“If I Only Had A Brain!”

1. “If I Only Had A Brain!” Kansas Infinitec Coalition

2. 5 Components Phonological Awareness Phonics-elementary--word Identification-secondary Fluency Vocabulary Comprehension

3. Phonological Awareness

4. Phonological Awareness • Rhyming: identifying and making oral rhymes, matching the ending sounds of words starting with the vowel sounds (cat, bat, hat, that) • Alliteration: producing groups of words that begin with the same sound (Two tired turtles tried to take a trip.) • Sentence Segmentation: segmenting sentences into spoken words (The sentence, “The girl ate two candy bars,” segments into six words) • Syllable Blending and Segmentation: blending syllables to say words (/pan/ /cake/ blends into pancake) Segmenting words into syllables (cactus segments to /cac/ /tus/)

5. Phonological Awareness Instruction • Understands discrete sounds/phonemes • Recognizing which words in a set of words begin with the same sound • Isolating and saying the first or last sound in a word • Combining or blending the separate sounds in a word to say the words • Breaking or segmenting a word into its separate sounds

6. Phonological Awareness (cont.) • Onset-Rime Blending and Segmentation: separating the initial consonant or cluster (the onset) from the vowel and consonant sounds that come after it (the rime) Shirt segments to the onset /sh/ and the rime /irt/) • Phoneme Blending, Segmentation, and Manipulation: blending phonemes into words (/m/ /a/ /n/ blends into man, segmenting words into individual phonemes (cat segments into /k/ /a/ /t/) manipulating phonemes in spoken words (/b/ substituted for /k/ in cat makes bat)

7. Technology can….. Support a student learning to… • Recognize patterns in words • Create words from letters, words, pictures or sounds • Use auditory feedback as words are created or segmented • Convert words by isolating and changing phonemes

8. Low tech • card readers www.califone.com And Eiki www.eiki.com • Word wall Implementation ideas www.teachnet.com www.abcteacher.com

9. Possible Technology Tools • Bailey’s Bookhouse www.riverdeep.net • Dr. Suess’ABC www.riverdeep.net • Earobics www.earobics.com • Jump Start Phonics www.jumpstart.com • WordMaker www.donjohnston.com • Word Munchers www.riverdeep.com • Wiggle Works www.scholastic.com

10. Phonics

11. Phonics Instruction Systematic Direct Instruction • Letter-sound relationships • Spelling strategies • Writing strategies

12. Phonics • Elementary: (Alphabetic Understanding, Word Study and Spelling) Sound symbol correspondence, the ability to associate a speech sound with an alphabetic letter. Instruction in how the sounds of spoken language.

13. Phonics: Alphabetic Understanding Letter sounds: Association of a sound with a letter and letter combination in a written word Spelling Regular Words: Using letter sounds and segmentation to spell words, mapping sounds to letters following typical rules Spelling/Reading Irregular Words: Spelling words in which some or all of the letters do not represent their most common sounds. (e.g. word families: one, none, done) Sentence Reading: Practicing reading regular and irregular words then reading them in the context of a sentence

14. Technology Can… Support a student learning to… • Pair sounds and letters to form words • Spell with success • Practice fluency in reading sentences • Adapt reading strategies as immediate feedback is received.

15. Low tech • http://www.gamequarium.com/phonics28.html • http://www.tampareads.com/phonics/phonicsindex.htm • http://www.letterland.com/ • http://rlac.com/store/RLAC-Shop-by-Category.html • http://rlac.com/store/Learning-Manipulatives.html

16. Possible Technology Tools • Destination reading www.riverdeep.com • Fast ForWord www.scilearn.com • LeapFrog SchoolHouse www.leapfrog.com • Let’s Go Read www.riverdeep.com • Ultimate Phonics www.spencerlearning.com

17. Word Identification(Secondary) • Letter/Sound correspondence: ability to say the sounds for each letter or letter combination that is given • Structural analysis: Analysis of compound words, contractions, syllables, root words, affixes, Greek and Latin morphemes

18. Technology Can… Support a student learning to… • Recognize the parts that make up the word. • Use context clues to interpret meanings.

19. Low tech • Card readers • Spinner activities www.speechteach.co.uk/p_resource/speech/soundspinner.htm • Magnetic Poetry/Word tiles: Word Strips; Labels www.primaryconcepts.com www.trcabc.com www.shadowpoetry.com

20. Possible Technology Tools • Ultimate Phonics www.spencerlearning.com • Sentence master www.llsys.com • Words Around Me www.riverdeep.net • Infinitec www.myinfinitec.org Reading resources-reading links-educational enrichment activities

21. Fluency

22. Fluency Instruction • Bridge between word recognition and comprehension • Development is gradual over time • Difference between more fluent readers and less fluent readers

23. Fluency • Automaticity of Letter Sounds: Quickly recognizing letter sounds as a precursor to blending, word reading, and passage reading • Automaticity of Words: Accurately and quickly identifying regular words • Connected Text: Sounding out each word and then reading them together

24. Technology Can Support a student learning to… • Practice reading aloud • Use models to develop fluency skills in reading.

