Welcome!

1. Welcome! Please find a seat at a table with materials And with no more than five other people

2. A Balanced Reading Program • Read Aloud • Shared Reading • Guided Reading • Independent Reading

3. Shared Reading • Text difficulty • Control of text • Model reading strategies • Variety of genres • Oral language development • Text structure

4. A Week with a Big BookDonna Gerardi • Before reading • Select book • Day 1 • Predict • Construct meaning • Parts of a book • Day 2 • Movement • Language development • Oral cloze • Echo • Questioning

5. Day 3 and 4 • Previous day’s activities • New additions • Participation • Conventions • Masking • Cueing • Day 5 • Culminating Activity • Drama • Art • Class book • Innovation • Integration • Related literature

6. Today’s Class • Have a shared reading experience suitable for a variety of grade levels. • Continued look at what comprises phonological awareness • What is phonics and how do you teach it? • Introduction to Guided Reading: what is it and how does it look

7. Developing Phonological Awareness • Sequence: - rhymes - words vs. sentences - syllables - phonemes …onset and rimes (c/at, l/ot, r/ing) …initial, final, medial …blending …segmenting …manipulating

8. Phonemes • Rhythm and rhyme/Onset and rime S can separate and blend onset/rime (e.g, c/at/, d/og/, j/ump/) T separates/S blend phonemes T: “/s/ /a/ /t/” S: “sat” • Sequence T gives words, Ss give initial, medial, final sound. T gives a target sound, Ss signal position of sound. • Separate T gives word, Ss tell # of sounds T gives word, Ss separate into phonemes • Manipulate Ss leave off the sound of a given word to make a new word T gives a word; Ss substitute a new sound in the word

9. Initial and Final Phonemes • “What’s the first/last sound that you hear?” (London Bridge is Falling Down) • “What’s the sound that begins/ends these words?” (Old MacDonald had a Farm)

10. It begins with ____, (onset) And it ends with _____. (rime) Put them together, And they say ________ Initial Phonemes • Name Chant

11. Patty Cake bug mouse pin round fun light bed name fox barn sit duck

12. Phoneme Segmentation

13. Phoneme Manipulation: Substitution • Willoughby, Wallaby, Woo Willoughby wallaby wee, an elephant sat on me,Willoughby wallaby woo, an elephant sat on you.Willoughby wallaby Wessica, an elephant sat on Jessica.Willoughby wallaby Warissa, an elephant sat on Marissa. • Riddles

14. Phoneme Manipulation: Deletion • Who Stole the Cookie from the Cookie Jar?

15. Star Names • Write your name on a card. • Analyze your name for the number of syllables and phonemes. Display this information on your card in some way. • Explain your name card to the rest of the people at your table: “This is what I can tell you about my name…” • Switch cards. Create a cheer for someone else’s name. segmenting by either syllables or phonemes: Give me a _____ ! Give me a _____ ! (repeat as many times a needed) What does it say? ______________ !

16. Phonemic Awareness Skills and Strategies: How would you help students learn them in context?

17. Assess Phonemic Awareness:K-1 • Detecting rhymes

18. Counting syllables

19. Matching initial sounds

20. Counting phonemes

21. Segmentation Test • Sentences into words “John likes pizza.” • Words into syllables popcorn rabbit telephone • Syllable into phonemes tea itch skate list fur

22. Readings: CORE Chapters 5 and 6(7 and 8 in the 2000 version) Discuss… • What information is contained on these pages? • How does this information connect with the content from this week’s class? Be ready to share out in the whole group.

23. Phonics • Phonics: the study and use of sound/spelling relationships • Phonics instruction teaches the relationship between letters (graphemes) and speech (phonemes) • Systematic, explicit vs. incidental, implicit Instruction

24. Research Findings: Phonics • First –Grade Studies (Bond and Dykstra, 1967) • Houston Study (Foorman, Fletcher, Francis Schatschneider, et al., 1998) • Stand alone, instructional component w/in a print rich classroom environment with a significant literature base • An essential but not sufficient piece of the reading puzzle • Without ongoing instruction in cognitive strategies, continual development of language skills, deepening knowledge through solid content-area instruction, voluminous reading in all types of text, daily opportunities to talk and write about what is read using conventions of spoken and written language, any gains realized in kindergarten and first grade will disappear by the upper grades.

