St. Peter Day 2

ACTIVITYCircle Group

1. Where are you at today? What are you thinking about?

2. What’s one thing that sticks in your mind from yesterday?

3. What’s something you want to do before you run out of

summer?

STRATEGY #1 - WORD SORTS1. Words on 3x5 cards (for younger) a. lists for older

2. Students look for groups a. create groups - letter sounds b. semantics

3. Letter patterns and vocabulary

ACTIVITY

STRATEGY #2 - THE GROUPING GAME1. Students stand

2. Students given a group of words

3. Need to see and name a group (two or more words that are the same) – 10 seconds

4. When you can’t name a group - you’ve got to sit down

phonics phonograms word identificationphonemesfluency reading syntax analytic analysis

STRATEGY #3 - SENTENCES1. In small group - a. sentence related to reading instruction b. scary or silly sentence c. Minnesota Vikings sentence

The greatest Viking of all time!

phonics phonograms word identificationphonemesfluency reading syntax analytic analysis

fluency reading syntaxanalyticanalysis systematic automaticitysentence fluency neural networksneural pathways

a. sentence related to reading instruction b. Scary or silly sentence

c. Minnesota Vikings sentence

Transition

The National Reading Panel (NRP, 2000) identified five essential components of reading instruction:

I. 10 INSTRUCTIONAL ELEMENTS: COMPREHENSIVE READING INSTRUCTION

1. Concepts of print 2. Phonemic awareness * Instruction related to concepts of print as well as phonemic awareness activities should be discontinued once students are reading comfortably at the first grade level.

 3. Emotion and Motivation.4. Phonics putting sounds to letters 5. Word Identification strategies/skills  * Instruction related to phonics and word identification should be discontinued as word identification strategies when students are reading at reading comfortably at the 3rd grade level; however, word identification strategies should be continued as part of vocabulary development.

6. Fluency 7. Vocabulary 8. Comprehension 9. Writing 10. Literature

II. Six Ways to Identify Words1. Context clues (semantics)

2. Word order and grammar (syntax)

3. Word parts, analogy, or analyzing words (phonograms)

4. Morphemic analysis (prefixes, suffixes, and root words)

5. Sight words

6. Phonics

ACTIVITY

Turn to a neighbor –

What are you thinking about … right now

III. PHONICS

1. 99.98% of students with reading difficulties already know how to reada. they just can’t read very wellb. need reading practice

2. We don’t teach reading a. we create the conditions where by students can develop their ability to create meaning with print b. a little instruction, a LOT of practice

Problems with Phonics-Only Reading ProgramsExamples: DISTAR and Orton-Gillingham

1. Only about 50% of students with reading difficulties struggle because of phonetic difficulties. 2. Focuses on only one of the ten essential elements.

3. Focuses only one of six word identification strategies. 4. Phonics-only programs rarely work.

5. Abstract, meaningless, not very motivating.

Human brains learn complex things best from whole-to-part; NOT, part-to-whole

• The National Institute for Child Health and Development

(NICHD, 2000) reported that early emphasis on code-oriented

activities enhances performance on phonological awareness

and pseudo-word pronunciation tasks but does not produce

reliable gains on word reading or text comprehension.

Funniest Joke in the World

IV. 7 TIPS FOR DEVELOPING PHONETIC AWARENESS1. Teach the minimum amount of phonics necessary. 2. Help children fall in love with books.

3. Phonics instruction = explicit, short, and briefly paced.

4. 20/80 or 30/70 5. Balance - focus on all three cuing systems. 6. Teach phonics in context of 38 MF phonograms

7. Use Zeno MFW - 107 Most Frequent Word Lists

107 most common words

• Texan: "Where are you from?“

• Harvard Graduate: "I come from a place where we do not end sentences with prepositions."

• Texan: "Okay— where are you from, jackass?"

