Do Now

1. Do Now Read this passage and answer the questions below. On a scrap piece of paper, answer the following: • 1) Was reading this passage easy or challenging for you? Why? • 2) What instruction would make it possible for you to read this passage?

2. Our DRA DATA • 32% of 8th graders were on or above grade level • 48% of 6th graders were on or above grade level • 44% of 3rd graders were on or above grade level

3. Phonics & the Alphabetic Principle Institute 2011 www.literacyrocks.net

4. Literacy Framework

5. Agenda & Objectives • Objectives: • IWBAT define phonics. • IWBAT define the alphabetic principle. • IWBAT explain the what, why, and how of phonics instruction. • IWBAT begin to plan level-appropriate phonics lessons containing the IBRDS components.

6. Definition of Phonics • Chiefly • Ch ie f l y

7. 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. • Phonics Works In 2001, the National Reading Research Council’s Committee for the Prevention of Reading Difficulties in Young Children asserted that the most explicit and direct phonics approaches resulted in the greatest growth in students.

8. Key Mindsets Explicit, systematic phonics instruction is an essential component of a balanced literacy program. It is my responsibility to learn how the written and spoken English language is constructed, in order to be the best reading teacher for my students.

9. Fluent Reading The alphabetic principle is the idea that letters represent sounds.

10. Know the Sounds – Elem. Lit. Text

11. What makes the alphabetic principle so difficult? Long /ā/ Sound Spellings make a__e ey a_e a _ay ei eigh ea

12. Fluent Reading These different “long a” sounds are Spelling Patterns.

13. Why & how should we teach phonics? • “…early reading instruction should include direct teaching of information about sound-symbol relationships to children who do not know about them…” We must teach phonics in systematic and explicit ways. We cannot afford to leave our students’ reading development to chance.

14. Systematic & Explicit Instruction • Many phonics curriculum programs provide research-based scope & sequences. • If you need a sequence, look in the Elementary Literacy text, starting on page 71. • Use this SEQUENCE in K-3 • The TIMING of this sequence is not ambitious. Our students need and deserve instruction at a higher level of rigor than this. While this sequence provides an order for you, you should push your kids through it at a faster pace.

15. Teaching Phonics • Why do we teach phonics? • What do you teach in your phonics lessons? • How does the content of these lessons connect to the alphabetic principle?

16. Agenda & Objectives • Objectives: • IWBAT define phonics. • IWBAT define the alphabetic principle. • IWBAT explain the what, why, and how of phonics instruction. • IWBAT begin to plan level-appropriate phonics lessons containing the IBRDS components. 16

17. The Phonics Routine Blend Words Introduce Sound-Spelling Pattern Decodable Text Reading Read Sentences Spelling

18. How do I teach phonics? Blending Lesson Sequence • Introduce the sound-spelling pattern. • Blend words. • Read sentences. • Decodable text reading. • Spelling. IBRDS /īberdz/ “Eye-Birds” *Follows the 5-step LP *Can occur daily or weekly *Is a backwards planned sequence

19. Teaching Sound-Spelling Patterns Introducing a sound-spelling is designed to solidify the connection between the sound and the spelling. In the video, what does Mr. Kearns do to solidify the connection between spelling and sound for his students?

20. Sound/Spelling Introduction Techniques • Tell students the sound; have them repeat the sound many times. • Show students the spelling(s). Have them repeat the spelling(s) many times. • Give students memory devices: • Visual images for the sounds (a zipper and a cow). • Kinesthetic motions as appropriate. • Stories and poems to remember the sounds and connect them to the visual image and the spelling(s). • Why are these techniques important? Why do kids need them?

21. Introduce the Sound-Spelling Pattern • Analyze sample lesson plan • Where did I get these key points? • How will they change for a different spelling pattern/sound? • What will stay the same no matter what sound/pattern I teach? • What are the steps in this teacher’s routine for introducing the sound-spelling correspondence (INM)?

22. Your Turn to Practice • Key Points • WHAT • ___ letters make ___ sound • It can be spelled ___ at the beginning of words and ___ at the end of words • HOW • ___ helps us remember that sound • To read words with this sound, I blend that sound with the sounds around it • WHY • If we are able to read words with this sound very well, we will become a better reader who is ready to read harder books, like chapter books.

23. Your Turn to Practice • Key Points • WHAT • au and aw letters make /aw/ sound • It can be spelled au_ in the middle of words or aw at the beginning or end of a word • HOW • ___ helps us remember that sound • To read words with this sound, I blend that sound with the sounds around it • WHY • If we are able to read words with this sound very well, we will become a better reader who is ready to read harder books, like chapter books.