25. Phonics vs. • Morphology/Structural analysis • Context clues • Sight words

26. Phonics Teaching that is Systematic and Explicit • Whole-to-part • Part-to-whole

27. Consonants b c d f g h j k l m n p r s t v w y z Exceptions: qu=/kw/ blend as in quick ph=/f/ as in phone c=/s/ before I, e, or y, as in city c=/k/ before a, o, or u, a in cat g=/j/ before, I, e, or y, as in gem g=/g/ before a, o, or u, a in good

28. Blends

29. Phonograms/rimes Most common -ay -ot -op -ob -ill -ing -in -ock -ip -ap -an -ake -at -unk -est -ine -am -ail -ink -ight -ag -ain -ow (ō) -im -ack -eed -ew -uck -ank -y (ī) -ore -um -ick -out -ed -ell -ug -ab

30. Consonant digraphs ch as in church ch=/k/ as in character sh as in shoe ch=/sh/ as in chef th (voiceless) as in thin s=/sh/ as in sure th (voiced) as in this wh (hw blend) as in which • Vowel digraphs ea ee ie au ai

31. Diphthongs oi inboilow in nowai in hair oy in boy ea in near a_e in same i_e in finee_e in here oo in poor ay in day e_e in there o_e in more y in my u in pupil o_e in hope • Silent consonants gn=/n/ as in gnat kn=/n/ as in knife wr=/r/ as in write

32. Phoncs in a Whole Language Context: A Hunting We Will GoA hunting we will go, a hunting we will goHeigh ho, the dairy-o, a hunting we will goA hunting we will go, a hunting we will goWe'll catch a fox and put him in a boxAnd then we'll let him goA hunting we will go, a hunting we will goHeigh ho, the dairy-o, a hunting we will goA hunting we will go, a hunting we will goWe'll catch a fish and put him on a dishAnd then we'll let him goA hunting we will go, a hunting we will goHeigh ho, the dairy-o, a hunting we will goA hunting we will go, a hunting we will goWe'll catch a bear and cut his hairAnd then we'll let him go

33. A hunting we will go, a hunting we will goHeigh ho, the dairy-o, a hunting we will go A hunting we will go, a hunting we will goWe'll catch a pig and dance a little jigAnd then we'll let him goA hunting we will go, a hunting we will goHeigh ho, the dairy-o, a hunting we will goA hunting we will go, a hunting we will goWe'll catch a giraffe and make him laughAnd then we'll let him go

35. A hunting we will go, a hunting we will go Heigh ho, the dairy-o, a hunting we will go A hunting we will go, a hunting we will go We'll catch a ____ and put him in a _____ And then we'll let him go.

36. Phonics: Instructional Focus by Grade Level • K • Recognize, name all letters • Develop phonemic awareness • Alphabetic principle • 1st • Produce sounds for all single consonants, consonant digraphs, short and long vowels, high utility vowel digraphs; r-controlled vowels; • Blend these sounds into single-syllable words • Read common long- and short-vowel phonograms • 2nd/3rd • variant vowels • vowel diphthongs • units of text

37. A Balanced Reading Program • Read Aloud • Shared Reading • Guided Reading • Independent Reading

38. Guided Reading • Core of the reading program • Text difficulty • Control of text • Model reading strategies • Variety of genres • Text structure

39. For next time: Other aspects of decoding READ: Honig et al., Review chapters 7-10 (9-11 in the 2000 version), making notes about the big ideas that are conveyed in these chapters. Be ready to discuss and hand in any notes (informal ones are fine). DO: Language Arts Assignment #3 depends on when your Guided Reading visit is scheduled….So… If you have a scheduled GR visit this week: Attend and take notes during a guided reading visitation. Complete a written reflection to address the following: • Provide orienting data (grade level, site location, number of students observed, book used, etc.). • Summarize the session you observed. Include the content for each lesson component and the learning objective for each, as well as 2-4 observations that indicate what students were doing to meet the learning objectives. • What connections can you make between lecture, your guided reading visitation, and other readings and experiences as both a student and teacher of reading? SIGN UP FOR GUIDED READING VISITATIONS OUTSIDE MY OFFICE

40. If you have do not have a GR visitation this week: Do: Interview your cooperating teacher about how high frequency words, multisyllabic words and fluency are addressed in your placement classroom. Provide a brief description of a lesson as well as a goal and learning objective that has been used. Reflect on the content of this interview as related to this week’s readings.

41. Bibliography • Phonemic Awareness in Young Children by Adams, Foorman, Lundberg and Beeler • Phonemic Awareness: Playing with Sounds to Strengthen Beginning Reading Skills by Creative Teaching Press • Phonemic Awareness Activities for Early Reading Success by Wiley Blevins • Making Words, Making Big Words, Making Bigger Words by Cunningham & Hall • Reading With Meaning: Teaching Comprehension in the Primary Grades by Debbie Miller • Phonemic Awareness in Young Children by Adams, Foorman, Lundberg and Beeler • Phonemic Awareness: Playing with Sounds to Strengthen Beginning Reading Skills by Creative Teaching Press • Phonemic Awareness Activities for Early Reading Success by Wiley Blevins • Guided Reading: Good First Teaching for all Children (K-2) and Guiding Readers and Writers: Teaching Comprehension, Genre and Content Literacy (3-6) by Irene C.Fountas and Gay Su Pinnell • Guided Reading: Making It Work by Schulman and Payne • Conversations and Invitations by Regie Routman