Tap It Map It Graph It
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- เผยแพร่เมื่อ 15 ก.ย. 2024
- The reading brain does not store words as visual images. To build a child's sight word vocabulary, encourage the orthographic mapping process with phoneme grapheme mapping. Students will commit a word to memory as they tap it, map it, and graph it.
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I could be wrong, but I believe it is preferred , when you are tapping out the sounds on your fingers, to tap your fingers left to right in the students view ( right to left from your perspective ). Tapping from left to right from the students view reinforces that is how we read and spell the word.
Yes! Good catch!
This is so helpful. I loved how you connected phoneme/sound and grapheme/spelling.
Wonderful, thorough video!! Thank you.
You’re making GREAT videos! I appreciate them! Thanks!
Glad you like them! Website and more resources coming soon!
Wow! Can't wait to try this! I've been teaching hfw so wrong Thanks for sharing!
Love it, this is very helpful with my beginner Ell. Thanks
Glad it was helpful!
Awesome video. Great job. Have you thought about adding the vowel sounds in this less. Where you use the hand gesture for long and short vowel sounds. “Which vowel sound is cat” short a. “How does it sound?” Then the students move their hand in front of them while the make the short A sound
Great video!
I absolutely love Tap it, Map it, Graph it"
Thanks for watching!
Thank you for this concise video!
Does the grapheme manipulatives suffice for "writing the words while my child's princer grasp improves
I love this so much! I am making a video on Orthographic Mapping and how to teach phonemic awareness. I am going to link this video in the description.
Awesome Amy! I am excited to see the knowledge spreading!
Isn't "AT" its own phoneme..
Enjoyed this!
Thank you Cheryl. Look for the ❤️ Word Magic videos from Really Great Reading. They will be perfect to push out for DL.
Keep up the great videos! Really getting a lot out of them. :)
Where can I purchase the board and magnetic markers used in your video?
The board is a tabletop easel by Melissa and Doug. It can be found on Amazon:
www.amazon.com/Melissa-Doug-Double-Sided-Magnetic-Tabletop/dp/B01B1UUNCW/ref=asc_df_B01B1UUNCW/?tag=hyprod-20&linkCode=df0&hvadid=309807928705&hvpos=&hvnetw=g&hvrand=9860418416193294390&hvpone=&hvptwo=&hvqmt=&hvdev=c&hvdvcmdl=&hvlocint=&hvlocphy=9028098&hvtargid=pla-404033282546&psc=1
The markers I made with magnetic tape. You can use magnetic counters that are also found on Amazon:
www.amazon.com/Dowling-Magnets-Magnetic-Two-Color-Counters/dp/B00ZVQYYXC/ref=sr_1_6?dchild=1&keywords=magnetic+counters&qid=1622775222&sr=8-6
Thx for this helpful video
Do you use orthographic mapping with all the words in your program or only with sight words or tricky words?
At what step you can stop using orthographic mapping?
Long words as surprise, closed compound words, Do u orthographic them?
How many boxes in the orthographic map 5 or 6?
Great question! It really depends on the indididual student. I recommend using this process regularly in K-1 as new sound-spelling correspondences are being introduced when students are first learning to decode. Some readers map words naturally with only about 3-5 exposures within print. These readers will not have to physically practice mapping words as seen in the video, especially after grade 1. Our readers that experience difficulty mapping words naturally may need practice mapping phonemes to graphemes for all new sound-spelling correspondences they learn.
@@intentional-literacy thx so much
Where would you start with an EL student with no English?
Hi Krissy. I hope things are going well with your student. Individual sound pronunciation, cognates and letter/sounds would be helpful starting points. Always be sure to use picture cards to help support a growing vocabulary. Check out my video on the Alphabet Arc. This would be a great resource. th-cam.com/video/JtTBocg43WI/w-d-xo.html
My daughter's watching it.
First of all…there is a difference between sight words and high frequency words. Sight words are words that MUST be learned by sight via repetition because they do not follow phonetic rules (phonetically irregular)…ex: laugh, warm, one, & so many more. Cat is NOT a sight word; it is a high frequency word that follows phonetic rules and can be decoded and encoded easily. High frequency words can be orthographically mapped but sight words cannot!!!! Although high frequency words and sight both need to recognized with automaticity, it is a disservice to try and get students to orthographically map true sight words.
They should not be called SIGHT words. I’ve been teaching my 5 year old this way for a few days now and I see results already!
Good point! We call them sight words because we recognize them AS IF by sight, but they are really just mapped for automaticity after our brain has analyzed the sound-spelling pattern. I’m so happy to hear it is working well for your son.