The Word Lesson

[Orencio Suhag]

InRISE, I was able to turn off Lesson count so it did not display in my course. But I noticed even though I turned it off, it still shows "Lesson #" after you have reviewed a section of the Table of Contents and then go back to it. when you scroll down instead of your continue button you see the Lesson. But we are using Sections and Section 1 starts a few "Lessons" in, so when folks scroll down they see "Lesson 4 Section 2 (section 2 is my title), I don't want to see the Lesson 4 part. I went into Labels and removed the word "Lesson" but than it still shows the 4. Anything I can do about this, seems a little confusing to the learner based on how my SME wants the titles. Screenshot attached.

We are experiencing the same issue as we are numbering lessons too. I do understand that this could confuse the learners when we use section names within the TOC but is Articulate planning to add this option to remove the "Lesson X" reference at the top and bottom of a Rise Lesson? or is this enough reason for not doing this?

Really Great Reading believes that every student has the right to appropriate, high-quality, foundational-skills reading instruction. We are focused on preventing and remediating decoding weaknesses in students in all grades (and even adults). We provide educators with the tools and knowledge to teach all students (not just those who learn easily) to read. We make assessment and grouping practical, efficient, and accurate. Our approach to reading instruction is research-based, interactive, explicit, structured, and multisensory. In our lessons, students not only learn to read, but enjoy the intelligent and age appropriate learning process.

The Lesson Planning & Implementation Support guide provides a brief overview of the UFLI Foundations lesson steps, including the materials needed and the basic procedures for implementing each step. This can serve as a handy reminder as you learn to implement the lessons.

We have also provided printable version of the Individual Sound wall charts. You may choose to glue them into a file folder for each student or print them front/back to laminate. These may also be enlarged and printed as posters if your classroom space does not allow for the full UFLI Sound Wall displays.

The printable grapheme cards may be used for general review of grapheme-phoneme correspondences. They may also be used as an alternative to Visual Drill slides in Step 2: Visual Drill or the Virtual Blending Board in Step 4: Blending Drill, especially for small-group or one-on-one implementation of the lessons.

The Word Work Mat can be used in Step 6: Word Work, or any time students need to use manipulative letters for encoding and decoding practice. The Word Work Mat can be used by the teacher, the students, or both, to practice reading and spelling words.

The Printable Alphabet Tiles and Mat are designed to be sent home along with the Home Support Guide. Families can use these paper tiles as manipulative letters for home practice with word work. Printing them on card stock makes them easier to use.

The materials on this site are freely available for anyone to use, adapt, and share (with attribution), but no one is permitted to sell either the original materials, any adaptation of it, or lesson plans that reproduce any part of it. You may not use this work for commercial purposes. These materials are to be used for educational purposes only.

Each unit has three short lessons to teach in your classroom and a longer-form activity for your students to complete on their own. In addition to exploring the big topic, the first mini lesson in any module prepares students for a visit to Planet Word, the second extends the learning, and the last supports deeper student understanding through a guided reflection, plus an aligned project-based student activity. Use all four resources or just one depending on your needs. Check out our quick tips for getting started.

Words as a Mosaic

Students share their experiences in the gallery, emphasizing the strategies they used to determine the meaning of new words, and reflecting on what writers do when they write.

The Power of Language

Students share what they know about world languages and create a KWL chart to document the questions they still have. Students consider why knowing another language may be useful.

A Linguistic Exploration

Students discuss a variety of questions about the role of language in culture, politics, and society. Students also conduct research and create a visual display to introduce one of the languages they explored at Planet Word to their classmates.

*Welcome Guide Activity

Students consider how to kindly welcome a new classmate who speaks another language. Students are tasked with creating an informational guide that applies the learning from the museum as well as research into phrases that would be important in a school context.

The Power of Words

Students explore the messages of the stories they heard at Planet Word, then turn the lens on themselves to explore a time a word or words have had an impact on them.

*A Cautious Consumer

Students look at a variety of different ads in order to identify the audience, claim, and desired outcome (behavior) and define some key terms related to advertising.

Too Good to be True?

Students share their experiences in the gallery, emphasizing what it was like to create their own advertisements and reflect on the role that advertisements play in their life.

Laminated dry erase mats are a much better option! Just pass out the laminated mats and dry erase markers and they use these just like a dry erase board. I like to use the mats with the Elkonin boxes to help give the kids structure for where to write their words. This resource has 4 options of mats though with and without letters and Elkonin boxes.

You can manipulate the letters by clicking and dragging so it makes a great alternative to the traditional letter cards. Digital mats can also be used on iPads or in Google classroom. They can also be used on your interactive white board if you just want to do the activity all together!

This routine is quick and predictable in our classroom. Just like my Super Phonics lessons, each lesson is basically the same with different content or word. So the kids pick up the routine quickly and it just gets smoother and quicker as the year goes on!

There is at least one making words lesson for each of my first grade Super Phonics units. I try to work these in as a whole group lesson a couple times a week at the beginning of the year when we need more whole group activities and then as the year goes on, we do less of this as a whole class, and more of it in small group interventions.

Lines 6-8 create an event handler in case the length changes. The function filter changes the words being displayed for us. Lines 10-12 are another event handler for when the leading letter changes. It also calls filter.

The Word Game Helper works by creating a new list of words that meet a particular criteria (a length and a starting letter) based on an event trigger. This list is filtered from from wordList, a global variable that is accessible both inside and outside of the function. Once a new filtered list has been created it is displayed to the user in the textbox.

This is an introductory lesson that focuses on teaching students to read and understand compound words. This level of instruction is appropriate for students who have mastered reading and writing one-syllable words, including those formed with consonant blends (e.g., bl, dr, spl, tr), consonant digraphs (e.g., ch, ph, sh, th, wh), and vowel digraphs (e.g., ae, oa, ee, ie, ou).

Teacher script: Being able to read and understand longer words is important to comprehending the books and other texts we read. When we come across a long, unfamiliar word, we can look for parts of the word that we already know to help us. Today, we are going to learn a strategy for reading and understanding compound words. This strategy will help you be a better reader who can figure out new compound words on your own when you see them in a text.

Teacher script: A compound word is two or more single words combined to create a new word. Sometimes, we can figure out the meaning of the compound word by using what we know about the individual words that make up the compound word. Today, we will learn to use a graphic organizer to help us read and understand compound words.

On a subsequent day, read aloud the storybook If You Were a Compound Word (Shaskan, 2008). During the read aloud, ask students to identify the compound words as they are encountered in the story. Write each compound word on the board for the students to see and ask them to determine the word parts before blending the parts to say the word. After the read aloud, ask students to work in pairs to define the compound words from the story using the graphic organizer. Students who demonstrate 90% or higher accuracy when defining new compound words using the graphic organizer are ready for independent practice identifying, reading, and defining compound words.

To conclude the lesson, review the concept of a compound word and why it is an important part of becoming a skilled reader. Ask students to describe the process of using the graphic organizer when reading and defining a compound word in a text. Eventually, students should be able to understand the meaning of compound words without using the graphic organizer. Plan to gradually remove this support by asking students to start completing portions orally and only using the organizer when a compound word is particularly difficult.

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