Word boxes for reading

‘How the Common Core Works’ Series 2013 Jim Wrightwww.interventioncentral.org1How To: Promote Phonics Skills: Word Boxes & Word SortYoung children must master phonics—the mapping of the sounds of speech to the symbols of the alphabet—beforethey can become accomplished readers (NICHHD, 2000). Word boxes/word sort is a one-to-one intervention that canstrengthen essential phonics skills (Joseph, 2002).Preparation. The teacher selects up to 10 consonant-vowel-consonant (CVC) words each tutoring session andwrites them into the Word Boxes: Recording Form (attached). The teacher also writes these 10 words onto indexcards—one word per card. NOTE: These CVC words can be a mix from the five vowel groups: a,e,i,o,u.Materials. To use word boxes and word sort, the teacher will need these additional materials: Word Boxes: Recording Form (attached) Word Boxes: Phonics Practice Sheet (attached) Word Sort: Practice Sheet (attached) Counters (e.g., pennies, poker chips) Moveable letters (e.g., magnet letters, cut-out letters) Markers for student useProcedures. Below are guidelines for conducting both the Word Boxes and Word Sort elements of this intervention.Word Boxes. For each word used in the Word Boxes intervention, the teacher follows these steps:1. Teacher sounds out word and puts counters into word boxes. The teacher places counters under each ofthe 3 blanks on the Word Boxes: Phonics Practice Sheet. The teacher next reads aloud a word from the CVCword list. Then the teacher sounds out each letter sound in the CVC word. While sounding out each letter, theteacher slides a counter into the corresponding word box. For example, for the word /p-a-t/, the teacher readsthe word, then pronounces /p/ and slides a counter into the first word box, pronounces /a/ and slides a counterinto the second word box, and pronounces /t/ and slides a counter into the third word box.2. Teacher sounds out word and student puts counters into word boxes. The teacher directs the student toput counters into the word boxes while the teacher pronounces the letter sounds of the CVC word.3. Student sounds out word and puts letters into word boxes. Using cut-out or magnetic letters, the teacherlines up the letters that make up the target word under each of the appropriate blanks on the Word Boxes:Phonics Practice Sheet. The student is then directed to sound out each letter sound in the CVC word whilesliding that moveable letter counter into the corresponding word box. For the word /p-a-t/, for example, thestudent pronounces /p/ and slides the letter ‘p’ into the first word box, pronounces /a/ and slides the letter ‘a’ intothe second word box, and pronounces /t/ and slides the letter ‘t’ into the third word box.4. Student writes letters of word into word boxes. The student is given a marker and directed to write theletters of the target word into the appropriate word boxes. The student is then prompted to read the word aloud.5. [Optional] Teacher records student responses. The instructor may want to keep a record of studentperformance on the word-box activity. The Word Boxes: Recording Form (attached) is a convenient means totrack student success rate across successive reviews of the same words.Throughout these steps in the word boxes activity, the teacher praises the student for correct performance. If thestudent makes a mistake, the teacher provides corrective feedback, models the correct response, and then has thestudent demonstrate the correct response.

‘How the Common Core Works’ Series 2013 Jim Wrightwww.interventioncentral.org2Word Sort. At the end of each session, the teacher has the student complete a word sort with the day’s target words,using the Word Sort: Practice Sheet (attached). Here are the steps:1. Teacher demonstrates the word sort: First session only. If the student is unfamiliar with the word sortprocedure, the teacher demonstrates. The teacher first reads aloud each of the keywords atop the columns onthe Word Sort: Practice Sheet. Those words—had, red, sit, top, rug—are examples of the five short-vowel CVCword groups. The teacher then takes the 10 session CVC words written on index cards, reads each word aloud,and places it under the column of the CVC keyword whose vowel matches the target word (e.g., the target word’pat’ is placed in the first column of the worksheet under the keyword ‘had’). The teacher points out to the studentthat target words are matched to keywords based on the shared vowel.2. Student performs the word sort: Subsequent sessions. Once the student knows how to perform the wordsort, he or she does this independently at the end of the session. The teacher hands the word index cards to thestudent and directs the student to do the word sort. The student then places all 10 cards under the matchingkeywords on the Word Sort: Practice Sheet. At the end of the sort, the teacher praises the student for correctperformance. If a word is incorrectly sorted, the teacher points to that word and asks, «Is this word in the rightplace?.» If the student does not self-correct despite the prompt, the teacher places the word in the correct wordsort column, points to the shared vowel in both target and keywords, and says, «The word [target word] shouldbe put here because [target word] has the same vowel as [keyword].»ReferencesJoseph, L. M. (2002). Facilitating word recognition and spelling using word boxes and word sort phonic procedures.School Psychology Review, 31, 122-129.NICHHD: National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel.Teaching children to read: An evidence-based assessment of the scientific research literature on reading and itsimplications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.

