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Execution Expo

Execution Expo. MODEL We must explicitly model every single task we expect students to carry out. Phonics and The Alphabetic Principle. increase effectiveness. plan.execute. 1. Read this passage 2. Answer the questions that follow.

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Execution Expo

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  1. Execution Expo MODEL We must explicitly model every single task we expect students to carry out.

  2. Phonics and The Alphabetic Principle increase effectiveness. plan.execute

  3. 1. Read this passage 2. Answer the questions that follow •  1. Was reading this passage easy or challenging for you? Why? 2. What instruction would make it possible for you to read this passage?

  4. CJ • Oral Reading Fluency • 13 BOY to 68 EOY • Sight Words • 25 BOY to 356 EOY • DRA • BOY 2 (5th month K) • EOY (2nd grade)

  5. Intended Mindset • Students need phonics instruction to become independent readers. The more explicit the phonics, the greater the growth.

  6. Where Are We?

  7. Flow • What is Phonics? • What is The Alphabetic Principle? • Word Study • What is it? • How do I teach it? • How do I plan a lesson?

  8. Fry’s Sight Word List Phonics • Phonics is the process of identifying spelling patterns, connecting these with their phonemes (sounds), and blending the sounds to produce a spoken word. • “Non-fluent” decoding is a deal-breaker. It is not possible to become a reader who comprehends without it.

  9. The Alphabetic Principle • The idea that letters represent sounds. This is the foundation of English, but can be very complicated.

  10. Just how complicated is The Alphabetic Principle? Work in groups to determine a list of words with different ways to spell the ‘long a’ sound. Make= spelling pattern a_e

  11. The ‘Long A’ 8 different ways to spell one sound. Imagine the difficulty for kids

  12. Two Strands of The Alphabetic Principle

  13. Teaching Phonics & The Alphabetic Principle *Word Study*

  14. IBRDS Sequence Page 513 in green binder

  15. Weekly Word Study Plan

  16. Steps to Introduce Sound-Spelling Pattern I • Tell students the sound; have them repeat the sound many times. • Show students the spelling; have them repeat it many times. • Give students memory devices • Visual images for the sounds • Kinesthetic motions as appropriate • Stories & Poems to remember the sounds and to connect them to the visual image & the spelling.

  17. Why are these techniques important? Why do kids need these memory techniques?

  18. Blend Quickly & Accurately Blending B Move more words to long-term memory Recall words quickly Teach Explicitly & Expect students to do on their own Read more fluently Blending is the core of phonics instruction. Blending is the guided practice of the sound-spelling correspondence you have just introduced. COMPREHEND

  19. Blending Through the Vowel Shrieks /sh/ /r/ /ie/ /shre/ /k/ /s/ /shreks/ shrieks Blending Through the Word Shrieks /sh/ /r/ /ie/ /k/ /s/ /shreks/ shrieks *You will choose a series of words to blend with students that contain the sound/spelling pattern.*MUST be different from the 5 words you are using for your assessment on Friday. Your turn: blend “coast” through the word & the vowel

  20. Quick Check • How can you contrast these techniques? • Blending through the vowel provides the most support • How would you determine which technique to use? • Choose techniques that provide the appropriate level of support for students given their familiarity with blending & previous success or frustrations with blending.

  21. Ms. Ish Video Is Ms. Ish blending through the vowel or the word? Write out her steps Writes each spelling Points to the letters Blends through vowel Students say final consonant Blend the whole word Your Turn Turn to a partner Handout EL 3.4 Page 514 in green binder Practice! What was difficult or confusing? What further support do you need?

  22. Weekly Word Study Plan

  23. Tuesday I & B 2. Blend words again using a Tap-Tap-Slide Board 1. Quickly review sound-spelling pattern 3. Sort words with and without this spelling pattern

  24. ‘long a’ spelled a_e

  25. Tap-Tap-Slide Boards • Focus on one sound-spelling pattern • If a vowel pattern, stick with same word families (words that have the same sound-spelling pattern) Exemplars and formats will be posted on blog

  26. /b/ spelled b

  27. ‘long a’ spelled a_e

  28. Weekly Word Study Plan

  29. Read Sentences that contain words with this sound-spelling pattern R • Quickly review sound-spelling pattern (Have students reiterate sound-spelling pattern and some words that contain it) • Read simple sentences that contain words students are familiar with.

