Read this passage and jot down:

1. Read this passage and jot down: What is the passage about? What instruction would you need to understand it? 1

2. Phonics & the Alphabetic Principle plan & execute

3. 1. What do I do & why do I do it? 2. How can I help my students break the code? 3. What new tricks & resources am I taking away?

4. Reading Framework 3

5. What is Balanced Literacy?

6. Example of Phonics -ea t -ch What did you see me do? teach

7. spelling pattern sound blend

8. Definition of Phonics • Phonics is the process of identifying spelling patterns, connecting these with their phonemes (sounds), and blending the sounds to produce a spoken word. 4

9. Why Teach Phonics? It’s a “deal-breaker” & it must be explicitly taught. 5

10. Fluent Reading FLUENT READING! Page 512 The alphabetic principle is the idea that letters represent sounds. What you HEAR What you SEE 7

11. Fluent Reading FLUENT READING! DOG = d + o + g = /d/ + /o/ + /g/ What you HEAR What you SEE 7

12. Don’t remember the letter sounds? cuatu 9

13. Don’t remember the letter sounds? Watch the video, note if you have any questions 9

14. Sound Spelling Patterns You have 1 minute to write with your team and then we’ll list them! Think of as many words as you can with different ways to spell the sound /ā/, the ‘long a.’ • Short vowels (as in “lamb”) • Long vowels – “say their name” (as in “make”) 11

15. Sound Spelling Patterns What makes teaching phonics difficult? • a_e, ey, a, ai, ei, _ay, eigh, ea • As in: make, they, lady, rain, vein, play, neighbor, great 11

16. Fluent Reading FLUENT READING! One of your students is struggling with phonics. In a parent conference, how do you explain what is phonics & why it’s important for their child to learn? 2 minutes on a sticky note to plan, 2 minute conference, switch roles 12

17. How do you know what sound-spelling patterns to teach? • Your Word Study section of the ISAT, based on STUDENT needs from the QSI Data • Elementary Literacy Text (resource room) • Resource Room Display • Your district curriculum might be in a specific order 21

18. Phonics Sequence from the QSI Emergent – letter sounds and names Letter name – short vowels, blends (br, bl, sr etc.) and digraphs (sh, ch, th etc.) With-in word – long vowels, r-influenced vowels Syllables and Affixes – ending sounds, simple prefixes and suffixes (re-, un-, dis-) Derivational Relations – advanced prefixes and suffixes (mono-, tri-, aud - )

19. How do you introduce sound-spelling patterns? Page 513 IBRDS = “EYE BIRDS” Blending Lesson Sequence • Introduce the sound-spelling pattern • Blend words • Read sentences • Decodable text reading • Spelling 15

20. I can complete the weekly spelling test! I can read sentences with ___ and ___ words. I can segment and spell with _____ and _____ words. I can identify the ___ sound. I can blend words with the ___ and ___ spellings. I can blend words with the ___ and ___ spellings. I can sort words with the ___ and ___ sounds I can spell words with the ___ and ___ sound. I reread a decodable text with __ and __ words. I can read a decodable text with ___ and ___ words. I/B I/B B/R D S

21. How do you introduce sound-spelling patterns? Blending Lesson Sequence • Introduce the sound-spelling pattern • Blend words • Read sentences • Decodable text reading • Spelling 15

22. Introduce the sound-spelling pattern Introducing a sound-spelling is designed to strengthen the connection between the soundand the spelling. In the video, identify at least 5 things that the teacher does to strengthen this connection for his students? 17

23. Introducing the Sound-Spelling Pattern – techniques • Tell students the sound; have them repeat the sounds many times • Show students the spelling(s), repeat! • Listen to words WITH and WITHOUT the sound • Give students memory devices • Visual images for the sounds (a cow) • Kinesthetic Motions (where appropriate) • Stories and poems to remember the sounds and connect to the visual image and the spellings

24. Let’s Practice Teaching Sound-Spelling Patterns • With your group, select a sound spelling pattern to introduce to your students and plan how you would introduce it to your students. • Come up with a visual, word and kinesthetic motion/song (if applicable). • sh- , ar-, oi

25. How do you blend the words? Blending Lesson Sequence • Introduce the sound-spelling pattern • Blend the words • Read sentences • Decodable text reading • Spelling 15

26. What is blending? Teach explicitly Plan blending routines Choose words with your sound-spelling pattern

27. How do you teach blending? bed b e d coast c oa s t n point p oi t rain r ai n 26

28. Your Turn! Practice blending with your partner.

29. Blending Lesson Sequence • Introduce the sound-spelling pattern • Blend words • Read sentences • Decodable text reading • Spelling 15

30. Reading Sentences • Practicing words in isolation is not enough • Take sentences from decodable books on Reading A-Z The weather man said that it is going to raintomorrow. The rain in Spain falls mainly on the plain. • Brainstorm your own

31. Blending Lesson Sequence • Introduce the sound-spelling pattern • Blend words • Readsentences • Decodable text reading • Spelling 15

32. Decodable Text Reading Practice decoding and reading the skill in an entire text Find books at the Resource Room or on Reading A-Z

33. Blending Lesson Sequence • Introduce the sound-spelling pattern • Blend words • Readsentences • Decodable text reading • Spelling 15

34. Spelling Shows that they REALLY understand the sound-spelling patterns. Practice everyday Final assessment is your spelling test on Day 5

35. Pop Quiz! 2 minutes to create hand gestures with your partner to remember the steps of IBRDS

36. I can complete the weekly spelling test! I can read sentences with ___ and ___ words. I can segment and spell with _____ and _____ words. I can identify the ___ sound. I can blend words with the ___ and ___ spellings. I can blend words with the ___ and ___ spellings. I can sort words with the ___ and ___ sounds I can spell words with the ___ and ___ sound. I reread a decodable text with __ and __ words. I can read a decodable text with ___ and ___ words. 1 I/B I/B 2 B/R 3 D 4 S 5

40. Using the words “phonics”, “alphabetic principle” & “word study” explain why your token for today is a lego. 34

41. The Bottom Line PHONICS IS A DEAL BREAKER. We teach these skills explicitly so that our students can read & understand text. 34

42. Go back to your question… 34

43. Delta Literacy Blog delta11literacy.wordpress.com

44. Closing • Fill out exit slip and put it into the folder for your school. • Next steps: • Contact me with any questions • Wednesday you’ll get to pick up your guided reading copies! One collab. member will take the “shopping list” for the group to the library • Don’t toss the copies. Trade, share, return.