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C I 264

• Please Sign the attendance

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Announcements

• Portfolio of Lesson Plans due Week 13 on
  utilizing the 5 basic applied components of
  reading instruction. Discuss.
• Remember to tie in with your Text Set.

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Today

• Read Aloud
• Essential Components of Reading Instruction -
  Part I.
• Phonemic Awareness
• Phonics and the Alphabetic Principle
• Lesson on Phonemic Awareness
• Important terms for Phonics Instruction
• Playing with Onset and Rime
• Discussion of Whole-to-Part Phonics article
• Lesson Plan Discussion

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What is essential?

• Phonemic Awareness
• Phonics Alphabetic Principle
• Vocabulary
• Fluency
• Comprehension

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Phonemic Awareness

• Means an awareness of sounds in language
• Begins very early in life
• Is an early indicator of childrens later reading
  success
• Phonemes the smallest unit of spoken language

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• Phonemic awareness is the single best
  predictor of first grade reading achievement.
• -National Reading Panel Report

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Teaching Phonemic Awareness

• Need not involve print
• Provide experiences for young children so they
  become aware of the similarities differences of
  sounds in language.
• Think of rhyming, alliteration, segmenting,
  combining, manipulating sounds.
• Not appropriate to spend time teaching this after
  children can do it easily

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Sample Lesson

• Phonemic Awareness lesson with Kindergarten
  (Visit www.prenhall.com/lenski)
• Playful, game-like activities to hear sounds and
  play with those sounds

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Alphabetic Principle

• The concept that speech sounds (phonemes) can be
  represented by letters (graphemes)
• Grapheme the smallest unit of written language
  a letter

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Teaching Alphabetic Principle

• This is often the focus of Pre-K and K classes.
• Provide a print-rich environment
• Alphabet books
• ABC centers
• Letter walls word walls
• Names
• Sequencing the alphabet
• Once learned, it is not appropriate to keep
  spending time on this.

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Phonics

• Involves deliberately teaching letter-sound
  correspondences how letters (graphemes) are
  linked to sounds (phonemes)
• The purpose of phonics instruction is to learn
  and apply the alphabetic principle in reading
  writing.
• Use Whole-Part-Whole teaching methods
• Helps students identify words in print by
  sounding out the phonemes, blending them
  together, and saying the word
• Direct instruction in using phonics can usually
  be phased out by about 3rd grade.

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Important Terms for Phonics Instruction

• Consonants
• Letters that are not vowels
• Generally have a firm sound because of
  restriction to breath channel when spoken
• Letter-learning activities should be playful and
  use what children know.

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More Terms

• Consonant Blends or Clusters
• Two or more letters blended together where each
  letter retains its original sound
• Examples bl, fl, gr, str

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More Terms

• Vowels
• Speech sounds that are made by an unrestricted
  vocal passage way
• a, e, i, o, u, and sometimes y and w

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More Terms

• Consonant Digraphs
• A kind of consonant cluster in which letters
  stand together to make one sound
• At beginning of words ch, wh, sh, th
• At end of words ck, nk, ng, sh, th

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More Terms

• Onset and Rime
• Onsetall letters before a vowel in a word
• Rimewhat follows the onset
• In the word sing, the onset is s and the rime
  is ing.

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More Terms

• Sight Words or Sight Vocabulary
• Words that are so familiar to readers that they
  are recognized instantly and automatically

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More Terms

• High Frequency Words
• Those words that appear most often in our written
  language
• www.google.com

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More Terms

• Developmental spelling
• A temporary stage in a childs development as a
  speller/writer
• A normal and temporary spelling stage
• Provides vital evidence of what children
  understand about our language and its written
  representation
• It informs our teaching about what students are
  ready to learn next.
• Our goal is to move children from this stage to
  conventional, standard spelling.

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www.prenhall.com/lenski

• Video clip on Syllables

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You Try It

• Cut squares of paper.
• Do You Try It activity on handout.
• Watch video clip on sound boxes on
  www.prenhall.com/lenski.

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Article Discussion

• Get into small groups.
• Discussion questions for Moustafa
  Maldonado-Colons article on whole-to-part
  phonics instruction
• What is whole-to-part phonics?
• What type of instruction is described in the
  article?
• How does this approach differ from traditional
  methods of instruction?

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Lesson Plans

• Share ideas for a phonics or phonemic awareness
  lesson plans.
• Again, get into small groups to discuss your
  ideas
• Does your idea fit with the philosophy of the
  article we discussed?
• How can you adapt what you researched to fit in
  the Whole-to-Part model?
• Adapt each lesson plan as a group.

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Writers Workshop

• Mini-Lesson Presentation
• Independent Writing Time
• Conferencing

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For Next Time

• Vocabulary, Fluency and Comprehension
• Come with examples of lesson plans for each.
  Remember the theme if you wish to do real work
  during classtime.