‘How the Common Core Works’ Series 2013 Jim Wrightwww.interventioncentral.orgWord Boxes: Phonics Practice SheetStudent: Date: Interventionist:123453

‘How the Common Core Works’ Series 2013 Jim Wrightwww.interventioncentral.orgWord Boxes: Phonics Practice SheetStudent: Date: Interventionist:6789104

‘How the Common Core Works’ Series 2013 Jim Wrightwww.interventioncentral.orgWord Boxes: Recording FormStudent: Date: Interventionist:Directions: Write up to 10 words below to be reviewed using word boxes. Then use this form to record thestudent’s performance in identifying the letter-sound components of the selected target words. The form hasspace for up to 3 trials for each word. Record ‘Y’ in a trial if the student is able to:1. place a counter in each box of the word-box form while correctly stating the matching letter-sound.2. place the appropriate movable letter into each box of the word box form while correctly stating thematching letter-sound.3. write the appropriate letter into each box of the word box form while correctly stating the matching lettersound.4. pronounce the entire word as written in the word box form.WORDDate:Date:Date:Trial 1Trial 2Trial 31Y NY NY N2Y NY NY N3Y NY NY N4Y NY NY N5Y NY NY N6Y NY NY N7Y NY NY N8Y NY NY N9Y NY NY N10Y NY NY NNOTES5

‘How the Common Core Works’ Series 2013 Jim Wrightwww.interventioncentral.org6Word Sort: Practice SheetStudent: Date: Interventionist:hadredsittoprug

the 3 blanks on the Word Boxes: Phonics Practice Sheet. The teacher next reads aloud a word from the CVC word list. Then the teacher sounds out each letter sound in the CVC word. While sounding out each letter, the teacher slides a counter into the corresponding word box. For example, for the word /p-a-t/, the teacher reads

Elkonin boxes are an excellent phonics intervention strategy. Use these free blank templates of elkonin boxes with students who are learning to segment & blend phonemes while building a relationship to spelling words.

One of the biggest jobs we have as early elementary school teachers is teaching children how to read, but it is no easy task!  Did you know the 26 letters of our alphabet make a grand total of 44 different phonemes (24 consonant sounds and 20 vowel sounds)?!  To build strong readers it’s essential that we spend a lot of time helping our students build their phonological awareness skills, the skills that allow them to isolate, identify, and manipulate sounds.

There are many different ways we can support students in the development of their phonological skills, but today I’m excited to share with you one of my very favorite strategies… Elkonin Boxes. 

What are Elkonin Boxes?

Elkonin boxes (also known as sound boxes) are a research-based, instructional strategy used in the early elementary grades to build and strengthen phonological awareness.  They require students to segment words into individual sounds or phonemes.  

Who would benefit from using Elkonin Boxes?

Six-year-old students are typically developing the phonological skills that Elkonin boxes reinforce. Of course, we know not all students develop at the same rate, so you may find them to be a useful intervention for a struggling student or one who may need more repeated practice for mastery.  In her book The Next Step Forward in Guided Reading, Jan Richardson says that sound boxes can be used with any student who reads on level A through level G.  

They can be used for CV and CVC word study and to help reinforce initial blends, final blends, and digraphs. 

It is best to use sound boxes when working with individual students or small groups.  

Why do Elkonin Boxes work? 

Elkonin Boxes are a powerful, engaging and effective tool!  For one, they require students to segment words into sounds or phonemes which builds their phonological awareness.  Secondly, they teach students how to count the number of phonemes in the word, which is not always the same as the number of letters.  And finally, they help students better understand the alphabetic principle in decoding and spelling, the idea that letters represent sounds which then make words. 

How do I use Elkonin Boxes?

There are two different ways you can use Elkonin Boxes.  

For the first way, start by slowly pronouncing the target word. You may also want to have a picture of the word. Have the child repeat the word and segment the sounds.  As they say each sound (phoneme) they push one chip, cube or penny into each cell of the Elkonin box drawing. For example the word sheep, they would push 3 cubes into the boxes for  /sh/ /e/ /p/. 

