5 Components of Reading Instruction Phonics Phonemic Awareness Vocabulary Fluency Comprehension.
SIS Training 10-19-2011. Build sufficient background knowledge in phonemic awareness and phonics to...
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![Page 1: SIS Training 10-19-2011. Build sufficient background knowledge in phonemic awareness and phonics to support the coaching of K-2 teachers in the effective.](https://reader038.fdocuments.in/reader038/viewer/2022110321/56649ce65503460f949b4361/html5/thumbnails/1.jpg)
SIS Training10-19-2011
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Build sufficient background knowledge in phonemic awareness and phonics to support the coaching of K-2 teachers in the effective use of Scott Foresman by: Tracing instruction in the 5 Big Ideas using
Unit & Weekly Planner and Daily Lessons Examining effective instructional techniques Learning Enhancement ( Tier II) instructional
routines and procedures
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Read article
Choose quote that resonates with you.
Whole group sharing
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“Students who are not reading at grade level by the end of first grade have a 1 in 8 chance of ever catching up to grade level without extraordinary and costly intervention.” Juel, 1988, 1994
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Phonemic AwarenessPhonicsFluencyVocabularyText Comprehension
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+ PA
- PA
+ Phonics
- Phonics
+ Vocabulary
- Vocabulary
- Comprehension
+ Comprehension
+ Wide reading
- Little reading
- Reading
+ Reading
Matthew Effect
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Copyright © 2006 Ashlock Consulting Inc. Module 1 (K-3)All rights reserved.
7
Stages of Reading Development
PRE-ALPHABETIC or PRE-LITERATE
Pre-k
PARTIAL or EARLY ALPHABETIC
cat fog
pet rim
Late k toearly grade 1
FULL or LATE ALPHABETIC
street rake
sing turn
Late grade 1 to early grade 2
CONSOLIDATED ALPHABETIC or ORTHOGRAPHIC
un-re-li-a-ble
un-reli-able
Late grade 2
Grade 3+
Ehri 1995, Moats 2000
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Organization of Teacher Manual Activity
• What is located on pp. 4-5(K) or pp. 10d-10e (1st)?
• What is located on pp. 6-9 (K) or pp. 10f-10i (1st)
• What is located behind the Differentiated Instruction Tab at the back of the TE?
• What does the red “T” signify? ( Use Weekly Planner) • Looking at each day of instruction, are the 5 big ideas
included? (Use Weekly Planner)
Copyright © 2006 Ashlock Consulting Inc. Module 1 (K-3)All rights reserved.
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Copyright © 2006 Ashlock Consulting Inc. Module 1 (K-3)All rights reserved.
9
Text Types
Text Types
Descriptions Primary Purposes
Other Purposes
Decodable 80% of words have previously taught sound spellings
Apply phonics skills on connected texts
High frequency words, Fluency
Leveled Leveled by readability Comprehension, Vocabulary, connect to theme
High frequency words, phonics skills, Fluency
Authentic Literature, trade books, anthology
Comprehension, Vocabulary, connect to theme
High frequency words, Fluency
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Why Scott Foresman Enhancements?
Copyright © 2006 Ashlock Consulting Inc. Module 1 (K-3)All rights reserved.
10
1. Provide instructional guidance that is more explicit.
2. Provide multiple exposures and more opportunities for practice.
3. Prioritize teaching the Big 5 Ideas in Scott Foresman
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Five Big Ideas in Reading Instruction
•Phonemic Awareness•Phonics• Fluency• Vocabulary• Text Comprehension
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©Ashlock Consulting, 2006
Concept of word-comparison and segmentation
Rhyme-recognition and production
Syllable-blending, segmentation, deletion
Onset-Rime-blending, segmentation
Phoneme-matching/isolation, blending segmentation, deletion, manipulation
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13Copyright © 2006 Ashlock Consulting Inc. Module 3 (K-1)All rights reserved.
Significance of Phonemic Awareness
The best predictor of reading difficulty in kindergarten or first grade is the inability to segment words and syllables into constituent sound units (phonemic awareness).
Lyon 1995
Poor phonemic awareness at four to six years of age is predictive of reading difficulties throughout the elementary years.
Torgesen and Burgess 1998
More advanced forms of phonemic awareness (such as the ability to segment words into component sounds) are more predictive of reading ability than simpler forms (such as being able to detect rhymes).
Nation and Hulme 1997
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14Copyright © 2006 Ashlock Consulting Inc. Module 3 (K-1)All rights reserved.
Clear and Explicit Phonological Awareness
Instruction
• Recognize and state the purpose of the activity.
• Scaffold instruction using hand signals and/or manipulatives.
• Do not write the words on the board.
• Elicit whole-group responses.
• Provide sufficient repetition.
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Activity: Work with a partner.
Find a phonemic awareness lesson in Scott Foresman.
Evaluate it using the criteria on the previous slide as a checklist.
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Template Introduction
Cards # 6 – Phoneme Segmentation
Model
Practice
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Phonemic AwarenessPhonicsFluencyVocabularyText Comprehension
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Explicitly teaching students to convert spellings into sounds and then to blend the sounds to form recognizable words.
Converging research has found that effective readers use their phonics knowledge to decode through the entire word.
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Unison Oral Responding
Signaling
Pacing
Monitoring
Correcting Errors and Teaching to
MasteryCarnine, Silbert, Kame’enui, Tarver, 2004
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Practice with a partner the introduction of a sound spelling incorporating effective instructional techniques ( Examples 2)
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Model - Card #7 Sound Spelling Review
Practice - Work in groups of 2
Alternate role of student and teacher
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Build sufficient background knowledge in phonemic awareness and phonics to support the coaching of K-2 teachers in the effective use of Scott Foresman by: Tracing instruction in the 5 Big Ideas using Unit
& Weekly Planner and Daily Lessons Examining effective instructional techniques Learning Enhancement ( Tier II) instructional
routines and procedures
Talk at your table. How will the information shared today support you in your coaching?