| "Funny Words" | | | | Eddie answers, "No. She said we were supposed |
| Do you have a bright second-grader who seems | | | | to try at home." Christine says, "So let's try. |
| to be having trouble with reading? It may be | | | | What part of the reading made no sense? Eddie |
| because he or she is "seeing" the words instead | | | | answers, "All those "iggets." (4) |
| of hearing them. However, sometimes with the | | | | Christine says, " Try this. Instead of saying 'Star |
| strange spellings of the English language, this can | | | | li-gget' say 'Star light.'" Eddie says, '" Star light.' |
| be an advantage. Here is a way to help this child | | | | That's better." Christine says, "Now, put a circle |
| make a transition to both seeing and hearing - | | | | around all the caps at the end of each word, and |
| essential for reading skills. Numbers refer to | | | | say "ite" instead of "igget." Christine hands him a |
| commentary at end. (1) | | | | crayon. Eddie encircles all the groups of capital |
| What do we call this process? (2) | | | | letters, and reads more easily. Eddie says, " Star |
| Here is a short, dramatic vignette that illustrates | | | | light, Star bright, first star I see to-n-ight, I wish I |
| how a visual Second Grader can make the | | | | may I wish I might, Have the wish I wish tonight." |
| transition from seeing words on the printed page | | | | (5) |
| to hearing the words she or he already knows. | | | | Christine says, "Great!" Eddie says, "OK. But why |
| Characters: Eddie: a bright, lively boy who has just | | | | did they write it that crazy way in the first |
| returned home from school, where he is in the | | | | place?" Christine explains, "A long time ago, some |
| Second Grade. He is Becky's older brother. (See | | | | English language sounded and looked different than |
| earlier Post, " P - P - P - Patterns for Reading.") | | | | it does today. So some words we have to learn. |
| Christine: a Stay-At-Home Mom who is on leave | | | | But once you know how "IGHT" sounds in these |
| from her job as an elementary school teacher. | | | | words, you can say it easily. There's a whole |
| It is 3:30PM and Eddie is tearing into a plate of | | | | group of them. Fight, Light, Might, which you |
| fruit, milk and cookies while his Mom talks to him. | | | | already know, and others, like Sight, Tight. (6) |
| She says, "How was school?" Eddie answers," OK. | | | | Eddie asks, "What about 'Bite'"? (7) |
| Where's Becky?" Christine says, " She's resting." | | | | Christine answers, "Not that one! But you learned |
| Eddie says, " She's still resting? What's the matter | | | | a lot already. Let's go out on the porch and wait |
| with her?" Christine answers, " She's tired from | | | | for Jordan." |
| her cold. But you have a play date today with | | | | Eddie says, "Not 'Bite.' Figures. "(8) |
| Jordan. Eddie says, "I forgot." He quickly crams | | | | He follows his mother out to the porch. |
| the rest of the food in his mouth, finishes his milk | | | | COMMENTARY |
| and jumps up. Christine answers, "Wait, honey. I | | | | (1) Research on the process of teaching children |
| want to hear what you did today." | | | | to read mentions phonological awareness |
| Eddie says, | | | | (recognizing language sounds) Cunningham, 1990, |
| " You mean besides Recess and Lunch?" Christine | | | | and print awareness (making the transition from |
| laughs as she clears away the food. Then says, | | | | speech and hearing to text on the paper) Ball & |
| "Yes. That's what I mean. We have about 20 | | | | Blachman, 1988. This involves the child's ability to |
| minutes. Why don't you show me your | | | | recognize the relationship between what he or |
| homework?" Eddie replies, "Oops, I think I forgot | | | | she hears, and what she or he sees. An auditory |
| it." Christine says, "Don't tease me. Where is it?" | | | | child will tend to start with patterns in the spoken |
| Eddie says, " It has to do with reading 'Funny | | | | sounds, and a visual child will tend to start with |
| Words.'" He takes out a crumpled piece of paper | | | | patterns formed by the written symbols on the |
| from a folder. Christine smoothes it out. | | | | page. The order really doesn't matter as long as |
| Christine says, "What did you do? Eat this?" Eddie | | | | both types of children make the necessary |
| grabs it and pretends to put it in his mouth. Then | | | | transition. |
| says, "No. You want me to eat it now?" Christine | | | | (2) Instead of stating rules, I like to follow the |
| answers, "No." She takes the paper back. This is | | | | lead of the child and call the many exceptions in |
| kind of fun. Look at these words. Can you sound | | | | English spelling "Funny Words." Most children are |
| them out? | | | | happy to agree! |
| Christine hands him the paper. It says | | | | (3) Christine knows that Eddie's teacher welcomes |
| StarlIGHT | | | | independent activity, especially with some help |
| StarbrIGHT | | | | from an adult. |
| First Star I see tonIGHT | | | | (4) Eddie's teacher has been teaching word |
| I wish I may, | | | | sounds, but the four repeated capital letters in the |
| I wish I mIGHT | | | | poem need to be memorized, and their correct |
| Have the wish | | | | sound is much easier to say than trying to sound |
| I wish tonIGHT. | | | | out this letter group one by one. |
| Eddie reads very slowly, "Star li-gget, Star | | | | (5) It's easy for Eddie to recognize the shape of |
| bri-gget, first star I see to-n-igget, I wish I may, I | | | | the letter group, especially if it is in capital letters. |
| wish I.....mi-gget, have the wish I wish to n-iigget. | | | | (6) This is a "rule" but Christine eased Eddie into it. |
| This doesn't make sense. " Christine answers, " | | | | (7) Already an exception. Another common one is |
| You're right, but you read what you saw. Did the | | | | "Kite." |
| teacher have anyone read in class?" (3) | | | | (8) It's a little much for him! |