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Welcome!

Welcome!. Please locate the table with your name…. Goals. Introduction: components of a balanced reading program Read Aloud Alphabet Recognition Introduction to Phonemic Awareness. A Balanced Reading Program. Read Aloud Shared Reading Guided Reading Independent Reading. Read Aloud.

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  1. Welcome! Please locate the table with your name…

  2. Goals • Introduction: components of a balanced reading program • Read Aloud • Alphabet Recognition • Introduction to Phonemic Awareness

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

  4. Read Aloud • Text difficulty • Control of text • Model reading strategies • Variety of genres • Oral language development • Text structure

  5. Read Aloud Take notice of what I do… before during after.

  6. Alphabet Recognition

  7. The Z Was Zapped 1. What words can you think of that begin with the letters of your first name? Can you think of words that describe you? • What is an “act” in a play? 3. As I read, make the letters with your body. • Can you act out the letters? • Can you illustrate a letter? 6. Could we make our own innovation, and go through the same process? http://www.hipark.austin.isd.tenet.edu/grade3/guenther/zapped/kids_site/z_was_zapped.htm

  8. Alphabet Recognition • Letter names • Letter shapes or forms • Letter sounds

  9. Activities to Develop Alphabet Recognition • Reading ABC books • Singing songs with alphabet names • Environmental print, including own name • Playing, reading, and writing uppercase/lowercase letters • Magnetic, foam, plastic, tracer letters • Matching letters in words

  10. Lesson Ideas

  11. Assessing Alphabet Recognition

  12. Phonemic Awareness • Phoneme c/a/t vs. r/a/t • Phonemic awareness • Phonemic awareness vs. phonics • Phonological awareness

  13. Role of Phonemic Awareness • Helps Ss understand… Letters represent sounds in oral language Blend to read words Segment to spell • Minimal level needed in order to benefit from phonics instruction • Reading instruction

  14. Developing Phonological Awareness • Sequence: - rhymes - words - syllables - phonemes

  15. Pease porridge hot!Pease porridge cold!Pease porridge in the potNine days old.Some like it hot,Some like it cold,Some like it in the potNine days old! Rhymes • Using nursery rhymes • Recite in whispers, rhyming words loud. • Recite loudly, whisper rhyming words. • Recite in round. • Seated in circle, Ss recite successive lines, one at a time, in turn. • Seated in a circle, Ss recite successive words, one at time, in turn.

  16. Rhymes • Using Movement • Pease Porridge Hot (cold/old, hot/pot) • One Potato, Two Potato (more, four) • Eeny Meeny Miney Mo (Mo, toe, go, Mo) • Baa, Baa Black Sheep (wool, full) • One, Two, Buckle My Shoe (two, shoe; four, door; and so on)

  17. Lesson Plans • Introduction • Tap prior knowledge about concepts addressed • Tap prior experiences about content • Procedure • Steps • Include classroom management issues, materials use, time allotted to each step • Closure • Connects back to introduction • What opportunities will you give students to inform about what new conceptual and content understandings they have acquired?

  18. For next time… Language Arts Assignment 2: Choose a nursery rhyme and another rhyming book. Write up some minilesson ideas for teaching phonemic awareness using these texts. Be prepared to share and hand in.

  19. Bibliography • An Observation Survey by Marie Clay (from last week) • I Am Absolutely Too Small for School by Lauren Child • Ape in a Cape by Fritz Eichenberg • Dr. Seuss’ ABC • Miss Spider’s ABC by David Kirk • A, My Name is Andrew by Mary McManus Burke, et al • Z Was Zapped by Chris Van Allsburg • A is for Salad by Mike Lester • Animalia by Graeme Base • Picture a Letter by Brad Sneed • Chicka Chicka Boom Boom by Bill Martin Jr., et al

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