Take a look at this quick video to see Elkonin Boxes action! 

The second way you can use Elkonin Boxes will help build a stronger relationship to spelling words and can also be used as an intervention to students who need more targeted phonics support.  

Let’s pretend the target word is “train”.  Start by writing the word “train” on the work mat. Have students say the word slowly.  Then have them say it again, but this time push a chip up into the box for each phoneme. /t/ /r/ /a/ /n/.   Finally, have them move a finger across the bottom arrow to blend the word “train”. As an extension, you could cover the written word and have them write the word below the arrow.

DOWNLOAD this FREE Elkonin Box mat here

If you are curious and want to learn more about Elkonin Boxes, check out this page.  They offer instructions on how to use the strategy, more videos, downloadable templates, books you can use with this strategy, supporting research and MORE!  

And if you are looking for more resources to support your students’ spelling and phonics development, be sure to check out My Weekly Word Study Routine post or the “Phonics-Word Study” page in my online store.  There you’ll find over 25 different resources and activities to help you bring more effective and engaging word study into your classroom!  

As we teach children to read, it’s essential we have a variety of strategies we can use to properly and effectively provide support.  If you don’t already use them, I hope today’s post has shown you how useful Elkonin Boxes can be and has given you another strategy to add to your teacher toolbox!  

more phoneme grapheme resources

–PIN for LATER–

Findings of research studies consistently have confirmed that alphabetics and phonics instruction contribute to the reading achievement of children (e.g., Murphy & Farquharson, 2016). These foundational skills are not the ultimate goal of reading instruction, nor are they sufficient to enable a student to read with understanding (Brady, 2011). However, in alphabetic language systems such as English, an understanding of how language sounds are represented in letters is a necessary part of making sense of written words (Ehri, 2014). Some children may learn certain letter-sound correspondences or basic words through extensive exposure to books and printed words in their environment (Pelatti, Piasta, Justice, & O’Connell, 2014). Unfortunately, the letter-sound correspondences in English are not as obvious or consistent as in other alphabetic languages like Italian or Finnish (Seymour, Aro, & Erskine, 2003), so it can be very difficult to learn all the different ways that our language might be represented through simple exposure. It often is more efficient to teach letter-sound correspondences directly (Keesey, Konrad, & Joseph, 2015).

This instruction also occurs in a sequence that moves from easier to progressively more complex skills. For example, initial instruction in letter-sound correspondences might be ordered as follows:

1. Consonants representing the most common sounds and vowels representing short sounds
2. Consonant digraphs
3. Two-letter consonant blends
4. Three-letter consonant blends and digraph blends
5. Welded sounds (e.g., all, ing, ink)
6. Single vowels or vowel-consonant-e patterns representing long sounds
7. R-controlled vowels
8. Vowel digraphs
9. Consonant-le patterns
10. -sion/-tion endings

It is important to keep in mind that the sequence above is one possible way of ordering lessons from easier to more difficult correspondences. Different curricula may have slightly different sequences to align with supporting materials such as decodable texts.

Example Elementary-Level Lesson for Effective Phonics Instruction 

The objective of the following example phonics lesson outline is to identify letter-sound correspondences to decode closed-syllable, consonant-vowel-consonant (CVC) words. Given this focus, it is intended for elementary students. However, the type of instruction described can be adapted for secondary students (see Figure 2). The lesson outline provides a scripted think aloud for the modeling phase and incorporates a tool referred to as a word box. Word boxes are used to help students segment or break apart the individual sounds (phonemes) in a word and represent those sounds with letters (graphemes) that can be blended together again to read the word. A word box is created by dividing a rectangle with vertical lines drawn inside the rectangle. At first, a picture is placed above the divided rectangle, and the number of boxes provided below the picture equals the number of sounds in the word that the picture represents. Later, the number of boxes may remain constant so that students have to determine the number of sounds for themselves. As students begin to read more complex words, the boxes may be used to represent syllables rather than individual sounds. Blank template word boxes can be found in the Supplemental Material for Teachers section.

Introduction

To begin, tell students the objective of the lesson is to identify the sounds in a word and how to represent those sounds with letters so that they can read the word. After stating the objective, activate students’ background knowledge with a warm-up activity or review of the phonics skills learned in previous lessons. Before beginning the new instruction, remind students of the importance of learning letter-sound correspondences and how phonics skills can improve reading ability by giving readers a way to figure out new words they see in their books. Explain that skilled readers can identify the individual sounds in a word and can connect those sounds with letters. To learn how to do that, tell students they will be using cards with letters printed on them, or letter cards.

