Rainbow Module

Rainbow Magic. Immediately after the Tailored Reading Inventory (TRI) is administered, as discussed in the Outline of Procedures, the tutor demonstrates the seemingly magical ability to empower the learner to use (known) words in the construction of "original" sentences. For an at-risk reader with almost no reading vocabulary and the often-accompanying low self-esteem concerning reading, this achievement can be truly breathtaking.

What makes this event possible is that, far from being arbitrarily selected, the inventoried verbal units are none other than the Rainbow Words, key ingredients of Tailored Reading and springboard to initial success. When six of these fifty-one words, each color-coded to its part of speech, are placed in their respective places on the color-coded sentence pattern mat, a sentence (which may be "real," "silly," or without meaning) inevitably appears. (For information concerning characteristics of these words see Major concepts concerning the Rainbow Words.) The following procedures make the task of learning the rest of these words a very positive experience for the pupil.

The Rebus connection. It is usually most productive for beginning readers to initially form connections with "new" words (those not known on the TRI) through sentence-making activities involving rebuses rather than with the words alone. This can be done by either using the Rainbow Word/Rebus Association Sheet intact, or by first cutting out specific rebuses and pasting them on their appropriate cards (after copying the sheet to be able to use it whole later).

Paste-ups enable sentences to be made quickly by beginners on the mat without the frustration of having to continually match unlearned words to their rebuses on the sheet. When the pupil is comfortable making sentences and has learned a few of the spelled words, the rebuses can be removed from the cards, or blank paper can be pasted over the rebus (separating the "question" from the "answer"), enabling the pupil to self-test using the rebus sheet, until the rebuses are no longer needed. To facilitate finding the desired rebus on the sheet, it is a good idea to make a mark in the appropriate color on the top of each column, or write the letter above the column in the appropriate color. The pupil then immediately holds up the card to the same color and matches her word on the card with its mate in the column.

Either way, creating meaningful as well as silly sentences, plus other activities, provides a great deal of practice to enable the pupil to learn the words and associated fundamental information that forms a substantial basis on which to learn further reading skills. When using the Rebus Sheet, this initially involves putting together sentences with one word from each column on the sheet. It is a good idea to use words of the first two sentences (rows) first:

Partner Plays. When most of the above twelve words (specifically those in bold letters) have been mastered, the pupil will also be able to read the first Partner Play (a brief dialogue composed of words known by the pupil) to be read by a twosome, as follows:

                                                                            1. A: Is a dog in the car?
                                                                            2. B: A dog is in the car.
                                                                            3. A: Is a goat in the car?
                                                                            4. B: A goat is in the car.
                                                                            5. A: Is a car in the train?
                                                                            6. B: A car is in the train.

Many more Partner Plays (as well as other types of material) will be available, as the web site evolves, composed of words that closely follow the unfolding reading vocabularies. This will enable learners to read a variety of selections that match their current and growing abilities.

[Note: For a pupil who doesn't know either of the words, "is" or "rides" it is often easier to first relate to, and remember, the rebus of "rides" (

: the boy "rides" in the wagon.) The rebus for "is" (

) is more abstract (the ball or dot just "is"), and usually requires more practice to learn. This can be reinforced by putting together sentences using various nouns and other more easily learned words while keeping "is" as the verb.]

Music makes more motivation. A motivational way to provide additional repetition is to introduce simple, repetitive songs that use only the words being taught. Each word (or rebus) can be pointed to as the song is sung. It is best to use cards for this activity since one or more words can be easily exchanged, partially depending upon which words or rebuses require more practice. If the song, "The Farmer in the Dell" is known (otherwise it should be taught), the words can be replaced with, "Let’s sing it once again," followed by the words of our changing sentences.

Complete nonreaders (e.g. preschool children) can, at first, use rebuses alone to "read" the song lyrics:

Similarly, new words to "The bear went over the mountain" also fits the syllabic nature of the Rainbow Words.

Rainbow Writing involves writing and illustrating sentences composed of the Rainbow Words. This can be done with the pupil composing a sentence by placing (known) cards (with or without the rebus) appropriately on the mat, copying the sentence and then illustrating its meaning. The meaningfulness of the sentence can be discussed keeping the sentence types in mind. Of course, the drawing need not be artistic (stick figures and geometric shapes can be used along with the pupil's explanation for this purpose). The important thing is that it captures what is happening in the sentence, especially the relationship of the nouns to each other, in light of the preposition chosen. For example, a picture of a dog on a car should be different than one in a car, and the tutor should briefly bring this discrepancy to the pupil's attention. Either the sentence or the drawing needs to be changed to enable them to match.

The Rebus Sheet in Rainbow Writing. If the learner doesn't know some of the words, the learned rebuses can be used as a reminder, making it an excellent independent reinforcement activity (as in homework). The Rainbow Word/Rebus Association Sheet can be used for this purpose with the learner choosing words from each column for his sentence. If the pupil already knows how to read (but not spell) some of the words, the activity reinforces spelling. For a younger child, in lieu of writing, individual word-rebus squares cut from the main sheet can be manipulated to make the sentences. The learner can then paste the word/rebuses on the paper to form "permanent" sentences. Word placement can be made easier by indicating the color of the words appropriately in each column before cutting them apart.

A variety of creative spin-offs are possible, for example using the Spanish and signing translations:

Since the Outline of Procedures has provided basic ideas concerning initial use of the Rainbow Words, we shall move on to discuss Rainbow Rummy, and how it can be used as soon as the learner begins to have a handle on these special words.

