Early Literacy And Reading Course
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Early Literacy And Reading Course



An introduction to critically important elements foreign English language teachers should know in helping students become 'literate' in English. The .pptx presentation here does not include the many ...

An introduction to critically important elements foreign English language teachers should know in helping students become 'literate' in English. The .pptx presentation here does not include the many sound and video files used to support the concepts, nor does it include the many handouts and other material developed for the course. Intended for teachers of young learners, the program upon which this course is based has also been adapted for young adult English language learners. Contact the author for further information. (Contact email is given at the end of the presentation.)
Feedback is encouraged and welcome!



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  • enlightening! thank you Sir for your generosity in sharing your knowledge and expertise.
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  • This is great William if you don't mind I might use some of your slides to incorporate in my seminar for literacy in Madrid in February. I'll post the finished version just in case you can use any of my ideas. Thanks
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  • amazing!!!!
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  • You're welcome. Hope it helps in your teaching or research.
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  • nice reference.. thnx
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    Early Literacy And Reading Course Early Literacy And Reading Course Presentation Transcript

    • Early Literacy &Reading Instruction
      Developed by
      William M. Tweedie
      As your colleagues are settling in, write on a separate sheet of paper as many words as you know about the topic of
      Turn your sheets in at the end of the first half of this
      session. Write clearly and neatly. You need not sign
      your paper.
    • Early Literacy and Reading Instruction
      A 5 Part Course
      Setting Goals, Objectives and the Stage for Action
      Using Computer Based Programs
      Teaching in the Regular Classroom – Text, Print & The Alphabetic Code
      Teaching in the Regular Classroom Phonological Awareness & The Alphabetic Principle
      Teaching in the Regular Classroom Vocabulary, Fluency, Comprehension
    • Session One
      Setting Goals and the Stage for Action
      The Most Important Principles of Early Childhood Pedagogy
      Love, appreciate, praise students to build confidence, curiosity, and independence
      Set clear rules, expectations, and routines - Be consistent
      Stimulate a love of learning - Focus on literacy
      Facilitate and participate in appropriate activities
      Help make meaningful connections with the world
      Help develop social and personal skills and abilities
      Involve students in planning their learning
      Be a positive role model
      Laugh – a lot
      Adapted from A Summary of Early Childhood Education Principles Into Practice:
      A Kindergarten to Grade 3 Needs Assessment, Saskatchewan Learning, February 2006
    • Session One continued
      Literacy in Rompin
      Setting Goals per School and District
      What is Early Literacy?
      What is Reading?
      Early Literacy Instruction Theory
      Predominant Methods
      Whole Language
      What Are the Elements of Early Reading Instruction?
      Screening, Assessment, Evaluation
    • Session One continued
      Literacy in Rompin
      Setting Goals
      Review your numbers
      Set a realistic goal and specific objectives to guide you to achieve it.
      Share your course learning with your colleagues
      Review of Numbers
      Goals and Objectives
    • Setting Class & School Goals
      School Example
      realistic goal
      list of the objectives
      Session One continued
    • District
      Review of numbers
      Goals and Objectives
      Session One continued
      Insert Graph
      Insert Text
    • Session One continued
      What is Early Literacy?
      It’s a complex topic involving many issues:
      The ability to communicate through Reading and Writing
      New Literacies: Visual, Computer Literacy
      Whole Language vs. Phonics Approaches
      Pace & Elements of Child Development
      Home, School, Community environment
      Direct Teaching or Implicit Learning
      Assessment, Intervention, etc.
    • Session One continued
      What is Early Literacy?
      It is a tool; a way to learn about the world and a means to participate more fully in the technological society of the 21st century. Rafferty (1999)
      Practical, Relevant, Integrated, Meaningful and Enriching (PRIME ©) use of Communication in context within a print-rich environment. Skills and strategies are taught in these meaningful contexts rather than in isolation.
