Welcome and Introduction.

I'm a visual learner and this app has some great pictures that helped me connect to the concepts that were important to this topic.

Your chapter was on phonics and all the details that come with phonetic lessons that help readers decode words, but we need to back it up a bit to talk about what comes before phonics to really understand its importance.

How does phonics help readers decode words? The answer seems simple, but teaching it always seems more complex.

Whether you knew it or not, language development starts before birth. Babies need to be talked to, listened to, read to, sang to, and communicated with from before they can talk.

Their minds are connecting and creating ideas about oral language. This is the basis that leads to being able to read and write.

Talk about 2 processes:
Reading words + Understanding
We will focus on the word recognition tonight.

It seems as if that may be taught independently, but it really isn't and we can look at this page and see how it all connects to make a "REAL READER"... that's what I tell my kids.

Activities that can be done in the dark... student don't need to see anything, but be able to LISTEN and HEAR.

This is a hard concept for students at times.

This is what I'm focusing on right now with my kindergarten intervention groups.

Just being able to hear sounds.... and their teachers expect them to be writing! HA!

Handout of Umbrella Term

Overview of sounds... LARGER PARTS

This is why parents are told to read to their babies, teach them nursery rhymes, sing the Itsy Bitsy Spider.

These language games help develop the mind to hear sounds before the mind even knows what to do with them.

Discuss handout

Involves attention to the sound structure of ORAL LANGUAGE

Examples:
How many syllables in a word?
Can you think of a word that rhymes with....?

Research says their is a STRONG link between early abilities in phonological awareness and their later reading skills.

Activities Include:
ID/recite rhymes (age 3)
Recite alliteration (age 3)
ID syllables in oral language (4)
ID onsets/rimes (5-6)
ID and work with phonemes

a raindrop under the umbrella... it has it's own raindrops of activities under it.

Think of toddlers.
How do they talk?
They are practicing those phonemes that they are beginning to learn.... ma..ma
/d/.../d/= da da

Helps children acquire phonics skills later
Improves word recognitions skills and comprehension
Helps with spelling
Poor readers usually have weak PA

2 Handouts to go over
Activities we use (definitions and games for Kinder)


Websites include:
SMART Exchange

Literactive

ELA Standards

Phonics and Word Recognition:

Know and apply grade-level phonics and word analysis skills in decoding

This is the beginning of the PHONICS PART...
Moving toward reading and writing words

Teach sound to letter vs. other way around....

Teach letter-sound correspondence

phonemes represented by letters (graphemes)

Word ID (pronunciation) vs. word recognition (meaning)

So many ways to help kids obtain words to add to their sight and written vocabulary

As an interventionist and small group teacher, I've really learned the importance of embedding important and NEW words in text for students. This is how they can make connections to it and help their brain remember it.

They learn it, read it, reread it again, do word work with it, study it, start to use it in their writing, and language and then they OWN it.

Family words (analogies)
Relationships (st- words)
Spelling phonetically

Regular- decodable
Irregular- not decodable... don't follow rules
Sight- recognized automatically (HFW)

Irregular and sight words are sometimes interchangeable.

Fry Words 60-70% of written language

Multisensory learning (read, write, hear)
sight word apps

This is a different approach to decoding.

Just like looking at how the pieces came together to build the beautiful structure of the Eifel Tower, students piece together what they know about sentence structure and the meaning of the text they are reading to figure out a word and make sense of what they are seeing.

I call it the "magic". When students think about what is going on in text and use what they know to figure out what they don't... by using some fix it strategies... the word just magically POPS out of their mouth.

Every teacher wants a manual to help get their kids from point A to B.

Unfortunately, we don't have one like our cameras, but we do have the Common Core and Scope and Sequences on how to approach phonetics.

Your book has some nice Tables and benchmark skills for you, but keep in mind the copyright of this book dates before the Common Core broke down the standards per grade level.... although I feel that these benchmarks are still appropriate and there are more located on the Web.

Breaks down to letters and single sounds, blends, special rules for C and G and others, vowel, diagraphs, word patterns, sight words, etc.

We use the PHONICS DANCE by Ginny Dowd.

A teacher in Ohio created and shared her system of dance, chants, and repetition and how that helps students apply these rules to their daily reading and writing.

Share video

Your book has a section called Interactive Strategies on page 56.

If you missed this, read it again.

This is a great structure for ANY guided reading lesson. This is based on the Reading Recovery model and most interventionists will use this model for reading.

Familiar Read
Phonics Skill Instruction
New Text
Word Work
Writing (mine rotates every other day)

Great resources:
Reading Recovery website
Heineman website
Teachers Pay Teachers

Here are some... I have more

Share handout.