reading foundations 101

AGENDA

• Phonemic Awareness, Phonics, and Practicalities
• Small Group Reading Notes

Phonological Awareness

• Phonological awareness is the ability to hear sounds that make up words in spoken language

Phonological Awareness: Why?

• "Readers must analyze words into sounds in order to make sense of print. This is the skill that promotes successful decoding." -Wagner, Torgesen, & Rashotte, 1994

Phonological Awareness: Why?

• "Research indicates that, without direct instructional support, phonemic awareness eludes roughly 25% of middle-class first graders and substantially more of those who come from less literacy-rich backgrounds.” – Adams, et al., 1998

Phonological Awareness: Why?

• “Poorly developed phonemic awareness distinguishes economically disadvantaged preschoolers…has been shown to be characteristic of adults with literacy problems in the United States.” – Adams, et. al. 1998

When

• When: Intensively and to Mastery in Kindergarten and First Grade
• Up to grade 5, per CCSS
• Through 6th grade for strugglers

Phonics

• Phonics is the learning of the relationship between phonemes and graphemes (letters).

Phonics: Why?

• Phonics secures the crucial skills of word recognition and enables children to read fluently and automatically, thus freeing them to concentrate on the meaning of the text.

Phonics: Why?

• Allows writers to express thoughts so others can understand (spelling!)

When

• Intensively and to Mastery in K-5
• Through 6th grade for struggling readers

Phonics

• Some how-tos

Phonics

• What about materials?
• Files available on Google Drive

Small Group Reading

• Small Group Reading is for teaching any component of reading to a few students who’ve been grouped based on a specific reading need
• May address phonemic awareness, phonics, comprehension, or close reading skills

Small Group Reading: Why?

• Benefits academic vocabulary and English development through practice (low affective load) and individualized feedback
• Teach and practice reading skills to meet very specific needs
• Flexible and needs-based grouping

When? Who?

• All grades
• To introduce, reinforce, and remediate reading concepts and skills
• Below, at, and above grade level readers

Workstations/Centers/Task Lists

• Must be focused on known skills
• Introduce and teach how
• Create perpetual stations to reduce the need to create and teach new tasks/procedures

Workstations/centers/tasks

• Phonics
• Phonological awareness (primary)
• Morphology: word parts, roots, affixes, syllabication (Nifty Thrifty Fifty)
• Vocabulary

Workstations/centers/tasks

• Fluency
• Comprehension
• Writing
• Visual representation or interpretation

Workstations/centers/tasks

• Video: Introducing a work station

Workstations/centers/tasks

• Google Classroom - Chavez Reading Champions

The Challenge