      Tweedie (1999)
    • What is Reading?
      Four Definitions:
      Bringing meaning to text to get meaning from it
      Learning to identify words and get their meaning
      Learning to pronounce words
      All of the above definitions and developing learning skills in the context of authentic, balanced reading and writing activities.
      adapted from http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li7lk1.htm
      Session One continued
    • Early Reading Instruction
      Predominant Methods
      Whole Language
      Analytic Phonics
      Synthetic Phonics
      Session One continued
    • Whole Language
      Is a meaning-centered method based on the
      following principles:
      people learn best when actively involved in learning
      not all children will learn the same things, much less learn them at the same time, no matter how we teach
      educational assessment of learning should both focus on and promote continued learning
      Session One continued
    • Session One continued
      Children learn to read and write by being supported in actually reading and writing whole texts.
      Phonics (Alphabetic Principle) has always been at the heart of whole language, acknowledged and taught as one of the three major language cueing systems (i.e., semantic, syntactic, and graphophonic) that must be orchestrated as one reads
      (Mills, O'Keefe, & Stephens, 1992; Powell & Hornsby, 1993; Wagstaff, 1994).
      (NCREL)North Central Regional Education Laboratory www.ncrel.org
    • Session One continued
      Analytic Phonics (whole to part)
      Involves development of phonemic awareness (recognising the sounds in speech) and analysis of whole words to detect phonetic (sound) or orthographic (spelling) patterns, then splitting them into smaller parts to help with decoding.
      For example: onset and rime - onset (vowel sound(s)) at the beginning of a word or syllable and rime (always beginning with a vowel to form the remainder of that word or syllable).
      Basics normally take 2+ years in L1 & ESL contexts
    • An awareness of sounds is introduced after sight reading has begun. Letter sounds are taught through alliteration.
      big, boy, ball, bag
      Beat, Bit, Bait, Bat, Boot
      Session One continued
    • Session One continued
      Synthetic Phonics (part to whole)
      Involves the development of phonemic awareness from the outset with action.
      The reader learns up to 44 phonemes and their related graphemes
      One phoneme can be represented by various graphemes, e.g. ‘y’, ‘ie’, ‘i’ ‘ye’ ‘igh’ ‘eye’.
      The reader is expected to recognise each grapheme, sound out each phoneme in a word, blending the sounds together to pronounce the word phonetically.
      Works well with phonetically regular words.
      Basics take 1 – 3 years in L1 and ESL contexts
    • Letters and their sounds are taught before reading commences as preparation for teaching reading through sounding out letters and blending sounds
      b b b b
      u u u u
      s s s s …
      b u s… bus
      Session One continued
    • Session One continued
      Comparing Methods
      Which describes what?
      Students are given words that contain the phoneme and must extract the similar sound in each word (usually in the initial position).
      Phonemes are taught in isolation using sound associations and illustrations. Students then learn to blend phonemes to form words.
      Students ‘read’ levelled picture books and decode inferentially.
    • Session One continued
    • Session One continued
      __oot, phone _______
      cat, __ey, du___
      horn _______ _______
      pig _______ _______
      sun, city _______
      top _______ _______
      chair, match _______
      shell, wish _______
      thump _______ _______
      wheel _______ _______
    • Session One continued
      foot, phone hissing cat
      cat, key, duck clock pendulum
      horn huffing of a runner
      pig corn popping
      sun, city hissing snake
      top typewriter keys
      chair, match chugging train
      shell, wish prompt to be quiet
      thump pound desk
      wheel whistling
    • Session One continued
      saw, ball, taught something’s too bad
      moon, chew wailing ghost
      book, put doing push-ups
      cow, house when you get hurt
      boy, oil pogo stick spring
      car howling dog
      fork seal
      spur, her, work, fur growling dog
    • Session One continued
      Read this sentence:
      Now count aloud the ' F' s in that sentence.
