Variations

Materials:

• Variations worksheets associated with a particular lesson.  Example

• Plastic sheet to protect worksheet (optional)

• Dry marker pen (optional)

• Note:  Each of the key words was introduced in the current lesson.

Purpose:

The purpose of this activity is to build up the student's ability to read variations of the key words, such as plural, past tense, suffixes ly, ing, or "r".  The ultimate goal is to have the student read the materials with less than three, and more hopefully, less than one second per word.

Activities:

• Use the materials to discuss how a word can have many variations.

  • Review the worksheet and discuss how some words can have many different looks, sounds and meanings. 

  • By looking at the grid of words, not all words have the same variations.

  • Discuss that each has a root word. 

  • Discuss that a word can be made plural (more than one) by adding "s" or "es".

  • Discuss that a word can be made to refer to the past by adding "d" or "ed".

  • Discuss that a word can be made to enhance a meaning of other words by adding "ly". 

    • Lately, he has been coming home early. 

    • This helps clarify when he has been coming home early: not always, not just today, but over a period of recent days.

  • Discuss how a word can be made to show action by adding "ing". 

    • Can he run? 

    • He is running.

  • Discuss how a word can be made to show who, what or when by adding "r" or "er".

    • Who needs the bat?

    • Tim is the next batter. (who)

    • How do you beat eggs?

    • You use an egg beater. (what)

    • Is she coming home late?

    • She is coming home later. (when)
       

• Use the materials to build up fluency in reading word variations by reading the related words repeatedly.

  • Method #1:  Simultaneous reading

    • In this method, the coach and the student read the materials at the same time. 

    • The coach uses the index finger (or marker) to track across the words while reading out loud.  The student tries to say the words out loud at the same time as the coach.

    • Repeat the sentence several times.

    • After reading each sentence separately, go to Method #3.

    • The process is self correcting.  Do not stop and focus or correct a misspoken word.

    • This technique is also called the Neurological Impress Method.  For more information, go to Your Research and copy/paste the phrase in the search box.
      
      This technique is also known as choral reading in a large group situation. 

    Method #2:  I Read/You Read

    • In this method, the coach will read the sentence out loud.

    • The student will then read the sentence out loud. 

    • In both readings, the coach will use the index finger to track across the words. 

    • Repeat each sentence until the student does not hesitate.  If the student pauses more than 3 seconds, say the word.

    • After reading each sentence separately, go to Method #1.

    • Note the words or patterns of words that the student is pausing on to focus on in the next daily sight or phonics exercise session.  For example, is the student pausing on the same sight word, words with long "i" sound, words with the same beginning or ending consonant, etc....
       

• Use the materials to build up vocabulary

  • Have the student use the key word in a sentence.

  • Have the student pick a variation of the key word and use it in a sentence.  If possible, the word should be used to change or enhance the key word in the first sentence.