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8/23/99
Each card is similar to that of a regular playing deck in that it can be held either side up; most of the features are duplicated on the top and bottom halves. Some of the items listed below are of minor importance and are mentioned at this point mainly for completeness.
1. The Rainbow Rummy word, color-coded to its part of speech (nouns verbs prepositions determiners).
2. The geometric shape surrounding the number below the word categorizes the phonic elements that are directly over the under-lined letters. (Phonic elements over the under-dotted letters concern the geometric shapes in the upper right corner of the card).
2.1. Triangles denote single consonants. For example, the triangle above refers to the underlined "g" in "dog"
2.2. Circles stand for vowels
2.2.1. Thin circles = single vowels
2.2.2. Thick circles = vowel pairs: diphthongs (oi), the letter combination has a different sound than either, and digraphs (ea), in which the sound usually follows the rule, "When two vowels go walking the first does the talking."
2.3. Squares mean consonant blends (bl), where each consonant keeps its sound, and digraphs (sh), whose sounds are different than either of their component letters. For example, the symbol combination "* O D" indicates a word such as "shop" or "glad."
3. The number below the word stands for the readability level, which is also the point value, of the word.
3.1. 1 = preprimer, 2 = primer, 3 = first grade, 4 = second grade, 5 = third grade, 6 = fourth grade. ("Xylophone, not on an available list, was given 7 points)
4. The central block design illustrates the sentence pattern, similar to the mat on which the cards are placed, including capitalization being represented by the larger first box. When the pupil is able to understand about capitalization it is important to begin using the correct case at the beginning of sentences. Five of the yellow words begin with capital letters and the other five are all lower case, as are the rest of the words in the deck.
4.1. The box of the sentence pattern in which this word fits is filled in.
4.1.1. When "dog" is held with the second box filled in, it is the second word of the sentence.
4.1.2. When "dog" is held upside down, the last box is filled in and there is a period following the word, so it should be placed as the last word of the sentence.
4.2. A period is at the end of the pattern.
5. The period at the end of the word indicates its position at the end of the sentence when the card is held up this way.
6. The dots (or lines) under the letters of the words make it easier to isolate single letters and combinations for use in sounding out. As mentioned in #2 above, the phonic elements over the under-dotted letters concern the geometric shapes in the upper right corner of the car.
7. The number on the upper right indicates the numerical position of each card in the deck. Aside from being useful when attempting to finding lost cards (by putting them in numerical order - a wonderful activity for children), many exercises are facilitated by numbered cards, such as following directions.
8. The geometric shape surrounding the number on the upper right deals with the same phonics concepts, but using the under-dotted element(s). The shapes mean the same as outlined above. Therefore, the thin circle surrounding the number refers to the "o" in "dog."
The various above markings on the cards, plus the colors, and kinds of words, provide more ways the deck can be grouped and sequenced than regular playing cards, and thus a great variety of activities and games can be adapted and created. Of course, tutoring teams can devise their own games, and change rules of old ones. For example, games and activities can be adapted from "Memory," "Go Fish," "Solitaire," and other card games. Card tricks, too, also adaptable from those of regular card decks, are of great motivational and instructional value, especially if the words on the cards must be read in order for the trick to be performed.
(p) 2. My goat rides on that train.
Additional Information Concerning Rainbow Words
The Rainbow Words were first assembled over twenty-five years ago to become the stars in Rainbow Rummy. Many children have since enjoyed the various activities that can be done with the cards, from which much "incidental" learning has also arisen. The Tailored Reading system has evolved from the same theoretical basis.
There are fifty-one different Rainbow Words in all, forming ten sentences of six words each (some words are repeated). The first five sentences are as follows and the full complement will be on the web site in the not too distant future. The number within the parentheses to the left of each sentence is the average readability level of the words comprising that sentence (pp = preprimer, p = primer). Sentences six through ten are composed of words from first grade through fourth grade levels.
(pp) 1. A dog is in the car.
Major concepts concerning the Rainbow Words and cards that are important to know to better facilitate creative teaching and reinforcement (not necessarily in order of importance):
1. Each of the words has been chosen because it is of the lowest reading level that still fulfills the various criteria for Rainbow Word selection.
2. Each word, which is printed on a separate Rainbow Rummy card is color-coded according to its part of speech: nouns are blue, verbs are red, prepositions are green, and determiners (articles and personal pronouns) are yellow. By placing the cards in the the color-coded sentence pattern (-- -- -- -- -- --) a sentence is created, such as, "A dog is in the car."
3. Each word has its rebus counterpart (a simple illustration of the concept of the word). "New" Rainbow Words are introduced with their rebuses, for immediate use in making new sentences.
4. Collectively, the words contain a great many of the most important phonic elements (spellings and sounds) of the English language.
