Get Ready to Huddle!

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Get Ready to Huddle! Discover Intensive Phonics
(K - 3rd Grade SPED) Huddle 4th Tuesday of
each month at 2 p.m. MT Please Call
1-888-447-7153 Passcode 8768292 Presented
by Corey Triassi, Academic Coach
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Welcome to the October Huddle!

• Objective We will identify how phonics affects
  fluency and comprehension.

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National Reading Panel

• In 2000 the NRP identified Five Big Ideas.
• Phonemic Awareness
• Phonics- the ability to match sounds to letters
  and use this knowledge in reading and spelling
  (also known as the alphabetic principle)
• Fluency reading text- the ability to read
  connected text with speed, accuracy, and proper
  expression
• Vocabulary
• Comprehension- the ability to get meaning from
  text

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A fluent reader can

• Read at a rapid rate- (pace- the speed at which
  oral or silent reading occurs)
• Automatically recognize words- (smoothness/accurac
  y- efficient decoding skills)
• Phrase correctly (prosody- the ability to read a
  text orally using appropriate pitch, stress, and
  phrasing.)

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Automatically Recognize Words

• Grades 1 2
• Initial reading and decoding during this time
  children develop an understanding of the
  alphabetic principle and begin to use their
  knowledge of sound-spelling relationships to
  decode words.
• Discover Intensive Phonics- focuses on the sounds
  of individual phonemes, blends sounds to form
  words, teaches word patterns, uses nonsense words
  and high frequency words

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Phonics Nonsense Words

• Fluent reading requires that a child read
  nonsense words to use their knowledge of
  sound-spelling to decode each word.
• There is no chance that the child recognizes the
  word by sight.

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Three Signs of Automaticity

• A child is reading fluently if he or she can
• Read with expression
• Read aloud and then retell the story or content
  of the selection (decode and comprehend at the
  same time)
• Comprehend equally well a similar passage read or
  listened to

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Decode and Comprehend

• When children automatically recognize patterns in
  words, can read multi-syllable words
  effortlessly, and have a knowledge of high
  frequency words, their brain power can be used to
  comprehend the text.
• Discover Intensive Phonics- a research-based,
  explicit, systematic phonics program, which lays
  the foundation of the alphabetic principal so
  children can work on developing their
  understanding of the text.

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Comprehension

• The complex cognitive process involving the
  intentional interaction between reader and text
  to convey meaning.
• The process that enables readers to make meaning
  of text, and to communicate meaning about what
  was read

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Cognitive Resources

• Moreover, when students read fluently, they use
  fewer of their attentional (or cognitive)
  resources for decoding and text chunking, and so
  can devote more attention to the more important
  part of reading comprehension. (LaBerge
  Samuels, 1974)

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Reading Rates
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Should We Assess Fluency?
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Objective

• Did we successfully accomplish todays objective?
• Does phonics affect the areas of fluency and
  comprehension?

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Questions and Answers

• Lets Huddle Up
• Tell me and I'll forget show me and I may
  remember involve me and I'll understand.

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Get Ready for the next Discover Intensive Phonics
Huddle! Transferring Phonics Skills to Other
Academic Curriculum Tuesday, November 18th at
200 p.m. MT