Rivet

= Rivet =

**Rationale** I chose this strategy for two reasons. One reason was because they both struggle with new vocabulary in a text. We were reading a non-fiction book about Lions and Tigers so there were quite a few new vocabulary words that were unknown for them. They struggle with reading in general and I wanted them to hear some of those words and find them in the text before we began reading. The second reason I chose this strategy was that it helped me to build some background knowledge and introduce the story before we started to read. It got them in the mindset of what was to come in a fun and interactive way.

**Implementation Suggestions** I think this strategy would work well for all content areas. All areas have new vocabulary that they work with. It is a great way to introduce those new words in a fun way before students would begin reading in their text books. It could also be fun to use in practicing spelling words. It could be made into more of a game like Hang Man.

I think both students responded well to this strategy. They both seemed more engaged in the story when we read it than they normally do. I think this strategy was good for a variety of learns because they had to listen to the letters I was saying, write down the letters as I said them, and look up the words in the book. It was good for auditory, visual, and kinesthetic learners.
 * Diverse Learners **


 * Procedure **
 * 1) I showed them the story we were going to read and read the title to them.
 * 2) I originally gave them white boards and markers along with myself, but it didn’t go well so I just started with a white board and marker.
 * 3) I wrote lines on the white board for every letter in a vocabulary word I wanted them to find before we started reading.
 * 4) I told them to think about the fact that the story was about lions and tigers and to see if they could guess the word I was writing a letter at a time.
 * 5) They responded well to this and were able to guess the words before I finished writing them.
 * 6) Then I had them see if they could find the word in the story. I showed them that they could use the Table of Contents at the front of the book to help them find what they were looking for in the book.
 * 7) Once they caught on to what we were doing, I decided they could handle having their own white boards to write the words with me as I spelled them out loud.
 * 8) We had a really good conversation about the words and what they would mean in the story and where they could be found.
 * 9) We made 5 words using rivet.
 * 10) I would tell them how many lines to write on their white board and then start saying the letters.
 * 11) They were writing with me and able to guess the word whenever they thought they knew it. Most of the time, they were able to guess the word correctly before we were done writing it.
 * 12) After we made the words, found them in the story, and talked about them a little bit, we began to read the story together.

I would use the name of the strategy so they become more familiar with it as well as talk about the fact that we were using a strategy before reading our new story. I needed to do more modeling for them or explaining what we were doing before we began. Then I don’t feel I would have had as much trouble with them starting with the white boards themselves. One thing I thought of during the reading was that I should have had them highlight or use something to circle the words we riveted in the beginning when they found them in the reading. Just to help them make more connections.
 * Potential Issues **

[]
 * References **

Additional information from implemented strategies:

This is a vocabulary strategy to be used before reading a new text. It could also be used for spelling and could be played in more of a game format than I used.
 * Strategy Description **

**Description of the class** Small Title I groups of two second grade boys.

Reflection
Overall, I think the strategy lesson went well and my rationale was served. In the beginning it didn’t go well because I handed them the white board and marker and they didn’t know what they were doing. They were very silly and not listening. I took them away and was able to successfully begin the lesson. Once they understood what was going on, I was able to let them try writing the words with me. It went much better after that because they were engaged and understood what we were doing better.