5. Each letter of the alphabet is used as an initial letter of a word at least once, facilitating total first letter alphabetization.
6. A great many sentences of the same sentence pattern can be composed by replacing words with others of the same color.
7. Five of the verbs are in present tense and five are in past tense for variety. Each past tense verb has, as part of its rebus, a little hour glass with all the sand at the bottom as a hint that the action has already happened. They are all intransitive (not requiring an object), simplifying sentence construction.
8. All the nouns are singular, and are in agreement with the selection of verbs in present and past tenses.
9. Items 7 and 8 insure that invariably, syntactically correct sentences will be made by merely following the color pattern, enabling a total nonreader to be able to construct sentences.
10. Sentence Types. Since many of the sentences are not "real and meaningful," they need to be discussed for meaning as well as possibly being illustrated (which children often enjoy doing), or acted out (perhaps using real items or small props such as paper clips, rubber bands, toy cars, dolls, etc., to make their understanding of the sentence clearer).
11. There are five levels or types of sentences, depending upon their meaningfulness:
11.1. Type one sentences have
no meaning at all (unless someone's creative explanation can give it meaning).
Example: "The table cried through my fish."
11.2. Type two is imaginative,
silly, and/or cartoon like, but it cannot possibly happen.
Example: "My cake eats on that car."
11.3. Type three is real and
meaningful. It can happen but is not a common occurrence. It is possible, but not
probable.
Example: "Your queen ran behind the goat."
11.4. Type four sentences not
only can happen, but commonly do. They are not only possible, but probable.
Example: "Her clock is in this train."
11.5. Type five
represents a sentence that is very special; it not only is probable but its meaning is
visible by the players during the play of the game.
Example: "A boy sits on the table." (if indeed a boy really can be seen
sitting on a table by the players.) In order to be a true type five sentences the yellow
words must also apply. That is, if the table isn't owned by the player, she cannot use
"my."
Additional Games and Activities
There are a wide variety of activities possible using Rainbow Rummy cards only limited by the creativity of those involved. The following ideas, which certainly can be improved upon, provide a starting point for original thinking.
1. "Memory," also known as "Concentration," can be creatively improvised upon to reinforce the words being learned. For example, players, taking turns, choose and turn face up, two of the spread out, face down cards. If the colors match, and if the player can read both words, he can collect them. If a word is not known, the player can use the Rebus Sheet containing the rebus equivalents to remind himself of the word. (Rules can vary to enable a player to earn two points for each word known by letters and one point if the rebus is needed.) If the rebus is not known it should be discussed (a quick lesson), the cards are put back in their respective places, and the next player goes. Other rules may be added such as if the words chosen are not of the same color, they can still be won if the player can say a single sentence that includes both words.
2. "Go Fish" can be adapted to Rainbow Cards
as follows:
The object: To collect as many pairs of word-cards as possible. (Since, except for
yellow words, no two words actually match), "pairs," in this case, means
something the two cards have in common, such as the same color, or "suit,"
number of letters, number below the word, or a specific combination of these.
The deal:
1. Six cards are dealt to each player with the remaining cards face down in the center.
Before play begins:
2. Players hold the cards, fanned, if possible, hidden from each other.
3. Each places her cards in pairs (according to the criteria selected such as same color or suit), in turn reads each word aloud, and places them on the table as "her" words.
3.1. In order to win the cards during a turn, the player must read each word (with rebuses, if necessary).
3.1.1. The use of the rebuses must also be
decided before the play begins.
3.1.1.1. Should they be
used at all? (for advanced pupils)
3.1.1.2. Should a
player be able to use rebuses freely with no penalty?
3.1.1.3. Should a
player earn 2 points for being able to read a word without the use of its rebus and 1
point if the rebus is needed?
3.1.2. Only after a player can read a word
(according to the rules decided) is he allowed to collect it and place it next to him on
the table.
3.1.3. During the play of the game the player
may receive help to learn the rebuses or the words.
The play:
4. The player to the left of the dealer asks the one to her left for a card to match one
of those in her own hand according to the predetermined pairing criteria. For
example,
4.1. "Do you have any blue words?" (triangle words?
with four letters? that begin with "t?")
5. If the player who was asked has one, she must hand it over.
6. The player who collects the card shows the pair, reads the words, puts the cards with her collection, and asks another question.
6.1. If the word cannot be read (even using the rebus) the transaction is not made, but the word is discussed and the turn goes to the next player.
