Jordyn Messer 02/01/14 Edok Phonics

APA Reference:
Gill, S. R. (2006). Teaching rimes with shared reading. The Reading Teacher, 60(2), 191-193.

Main Idea:
This article describes how a teacher in a second grade classroom teachers her students the importance of learning onsets and rimes. Mastering onsets and rimes is described as a significant skill in mastering phonics, throughout this article and the teacher even gives a breakdown of how she executes it through shared reading in her classroom.

Supporting Details:
Shared reading provides repeated readings of predictable texts and poems, building students sight word vocabularies, fluency, and phonics knowledge during enjoyable and successful reading experiences. Rimes are spelling patterns or chunks. One-syllable words can be divided into onsets and rimes; the onset is the letter or letters before a vowel, while the rime is the vowel(s) and letters following it. Five steps for a shared reading program; reading the poem, introducing the skill, working with words, writing, and rereading.

Reflection:
This article has a lot of valuable information that I can see myself using in my future classroom. By using poems for various activities is an active way to get the entire class involved and engaged so that everyone is mastering the skills that are being introduced. Poems is also an awesome way to branch off into various writing prompts, which is what took place in the second grade classroom that the article described. Using the five steps to the shared reading program will be very useful in my future classroom as well. Step one is reading the poem; which is introducing the text, the authors name and then the teacher is to read the book first while showing the pictures and words to the class. Step two is introducing the skill; after repeated readings of the poem, skill lessons can be taught. It is very common with poems that rhyming words area a main focus, so depending on the grade level working with onsets and rimes of rhyming words can be a skill that is taught. Step three is working with words; which could be could individual or group work. An example that was described in the article was cutting out lines to a poem and having a student, or students, place them back in order or even grouping all the rhyming words together. Step four is writing; poems can be very open ended so this allows for students imaginations to really work. The Star Light Star Bright po em that was used as an example in the article, veered off in the direction as to where students wrote about they would wish for. Step five is rereading; once the poem is read it is to be put into a box. Then students can pull out the poems during SSR time or illustrations are even added.