Foundations of Research-Based Reading EPI 10010

1. Foundations of Research-Based Reading EPI 10010 Instructor Shannon Ayrish shannonayrish@yahoo.com or ayrishs@tcc.fl.edu Course Times Tuesday and Thursday 5:30-9:30 May 13- June 19

2. Anticipation Questions • Please answer the questions • Don’t use your book • These answers should be what you anticipate now • We will revisit the questions at the end of class to clarify our understanding • We will turn these questions in at the end of class

3. Don’t Forget • Please sign-in • Put out your name tent • My office hours are from 5:00-5:30 Tues. and Thurs. • Turn in your Anticipation Questions/Guides

4. Revisiting Last Week’s Questions • We will go over the questions as a whole group • We will spend 3 minutes discussing the questions in a “popcorn” style • Pop-in when you have something to add – stand up

5. 7 Characteristics of Highly Effective Reading Teachers • Create a poster explaining in pictures and words what your characteristic is all about • Pick one person to share your poster with the group (3 minutes) • Turn to your shoulder partner and rank the characteristics by what you think is most important to least important

6. The Five Pillars of Effective Reading Instruction • Teacher Knowledge • Classroom Assessment • Effective Practice • Differentiating Instruction • Family/Community Connections

7. Website of the Day The International Reading Association www.reading.org • Lesson plans • Read-Write-Think • Journals – The Reading Teacher • Membership and conferences • Take 10 minutes to explore

8. Phonemic Awareness Phonemic Awareness is an awareness of individual ________ in spoken language and the ability to __________ those sounds. http://www.readingrockets.org/article/3407

9. Why is Phonemic Awareness Important? • Successful readers must understand that words are made up of sounds. • Phonemic Awareness is a predictor of future reading success. • Phonemic awareness makes it easier for children to benefit from phonics instruction.

10. Developing Phonemic Awareness Manipulate sounds by… • Identifying phonemes: What sound is the same in ball, boy, bed. • Blend phonemes to form words: What word is /s/ /u/ /n/? • Segment words into phonemes: How many sounds are in fox? • Add, delete, and substitute phonemes to make new words: What word do you have if you add /s/ to the beginning of top? What word is platewithout the /p/? If you start with the word pet and change /t/ to /n/, what is the new word?

11. Getting the Most from Phonemic Awareness Instruction • Have students use letters as they manipulate phonemes to solidify the connection between phonemic awareness and reading and writing. • Teach one or two types of phoneme manipulation, not more, to avoid confusion. • Determine student needs. One of the best ways to assess phonemic awareness is by looking at their writing.

12. Phonemes in Use • Read the first 3 paragraphs on your own • We will form 5 groups • Each group will be given one activity • Choose one person to be the teacher • Choose another to be the observer • The remaining group member(s) will be students

13. Phonemes in Use • The teacher will conduct the given activity with the students • The observer will monitor the directions and discuss at the end what was successful • The students will do the activity with the teacher • Please use paper, cards and markers to create the activity if needed

14. Phonics • Phonics instruction teaches children the relationships between the letters (graphemes) of written language and the individual sounds (phonemes) of spoken language. • It teaches children to use these relationships to read and write words.

15. Why is Phonics instruction important? Knowledge of the alphabetic principle contributes greatly to children's ability to read words both in isolation and in connected text. http://www.readingrockets.org/article/3409

16. Developing Phonics Skills • Phonics instruction is most effective when it is both systematic and explicit. • A systematic phonics program identifies a useful set major letter-sound relationships in a clear sequence. • An explicit phonics program provides teachers with a plan for teaching children how to use their letter-sound knowledge to read and write words.

17. Getting the Most from Phonics Instruction • Children need many opportunities to read and write in order to apply their phonics skills. • When selecting practice reading material, look for short books or stories that contain many examples of the letter-sound relationship children are learning. • Phonics instruction can be given to individuals, small groups, or the whole class depending on the needs of your students.

18. Phonics Games • Visit http://epireading.pbwiki.com • Explore the links under today’s page (10 minutes) • Form a partnership with your shoulder neighbor • Each partnership will choose one link to write a 1-2 sentence annotation explaining what kinds or quality of games the link provides.

19. Assignment 1 • Article Summary and presentation • Take the time now to explore the links with free articles • If you have time, choose your article for the summary assignment • You may search in others ways for your article too • Work until 9:15

20. A Poem for the Road • Each night we will end with a poem at 9:15 • Bill will start tonight • I will bring a collection of poetry anthologies for you to choose from • You can bring your own too

21. Reflection Questions • Each night we will stop at 9:20 to reflect on our anticipation questions • Look back at the anticipation questions • Reflect on your original answers • Make changes and additions your understandings of key concepts

22. Take a Look at Phonics Readers • I will give each of you a Phonics Reader • Pick one story • Read it • Try to figure out the phonics rule the story is supposed to practice. (10 minutes)