Copy, Cover, and Compare (CCC): Method of teaching sight words

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Copy, Cover, and Compare (CCC) Method of
teaching sight words

• Divide paper into 3 sections.
• In Section 1, write out list of target words.
• In Section 2, write out the words with dotted
  (dashed) lines.
• Leave Section 3 blank.

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CCC, continued

• Student looks at first word, traces it in Section
  2 while saying letter names.
• Then covers the first 2 sections and writes word
  independently in Section 3, while saying letter
  names.
• Say name of word and then repeat sequence with
  second word.
• Then check acquisition of word in isolation and
  within a sentence.

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And the Research says. . .

• Ability to decode is NOT strongly linked to
  intelligence
• Working memory (short-term) IS a factor in being
  able to decode, as is development of phonological
  awareness Connors et al.
  (2001)

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And the Research says

• Children with cognitive disabilities do develop
  PA and it is linked to later reading development.
• Children with cognitive disabilities may not
  develop PA in the same sequence as typically
  developing peers.
• Research supports explicit teaching of
  application of PA skills to literacy tasks.

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• Phonological Awareness
• Recognizing that
• speech is made up of words
• words are made up of syllables,
• syllables are made up on individual sounds
  (phonemes)

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Phonological Awareness

• Is influenced both by heredity and by experience
  and instruction
• Is an oral and aural skill
• Helps students understand the alphabetic
  principle
• Has a reciprocal relationship with development of
  reading skills
• Children develop PA in the language they first
  acquire.

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• Phonemic Awareness understanding that spoken
  words are made up of individual sounds (101,
  Ruetzel Cooter, 2003)
• Phonemes smallest unit of SOUND in a language
• PA is an oral language activity
• PA is not phonics

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Individuals with well-developed phonemic
awareness can

• Isolate individual sounds in words
• Identify common sounds in words
• Segment sounds in words
• Categorize sounds in words
• Delete sounds within words
• Blend separately spoken sounds into words
• Substitute sounds within words

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Assessing Phonological Awareness

• Formal assessments
• Informal assessments

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Instruction

• Begin with easier tasks and move to more
  difficult ones.
• Make PA instruction a part of the regular school
  day no more than 10-15 min a day, even for more
  intensive instruction.
• Practice both analytic and synthesis activities
• Keep it active and fun!
• Be sure YOU know and articulate sounds correctly
  and carefully

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Possible Sequence of PA Activities/Instruction

• Rhyming
• Sound matching
• Blending
• Segmentation
• Manipulation

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When youre old and think youre sweet, Just
pull off your shoes and smell your feet!
Learning to rhyme can be fun and age-appropriate!
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Word Box
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Word by Word Bingo (Initial Sounds)