Chunk+Letters+and+Sounds+minilesson


 * Accuracy Mini-Lesson: Chunking**

Teaching students the strategy of chunking will allow students to use chunks, or groups of letters that they already know the sounds of to be able to accurately say each word correctly. Helping to make decoding faster will not only increase accuracy but fluency as well. When students have strategies to free accurately, more time is than spent on the meaning of words and comprehension.
 * Connection:**

To connect this with student’s prior knowledge, using a spelling list with familiar words would be a starting point. Asking the students to pair and share of some example words that they know or use.

One of the tips that the Sisters’ give for successfully teaching this strategy is that students have experience with working with blends or smaller word parts such as prefix, suffix. It is important for students to have that background knowledge to be able to read more sophisticated language. Remind students of the chunk ‘th-’ (as an example, you could use any chunk), ask students to say it aloud. Introduce students to that vocabulary, that ‘th’ is a sound chunk and it sounds like this, model sound.

The main point of teaching is to show students another strategy to use while reading and they come to a word that they don’t know how to say. We give them the strategy to chunk the sounds that they do know to help accurately read the word. Also showing students to look for smaller words in the larger word will also help students read accurately. The main point of teaching is when reading and you don’t know the word, try to chunk the sounds.
 * Teaching Point:**

For this mini-lesson, the teacher will be using a text to show students how to frame the chunks of sounds to help accurately read the words. Our example text is __Click Clack Moo__ because it has clear chunks of letters in the title alone.
 * Model/Teach:**

Ask students what they do when they come to a word they don’t know. Let students that another way to help read more accurately is to chunk the sounds that they already are familiar with to help sound out the rest of the word. Beginning with the title, show students how you can “frame” the prefix or chunks to help sound out the word. “Cl- ” is one that students should know the sound of, so use that knowledge to help with the rest of the word. Teacher can model with the title, but also with some words in the text as well. By isolating the chunk, using the frame, students will first work on the sounds that they know and understand.

During this modeled guided practice, students will see on the white board how they can use the spelling list to sort words with common chunks. Students will see the list and as a class, will try to figure out the best heading for each chunk.
 * Active Engagement (modeling guided practice)**

Example: Use a list of spelling words- Brown Blend Black Bright

Now using those words, show students to look for spelling patterns or sounds (chunks), from there, put the rest of the words under the correct heading or chunk.

Sound chunks (heading) Br- Bl- Spelling words brown blend bright black

Try a few with the class to model, making sure to say the word aloud to hear the chunk.

As a way for students to practice this new skill from the minilesson, students will be asked to complete their own spelling word sort. For this activity, students will be working with a partner using flashcards to sort the spelling words. Students will be provided with 3 blank flashcards so that students will come up with and decide what they choose to use as a heading or sound chunks.
 * Link (send off activity)**

Another way that students could practice is by using a worksheet to write in the spelling words, again with blank labels for students to decide what they want to be their own sound chunks or headings. Worksheet model provided.

The assessment piece will the outcome of the word sort. You could either have the students attempt it until it is correct or you can have them do it the first time and leave it there. It is important that the correct answers are shown. This will hopefully eliminate any questions the students may have, or now they will have the opportunity to ask.
 * Assessment**

Another option for the assessment could be to have the students share out the correct words for the correct columns and check for understanding of the taught skills. However, make sure that all of the students are participating in this by making sure they are checking their answers, waiting until the majority of students have raised hands, or other methods. If there are students that need more reinforcement, which will most likely be the case, make sure to follow up with them.