      Count them ONLY ONCE; do not go back and count them again.
    • Session One continued
      Whole Word?
      I see fit to discuss fate if I let you bat with a boot the book that has notes about a boy whois boring but saw a car full of roses with the door shut and a man inside who shouts: “Ice!” toa crowd of people standing by, waving, who said “Bye!”. No Lie! © 1995 W. M. Tweedie
      Draw a picture to illustrate this story.
    • Session One continued
      Break Time!
      Please fill in the Muddiest Point form and
      return it to me after the break. Thanks.
    • Session One continued
      Early Literacy Instruction
      Alphabetic Code
      Text/Print Awareness
      Phonology(answer the phone)
      Phonemic awareness(individual sounds)
      Phonological awareness(larger chunks)
      Alphabetic Principle
      Alphabetic understanding
      Phonological recoding
      What is Phonics?
      Fluency, Vocabulary, Comprehension
    • Session One continued
      What is this word?
    • William’s Reading Pyramid
      Fluency Vocabulary Comprehension
      Standard Two
      Standard One
      Standard One
      Standard One
    • Session One continued
      Alphabetic Code –
      Letter knowledge has been identified as a strong predictor of reading success
      (Ehri & Sweet, 1991) 
      While teaching children letter names does not in itself result in success in learning to read* it can facilitate memory for the forms or shapes of letters and can serve as a mnemonic for letter-sound associations or phonics.**
      *(Jenkins, Bausell, & Jenkins, 1972), **(Adams, 1990)
    • A different ABC song:
      A is an apple
      B is a bear
      C is a cat – without any hair
      D is a duck
      E is an egg
      F is a fish – stuck on a peg
      G is a gorilla
      H is a house
      I is an iguana – playing with a mouse
      Session One continued
    • Session One continued
      J is a jungle
      K a kangaroo
      L is a lion – with only one shoe
      M is a monkey
      N is a nurse
      O is an ostrich – with a big purse
      P is a penguin
      Q is a queen
      R is a rabbit – with a big bean
    • S is a silly snake
      T is a tiger
      U is an umbrella – caught on fire!
      V is a vampire
      W is a whale
      X is a fox – with a bushy tail
      Y is a yak
      Z is a zoo
      And that’s the alphabet – just for you!
      © 2007 William M. Tweedie
      Session One continued
    • Session One continued
      Not knowing letter names is related to children's difficulty in learning letter sounds and in recognizing words.
      Children cannot understand and apply the alphabetic principle until they can recognize and name a number of letters.
      Texas Education Agency (2002)
    • Session One continued
      Instruction in the Alphabetic Principle does not follow the order of the alphabet.
      It usually follows the frequency of letter usage and the graduation of ease and ability to decode words in the reading process.
      Different ‘phonics’ programs follow different orders.
    • Session One continued
      One way of introducing the idea of capitals and lower case letters is to describe the capital as the name of the letter and the lower case as the sound of the letter
      Talking about when we use capitals – names, beginning of sentences etc. – will help students differentiate between the two
    • Session One continued
      letter + picture
      letters + pictures + songs +
      actions +
      Try to give your students as many ‘tabs’ as possible
    • Text Print Awareness(mechanics of text)
      Children need to know:
      Parts of a book
      Texts are written from left to right
      Spaces between words matter
      There is a one-to-one correspondence between writing and speaking
      Teach parts, directionality & vocabulary using:
      Big Books
      Total physical response
      Use realia and kinaesthetic activities
      Daily review of concepts of print
      Small group instruction if needed
      Session One continued
    • OOOO /K/A/
      Session One continued
      Phonemic Awareness (PA)
      is the ability to manipulate the smallest
      units of sound that make up spoken
      language: phonemes
      A child who possesses phonemic awareness can segment sounds in words
      blend strings of isolated sounds together to form recognizable word forms
      manipulate sounds to create words
    • Session One continued
      PA is auditory and does notinvolve words in print
      Without phonemic awareness, phonics instruction makes little sense
      Essential to learning to read in an alphabetic writing system
      A strong predictor of children who experience early reading success
      Rhyming & Alliteration precedes Isolation, Segmentation, Blending and Manipulating abilities
    • Session One continued
      The cat sat to pat his rat! (picture)
      What’s the first sound in Cat?
