good morning…

Good morning….

Goals

• Phonemic Awareness

• Shared Reading

• Phonics

Phonemes

• Rhythm and rhyme• Sequence• Separate• Manipulate

Initial Phonemes

• Name Chant

It begins with ____, (initial phoneme)

And it ends with _____.

Put them together,

And they say ________

• Patty Cake

bug mouse

pin round

fun light

bed name

fox barn

sit duck

Final Phonemes

• “What’s the last sound that you hear?” (London Bridge is Falling Down)

• “What’s the sound that ends these words?” (Old MacDonald had a Farm)

Phoneme Segmentation

Segmenting and Blending

• Tap and Sweep

• Put It Together, Take It Apart

Phoneme Manipulation: Deletion

• Who Stole the Cookie from the Cookie Jar?

Phoneme Manipulation: Substitution

• Willoughby, Wallaby, Woo

Willoughby wallaby wee, an elephant sat on me,Willoughby wallaby woo, an elephant sat on you.Willoughby wallaby Wustin, an elephant sat on Justin.Willoughby wallaby Wania, an elephant sat on Tania.

• Riddles

Star Names1. Write your name on a card.

2. Analyze your name for the number of syllables and phonemes. Display this information on your card in some way.

3. Explain your name card to the rest of the people at

your table: “This is what I can tell you about my name…”

3. Switch cards. Create a cheer for someone else’s name. segmenting by either syllables or phonemes:

Give me a _____ !Give me a _____ ! (repeat as many times a

needed)What does it say?______________ !

Phonemic Awareness Skills and Strategies:

How would you help students learn them in context?

Assess Phonemic Awareness:K-1

• Detecting rhymes

• Counting syllables

• Matching initial sounds

• Counting phonemes

• Comparing word length

Assess: Phonemic Awareness2-3

• Deletion Test

(base)ball to(n)e

(cup)cake droo(p)

fan(cy) f(reight)

(nap)kin s(weet)

(t)ower b(l)end

(c)old g(r)ow

• Segmentation Test– Sentences into words

“John likes pizza.”– Words into syllables

popcorn rabbittelephone

– Syllable into phonemes

tea itch skate list fur

Cats sleep anywhere.

any table, any chair.

Top of piano, window-ledge,

in the middle, on the edge.

Open draw, empty shoe,

Anybody’s lap will do.

Fitted in a cardboard box,

In the cupboard, with your frocks.

Anywhere! They don’t care!

Cats sleep anywhere.

Eleanor Farjeon

Shared Reading

An Innovation____________ ____________ anywhere.

any ____________, any chair.

____________, window-ledge,

____________, on the edge.

____________, empty shoe,

Anybody’s ____________ will do.

Fitted in a cardboard box,

In the cupboard, with your frocks.

Anywhere! They don’t care!

____________ ____________anywhere.

Eleanor Farjeon

A Balanced Reading Program

• Read Aloud

• Shared Reading

• Guided Reading

• Independent Reading

• Text difficulty

• Control of text

• Model reading strategies

• Variety of genres

• Oral language development

• Text structure

Shared Reading

Phonics• Phonics: the study and use of

sound/spelling relationships

• Phonics instruction teaches the relationship between letters

(graphemes) and speech (phonemes)

• Systematic, explicit vs. incidental, implicit Instruction

Research Findings: Phonics• First –Grade Studies (Bond and Dykstra, 1967)

• Houston Study (Foorman, Fletcher, Francis Schatschneider, et al., 1998)

• Stand alone, instructional component w/in a print rich classroom environment with a significant literature base

• An essential but not sufficient piece of the reading puzzle

• Without ongoing instruction in cognitive strategies, continual development of language skills, deepening knowledge through solid content-area instruction, voluminous reading in all types of text, daily opportunities to talk and write about what is read using conventions of spoken and written language, any gains realized in kindergarten and first grade will disappear by the upper grades.

• Phonics

vs.

