0:00:12.390,0:00:15.380
- [Narrator] The teacher explains[br]that a making words activity helps

0:00:15.380,0:00:18.410
children to understand how[br]longer words are constructed

0:00:18.410,0:00:22.660
based on common patterns,[br]such as a vowel combinations.

0:00:22.660,0:00:25.850
This process also provides[br]opportunities for ongoing

0:00:25.850,0:00:27.360
assessment.

0:00:27.360,0:00:30.600
The activity begins with students[br]building a two letter word

0:00:30.600,0:00:34.230
and culminates in the unscrambling[br]of the seven letter word

0:00:34.230,0:00:35.640
oatmeal.

0:00:35.640,0:00:38.620
Students reflect on what[br]they learned through making

0:00:38.620,0:00:39.980
words lessons.

0:00:39.980,0:00:41.660
- Right now we're going[br]to do a making words

0:00:41.660,0:00:43.440
lesson in which the children are given

0:00:43.440,0:00:44.803
the limited number of letters

0:00:44.803,0:00:49.100
that in the end go together[br]to make a long word, use that

0:00:49.100,0:00:52.863
to help us understand how words[br]go together and how they can

0:00:52.863,0:00:56.500
help us make patterns that we[br]can spell more difficult words

0:00:56.500,0:00:57.333
with.

0:00:57.333,0:00:59.110
So we're looking for patterns in words,

0:00:59.110,0:01:00.570
double bell patterns,

0:01:00.570,0:01:04.030
and then transference of[br]that to a larger word.

0:01:04.030,0:01:05.160
While they're doing that,

0:01:05.160,0:01:06.930
I'm going to be pointing[br]things out to them,

0:01:06.930,0:01:08.330
help them stretch out words,

0:01:08.330,0:01:10.810
help them to understand how[br]those vowel shapes need to go

0:01:10.810,0:01:11.830
together.

0:01:11.830,0:01:14.380
And I'm doing a lot of assessing actually,

0:01:14.380,0:01:16.830
because there's certain kids[br]that I'm going to zero in on

0:01:16.830,0:01:18.060
that I know as we build,

0:01:18.060,0:01:20.360
they're going to have a[br]harder time with this.

0:01:20.360,0:01:23.160
How many vowels do you have[br]in your collection of words?

0:01:24.510,0:01:25.670
We have four vowels.

0:01:25.670,0:01:28.530
Why are vowels important, Natalie?

0:01:28.530,0:01:33.090
- Because then the word will make sense.

0:01:33.090,0:01:34.793
Words have to have vowels in them.

0:01:34.793,0:01:36.290
- A word has have to have a vowel,

0:01:36.290,0:01:37.593
every word has a vowel.

0:01:40.010,0:01:41.370
Ready?

0:01:41.370,0:01:42.203
Okay.

0:01:42.203,0:01:43.760
We're going to start out by[br]making some little words and

0:01:43.760,0:01:47.080
then we're going to build,[br]start with some easy ones.

0:01:47.080,0:01:47.913
Are we ready?

0:01:47.913,0:01:48.910
We're going to make some two letter words.

0:01:48.910,0:01:52.230
The first letter you're[br]going to make is the word at.

0:01:52.230,0:01:54.223
Who can spell the word at?

0:01:55.560,0:01:57.110
Sean.

0:01:57.110,0:01:57.943
A T,

0:01:57.943,0:01:59.249
We're going to put that there[br]because they're going to build

0:01:59.249,0:02:00.193
on that.

0:02:01.300,0:02:04.610
Alright, you're going[br]to add one letter to at.

0:02:04.610,0:02:06.473
You're going to make it say eat.

0:02:07.540,0:02:09.090
Whew. That was pretty easy.

0:02:09.090,0:02:11.293
Leave that there and[br]add one letter Pierre.

0:02:12.260,0:02:13.503
Good. Spell it for me.

0:02:15.310,0:02:17.160
- E A T

0:02:17.160,0:02:18.240
- Good.

0:02:18.240,0:02:20.390
All right. Let's look at eat.

0:02:20.390,0:02:22.920
Now what you're going to do[br]is take those three letters and

0:02:22.920,0:02:27.160
you're going to change the[br]position and make them say ate.

0:02:27.160,0:02:28.893
Keep your three letters down.

0:02:30.480,0:02:31.683
Change your order.

0:02:33.610,0:02:35.700
It is a magic key Elliot. Good job.

0:02:35.700,0:02:36.623
Spell it for me.

0:02:37.521,0:02:41.610
- A T E

0:02:41.610,0:02:43.600
- Excellent. What we're going to do now,

0:02:43.600,0:02:45.173
Are you listening?

0:02:46.480,0:02:48.730
We're going to make the big words.

0:02:48.730,0:02:52.480
We need to find a word that[br]uses all of the letters.

0:02:52.480,0:02:53.930
I'm going to give you a clue.

0:02:55.120,0:02:56.423
Begins with a vowel.

0:02:58.940,0:03:00.340
When you get it cover it up.

0:03:04.218,0:03:05.340
Good, good, cool.

0:03:05.340,0:03:06.203
I like this.

0:03:08.032,0:03:09.083
Excellent. Got it.

0:03:09.083,0:03:11.253
- I got it, I got it!

0:03:12.780,0:03:13.883
Everybody stop.

0:03:15.830,0:03:20.113
We are going to hear my friend[br]Cole spell the long word.

0:03:21.270,0:03:24.020
- O A T M E A L.

0:03:24.020,0:03:25.210
- And what does it say Cole?

0:03:25.210,0:03:26.043
- Oatmeal.

0:03:26.043,0:03:26.876
- Oatmeal.

0:03:26.876,0:03:27.950
Good job.

0:03:27.950,0:03:32.330
Why is this activity important? Julia?

0:03:32.330,0:03:35.487
- Because you can learn more[br]words from this activity.

0:03:35.487,0:03:36.759
- You can learn what?

0:03:36.759,0:03:37.750
- You can learn more words.

0:03:37.750,0:03:38.920
- It helps us learn words.

0:03:38.920,0:03:39.860
Why else?

0:03:39.860,0:03:43.920
- It's like a funner version[br]of word study because you're

0:03:43.920,0:03:46.773
making words and it's like a game.

0:03:47.641,0:03:50.302
- Learn to read it, and to write it.

0:03:50.302,0:03:52.470
- Good it helps us with reading[br]our words and then helps us

0:03:52.470,0:03:53.640
with writing our words.

0:03:53.640,0:03:54.890
Good job, boys and girls.