FastTrack Phonics

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<p>Families and FastTrack Phonics</p> <p> 2010 Success for All Foundation 11/10 RC-ZZ3868</p> <p>1</p> <p>FastTrack Phonics and Your Family</p> <p>FastTrack Phonics and Your Family</p> <p>Session Title813 Families and FastTrack Phonics</p> <p> 2004 Success for All Foundation</p> <p>1</p> <p>XXXX</p> <p>XX/03</p> <p>OH 1: Families and FastTrack PhonicsPurpose: IntroductionKey Point: We know that reinforcement at home helps students to internalize concepts taught at school.</p> <p>Content: Introduce yourself and any co-presenters</p> <p>Insert Activity 1</p> <p>We have been pleased with the tremendous success that our schools have had with the new FastTrack Phonics curriculum. This curriculum provides instruction in sounds and sound blending .</p> <p>You may be using this curriculum in conjunction with either Early Learning or Reading Roots Second Edition, or as a natural part of Reading Roots Third Edition. Those of you using KinderCorner have probably also noticed striking similarities between FastTrack Phonics and Stepping Stones.</p> <p>As with any approaches that we use during the school day in any subject area, research has shown that additional reinforcement at home can help to strengthen understanding.</p> <p>Transition: We will learn how to bring FastTrack Phonics from the classroom to the home today in the following ways</p> <p>Activity # 1Invite participants to introduce themselves at their tables sharing:NameSchool (location)PositionOne positive thing that they have seen in their school in relation to FastTrack Phonics</p> <p>Part 1:Helping Your Child with Letter-Sound Correspondence</p> <p>Making Connections with FastTrack Phonics at Home</p> <p> 2010 Success for All Foundation</p> <p>2</p> <p>Session Title813 Families and FastTrack Phonics</p> <p> 2004 Success for All Foundation</p> <p>2</p> <p>OH 4: Helping your Child with Letter-Sound CorrespondencePurpose: Provide participants with a sample of the workshop that correlates to education parents about Letter-Sound Correspondence.Key Point: Developing Letter-Sound Correspondence is a critical first step in developing phonics skills.</p> <p>Content:You have the full size of this overhead and others that are a part of the Raising Readers series in your PTB so that you could make an overhead for you own workshop if you would like to do so.</p> <p>This overhead can be used as an introduction to the session.</p> <p>Insert Activity 4</p> <p>Lets review the information that would be shared with families at this workshop.</p> <p>Transition: What do we mean by letter-sound correspondence?</p> <p>Activity # 4Refer participants to the workshop outline in their PTB on page ___. This is what they may use as a guide to conducting this session with families at their own schools.</p> <p>Matching letters or letter groups to soundsFastTrack Phonics uses mnemonic pictures, called key cards, to help students remember letter shapes and sounds.</p> <p> 2010 Success for All Foundation</p> <p>3</p> <p>Letter-Sound Correspondence</p> <p>Session Title813 Families and FastTrack Phonics</p> <p> 2004 Success for All Foundation</p> <p>3</p> <p>OH 5: Letter-Sound Correspondence Purpose: Define Letter-Sound Correspondence; Identify mnemonic pictures as an aide used in FTP to assist students in making this connection.Key Point: Family members can reinforce the connections by reminding children of the mnemonic pictures with letters that are seen in the home environment. </p> <p>Content: Letter-Sound Correspondence simply means connecting letters or letter groups (like sh ch) to the sounds that those letters make.In FastTrack Phonics we use mnemonic pictures to help children remember letter shapes and sounds. A mnemonic is a cue that helps to you to remember something else.(For example, you may be able to identify a coral snake by remembering the mnemonic phrase, Red touch yellow, kill a fellow.)Insert Activity 5a</p> <p>It is helpful to know that in class, teachers refer to the letters by the sound that they make, not their letter names, until children can comfortable connect the shapes and sounds.To make an even more powerful connection, many teachers are able to also show the animated alphabet clips from the Reading Reels series.</p> <p>Insert Activity 5b</p> <p>Transition: The mnemonic pictures and phrases being taught in class can be reinforced at home.</p> <p>Activity #5aRefer participants to PTB pages ___ - ___ that can be duplicated and distributed to parents. They include: Key cards for individual lettersKey cards for letter combinations (Letter groups)List of alliterative phrases that help children to remember the shape</p> <p>Activity # 5bPlay the sample animated alphabet segments (individual letter and letter group)</p> <p>FastTrack Phonics scope and sequenceAssessment dataLetter-sound correspondence gamesI Spy a letter shapeSound searchKey card searchWhich letter?