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Laura Conaway

SPU 316—Materials Project

Strategy Name: Roll and Read

Supplies needed to create material:

 Poster board
 6-sided die
 Ruler
 Colored pencils
 Pen/Sharpie
 Lamination (optional)

Instructions on how to create material:

1. Make six columns on the poster board leaving room at the top for the title “Roll and
Read”, a line for the student’s name, and what fluency sentences/phrases will be worked
on (i.e. short e sounds, digraph “th” etc.).
2. After making the columns, create squares at the bottom by drawing a line across the
columns. Draw the six sides of the dice for each of the six columns.
3. Then, based upon the fluency component that will be emphasized and the grade level of
the student, develop 5 – 6 phrases per column that focus on the targeted area and Tier
appropriate words. For example, if the student will be practicing the long “a” sound and
is in 2nd grade, choose phrases such as “Today is nice.”, “I pay with money.”. Each
column should have a different set of phrases depending on the number that is rolled on
the die. In total, there should be 30 – 36 phrases/sentences.
4. Use the colored pencils to color in the words that are associated with the sounds or Tier
words that are being emphasized. For example, with the sentences in step three, I would
color the words day and pay.
5. Poster may be laminated if desired.

Explanation of how you would use it with your student:

I would provide this poster and a die for Brielle to use to practice her fluency skills. This
activity was developed with a focus on “ch” and “th” digraphs in short phrases/sentences and
will help Brielle master these phonics components. In addition, she will be practicing high-
frequency words and Tier 1/Tier 2 words that will strengthen her vocabulary skills. She can
effectively practice independently by rolling the die and then reading the phrases that correspond
with the number on the die and the column. Because there are only six sides on the die, Brielle
will get the opportunity to practice the same phrases multiple times which will assist her in
improving fluency and speaking phrases coherently without repetition and sounding out of
words. This method will allow her practice in order to attain her goal in fluency. Furthermore, if
Brielle wants to check her work to make sure she is pronouncing words correctly and improving
on fluency, a teacher can do the activity with her as well. This provides an opportunity for the
teacher to assess Brielle and model what correct fluency sounds like. Finally, this activity can be
tailored to practice different sentences, vocabulary, and phonics skills based upon Brielle’s areas
of need for improvement.
Laura Conaway
SPU 316—Materials Project

I focused my materials project on fluency for second grade with an activity called “Roll
and Read”. While creating the project, I enjoyed the aspect of finding an interactive method that
would engage my student while still helping her in a specific area of literacy that needs
improvement. However, I learned that in developing an activity that goes beyond the regular
classroom worksheets and reading instruction, there is a time-consuming component required.
This idea and portion of the project was difficult because I drew everything by hand and created
the sentences based upon words at Brielle’s current grade level and reading level. Another
challenging part of the activity was creating it and knowing I wouldn’t be able to reuse it; if
students didn’t need help with “ch” and “th” digraphs, I would need to create a new poster.
This second difficulty encouraged discussion within our group and a suggested change
was to laminate it without any sentences/phrases or specific listing of fluency skills so that a dry-
erase marker could be used to write sentences for the desired student’s needs and then erased for
the next child. Furthermore, by laminating the project, the entire class can participate with the
activity or small groups of students can work together to come up with sentences and practice
their fluency. Laminating it and providing a blank template to work with seems to be beneficial
in omitting extra time developing an entirely new poster for each student’s needs. Furthermore, I
have not tried this project with Brielle yet, but I anticipate using it as practice before assessing
her with another story to see if her fluency is improving.
While participating in the gallery walk, there were multiple projects from my peers that I
found creative and particularly useful for implementing in the future. The first one was called
“Cover It Up” Bingo. The student roles a die and the directions are dependent on the number
landed on. If a 1 is rolled, the student removes a covered spot; on a 2, they find a picture that has
the “sh” digraph; with a 3, they find an image with the “gr” digraph; for 4, they look for the “th”
digraph; 5, they find the “pl” digraph; finally, with 6, they cover up any free spot. I like this
game because it is interactive and the student must think about how words are spelled since only
a picture is provided. I also like how versatile this game is because it can be altered to practice
any type of phonics skills with students. Using this Bingo in my classroom will allow me to
monitor students while they play the game to make sure they are covering up the correct pictures
based on the directions given. Additionally, for older students, I can have them write sentences
with the words on the Bingo card and have them underline the digraphs that are in each word.
The second project I found specifically handy was Velcro paper plate vocabulary. The
designed shape can be flower petals, turkey feather, hearts, etc. to correspond with different
times of the year. The center part is a vocabulary word that has multiple meanings and the five or
six surrounding phrases are definitions for the word. This activity is useful for students to
practice the meaning of vocabulary words specific to different content areas. It is also beneficial
when studying for a test or expanding the repertoire of words a student knows. Finally, I
appreciated how this activity is interchangeable because of the Velcro and how new words can
be exchanged. I could use this in my classroom to help students who experience difficulty with
memorizing the definitions for vocabulary words and using them in the correct context. Another
independent activity that could correlate with this project would be to have a student write a
sentence for each definition of the word once they complete the plate circles so that the teacher
can assess the comprehension the student has of the words.
Laura Conaway
SPU 316—Materials Project