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Good Morning

Good Morning. When you get the ball, continue the process, repeating, “I opened grandmother’s trunk and I found…”, the word said before and a new word that rhymes with the previous word, before tossing the ball to a new person.

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Good Morning

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  1. Good Morning When you get the ball, continue the process, repeating, “I opened grandmother’s trunk and I found…”, the word said before and a new word that rhymes with the previous word, before tossing the ball to a new person. Each successive purpose must remember all the rhyming words before adding a new word.

  2. Goals for Today • Continue to examine phonological awareness and how it is assessed. • What is phonics: how do you teach and assess it?

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

  4. Syllables • Clapping Names “Bippity, Bippity, Bumble Bee, tell me what your name should be…” 1. “Clap it!” 2. “Whisper it!” 3. “Silent!” (children repeat, silently enunciating).

  5. King’s/Queen’s Commands marching tiptoeing boogy-woogying hammering rollerskating waving bowing leaning sewing wiggling clapping nodding stretching waddling curtsying reading

  6. Words and Sentences • Introducing Sentences “A sentence is a short story. It tells something and names who/what it is telling about.” She has a black dog. Tory wears blue pants. has brown eyes. has a green shirt. The kids Victoria

  7. Introducing Words Ed eats. Blake sits down. The cow jumped over the moon. who was There old woman in an lived a shoe.

  8. sits on the stairs. She looks happy. The dog. is handsome. Po is trained well.

  9. Hearing Words in Sentences

  10. 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 .

  11. It begins with ____, (onset) And it ends with _____. (rime) Put them together, And they say ________ Initial Phonemes • Name Chant

  12. Patty Cake bug mouse pin round fun light bed name fox barn sit duck

  13. Initial and Final Phonemes • “What’s the first/last sound that you hear?” (London Bridge is Falling Down) • “What’s the sound that begins/ends these words?” (Old MacDonald had a Farm)

  14. Phoneme Segmentation

  15. Phoneme Segmentation

  16. More about Phonemes • Analysis/segmentation • Try: day, bee, each • Synthesis/blending • Try: /s/ /ō/, /sh/ /ŏ/ /p/ • Find some three and four phoneme words at your table. • Practice segmenting and blending them with a partner.

  17. Phoneme Manipulation: Substitution • Willoughby, Wallaby, Woo Willoughby wallaby wee, an elephant sat on me,Willoughby wallaby woo, an elephant sat on you.Willoughby wallaby Wessica, an elephant sat on Jessica.Willoughby wallaby Warissa, an elephant sat on Marissa. • Riddles

  18. Phoneme Manipulation: Deletion • Who Stole the Cookie from the Cookie Jar?

  19. 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? ______________ !

  20. Phonemic Awareness Skills and Strategies: How would you help students learn them in context?

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

  22. Counting syllables

  23. Matching initial sounds

  24. Counting phonemes

  25. 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

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

  27. 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

  28. 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.

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

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

  31. 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

  32. Blends

  33. 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

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

  35. 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

  36. 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

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

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

  39. 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

  40. For next time… READ: Honig et al.: Read chapters 10 and 11. 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 Assignment 4: IF YOU ARE GOING ON A GUIDED READING OBSERVATION: Take notes using these homework guidelines. • Provide orienting data (grade level, site location, number of students observed, book used, etc.). • Summarize the session you observed. Include the content for each lesson component and the learning objective for each, as well as 2-4 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? BE READY TO HAND IN A TYPED COPY TO SUMMARIZE THE ABOVE

  41. IF YOU ARE NOT GOING ON A GUIDED READING OBSERVATION THIS WEEK: Examine the R.I.C.A. Content Specifications for Domain 2, Competencies 3 and 4 after reading Honig et al. chapters 6-8. Create a semantic map for each of these three competencies to synthesize what you have learned about this content from your readings from Honig et al., and the Content Specifications. Label each semantic map by competency and be ready to discuss and hand in. EVERYONE: Print out Domain 2, Competencies 5-7. Highlight key ideas for an in-class activity.

  42. 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

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