      How many sounds in cat ? /k/ /a/ /t/
      What’s the word if you take out the /k/?
      What is this word: /p/ /aaaa/ /t/ ?
      What is the word if you put /r/ in front of /at/ ?
    • Session One continued
      Phonological Awareness
      In addition to Phonemic Awareness
      Phonological Awareness encompasses
      larger units of sound, such as syllables,
      body/coda, onsets/rimes, prefixes, and
      Sta te Sta le Sta ll Sta ff (body) / (coda)
      S ay D ay M ay W ay L ay (onset) / (rime)
      Rea / d Pai / d Be/ d Li / d Trie / d (body) / (coda)
      F / at - F / ate (onset) / (rime)
      Con struc tion (prefix) (root) (suffix) (syllables)
    • Session One continued
      The Alphabetic Principle
      is the understanding that there are systematic
      and predictable relationships between written
      letters and spoken sounds. There are 2 aspects:
      Alphabetic Understanding:
      Words are composed of letters that represent sounds.
      Phonological Recoding
      Using systematic relationships between letters and phonemes (letter-sound correspondence) to retrieve the pronunciation of an unknown printed string or to spell words (Reading & Writing)
    • Beginning decoding is the ability to:
      read from left to right, simple, unfamiliar regular words
      Listen to and generate the sounds for all letters
      blend sounds into recognizable words
      Beginning encoding (spelling/writing) is the ability to:
      translate speech to print using phonemic awareness and knowledge of letter-sounds (Alphabetic Principle)
      Session One continued
    • What is Phonics?
      – a method of teaching children to read(not something they need to learn)
      Phonics instruction teaches children the relationships between the letters (graphemes) of written language and the individual sounds (phonemes) of spoken language.
      It teaches children to use these relationships to read and write words.
      It is NOT Phonemic awareness.
      Session One continued
    • What Is Fluency?
      Fluency (automaticity) is reading words with no noticeable cognitive or mental effort. It is having mastered word recognition skills to the point of over-learning. Fundamental skills are so "automatic" that they do not require conscious attention.
      Fluency is not an end in itself but a critical gateway to comprehension. Fluent reading frees resources to process meaning.
      Session One continued
    • Session One continued
      For students to develop fluency, they must:
      perform the task or demonstrate the skill accurately
      perform the preskills of the task quickly and effortlessly.
      Research says successful readers:
      rely on the letters not context or pictures
      process virtually every letter
      use letter-sound links to identify words
      have a strategy for decoding words
      read words repeatedly (Hasbrouck, 1998)
    • Session One continued
      What Is Having Vocabulary?
      The ability to understand (receptive)
      and use (expressive) words to
      acquire and convey meaning
      Vocabulary refers to the words we must understand to communicate effectively
      Vocabulary plays a fundamental role in the reading process, and contributes greatly to a reader's comprehension
      It is the CORE(Central Operating Resource for Engagement)in an EFL Early Literacy program
    • Session One continued
      Primary focus of instruction in grades K-3 should be on developing criticalreading skills
      Read storybooks to younger children to develop vocabulary – every day!
    • Session One continued
      What Is Reading Comprehension?