IV. WORD IDENTIFICATION STRATEGIES

Word recognition refers to an instant or automatic recall of words without the use of any strategy, skill, or cognitive mechanism

Word identification is a process or strategy used to figure out words that you do not automatically recognize.

Question: How did you learn to recognize spoken words?

STRATEGY #4. DICTATED SENTENCES - (PHONOGRAMS) zeno-phonograms1. Sentence use target phonograms and Zeno words. 2. Dictate sentences, one at a time, to students. 3. Students write in their journal (online journal or paper

journal).

Examples with AY phonogram1. I will go there one day.2. Will you please pay me now?3. I will lay the new doll on the bed.

STRATEGY #5. ANALYTIC APPROACH TO PHONICS Analyze words found in authentic text

Steps1. Display text (board, PPT, or shared reading) (one to two

paragraphs)

2. Use ScORe to read text

3. Ask students to identify words with … (beginning, middle, ending sound)

4. Have students tell you to identify a word.

When you hear the term, “systematic phonics instruction” what do you think of?

STRATEGY #6. SYSTEMATIC PHONICS INSTRUCTION1. Systematic does not mean standardized scope and sequence a. teach specific skills in a predetermined order b. human brains do not work that way c. we don’t learn from part-to-whole

2. Instead, a system to make sure you cover the essentials and to document progress

Keep track of when you teach/reinforce phonics skills.

Also --- keep track of when students master a skill.

1. Listen to 3 to 4 students read each day (15 to 20 students a week.)

2. Oral reading – more authentic, more direct measure vs. standardized tests

3. Individual sheet for each student

4. Check and date when students have mastered letter-sound, sight work, phonogram.

ACTIVITY1. Mind map2. Find one idea3. Find related or supporting ideas4. Add pictures or diagrams5. Gallery Walk - or Pass the Mind Map

STRATEGY #7: WORD ANALYSIS: A STRATEGY FOR IDENTIFYING WORDS 1. Sentence with a target word in it.

2. What word might make sense (context clues)?

3. Parts of word that are recognized?

4. Use the word parts to construct a word or to make a guess.

5. Re-read sentence, check for meaning.

STRATEGY #8. DECODING BY ANALOGY - TARGET PRACTICE1. Show students a target word in the context of a sentence 2. Ask students to identify parts of words that are familiar a. phonograms b. prefixes c. suffixes d. root words e. consonants 3. Goal is to develop automaticity 4. When encountering an unknown word - don’t ask to sound out

We often disagree with each other.

disagree

disagree

disagree

Target Practice

STRATEGY #9. WORD BUILDING OR ONSET-RIME1. have a rime --- students create new word by adding onset

2. Have onset --- students create new rods by adding rimes.

ill

b--illbill

d--illdill

f--illfill

h--illhill

J--illJill

m--illmill

STRATEGY #10. TREASURE HUNTS1. Introduce letter-sound, or phonogram2. Create simple DRC3. Review, re-read story (individually or with partner)4. Treasure hunt

STRATEGY #12. WORD WALLS1. Words on a wall a. poster or bulletin board. b. grouped by letter pattern or subject

2. Sponge activities and riddles a. I’m thinking of a word - short vowel sound b. let students do riddles

3. Create sentences a. silly sentences b. Vikings sentence c. school sentences.

transition

V. FLUENCY

1. Ability to process letters quickly a. like doing scales in music b. goal is automaticity

STRATEGY #11– WPM

Use graded readers

40 to 110 words 130

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25

Strategy #13 - 30WF and 40WF

Ti

me (seconds)

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Activity

Graph for 30WF and 40WF

The 20 most common prefixes almost 97% of all prefixed words that students will encounter.

The 20 most common suffixes in Figure 10.15 account for 93% of the suffixed words that students will encounter

Strategy #7: Traveling Mini-Lesson

1. Find one idea from today’s session to create a 30-second mini-

lesson

2. You’ve got 3 minutes to prepare

3. Group A travel and teach

4. Group B, travel and teach