intimidating. And finally, as he was setting up his email account, I noticed that he was using these phonograms to “sound out” parts of the word in conjunction with the contextual clues to read the word “Congratulations.”