Get Ready to Huddle! Discover Intensive Phonics (K - 3 rd Grade & SPED) Huddle 4 th Tuesday of each month at 2 p.

1. Get Ready to Huddle! Discover Intensive Phonics (K - 3rd Grade & SPED) Huddle 4th Tuesday of each month at 2 p.m. MT Please Call 1-888-447-7153 Passcode 8768292# Presented by: Corey Triassi, Academic Coach

2. Welcome to the October Huddle! Objective: We will identify how phonics affects fluency and comprehension.

3. National Reading Panel In 2000 the NRP identified Five Big Ideas. • Phonemic Awareness • Phonics- the ability to match sounds to letters and use this knowledge in reading and spelling (also known as the alphabetic principle) • Fluency reading text- the ability to read connected text with speed, accuracy, and proper expression • Vocabulary • Comprehension- the ability to get meaning from text

4. A fluent reader can… • Read at a rapid rate- (pace- the speed at which oral or silent reading occurs) • Automatically recognize words- (smoothness/accuracy- efficient decoding skills) • Phrase correctly (prosody- the ability to read a text orally using appropriate pitch, stress, and phrasing.) Blevins, Wiley. Building Fluency: Lessons and Strategies for Reading Success

5. Automatically Recognize Words • Grades 1 – 2 • Initial reading and decoding: during this time children develop an understanding of the alphabetic principle and begin to use their knowledge of sound-spelling relationships to decode words. • Discover Intensive Phonics- focuses on the sounds of individual phonemes, blends sounds to form words, teaches word patterns, uses nonsense words and high frequency words

6. Phonics: Nonsense Words • Fluent reading requires that a child read nonsense words to use their knowledge of sound-spelling to decode each word. • There is no chance that the child recognizes the word by sight. Blevins, Wiley. Building Fluency: Lessons and strategies for Reading Success

7. Three Signs of Automaticity A child is reading fluently if he or she can: • Read with expression • Read aloud and then retell the story or content of the selection (decode and comprehend at the same time) • Comprehend equally well a similar passage read or listened to Blevins, Wiley. Building Fluency: Lessons and Strategies for Reading Success

8. Decode and Comprehend • When children automatically recognize patterns in words, can read multi-syllable words effortlessly, and have a knowledge of high frequency words, their brain power can be used to comprehend the text. • Discover Intensive Phonics- a research-based, explicit, systematic phonics program, which lays the foundation of the alphabetic principal so children can work on developing their understanding of the text.

9. Comprehension • The complex cognitive process involving the intentional interaction between reader and text to convey meaning. • The process that enables readers to make meaning of text, and to communicate meaning about what was read

10. Cognitive Resources • “Moreover, when students read fluently, they use fewer of their attentional (or cognitive) resources for decoding and text chunking, and so can devote more attention to the more important part of reading: comprehension.” (LaBerge & Samuels, 1974) Rasinski, Timothy. The Fluent Reader: Oral Reading Strategies for Building Word Recognition, Fluency, and Comprehension

11. Reading Rates

12. Should We Assess Fluency?

13. Objective • Did we successfully accomplish today’s objective? • Does phonics affect the areas of fluency and comprehension?

14. Questions and Answers Let’s Huddle Up… “Tell me and I'll forget; show me and I may remember; involve me and I'll understand.”

15. Get Ready for the next Discover Intensive Phonics Huddle! “Transferring Phonics Skills to Other Academic Curriculum” Tuesday, November 18th at 2:00 p.m. MT