7. If player A did not have the match, she says, "Go fish," and B picks up the top card from the deck.
8. If B gets a match, she puts down the pair and goes again, continuing to ask until the match is not made.
9. Players take turns until all possible pairs have been made (there may be some cards left over).
10. Players count their pairs, reading each word once more (for score - only correctly read words are given credit)
11. The player with the highest score wins.
3. Following directions. Several of the above items can be used in various activities such as "following directions," tailored to the pupil's ability. For example, the pupil can be instructed, either orally or in written form, to select wordcards having odd numbers one through twenty, place them in alphabetical order, and make a meaningful sentence, the subject of which concerns the blue word of the lowest number. The web site will soon publish a number of ideas at various levels of ability involving this important skill.
4. The Sentence Types Game. This game deals with reading comprehension without the necessity of knowing how to read the words, once the rebuses are mastered and the meanings of the words are known.
The Object. To make sentences by putting together the cards in the color-coded order and earning points according to their sentence types. The number of points earned for each sentence are taken directly from the number of its type, 1 - 5. ("A dog is in the car." would earn four points since it is probable (often happens), but "A car is in the dog," being imaginary, would only earn two points.
Knowledge needed to play. Once at least the rebuses of the first few Rainbow Sentences have been learned, the Sentence Types Game can be played (unless the concepts of "sentence types" are too difficult to understand by the learner). By teaching more blue words (which can be recognized quickly with their rebuses) many more sentences can be made. Twice as many cards will be able to be used in the game by incorporating another set of the same known cards from another deck.
The Deal. The means by which players receive their cards can vary. Here are a
few examples:
1. The cards can be dealt out equally among the players, each of whom immediately make as
many sentences as possible with their dealt cards. Left over cards are put together,
shuffled, and dealt out once more, after which the players again try to make sentences.
This continues until no more sentences can be made.
2. Cards can be kept in a pile, centrally located, to enable each player to draws six.
Players who make a sentence at that point may have it scored or hold the cards in hand,
waiting to exchange cards to make a higher level sentence. Players, in turn, keep drawing
from the deck until each player places as many sentences on the table as possible.
3. Six cards are dealt out to each player. If a player has been dealt a sentence, it is scored. If not, one more card, in turn, is dealt to each player. As players accumulate cards they make and score their sentences.
4. All the cards are placed on the mat according to their colors. Then each pile is shuffled and replaced on its color upside down. The first player turns up the top card on each pile, making a sentence with whatever cards come up.
Scoring. Players read their sentences and announce the number indicating the sentence type, and presents the reason for this choice. If the type is agreed upon, the "author" earns that number of points. If the other player(s) disagree, discussion continues until agreement is reached, or the cards that compose sentences that can't be agreed upon are returned to the deck. With children who are not quite at the point that they can do this alone, the tutor, through questioning, helps direct their thoughts. For example,
"Does your sentence makes any sense at all" (It could be Type 1)
"Is the sentence something that can take place in a cartoon but not in real
life?" (Type 2)
"Can the idea of your sentence really happen?" (Type 3)
"Does it happen often?" (Type 4)
It is often valuable in the various games for the sentences to be written on paper with an illustration. Many possibilities exist, and creative tutors and pupils will undoubtedly come up with their own offshoots. Hopefully some of these will be shared on the web site.
The Rainbow Word Inventory (WRI). Without finding out the pupil's current knowledge it is impossible to conduct a Tailored Reading session, since the content of the lesson is dependent upon this information. The RWI (which is also the first section of the Tailored Reading Inventory) is administered at the beginning of the Rainbow Module, whenever that occurs during the lesson (not necessarily first).
This assessment, which can take as little as a minute or two, enables the tutor to uncover the learner's current knowledge of the Rainbow Words, telling the tutor which to focus on during this aspect of the lesson. Since it can be used with pupils who have not mastered the rebuses as well as those who are involved in activities with the spelled words (depending which boxes are checked), it provides insight concerning instruction on various levels.
Let us assume, once again, that the TRI initially finds that the pupil knows only the words "a," "in," "is," "dog," and "car." After creating a sentence from these words, he is introduced to new ones, including "goat" and "train" by means of their rebuses. His tutor guides him to use these new words in one or more activities, and he might take home the Rebus Sheet (perhaps with the "new" words highlighted) from which he can write and illustrate more sentences. If his parents read only Spanish (and may not even speak English), the Spanish version should also be available to him to take home.
At the beginning of the Rainbow Module during each session, the RWI should be administered for the tutor to keep current concerning the pupil's knowledge of the Rainbow Words. Depending upon his past progress, he would read from the Rebus Sheet or the "words only" version, and it is certainly possible to use both renderings (first the words alone), as long as the responses are marked appropriately on different RWI lists on the same or different sheets. By administering both variants, a more complete picture of the pupil's strengths and weaknesses become apparent: the words known by their letters, those known only by their rebuses, and those whose rebuses have not been mastered. The tutor would check each correct response on the RWI, leaving the line blank each time no response is given, and writing in, phonetically for non words, the incorrect answers.
