St. Peter Day 2

1. St. Peter Day 2

2. ACTIVITY Circle Group • Where are you at today? What are you thinking about? • What’s one thing that sticks in your mind from yesterday? • What’s something you want to do before you run out of summer?

3. STRATEGY #1 - WORD SORTS 1. Words on 3x5 cards (for younger) a. lists for older 2. Students look for groups a. create groups - letter sounds b. semantics  3. Letter patterns and vocabulary

4. ACTIVITY STRATEGY #2 - THE GROUPING GAME • Students stand • Students given a group of words • Need to see and name a group (two or more words that are the same) – 10 seconds 4. When you can’t name a group - you’ve got to sit down

5. phonics phonograms word identification phonemes fluency reading syntax analytic analysis

6. STRATEGY #3 - SENTENCES 1. In small group - a. sentence related to reading instruction b. scary or silly sentence c. Minnesota Vikings sentence The greatest Viking of all time!

7. fluency reading syntax analytic analysis systematic automaticity sentence fluency neural networks neural pathways a. sentence related to reading instruction b. Scary or silly sentence c. Minnesota Vikings sentence phonics phonograms word identification phonemes fluency reading syntax analytic analysis

8. Transition

9. The National Reading Panel (NRP, 2000) identified five essential components of reading instruction:

10. I. 10 INSTRUCTIONAL ELEMENTS: COMPREHENSIVE READING INSTRUCTION

11. 1. Concepts of print 2. Phonemic awareness * Instruction related to concepts of print as well as phonemic awareness activities should be discontinued once students are reading comfortably at the first grade level. 3. Emotion and Motivation. 4. Phonics putting sounds to letters 5. Word Identification strategies/skills * Instruction related to phonics and word identification should be discontinued as word identification strategies when students are reading at reading comfortably at the 3rd grade level; however, word identification strategies should be continued as part of vocabulary development. 6. Fluency 7. Vocabulary 8. Comprehension 9. Writing 10. Literature

12. II. Six Ways to Identify Words 1. Context clues (semantics) 2. Word order and grammar (syntax) 3. Word parts, analogy, or analyzing words (phonograms) 4. Morphemic analysis (prefixes, suffixes, and root words) 5. Sight words 6. Phonics

13. ACTIVITY Turn to a neighbor – What are you thinking about … right now

14. III. PHONICS

15. 1. 99.98% of students with reading difficulties already know how to read • they just can’t read very well • need reading practice 2. We don’t teach reading a. we create the conditions where by students can develop their ability to create meaning with print b. a little instruction, a LOT of practice

16. Problems with Phonics-Only Reading Programs Examples: DISTAR and Orton-Gillingham 1. Only about 50% of students with reading difficulties struggle because of phonetic difficulties. 2. Focuses on only one of the ten essential elements. 3. Focuses only one of six word identification strategies. 4. Phonics-only programs rarely work. 5. Abstract, meaningless, not very motivating.

17. Human brains learn complex things best from whole-to-part; NOT, part-to-whole

18. The National Institute for Child Health and Development (NICHD, 2000) reported that early emphasis on code-oriented activities enhances performance on phonological awareness and pseudo-word pronunciation tasks but does not produce reliable gains on word reading or text comprehension.

19. Funniest Joke in the World

20. IV. 7 TIPS FOR DEVELOPING PHONETIC AWARENESS 1. Teach the minimum amount of phonics necessary. 2. Help children fall in love with books. 3. Phonics instruction = explicit, short, and briefly paced.

21. 4. 20/80 or 30/70 5. Balance - focus on all three cuing systems. 6. Teach phonics in context of 38 MF phonograms 7. Use Zeno MFW - 107 Most Frequent Word Lists

22. 107 most common words

24. Texan: "Where are you from?“ • Harvard Graduate: "I come from a place where we do not end sentences with prepositions." • Texan: "Okay— where are you from, jackass?"

25. IV. WORD IDENTIFICATION STRATEGIES Word recognitionrefers to an instant or automatic recall of words without the use of any strategy, skill, or cognitive mechanism Word identificationis a process or strategy used to figure out words that you do not automatically recognize.

26. Question: How did you learn to recognize spoken words?

27. STRATEGY #4. DICTATED SENTENCES - (PHONOGRAMS) zeno-phonograms • Sentence use target phonograms and Zeno words.  • Dictate sentences, one at a time, to students.  • Students write in their journal (online journal or paper journal). Examples with AY phonogram 1. I will go there one day. 2. Will you please pay me now? 3. I will lay the new doll on the bed.

28. STRATEGY #5. ANALYTIC APPROACH TO PHONICS Analyze words found in authentic text Steps • Display text (board, PPT, or shared reading) (one to two paragraphs) • Use ScORe to read text • Ask students to identify words with … (beginning, middle, ending sound) • Have students tell you to identify a word.

29. When you hear the term, “systematic phonics instruction” what do you think of?

30. STRATEGY #6. SYSTEMATIC PHONICS INSTRUCTION • Systematic does not mean standardized scope and sequence a. teach specific skills in a predetermined order b. human brains do not work that way c. we don’t learn from part-to-whole 2. Instead, a system to make sure you cover the essentials and to document progress

31. Keep track of when you teach/reinforce phonics skills.

32. Also --- keep track of when students master a skill. 1. Listen to 3 to 4 students read each day (15 to 20 students a week.) 2. Oral reading – more authentic, more direct measure vs. standardized tests 3. Individual sheet for each student 4. Check and date when students have mastered letter-sound, sight work, phonogram.

35. ACTIVITY 1. Mind map 2. Find one idea 3. Find related or supporting ideas 4. Add pictures or diagrams 5. Gallery Walk - or Pass the Mind Map

38. STRATEGY #7: WORD ANALYSIS: A STRATEGY FOR IDENTIFYING WORDS 1. Sentence with a target word in it. 2. What word might make sense (context clues)? 3. Parts of word that are recognized? 4. Use the word parts to construct a word or to make a guess. 5. Re-read sentence, check for meaning.

39. STRATEGY #8. DECODING BY ANALOGY - TARGET PRACTICE 1. Show students a target word in the context of a sentence 2. Ask students to identify parts of words that are familiar a. phonograms b. prefixes c. suffixes d. root words e. consonants 3. Goal is to develop automaticity 4. When encountering an unknown word - don’t ask to sound out

40. We often disagree with each other. disagree disagree disagree Target Practice

41. STRATEGY #9. WORD BUILDING OR ONSET-RIME 1. have a rime --- students create new word by adding onset 2. Have onset --- students create new rods by adding rimes.

42. ill

43. b--ill bill d--ill dill

44. f--ill fill h--ill hill

45. J--ill Jill m--ill mill

46. STRATEGY #10. TREASURE HUNTS 1. Introduce letter-sound, or phonogram 2. Create simple DRC 3. Review, re-read story (individually or with partner) 4. Treasure hunt

47. STRATEGY #12. WORD WALLS 1. Words on a wall a. poster or bulletin board. b. grouped by letter pattern or subject 2. Sponge activities and riddles a. I’m thinking of a word - short vowel sound b. let students do riddles 3. Create sentences a. silly sentences b. Vikings sentence c. school sentences.

50. transition