      The complex cognitive process involving
      the intentional interaction between reader
      and text to convey meaning
      the essence of reading
      active and intentional thinking in which the meaning is constructed through interactions between the text and the reader (Durkin, 1973)
      The content of meaning is influenced by the text and by the contribution of the reader's prior knowledge
      (Anderson & Pearson, 1984)
    • Session One continued
      Screening, Evaluation and Assessment
      Program readiness
      Evaluation? - ongoing
      Monitoring of Progress
      – daily, weekly
      Assessment? - cumulative
      Degree of Success at end of a section/Program
      Final Assessment
    • Translation, Adaptation,
      Modification Exercises
      GRTR Screening
      Development Phases in Print Awareness
      Skill Assessment Sheet
      Examine your handouts
      Session One continued
    • Session One continued
      Teaching the Elements
      Introduction and Overview
      Focused, Personal, Intensive, Explicit, Systematic, and Patient (FPI/ESP)
      Related to Text
      Computer Based
      Mainstream Classroom Based
      “Up until the age of 8, children are in the Acquisition Stage of
      literacy learning. During this stage, a child's reading potential is
      developing and can be affected positively by systematic,
      intentional instruction.”- NAEYC
    • Session One continued
      Summary of Session One
      Teaching the fundamental elements as the essential components of a balanced approach to the teaching of reading, at any stage, alongside:
      promoting a positive attitude to reading for pleasure and for information
      motivating readers to read for themselves, not just for school purposes
      teaching sight vocabulary
      teaching of comprehension strategies and how, when and why to apply them
      actively raising awareness and appreciation of the writer's craft
    • Session One continued
      Complete the Minute paper and hand it in.
      Read the first part of each section of the Text and use the CD to Review and Clarify this Session
      Submit a Copy of Your Goals and Objectives by the END of the Course
      Revise and Translate the ‘Tests’ by the END of THIS WEEK. You will use them after the course to identify your students who need specific intervention strategies.
      Finish your ABC song flashcards.
    • Session Two
      Teaching the Elements Using Computer Based Programs
      Review of the Elements
      Look for the Elements and how they are learned as you experiment with each of the following two Programs
      Think about the differences in Managing Computer Based Learning vs. Regular Classrooms
    • Computer Based Programs
      Part 1 – On-disk program
      CD Program: Hooked on Phonics
      Complete the Muddiest Point form – return it
      Part 2 – On-line program
      On-line Program: Starfall
      Complete the Minute paper – return it
      Session Two continued
    • Session Two continued
      Preview the Activity Resources for teaching the Alphabet, Text Awareness, you’ll find in the files section (Early Literacy) in the Connecting the Dots in Rompin Group site or that I send to you via email:
      Print the documents and Prepareto present
      one of the activities during the next session.
    • Teaching the Elements in the
      Regular Classroom
      Pay Attention to Attention Training
      Strategies and Activities
      Alphabetic Code
      Text and Print Awareness
      Session Three
    • Attention Training
      Classroom rules
      Getting students' attention
      Focusing students' attention
      Keeping students on-task during seat work
      Maintaining students' attention
      Review your handouts
      Session Three continued
    • Session Three continued
      Alphabetic Code
      Research shows it is important for young children to be able to:
      Recognize and name letters
      Recognize beginning letters in familiar words (especially their own name)
      Recognize both capital and lowercase letters
      Relate some letters to the specific sounds they represent
    • Strategies and Activities for
      Teaching the Alphabet
      Writing & Spelling (beginnings)
      Refer to your handouts
      Session Three continued
    • Session Three continued
      Sight recognition
      Hearing the sound
      Practicing vocabulary
      Connecting sounds and words with objects
      Visual, Aural/Oral, & Kinaesthetic
    • Session Three continued
      Large flashcards can be used for whole class teaching – smaller ones for group work
      Activities can be teacher led – “b for …?” or students can ask each other to find particular cards, either by their initial sound or by their picture
      If you have separate pictures and sounds, memory and matching games can be played
      Flashcards provide good cues for talking about objects, their uses, colours, size and characteristics
    • Session Three continued
      Text & Print Awareness
      Teach Children About Books:
      Know how to handle the book appropriately
      Recognize book features such as the front and back covers, and the top and bottom, of the book
      Understand that a book has a title, an author, words and pictures
      Recognize that printed letters and words run from left to right and from top to bottom
    • Teach Children About Text:
      We see text in a variety of settings and
      Field Trips:
      Around school
      In the community
      Text Collecting & Display Activities
      Shopping lists
      Product wrappings, etc.
