Welcome to the Comprehensive Center-Region VI Audio Web Conference Workshop

1. Welcome to the Comprehensive Center-Region VI Audio Web Conference Workshop Sheryl Beglinger Training and Outreach Specialist smbeglinger@wisc.edu

2. Wakpala: Donna Jensen Betty Arndt Penny Adams Robin Rau Fessenden-Bowdon: Marla Haugen Surrey: Nadine Lyon Susan Bosch Tara Lavachek Shannon Peake Dana Entze Barb Matteson Susan McCormack Killdeer: Julee Gartner Jackie Sinclair Pamela Wilz Donna Knutson Wingate, NM: Christine Edsitty-Beach Maxine Barbone Fanny Thompson

3. Bark River - Harris Leah Lesnieski Sherry DeBen Laurie Strahl Jenny Baumler Pat Barra Colleen Carlson Connie Gutierrez

4. Phonics

5. Put Reading First: The Research Building Blocks for Teaching Children to Read What Does Research Say? Systematic and explicit phonics instruction: • More effective than non-systematic or no phonics instruction • Significantly improves K and 1st grade word recognition and spelling • Significantly improves children’s reading comprehension

6. What Does Research Say? (cont.) Systematic and explicit phonics instruction: • Effective for children from various social and economic levels • Particularly beneficial for children who are having difficulty learning to read • Most effective when introduced early • Not an entire reading program for beginning readers Put Reading First: The Research Building Blocks for Teaching Children to Read

7. Systematic Instruction • Clearly identifies a carefully selected and useful set of letter-sound relationships • Organizes introduction of these relationships into a logical instructional sequence • Provides children with ample opportunities to practice these relationships Put Reading First: The Research Building Blocks for Teaching Children to Read

8. Non-Systematic Instruction • Does not teach consonant and vowel letter-sound relationships in a prescribed sequence • Encourages informal phonics instruction based on the teacher’s perceptions of what students need to learn and when they need to learn it Put Reading First: The Research Building Blocks for Teaching Children to Read

9. Resource on How to Teach Decoding/Phonics “Teaching Decoding” by Louisa C. Moats: • Criticizes whole language, “literature-based”, and traditional phonics programs • Provides good background on stages of reading development and decoding instruction • Discusses the difference between implicit and explicit instruction • Gives examples of how to teach children who are struggling

10. WiLearns Extensive information on how to teach decoding Sequence for teaching Letter Sound Correspondence Phonics Instruction for Older Students

11. Sequencing Phonics Skills Big Ideas in Beginning Reading

12. Phonics Games Literacy Games from WiLEARNS PBS- Between the Lions Games Roots & Prefixes Match Greek & Latin Roots Skills

13. Selecting Text for Beginning Reading Instruction* • Characteristics of the Text: • Predictability – (3-5 words, large proportion of the text) • Contextual – (Familiar concepts, illustrations can be used in identifying key words) • Word Density – (Few different words in text) *“Selecting texts for beginning reading instruction” by Elfrieda Hiebert. Found in Literature-based instruction: present issues, future directions editors: T. E. Raphael and K. H. Au

14. Selecting Text for Beginning Reading Instruction* Characteristics of Distinct Words (different words) • Decodability – (high proportion of V – C rime) • High Frequency – (high proportion of words that are 20 most frequent words in written English) • the, of, and, a, to, in, is, you, that, it, he, for, was, on, are, as, with, his, they, at *“Selecting texts for beginning reading instruction” by Elfrieda Hiebert. Found in Literature-based instruction: present issues, future directions editors: T. E. Raphael and K. H. Au

15. Leveling Books Databases Beaverton School District Portland School District LeveledBooks.com Aldert Root's Leveled Lists by Publisher

16. Free Leveled Books Reading A – Z .com

17. Wrap-Up • Questions/comments/concerns? • Next session • Assessing phonics skills