When the child's current abilities are determined, the lesson begins. Activities could involve cards on which rebuses have been cemented, or the Rebus Sheet itself. "New" words are discussed, and these plus those already mastered, are used. When the child is ready, activities involve the cards with words alone, but with the Rebus Sheet close by to which he has immediate access, if needed. Following sessions begin similarly, with hopefully more of the rebuses (and/or words) mastered. The more reinforcement the pupil has via enjoyable activities, the more quickly the new information will be learned. Of course, some learn more quickly than others, but all progress. The fact that what is being taught is precisely at the learner's level removes the frustration often accompanied by less individualized methods.
The following is a sample of the tutor's version of the Rainbow Word Inventory. To obtain the form for printing click here. The pupil's version is the first part of the pupil's section of the Tailored Reading Inventory.
Rainbow Word Inventory
Date __________ [ ] w/rebuses [ ] w/o rebuses [ ] across [ ] down No. correct: ____To save paper and to facilitate observing progress, three Inventories, each with its own date have been included on each sheet.
The boxes to the right of the date are to be checked to indicate important information concerning the assessment.
"[ ] w/ rebuses" or "[ ] w/o rebuses" is checked to indicate whether the pupil used the rebus sheet or the spelled words.
"[ ] across" or "[ ] down" is checked to indicate whether the words were read as sentences, or vertically. This enables the tutor to provide the best way to test the pupil to gain more insight into his real knowledge. It in effect, enables the tutor to, with one test, separate pupils of different levels and immediately provide for their learning in a more personal way. The order of difficulty for pupils is generally:
1. To read across, in sentences to provide context, with the help of the rebuses.
"[ ] w/ rebuses" and "[ ] across"
2. The next level would still be reading with rebuses, but without the help of context.
"[ ] w/ rebuses" and "[ ] down"
3. Then comes words without the aid of rebuses, but within sentences.
"[ ] w/o rebuses" and "[ ] across," and finally,
4. And finally, without the help of rebuses and read vertically.
"[ ] w/o rebuses" and "[ ] down"
The "No. correct ____" is the sum of the checks, with 30 as the highest score. Each word is counted despite duplicates among yellow words since inconsistencies provide useful information.
Each time the learner is tested, that current information provides the tutor with the wherewithal to practically ensure successful learning during that session. It also tends to eliminate the frustration that otherwise occurs for the tutor whose expectations may be unrealistic.
Make your own Rainbow Rummy Cards
Since the Rainbow Cards are very important for the tutoring process, and since they are not available for sale at this time, we are presenting instructions to enable you to make Rainbow Rummy cards by hand, just as has been done many years ago as the game was being developed.
To include all of the markings of the printed cards would be very tedious. While they were discussed for completeness in detail, they are not necessary for the major activities. The following "bare bones" version of the cards are sufficient to teach and reinforce reading skills. In a short amount of time words in sentences 1 - 5 can be made by hand that will be extremely useful. Combined with the Rebus Sheet, that can be downloaded and printed, a great deal of learning can be accomplished.
While thin blue, red, and green felt tip markers are usually fine for this use, yellow is often too light. Therefore, black can be used along with yellow or as a substitute for it. Each card is normally 3 1/2" x 2 1/2" but since the size is relatively unimportant, regular 3" x 5" cards can be used as is or cut to size. If the color-coded mat is made by taping appropriately colored 3" x 5" cards (as are often found in packs - even though pink is used instead of red), the cards can be cut somewhat smaller so the mat is visible under each card.
The main features on each card consist of the following:
1. The word itself, which is located on top left and bottom right, upside down, to enable them to be read either way.
2. The number directly below the word, which indicates its readability level and point value for use in games and activities.
3. The number to the right of the word tells the numerical position of each card in the deck. This very useful in various activities as well as greatly facilitating checking for missing cards by placing them in numerical order.
4. The period after one of the blue words ends the sentence. When the no-period side is up, the card is used as the second word in the sentence.
The following chart contains the information needed to make by hand the Rainbow Word Cards (bare bones information) of sentences 1 - 5:
A
1 |
dog
3 1 |
is
5 1 |
in 7 1 |
the 9
1 |
car.
11 2 |
| My 6
1 |
goat
8 2 |
rides 10
1 |
on
12 2 |
that
2 1 |
train. 4 2 |
| The 13
1 |
boy 15 3 |
ran
17 1 |
with 19
1 |
a
21 1 |
cake. 23 2 |
| That 18 1 |
kitten 20 3 |
looked 22
1 |
around 24 2 |
my 14 1 |
fish. 16 2 |
| This 25 1 |
baby 27
3 |
sits
29
2 |
behind 31 3 |
this 33 1 |
pony.
35 3 |