25. Low tech • Alphabet arc letters tiles and magnets www.alphabetmats.com • Highlighter pens, tape, color overlays www.onionmountaintech.com www.irlen.com • Sentence strips www.teachnet.com www.abcteacher.com

26. Possible Technology Tools • First Nouns, First Verbs, First Words www.llsys.com • Audio Books on CD • www.bookshare.org • www.myinfinitec.org

27. Vocabulary

28. Vocabulary Development • VOCABULARY DEVELOPMENT—The knowledge of words, their definitions, and context.

29. How is vocabulary learned? • Most vocabulary is learned indirectly • “Learning by listening” • Read aloud to children • Children read on their own (exposure to words) • Daily oral reading

30. Vocabulary is learned directly and must be taught • Teach specific words before reading • Extended use of the words over time • Repeated exposure to the words in context • Use dictionaries and other reference materials • Teach word parts (affixes, base words)

31. Technology • Use technology to: • Search word meanings • Explore new words • Elaborate on immediate vocabulary Texas Assistive Technology Network www.texasat.net

32. Low Tech • Highlighter tape or markers • Spell checkers • Personal dictionaries • Word walls/sentence strips • Webbing • Word cards, magnetic word tiles, labels • Graphic organizers

33. Free Sites • http://funschool.kaboose.com/arcade/language/index.html • http://www.theschoolbell.com/ • http://www.education.com/worksheets/

34. Mid to High Tech • To purchase or commercially produced tools: • Books on tape/CD • Franklin Spellers • Talking word processors: Read/Write Goal, Kurzweil, WYNN • Word prediction software: Co-Writer, Write Outloud • Text readers: Read/Write Gold, Kurzweil, WYNN • Reading Pens (Quicktionary Pen; Wizcom Technologies www.wizcomtech.com ) • Edmark Reading

35. Literacy: Vocabulary Software Evaluation • New words are presented in meaningful ways • Students see, hear, and use words many times and in many contexts • Makes connections to student's current word knowledge • Strategies for older students include contextual analysis and morphemic analysis

36. Comprehension

37. Comprehension • READING COMPREHENSION STRATEGIES—The understanding of meaning in text. • Must be based on scientifically based research. • Must include classroom-based screening, and instructional and diagnostic reading assessments. • Should provide ongoing, high-quality professional development focused on essential elements of reading

38. Interaction between the text and the reader • Good readers are purposeful and active • Monitor comprehension • Use prior knowledge • Question • Recognize story structure • Summarize • Think Alouds

39. Texas Assistive Technology Network www.texasat.net

40. Comprehension • Literal Comprehension—Understanding what is explicitly stated or clearly implied in the text • Implicit Comprehension—Understanding a meaning that is intended or suggested by the author but not stated. • Story Retell—Recalling events from a passage and retelling it Texas Assistive Technology Network www.texasat.net

41. Story Grammar—Understanding story elements • Main characters • Setting • Problem/Resolution • Important events • Themes Texas Assistive Technology Network www.texasat.net

42. Sequencing—Sequencing events in short passages • Main Idea—Determining the main idea of a passage Texas Assistive Technology Network www.texasat.net

43. Technology • Use technology to: • Look up meanings of difficult words or phrases • Sequence events in a story • Understand the different parts of a passage

44. Low Tech • Graphic organizers • Prompting elements to look for in a passage • Highlighter tape/markers • Draw pictures or visual cues • Sticky notes/arrows/tabs • Mnemonics • Repeated Readings • Note cards/pockets

45. Mid to High Tech • Inspiration/Kidspiration • Software for Picture Support—Boardmaker, Picture It • Talking Word Processors • Audio Books • SmartPen

46. More Software • WYNN 4 • Kurzweil 3000 • Read and Write Gold

47. Literacy: Comprehension Software Evaluation • Students are provided with explicit cognitive strategy instruction in one or more of the following: • comprehension monitoring • using prior knowledge • graphic organizers • story structure • question answering • question generating • mental imagery • summarization • Instruction includes: explanation, modeling, guided practice, and application • Passages include all genres

48. RESOURCES • www.myinfinitec.org • Texas Assistive Technology Network: Technology Supports for Struggling Readers • Garden City Public Schools USD 457 • Quick Questioning for Higher Level Thinking • Fluency Strategies • Comprehension Strategies • “Wizard of Oz”

49. THANK YOU