Rainbow Rummy is the name for the collection of sixty cards that enables beginning readers to have access to a variety of meaningful activities as well as the name of the rummy-type card game from which Tailored Reading slowly evolved. It is played similarly to traditional games with regular playing cards, involving drawing and discarding, where the winner collects seven or ten cards, grouped in either three or four of the same number, or cards of the same suit, sequenced numerically. The object of Rainbow Rummy is to put together a six word-card sentence by placing each card in the color-coded sequence following the color-coded sentence pattern mat. (The mat is composed of appropriately color-coded rectangles taped together, made of 3x5 cards. The first yellow rectangle is left full size and the rest cut slightly at the top to reinforce that the capital letter belongs at the beginning of the sentence.)

The play. After thoroughly shuffling the deck (composed at first only of known words and/or known rebuses), each player is alternately dealt six cards, which are then placed, right side up, on each player's mat, leaving a spaces for missing cards. More than one card of the same color can occupy the same space on the mat and should be placed overlapping vertically, so the word and number below it (within the geometric shape) on each can be seen to determine which will be used.

Players take turns drawing and discarding the top card from the draw (face down) or discard (face up) pile, so that after each turn six cards remain on each player's mat.

Play continues until the pupil is satisfied with her sentence, which can then be scored by adding together the numbers (point values) found below each word.

More than a game. Aside from informally reinforcing known words and facilitating the learning of new ones, Rainbow Rummy can also be used as a very powerful instrument to help teach many language arts skills and concepts. For this to occur it is helpful to use the Rainbow Rummy Scoresheet and to have a deeper understanding of the procedures. Part of this involves the pupil earning additional points for creating more meaningful sentences, according to the Sentence Types. Additional information regarding Rainbow Rummy and scoring will be available as the web site develops.

Among the virtues of Tailored Reading is that it caters to various attributes of at-risk readers such as their tendency to learn best when the material makes sense, when rote memory is used as little as possible, and when the subjects are interrelated to help form bridges to the new ideas. Such efficient learning provides the "biggest bang for the buck" as well as empowering pupils with a mechanism to more creatively deal with their own acquisition of knowledge.

The many related ways the Rainbow Words can be used is a good example of this kind of efficiency; once the rebuses are mastered, there are many spin-offs to related information, which can again be associated to still more material. In this regard, the Rainbow Words have been translated into Spanish and American Sign Language. These translations plus English and "rebus" are four ways to express and receive the same ideas. With this in mind, the interactivity of the web has been taken advantage of to produce a mechanism to facilitate learning these various languages, which have been placed on different pages for self-testing. By clicking on English, Spanish, Signing, or Rebus, the screen will display the Rainbow Words in that language on the familiar chart. Since the rows are numbered 1 - 5 and the columns lettered a - f, each word can be pinpointed for additional reference. (For example, 2b = "goat.")

The Spanish Translation of the words (with the rebuses) empowers non-English speaking, Latino parents, to help their children by providing their native language version of the words that compose their children's sentences and illustrations, the meanings of which they can discuss in Spanish. The fact that some of the words have more than one translation (and the Spanish of different countries may vary for some words) is further opportunity for additional knowledge. Another exciting use for these words is for beginning Spanish classes, where many of the activities discussed for beginning readers of English can be used..

The Sign Language version of Rainbow Words can promote more reinforcement to aid the learning of the words. Activities using signing can be very motivational for at-risk readers as well as children in general, and it opens the door for hearing pupils to be introduced to learning this important communication medium. Such activities can bring together pupils of various abilities and disabilities. Since the grammar of signing (the sequencing of words, etc.) is different from that of English, what is presented is a word-for-word translation within the context of the English rather than what would be actually signed by someone correctly trained in signing. However, it is a beginning that will hopefully be followed up by those who are motivated to pursue its possibilities.

Signing Ideas. The tutorial situation is good for teaching the signs, and when even only partially learned there are motivational activities that can occur within a group situation. As with learning to read words, it is better to learn signs within the context of sentences rather than dealing with them in isolation. In that way meaning and relationships are constantly being considered. Pupils who still rely somewhat on the rebuses should be allowed to use them as needed since the additional practice will inevitably add to the learning and enjoyment.

Signing Race: An exciting group activity that makes use of the signs

First, each member of the group needs to be familiar enough with the signs, with the help of the signing sheet, to be able to at least crudely sign the words, as well as to understand them when someone else signs.

The group is divided into pairs, each having "A" and "B" members. All the A's go to one side of the room and B's to the other, facing the A's, each having a signing sheet. The teacher (leader) hands out (perhaps ten) prepared sentences to each of the A's. The same sentences can be used, but in a different order, to keep each pair focused on their own efforts. When the signal is given, the A's begin signing the first sentence to their B partners. The B's write down each translated word of the first sentence. When satisfied that the sentence is properly spelled, capitalized and punctuated, each B runs up to the teacher, forming a line if more than one run up, to get their sentences checked. Teams with correctly written sentences earn one point. At the leader's signal the race resumes.

By adding rules depending upon other learning outcomes (including behavioral), the activity becomes individualized for a particular individual or group. For example, a rule might be that in order to score the point, the sentence must be written in cursive, or a less than silent team might lose points. Of course, there are many other possibilities that the teacher will be able to creatively devise as the needs of the children make themselves known.

The majority of these signs have been borrowed from A Basic Course in Manual Communication, revised edition, published by the Communicative Skills Program, of the National Association of the Deaf, 1973.

The Magic of the Rainbow
The Rebus connection Partner Plays Music makes more motivation *Rainbow Rummy*	Other Languages Spanish Translation Sign Language version Signing Race