24. Slide Title

25. Slide Title

26. Agenda & Objectives • Objectives: • IWBAT define phonics. • IWBAT define the alphabetic principle. • IWBAT explain the what, why, and how of phonics instruction. • IWBAT begin to plan level-appropriate phonics lessons containing the IBRDS components. 26

27. How do you introduce sound-spelling patterns? Blending Lesson Sequence • Introduce the sound-spelling pattern. • Blend words. • Read sentences. • Decodable text reading. • Spelling. IBRDS /īberdz/ “Eye-Birds” *Follows the 5-step LP *Can occur daily or weekly *Is already backwards planned

28. Blending Words As you are planning your blending routines, you will choose a series of words to blend with students that contain the sound / spelling pattern you’re focusing on. • Hold onto ~5 words students will spell for the assessment • There are two ways to blend: • Blending through the vowel (shrieks) • Blending the whole word (coast) • How can you contrast these techniques? • How would you determine which technique to choose?

29. Blending Demonstration Video • Pay attention to Ms. Ish’s procedure for blending. Is this blending through the vowel or blending the whole word? • Write the steps of the procedure as you watch the lesson.

30. Video Debrief • What words did Ms. Ish select to blend with students? Are those aligned to her objectives and key points? • What is Ms. Ish’s blending procedure? • She is blending through the vowel. • Steps in procedure: • She writes each spelling, then she points to the letters. If a sound has a spelling with two letters, she points to those letters together. • After the vowel, she blends all the sounds to that point. • She has the students say the final consonant. • Finally, they blend the whole word.

31. CM Demonstration & Practice Blending • Practice with a partner using pg. 490 • CM volunteers to blend for the group • Blend through the vowel: • Creaks, shirt • Blend the whole word: • Spoils, shower

32. Common Questions: “I don’t understand this spelling pattern.” Refer to your Elementary Literacy Text (pages 44-51) for explanations of the most common spelling patterns. “I can’t remember how to introduce a sound-spelling.” Refer to your Elementary Literacy Text Pages 61-63 and 155-158 contain sample lessons for sound-spelling “I can’t remember the difference between blending through the vowel and blending the whole verb.” Elementary Literacy text (63-64 for a table explaining the procedures) (62-63 & 155-158 provide sample lessons) “I am worried about teaching a scope and sequence in the fall” Pages 71-77 contain a scope and sequence for grades K-5

33. Agenda & Objectives • Objectives: • IWBAT define phonics. • IWBAT define the alphabetic principle. • IWBAT explain the what, why, and how of phonics instruction. • IWBAT begin to plan level-appropriate phonics lessons containing the IBRDS components. 33

34. What comes next? Blending Lesson Sequence • Introduce the sound-spelling pattern. • Blend words. • Read sentences. • Decodable text reading. • Spelling. IBRDS /īberdz/ “Eye-Birds” *Follows the 5-step LP *Can occur daily or weekly *Is already backwards planned

35. Read Sentences • Write sentences that include the sound/pattern repeated in it. • Chorally blend the words one at a time. • Reread the sentences chorally. • Reread the sentences in groups.

36. Decodable Text • The link between blending individual words and application of skill to a real texts • Often not authentic texts (Reading a-z decodable texts) • Do not read the text to students first. • Allow students to read first on their own. • Guided practice (choral or echo reading) • Multiple readings (choral, partner, one on one, centers, at home)

37. Spelling • An efficient, informative assessment • Say the word • Students say the word • Use it in a sentence • Segment the word together • Students write the word (say sounds to themselves) • Grade assessment together • Why is a spelling assessment an accurate way to measure phonics skill?

38. How do you introduce sound-spelling patterns? Blending Lesson Sequence • Introduce the sound-spelling pattern. • Blend words. • Read sentences. • Decodable text reading. • Spelling. IBRDS /īberdz/ “Eye-Birds” *Follows the 5-step LP *Can occur daily or weekly *Is already backwards planned

39. But Why? Why is this phonics instruction taught in such a specific routine? Role-play with a partner. How would you respond to a new corps member who said, “If this is taught in Kindergarten through 2nd grade, then why do I need to know how to do it in upper elementary/middle school placement?”

40. Prepared and Ready to Teach Think about a student you have met who need phonics instruction. What are your next steps with this student? What do you need to do so your skills are to the level necessary to teach this student? How will you hold yourself accountable for making this necessary instruction happen?

41. Literacy Framework An absence of phonics is a “deal breaker.” It’s not enough, but without it, students will not be able to read independently.

42. The Bottom Line In order to become independent readers, students need explicit phonics instruction.

43. Final Reminders • Our next literacy session will be “Choose Your Own Adventure” • Phonological & Phonemic Awareness • Content Area Texts • Contact me with any literacy-related questions you have! • Don’t forget to check the Elementary Literacy text for clear explanations of spelling in the English language!