Modeling

Model the steps of using letter cards with word boxes either on paper, with a document camera, or using an interactive whiteboard. Use decodable words with corresponding pictures. Be sure that the words chosen for the lesson are appropriate for students’ age and the syllable types they have learned in a systematic sequence. The words in this example lesson are appropriate for students who have learned the common consonants and short vowels. Students will be applying those letter-sound correspondences to decode closed syllable, CVC words. The following is an example of introducing the word box and thinking aloud to model the use of it (see Figure 1).

Figure 1. Example Word Box

Today we are using a word box and letter cards to practice decoding words with the letter-sound correspondences you have been learning. I am going to model how to use the word box and then we will practice together. To begin, watch me as I model how to use the word box.

This is a word box (place word box and letter cards in front of students). At the top of the word box is a picture of a map. At the bottom of the word box are three boxes. These three boxes tell us how many sounds there are in the word “map.” The first sound I hear in “map” is /m/. I know that the letter “m” represents the sound /m/ (arrange the letter cards in front of the students so that they can see you find the “m” letter card and place it in the first box on the word box).

I found the “m” letter card. I am going to place the “m” letter card in the beginning box on the word box. The letter “m” represents the sound /m/ in “map.” The middle sound I hear in “map” is /ă /. That /ă/ is the short “a” vowel sound. I am going to choose the “a” letter card and place it in the second box to represent the /ă/ sound (arrange the letter cards in front of the students so that they can see you find the “a” letter card and place it in the middle box on the word box).

The ending sound in “map” is /p/. The consonant “p” represents the sound /p/. I am going to find the “p” letter card and place it in the ending box on the word box (arrange the letter cards in front of the students so that they can see you find the “p” letter card and place it in the end box on the word box).

I found all the letters for the word “map.” Now I am going to practice saying all the sounds in “map.” As I say each sound, I am going to touch each letter that represents that sound: 1) /m/, 2) /ă /, and 3) /p/. Blend all the sounds together, “map” (repeat the modeling 3-5 times or until the students understand the procedures). 

Guided Practice

Explain to students that they will use the word boxes to spell and read words when their small groups meet with the teacher. Provide each small group with a set of pictures for words containing only the syllable types and letter-sound correspondences that the students have learned. In this lesson, the practice would continue with CVC words. Display a picture in the top box and follow the procedures from the modeling phase. However, during guided practice, include the students in carrying out the steps. Ask students to state the word that the image or picture represents. Then, ask students to say and count each sound in the word. Ask how many boxes are needed to represent the sounds in the word. Guide students in selecting letter cards to represent each sound and placing the cards in the boxes. After all the letter cards are placed, have students repeat in unison each sound. Finally, have students blend all the sounds together to form the target word. Ask students to confirm that the word they read matches the picture. Complete additional guided practice words if all students did not respond accurately. This phase should be repeated 3-5 times, or until students demonstrate understanding.

Independent Practice

While still working with a small group, transition from whole-group responses to individual student responses. If in a one-on-one setting, transition from teacher-and-students responding to individual student responses. Display a new picture in the top box. Ask a student to select the letter cards for the corresponding letter sounds (or by printing the letters, if appropriate) and then blend the sounds together to read the word. If a student is unsuccessful during independent practice, it is important to return to modeling and guided practice until each student can respond accurately. If the group reaches mastery, consider implementing this lesson with more challenging words.

Adaptations of Phonics Instruction with Word Boxes for Secondary Students

Explicit phonics instruction also may be beneficial for older students who struggle with word identification (McDaniel, Houchins, & Terry, 2013; Warnick & Caldarella, 2016). Although explicit phonics instruction may seem rudimentary for secondary students, basic phonics skills can be practiced using multisyllabic words that are age appropriate and learned in content areas (Casillas, Robbins, Allen, & Kuo 2012; Kim et al., 2017). For example, the word “concept” may be aligned with grade-level texts that students frequently use in their classroom. Choosing words that are relevant to students may increase motivation and engagement during phonics instruction (Lovett, Lacerenza, De Palma, & Frijters, 2011).

The preceding explicit lesson outline may be implemented by replacing letter cards with syllable cards for teaching multisyllabic words. The teacher selects a word formed with syllable cards that follows regular phonics patterns and syllable types that have been taught to students. The teacher presents a word formed with two or more syllable cards. Students use the pattern of consonants and vowels to determine the syllable type, which indicates how the vowel in the syllable is to be pronounced. After pronouncing each syllable separately, students then blend the syllables together to say the whole word.

