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C.O.R.E. Teaching Reading Sourcebook Decoding and Word Study Ginny Axon, MiBLSi TAP Coordinator Kathryn Schallmo, MiB

Section III, Chapter 6 Decoding and Word Study Phonics . What to teach?Explicit Phonics Lesson SequenceExplicit Teaching Lesson DesignBlending RoutinesDecodable TextWord Work. Chapter 6Phonics. Why?Research BibliographyPhonics instruction increases the ability to comprehend text for b

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C.O.R.E. Teaching Reading Sourcebook Decoding and Word Study Ginny Axon, MiBLSi TAP Coordinator Kathryn Schallmo, MiB

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    1. C.O.R.E. Teaching Reading Sourcebook Decoding and Word Study Ginny Axon, MiBLSi TAP Coordinator Kathryn Schallmo, MiBLSi Director Macomb ISD

    2. Section III, Chapter 6 Decoding and Word Study Phonics What to teach? Explicit Phonics – Lesson Sequence Explicit Teaching – Lesson Design Blending Routines Decodable Text Word Work

    3. Chapter 6 Phonics Why? Research Bibliography Phonics instruction increases the ability to comprehend text for beginning readers and older students with reading disabilities. -The National Reading Panel, 2000

    4. Chapter 6 Phonics When? Do it early. Keep it simple Kindergarten and Grade 1 Intervention – Grades 2 and above Older Struggling Readers (pg. 194)

    5. Chapter 6 Phonics How? (pg 196) Letter sound strategies Phonemic awareness strategies Word work Blending Lessons Model (I do it) Lead (We do it) Check (You do it) Decodable Text (Instructional method)

    6. Learning Partners Lesson Model: Sound-by-Sound Blending Page 209-212 Partner #1: mat, tap, pat model, lead, check Partner #2: pat, Sam, tap model, lead, check 15 minutes Practice Session15 minutes Practice Session

    7. Section III, Chapter 8 Decoding and Word Study Multisyllabic Word Reading What to teach? Pages 260-267 Common syllable types Affixes as Syllables Flexible syllabication

    8. Chapter 8 Multisyllabic Word Reading Why? Research Bibliography It turns out that skillful readers’ ability to read long words depends on their ability to break the words into syllables. -Adams Et Al., 1990

    9. Chapter 8 Multisyllabic Word Reading When? Grade 2 and above Intervention – Grade 2 (mid year) and above Older Struggling Readers (pg 271)

    10. Chapter 8 Multisyllabic Word Reading How? Syllable types - Introduction Syllable division strategies Syllasearch Lesson Model (page 298) Word Work (Following each lesson model) Chapter 1 – Structure of English Pages 22-47 (prefixes, suffixes)

    11. Learning Partners Lesson Model: Flexible Strategy for Reading Big Words (page 309-312) (Based on REWARDS, Archer ET AL.) Partner # 2 Teach prevention Partner # 1 Teach respectful

    12. Reflection 3-2-1 3 Big Ideas 2 Points to Ponder 1 Action to Take Immediately

    13. Consortium on Reading Excellence (C.O.R.E.) Website: www.corelearn.com E-mail: info@corelearn.com Phone: (888) 249 -6155

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