• Morphology/Structural analysis

• Context clues

• Sight words

Phonics Teaching that is Systematic and Explicit

• Whole-to-part

• Part-to-whole

• Consonantsb c d f g h jk l m n p r st v w y z

Exceptions:qu=/kw/ blend as in quickph=/f/ as in phonec=/s/ before I, e, or y, as in cityc=/k/ before a, o, or u, a in catg=/j/ before, I, e, or y, as in gemg=/g/ before a, o, or u, a in good

• Blends

r family l family s family s family no family

br

dr

fr

gr

pr

tr

wr

bl

cl

fl

gl

pl

sl

sc

sk

sm

sn

sp

st

sw

scr

squ

str

spr

spl

shr

sch

dw

tw

thr

• Phonograms/rimesMost common-ay -ot -op -ob-ill -ing -in -ock-ip -ap -an -ake-at -unk -est -ine-am -ail -ink -ight-ag -ain -ow (ō) -im-ack -eed -ew -uck-ank -y (ī) -ore -um-ick -out -ed-ell -ug -ab

• Consonant digraphsch as in church ch=/k/ as in

charactersh as in shoe ch=/sh/ as in chefth (voiceless) as in thin s=/sh/ as in sureth (voiced) as in thiswh (hw blend) as in which

• Vowel digraphsea ee ie auai

• Diphthongs oi in boil ow in now ai in hairoy in boy ea in near a_e in samei_e in fine e_e in here oo in pooray in day e_e in there o_e in morey in my u in pupil o_e in hope

• Silent consonantsgn=/n/ as in gnatkn=/n/ as in knifewr=/r/ as in write

Phonics Instruction • K

– Recognize, name all letters– Develop phonemic awareness– Alphabetic principle

• 1st

– Produce sounds for all single consonants, consonant digraphs, short and long vowels, high utility vowel digraphs; r-controlled vowels;

– Blend these sounds into single-syllable words– Read common long- and short-vowel phonograms

• 2nd/3rd– variant vowels – vowel diphthongs– units of text

Phonics Skills and Strategies: How would you help students learn

them in context?

Assessment: Phonics and Other Word Identification Strategies

• Decode in isolation

• Decode in context

• Encode in isolation

• Encode in context

sh th

ch wh

i o a

u e

“Read these words to me:”

map rip met rub mop

fine rope rake cute kite

soap leak pain feed ray

burn fork dirt part serve

coin soon round lawn foot

filled letting rested passes licked

silent ladder napkin polite cactus

distrust useful unfair hardship nonsense

volcanopotato electric respectfully

Title Pam and Tad RW 34 E SC

RW

4

10

16

22

28

34

Pam and Tad sat.

Pam said, “I see the band.”

Tad said, “I see the band.”

Pam said, “I like the band.”

Tad said, “I like the band.”

Pam and Tad sat and sat

Hints on Pronunciation

I take it you already knowOf tough and bough and cough and dough.Others may stumble but not you,On hiccough, thorough, trough, and through.Well done! And now you wish, perhaps,To learn of less familiar traps?Beware of heard, a dreadful wordThat looks like beard and sounds like bird,And dead: it’s said like bed, not bead—For goodness sake don’t call it “deed!”A moth is not a moth in motherNor both in bother, broth in brother,And here is not a match for there,Nor dear and fear for bear and pear,And then there’s dose and rose and lose—Just look them up—and goose and chooseAnd cork and work and card and ward,And font and front and word and sword,And do and go and thwart and cart—Come, come I’ve hardly made a start!A dreadful language? Man alive!I’d mastered it when I was five!

By T.S.W

Exceptions to the rules…

Try pronouncing ho at the beginning of these words:hopehothoothookhourhonesthousehoneyhoisthorsehorizon

For next time…Read: Honig et al., chapters 9-11;

Online: Risinski, “Fluency is fundamental”

(http://teacher.scholastic.com/products/instructor/nov03_fluency.htm)

Do: Language Arts Assignment 4:

Interview your cooperating teacher about how high frequency words, multisyllabic words and fluency are addressed in your placement classroom. Provide a brief description of a lesson and learning objective that has been used. Reflect on the content of this interview as related to this week’s readings.

Bibliography• The Hungry Thing by Jan Slepian and Ann Seidler• Pigs in the Mud in the Middle of the Rud by Lynn Plourde and John

Schoenherr• Sheep Out to Eat by Nancy Shaw (also: Sheep in a Jeep, Sheep on a Ship,

Sheep in a Shop)• Six Sick Sheep (Tongue Twisters) Miss Mary Mack (Street Rhymes) by

Joanna Cole and Stephanie Calmenson• Phonemic Awareness in Young Children by Adams, Foorman, Lundberg

and Beeler• Phonemic Awareness: Playing with Sounds to Strengthen Beginning

Reading Skills by Creative Teaching Press• Phonemic Awareness Activities for Early Reading Success by Wiley Blevins• Bringing the Rain to Kapiti Plain by Verna Aardema• Making Words (Making Big Words, Making Bigger Words) by Pattricia M.

Cunningham and Dorothy Hall• Words Their Way: Word Study for Phonics, Vocabulary and Spelling

Instruction by Bear et al.