I have been a Reading Recovery teacher for some times and what really amazed me was the using of cut-up-sentence. The sequencing of words to create a meaningful thought along with searching for visual information, I thought was very powerful and a very simple activity to be used in class.
According to Reading Recovery teachers, cut-up-sentence is also use to teach phrasing and fluency. And I think this is perfect for our ESOL students because it helps them to practice saying foreign language multiple times.
Will using of cut-up-sentence (with ipads) everyday increase new learners' confidence to create a meaningful story, and help with phrasing and fluency of their reading?
How am I going to do this?
In a small group of 5 during writing I will ask each child to compose a story (one or two sentences) then I will assist the child if needed to complete the story.
I will then write the sentence on a piece of paper while the child watches.
Next, I would cut the sentence up (word by word) while the child watches.
Then I will scramble the words, and the child reassembles the sentence.
Give the child his book to stick his work in and draw pictures. Remind the child to keep reading his work or maybe rewrite his story down (this might help increases his vocabulary knowledge).
These are short video clips of what I have done in class last week. The sentence that they are reassembling is a short shared story that we have created. I thought if I would start off with using their shared story would be a good practice.
The person above is very confident with reassembling his story. (The story was rubbed off from the board)
The child above was also confident in doing so. But as you can hear, they need lots of this in order to improve phrasing and fluency in reading.
Because they are in a group of three, they can easily be helping each other as you can see in this video.