  30. Examples for /b/ spelled b • The boy had a bat in his hand. • The mom put the ball in the box. Practice! Think of 4 sentences for the sound-spelling pattern ‘long a’ spelled a_e.

  31. Arms Segmenting Words that contain sound-spelling pattern Sound Boxes

  32. Segmenting Using Your Arm • Have students hold out their non-dominant arm straight. • Say a word out loud • Have the student break the word apart by sound saying: • First by sound • Second by letter (if able to do so)

  33. Segmenting Using Sound Boxes Tell the student how many letters/sounds there are Tell the student the word & have them say the word out loud Have the student push the letters into the boxes as they hear the sound K E M A c

  34. Weekly Word Study Plan

  35. Read Decodable Text D 1 Teacher Reads *Note a few words that have sound- spelling • Use leveled readers from ReadingA-Z • In the resource room • Access from tfanet (Just print!) • Find book that correlates to sound-spelling pattern 2 Teacher & Student Read Together 3 Student Reads 4 Student Works Highlights words that have sound-spelling Not concerned with comprehension at this point

  36. Weekly Word Study Plan

  37. Weekly Assessment • Looks different based upon level of word study. • 5 Groups: Summarize how assessment will look using Assessment Handout • Emergent • Letter Name-Alphabetic • Within Word • Syllable Affix • Derivational Relations

  38. Reading Decodable Text *Have students re-read same text as Thursday -OR- *Print another book that shows that sound-spelling pattern

  39. Now… how do I translate this to a Lesson Plan?

  40. The Lesson Cycle

  41. How to Draft • Lesson plan template is broken down by day. • Set your Vision first • Understand Objective • Draft Key Points • Draft “weekly” Lesson Assessment • Check Alignment • Write Exemplar Student Response • Think aloud through your lesson using the Lesson Cycle steps & what you know about word study. • Type what you would say and do

  42. Step 1: Understand Objective • Do I know how to pronounce this sound myself? • Double check with a partner. Use your ELIT text/CMA/LS. • What do I notice about the pattern? • When do you use a certain spelling pattern as opposed to another? • What does our objective suggest kids need to be able to do with this sound-spelling pattern? • Likely decode words. (Identify patterns, say related sound, blend sound)

  43. Step 2: Draft Key Points • What is the sound? What is a word that contains that sound? • What is the spelling related to that sound? • What is the pattern (i.e. beginning of word versus middle of word) • Kids do not need to know steps to decoding. Do not include any key points related to the verb.

  44. Step 2: Draft Key Points • Key Points • /a/ is called the ‘long a’ sound, and you can hear it in the word baby. • ‘long a’ can be spelled ai_ and _ay. • We spell it ai at the beginning and the middle of words; ay at the end of words.

  45. Step 3: Draft Assessment • Use assessment guide • Know your words so that you don’t use them in your lessons. • Exemplar Student Response is just the words spelled or identified correctly.

  46. Become familiar with assessment document Work Time Work on appropriate sounds for spelling patterns Draft a word study lesson plan

  47. Phonics alone is not enough, but without it, students will not be able to read independently. We don’t expect you to be a master of the English language, but we do expect you to take the time to learn more about it.

  48. Guided Reading Note • Wednesday evening 5:00-11:00 • Lobby near Resource Room • Send only 1 member of your collab • List of 3-4 average reading levels for your class • Staff member will select booklets for those levels • Come in packets of 6 per folder • SHARE- do not throw away • 21,000 copies

  49. That’s a Wrap! • Considering what I learned today, my biggest challenge will be _________. • One step I will take to become a stronger literacy teacher this week is to ________. • www.delta11lowerelit.wordpress.com

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