As you get settled at your table…

1. As you get settled at your table… • 1. Take a picture from those at your table. • 2. Agree on a word to represent the picture. How many phonemes are in that word? • 3. Practice segmenting and blending the phonemes for each word/picture. • Analysis/segmentation • Try: day, bee, each • Synthesis/blending • Try: /s/ /ō/, /sh/ /ŏ/ /p/

2. Goals for Today • Continue to examine phonological awareness and how it is assessed. • What is phonics: how do you teach and assess it? • Have a shared reading experience suitable for a variety of grade levels. • Prepare for a guided reading observation.

3. Under the Umbrella of Phonological Awareness • Rhymes • Syllables • Word/Sentence • Phonemic Awareness

4. Phonemes • Rhythm and rhyme/Onset and rime Ss can separate and blend onset/rime (e.g, c/at/, d/og/, j/ump/) T separates/Ss 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 .

5. Phoneme Segmentation

6. 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? ______________ !

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

8. Counting syllables

9. Matching initial sounds

10. Counting phonemes

11. Assess: Phonemic Awareness2-3 • Deletion Test (base)ball to(n)e (cup)cake droo(p) fan(cy) f(reight) (nap)kin s(weet) (t)ower b(l)end (c)old g(r)ow

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

13. R.I.C.A Connections • http://www.rica.nesinc.com/PDFs/RC_content_specs.pdf

14. 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

15. 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.

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

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

18. 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

19. Blends

20. 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 One lonely vowel Squished in the middle Says its special Sound—just a little

21. If one vowel At the end is free, It pops way pup And says its name to me. Can you think of some examples?

22. 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 When the vowel is followed by the letter r The vowel has to let the r be the star

23. 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 Sometimes when two vowels are together They make a whine sound Like when you fall down and want to be found (ow, aw, oy, boo-hoo) gn=/n/ as in gnat kn=/n/ as in knife wr=/r/ as in write

24. Vowel digraphs ea ee ie au ai When two vowels go walking The first one Does its talking And says its name.

25. The –le grabs the consonant right before it And makes a clean syllable break to form the split. • Examples?

26. 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

27. Shared Reading Cats sleep anywhere. any table, any chair. Top of piano, window-ledge, In the middle, on the edge. Open draw, empty shoe, Anybody’s lap will do. Fitted in a cardboard box, In the cupboard, with your frocks. Anywhere! They don’t care! Cats sleep anywhere. Eleanor Farjeon

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

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

30. An Innovation ____________ ____________ anywhere. any ____________, any chair. ____________, window-ledge, ____________, on the edge. ____________, empty shoe, Anybody’s ____________ will do. Fitted in a cardboard box, In the cupboard, with your frocks. Anywhere! They don’t care! ____________ ____________anywhere. Eleanor Farjeon

31. For next time: READ: Honig et al.: Read chapters 11-13. Be ready to talk about these in class Go to the RICA website (http://www.rica.nesinc.com/ ). Read through the preparation materials Content Specifications PDF, Domains 2 and 3. Be ready to share what you found out. DO: Language Arts 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, paying attention to lesson components (introduction, procedure, closure). Include the learning objective and content of each lesson component and, as well as 2-4 specific 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?

32. 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