Direction Instruction Ch. 4

1. Direction Instruction Ch. 4 Listening lessons, vocabulary Auditory discrimination, comprehension, Visual discrimination, phonics

2. Listening • Must follow directions • Variety of listening activities: processing language of oral stories and discussion. • Students can be taught to focus on the speaker, predict, form mental images, think of questions, take notes, draw pictures.

3. Teaching listening ( Anderson, 1993) • Identify the need for the skill (blocking out distraction, make 1 word notes.) • Teach the lesson • Discuss effective practice. • Review skills taught • Select strategies for specific situations.

4. Method of Practice of Listening Skills • Tell riddles. Have student listen and figure out the answer. • Tell stories and retell them. Check for comprehension.

5. Visual discrimination • To see differences and similarities of print. At 3 yrs old , child can sort shape and size of objects. • Practice by asking, “Show me the two words that begin with ‘w: wheels and whole.’”

6. Auditory Discrimination Phonemic Awareness • Tell the difference and similarities of sound. Report same or different: cat/cat. Nap/nat. • Rhyming words: good way to introduce. Use color word: • Red, yellow, and brown, • The leaves are falling all over town.

7. Visual and Auditory Integration. • Combining visual and auditory with print. • Recognize some letters and some words at this point. • Big Books, predictable books • Use hop to read stop, pop, mop, flop • Change one letter from hop to hot • pop to pot; stop to step; mop to map, flop to flap.

8. Phonics: Sound/symbol relationship • Instruction is clear and direct. Use familiar words to study patterns. Don’t memorize the rule. • Shouldn’t dominate the instruction. Study words from context. Several words from the pattern should appear in the text.Usually is complete by end of 2nd grade. • Common Syllables: Onsets (beginnings) or rimes (ending) Should be taught as a pattern

9. These syllables represent 500 words. • ack: back, black, sack, racket • ank: bank, sank, rank, blank • ay: may, say, ray, maybe • ide: ride, side, • ink: pink, think, rink • ain: rain, train, brain, main

10. Invented spelling should be taught with phonics. • Invented spelling should start with the correct sound and end with correct sound. • Phonics should make students aware of the internal features of the word. (orthographic patterns) This helps with word recognition. • The goals of phonics is automatic word recognition. Then the student spends energy on comprehension rather than recognition.

11. Generalizations. • Students are taught to make phonic generalizations and to apply those generalizations. • Student can make lists of these words: • bake shake rake make cake • These lists can be added to when students encounter a new one.

12. New storybooks (Marie Clay 1991) • Illustrations are used to call up background knowledge. • Discuss experiences similar to the new story. • Teacher sketch out the plot or sequence of events up to the climax. This gives an overview of the story. The student anticipate what will happen.

13. Storybooks • Discussion of Personal experiences clears up conceptual problems related to plot. • Teacher uses novel features in talking about the story. • Teacher uses a difficult or new sentence pattern two or three times and has the students repeat it.

14. Assessment of Emergent Literacy • Should help with instructional placement, • knowing beginning and ending sounds • know short vowel sounds: mat, cat, • reading environmental print; stop, exit, • read sentence that is repeated (predictable text) • read color words • write the end of a sentence: I like . . .

15. Assessment with Storybooks • Select a favorite book and go to a quiet place. • Ask the child to “Read your book to me.” • Use the broad categories on p. 138 Sulzby • Use also informal reading inventories, and running records. P.499

16. Language Based Assessment Techniques • Note how a child holds a book • Tell a short story and put extra things that don’t belong. Wait for the child to correct you. • Provide a sentence strip and cut off words and have the student unscramble the sentence • Tell the beginning of a story and ask for an ending.

17. Use assessment to adjust instruction. • Chall’s stages • Sulzby’s classification scheme • Both can be used to plan lessons that are appropriate to the literacy level of the young child.

18. Early literacy program has: • Print rich environment with art and play activities; thematic units for reading and writing, big books, poetry storytelling and reading aloud. • Direct instruction in listening, phonemic awareness, visual discrimination, background knowledge, vocabulary, and phonics. (Use assessments)