</p> <p> 2010 Success for All Foundation</p> <p>4</p> <p>Connecting Letters and Sounds at Home</p> <p>Session Title813 Families and FastTrack Phonics</p> <p> 2004 Success for All Foundation</p> <p>4</p> <p>OH 6: Connecting Letters and Sounds at HomePurpose: Provide ideas about how to help children with letter-sound correspondence at homeKey Point: For full parent support, teachers will need to communicated the letter sounds that they have taught to parents.</p> <p>Content: FTP Scope And Sequence: It will be important for you to know which sounds have been taught in class at school. Insert Activity 6aAs you can see, the in the first 30 lessons, a new sound is introduced each day. In later lessons, the class will study the sound for two days.This is because the sounds are more difficult to learn. Once a sound has been introduced, it is reviewed daily.An important part of FastTrack Phonics is Assessment. After each ten days of instruction, teachers will stop to check every individual childs mastery of the sounds that were taught. Knowing which sounds their child needs help with can help families to provide the most beneficial support at home.Insert Activity 6bOnce families know what sounds should be practiced, they may use games and activities designed to specifically to help with letter-sound correspondence. Insert Activity 6cThese games may be taught and played as a part of your Raising Readers workshop. Transition: The next set of overheads support a workshop, or part of a workshop, that develops the phonemic awareness skills that children need to read and write phonetically.</p> <p>Activity #6aRefer participants to the list of lesson #s and letter sounds taught in the PTB p. ___.Note: The list reflects the 2003 version of the FTP manuals. Schools using the 2002 manuals may want to make copies of the Table of Content from their own manuals for parents.</p> <p>Activity #6bRefer participants to the sample Teacher-Family Communication form in the PTB p. ____</p> <p>Activity #6cRefer participants to the At-Home Activities for Letter Sounds in the PTB on page ___. Assign each team a game to read and discuss, then have them explain the game to the rest of the group.</p> <p>Part 2: Helping Your Child with Phonemic Awareness</p> <p>Making Connections with FastTrack Phonics at Home</p> <p> 2010 Success for All Foundation</p> <p>5</p> <p>Session Title813 Families and FastTrack Phonics</p> <p> 2004 Success for All Foundation</p> <p>5</p> <p>OH 7: Helping your Child with Phonemic AwarenessPurpose: Provide participants with a sample of the workshop that correlates to education parents about Phonemic Awareness.Key Point: Developing phonemic awareness is a critical first step in developing phonics skills.</p> <p>Content: </p> <p>Insert Activity 7</p> <p>A phoneme is a single sound. Being aware of the different sounds in a word is called phonemic awareness.</p> <p>Transition: Two primary phonemic awareness skills are taught and practiced in FastTrack Phonics.</p> <p>Activity # 7Refer participants to the outline that describes the Raising Readers workshop that focuses on Phonemic Awareness in the PTB p. ___.</p> <p>Note to trainer: There are many other Phonemic Awareness skills such as identifying rhyming sounds, identifying initial sounds, etc. These skills are developed in other parts of the SFA curriculum (mostly in Early Learning and KinderCorner components.)</p> <p>Part 3: Helping Your Child with Word-Level Blending</p> <p>Making Connections with FastTrack Phonics at Home</p> <p> 2010 Success for All Foundation</p> <p>7</p> <p>Session Title813 Families and FastTrack Phonics</p> <p> 2004 Success for All Foundation</p> <p>7</p> <p>OH 9: Helping your child with Word-Level BlendingPurpose: Provide participants with a sample of the workshop that correlates to education parents about Word-Level Blending.Key Point: Reading phonetically is the first reading skill that we would like for children to become comfortable with.</p> <p>Content: Word-level blending is a perfect example of a skill in which children can become quite proficient with additional practice at home.</p> <p>These overheads and activities can help you to inform your parents about the skill and how they can support its development at home.</p> <p>Transition: We begin with defining what we mean by word-level blending.</p> <p>Activity #9Refer participants to the outline that describes the Raising Readers workshop that focuses on Word-Level Blending in the PTB p. ___.</p> <p>Sound-It-OutStretch and ReadGreen WordsSteps:Look at the letters.Think about the sound each letter or letter group makes.Blend the sounds from left to right.Say the word.</p> <p> 2010 Success for All Foundation</p> <p>8</p> <p>Word-Level Blending</p> <p>dad</p> <p>camp</p> <p>Session Title813 Families and FastTrack Phonics</p> <p> 2004 Success for All Foundation</p> <p>8</p> <p>OH 10: Word-Level BlendingPurpose: Demonstrate the Word-Level Blending strategy for Green Words.Key Point: Word-Level Blending, Sound it Out, and Stretch and Read are all terms that refer to the same process.Content: Word-Level Blending is the ability to look at the letters in a word and blend the sounds of those letters together to read the word, probably what you think of when you hear the term Sound it Out.Children in Success for All refer to this process either as sounding words out, or as Stretch and Read. The words that are made of letters and sounds that students have been taught can be read this way. The words are color coded green in class so that students know to Go ahead and sound it out because you know all of these letters and sounds.Insert Activity 10aTo help children understand that words are made of individual sounds that blend together, teachers use a method in class that you can use at home too.Insert Activity 10bTo make an even more powerful connection, many teachers are able to also show the animated alphabet clips from the Reading Reels series.Insert Activity 10c</p> <p>Transition: For longer words, we teach an additional strategy called the Finger Detective.