For example, a teacher might present the syllable cards “con” and “cept” (see Figure 2). Students would be asked to identify that the single vowel in the syllable followed by one or more consonants indicates that each card contains a closed syllable. The vowels in closed syllables are pronounced with the short sound: /ŏ/ and /ĕ/. Each syllable starts with the letter “c.” When the “c” precedes the vowels “a,” “o,” or “u,” it typically represents the /k/ sound. When the “c” precedes the vowels “e” or “i,” it typically represents the /s/ sound. Hence, students can use their knowledge of the letter patterns to determine the pronunciation of the vowel in the syllable as well as the first consonant sound. After saying each syllable separately (con—cept), students then should blend the syllables to identify the entire word.

Figure 2. Syllable Cards

Quality explicit and systematic phonics instruction is difficult, but pivotal for students who are learning to read and those who need interventions due to reading difficulties (Ehri & Flugman, 2018). Practicing letter-sound correspondences using the word box and letter cards or multisyllabic words with syllable cards are examples of instructional tools that teachers can implement in explicit and systematic ways to support the reading development of their students.

Supplemental Materials for Teachers

Word Box Template

A graphic organizer designed to help students determine which letters represent the sounds heard in a given word. A graphic representing the word is provided with blank spaces for each sound to be filled in.

References

Brady, S. (2011). Efficacy of phonics teaching for reading outcomes: Indications from post-NRP research. In S. Brady, D. Braze, & C. Fowler (Eds.), Explaining individual differences in reading: Theory and evidence (pp. 69–96). New York, NY: Psychology Press.

Casillas, A., Robbins, S., Allen, J., & Kuo, Y. L. (2012). Predicting early academic failure in high school from prior academic achievement, psychosocial characteristics, and behavior. Journal of Educational Psychology, 104, 407–420. doi:10.1037/a0027180

Ehri, L. C. (2014). Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning. Scientific Studies of Reading, 18, 5–21. doi:10.1080/10888438.2013.819356

Ehri, L. C., & Flugman, B. (2018). Mentoring teachers in systematic phonics instruction: effectiveness of an intensive year-long program for kindergarten through 3rd grade teachers and their students. Reading and Writing: An Interdisciplinary Journal, 31, 425-456. doi:10.1007/s11145-017-9792-7

Keesey, S., Konrad, M., & Joseph, L. M. (2015). Word boxes improve phonemic awareness, letter–sound correspondences, and spelling skills of at-risk kindergartners. Remedial and Special Education, 36, 167-180. doi:10.1177/0741932514543927 

Kim, J. S., Hemphill, L., Troyer, M., Thomson, J. M., Jones, S. M., LaRusso, M. D., & Donovan, S. (2017). Engaging struggling adolescent readers to improve reading skills. Reading Research Quarterly, 52, 357–382. doi:10.1002/rrq.171

Lovett, M. W., Lacerenza, L., De Palma, M., & Frijters, J. C. (2011). Evaluating the efficacy of remediation for struggling readers in high school. Journal of Learning Disabilities, 45, 151–169. doi:10.1177/0022219410371678

McDaniel, S. C., Houchins, D. E., & Terry, N. P. (2013). Corrective reading as a supplementary curriculum for students with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 21, 240–249. doi:10.1177/1063426611433506

Murphy, K. A., & Farquharson, K. (2016). Investigating profiles of lexical quality in preschool and their contribution to first grade reading. Reading and Writing: An Interdisciplinary Journal, 29, 1745-1770. doi:10.1007/s11145-016-9651-y

Pelatti, C. Y., Piasta, S. B., Justice, L. M., & O’Connell, A. (2014). Language-and literacy-learning opportunities in early childhood classrooms: Children’s typical experiences and within-classroom variability. Early Childhood Research Quarterly, 29, 445-456. doi:10.1016/j.ecresq.2014.05.004 

Seymour, P. H. K., Aro, M., & Erskine, J. M. (2003). Foundation literacy acquisition in European orthographies. British Journal of Psychology, 94, 143–174.

Warnick, K., & Caldarella, P. (2016). Using multisensory phonics to foster reading skills of adolescent delinquents. Reading & Writing Quarterly, 32, 317–335. doi:10.1080/10573569.2014.962199