</p> <p>Activity # 10aReview the steps of Stretch and Read from the overhead. Lead participants through the process of Stretch and Read with the words camp and dad from the overhead.The Green Words that are used within each Shared Story are listed on the inside front cover of the book. (Show Sample page in PTB p. _____)</p> <p>Activity # 10bModel how to demonstrate the transition from individual letter sounds to a word by spreading your index cards (with c, a, m, p) apart and saying the sounds for each, then moving them closer and closer together, saying the sounds more closely as you do so until you can read the word.Ask participants to take three index cards from the center of the table and to write a letter on each (m, a, and p) have them practice this method with a partner as they would with a child.</p> <p>Activity # 10cShow the sample Sound and the Furry segment for sound blending.</p> <p>Cover. Sound out.Uncover.Blend.</p> <p> 2010 Success for All Foundation</p> <p>9</p> <p>The Finger Detective</p> <p>blending</p> <p>Session Title813 Families and FastTrack Phonics</p> <p> 2004 Success for All Foundation</p> <p>9</p> <p>OH 11: The Finger DetectivePurpose: Demonstrate the Word-Level Blending strategy for longer words or words with complex parts.Key Point: If participants are familiar with the term chunking, this is the same method with a fun twist to appeal to younger children.</p> <p>Content: For longer words, or words with recognizable parts that are taught in FastTrack Phonics, such as the ing in this word, blending, (refer to overhead), we teach children to cover up a part of the word, sound out the part that is showing, then uncover the rest and blend all of the sounds together.</p> <p>Insert Activity 11a</p> <p>Alphie and his friends illustrate this technique well (although they have the help of the actual Finger Detective!)</p> <p>Insert Activity 11bWhat can families do at home to reinforce Word-Level Blending skills?</p> <p>Insert Activity 11c</p> <p>Transition: The fourth session in this series relates to sound spelling.</p> <p>Activity #11a Model the Finger Detective technique with the word blending from the overhead in the following way.Hmmm I want to sound out this word, but its pretty long. I think Ill use the finger detective. Now, I know this part at the end says ing, so I am going to cover that part. Cover the ing. Ahh much better. Now I can sound out the rest. Sound out blend, then uncover the rest of the word. Blend ing. Blending. Ah The word is blending.</p> <p>Activity #11bShow the video segment for The Finger Detective. </p> <p>Activity #11cRefer participants to the At-Home Activities and games for Word-Level Blending page ___ in the PTB.</p> <p> Part 4: Helping Your Child with Sound Spelling</p> <p>Making Connections with FastTrack Phonics at Home</p> <p> 2010 Success for All Foundation</p> <p>10</p> <p>Session Title813 Families and FastTrack Phonics</p> <p> 2004 Success for All Foundation</p> <p>10</p> <p>OH 12: Helping Your Child with Sounds SpellingPurpose: Provide participants with a sample of the workshop that correlates to education parents about Word-Level Blending.Key Point: To successfully spell phonetically, children need to be able to distinguish the different sounds I words and know what letters or letter combinations represent them.</p> <p>Content: The last session in this series provides guidance with helping children to spell with the sounds that they have learned in FastTrack Phonics.</p> <p>You may think about how the suggested content can be merged or adapted to include information about your schools spelling program used outside of the reading block as well (if applicable.) </p> <p>Transition: There are two skills that children need in order to use sounds to spell.</p> <p> 2010 Success for All Foundation</p> <p>11</p> <p>Sound Spelling</p> <p>/c / /a / /t /</p> <p>/c / = c/a / = a/t / = t</p> <p>Session Title813 Families and FastTrack Phonics</p> <p> 2004 Success for All Foundation</p> <p>11</p> <p>OH 13: Sound Spelling</p> <p>Purpose: Illustrate the sub-skills needed for sound spelling</p> <p>Key Point: More mature spellers use many skills beyond sounds (such as root words, etc.) because English is not a phonetically regular language.</p> <p>Content:In order for children to be able to use sounds to spell words they need to be able to do two things. First, they must be able to distinguish between the different sounds in the word. Lets look at this example (refer to overhead.) If I want to wri...</p>