      Session Three continued
    • Session Three continued
      Break Time!
      Please fill in the Muddiest Point form and return it to me after the break. Thanks.
    • Session Three continued
      Strategies & Activities for
      Teaching Text and Print
      Refer to your handouts
    • Session Three continued
      Complete the Minute paper – return it.
      Download and review the Phonological and
      Alphabetic Principle files from the CtDiR
      Group site or that I send to you via email.
      Begin preparation of large flashcards of
      words from the text and for things in your
      Bring the Handouts to the next session
    • Classroom Based Learning
      Strategies and Activities
      Phonological Awareness
      Phonemic Awareness
      Alphabetic Principle
      Alphabetic Understanding
      Phonological Recoding
      Session Four
    • Phonemic Awareness
      As children begin to learn to read, it becomes necessary for them to be able to explicitly identify the smaller units of speech (i.e. phonemes) in order to be able to make the connections between orthographic representations and the sounds that they represent.
      Individuals who have developed phonemic awareness will be able to identify the “beginning sound” of please as /p/, and to segment the word into its component phonemes: /p/–/l/–/i/–/z/.
      Session Four continued
    • Session Four continued
      Strategies and Activities for
      Teaching Phonemic Awareness
      Refer to your handouts
    • Session Four continued
      Break Time!
      Please fill in the Muddiest Point form and
      return it to me after the break. Thanks.
    • Phonological Awareness
      Children, who have been given lots of practice with Phonemic Awareness and onsets and rimes (or body/coda) to generate word families, have a larger bank of words to draw upon and a means to decode many unfamiliar words.
      Over 500 words can be generated from the following 37 rimes or codas!
      Session Four continued
    • Session Four continued
      Adapted From A Handbook Of Effective Instruction In Literacy - Rasinski and Padak
      Kent State University – The / indicates where the body separates the coda.
    • Alphabetic Principle
      Alphabetic Understanding
      Alphabetic Decoding
      Refer to your handouts
      Session Four continued
    • Assignments
      Download and review the Fluency,
      Vocabulary and Comprehension files
      from the CtDiR Group site or that I send to
      you via email.
      Bring the Handouts to the next
      Session Four continued
    • Classroom Based Learning
      Strategies and Activities
      Fluency and Comprehension
      Putting It All Together
      Syllabus and Content
      Outline of Research Project
      Session Five
    • Session Five continued
      Strategies and Activities
      Vocabulary – The Critical Element
      Principles and Practice
      Songs, Chants & Read Alouds
      Questioning Strategies
      Refer to your handouts
    • Session Five continued
      Vocabulary Principles & Practice
      Explicitly teach vocabulary
      Critical to reading comprehension
      Often neglected component of instruction for ELLs
      Scaffold reading by asking frequent Questions to check and clarify
      Critical to mastery
    • Session Five continued
      The Language of Instruction Matters.
      TEACH in L1 to TRANSFER and BUILDskills and knowledge.
      Components of L1 are the foundation
      Phonological (Alphabetic Principle) skills transfer regardless of language of instruction
      Word reading and background knowledge require instruction in primary language first
      Reading Rockets/Colorin Colorado 2001
    • Correction
      Technical mistakes should be corrected
      Correct with PRAISE
      Don’t over correct
      DO NOT LABEL students
      Assess individually and OFTEN
      Provide extra instruction time – not less
      Session Five continued
    • Session Five continued
      Give extra time for practice especially for words and sounds as these lay the foundation for literacy development
      Make sure EVERY student ‘gets it’ before increasing the complexity of the learning material
      Start small and simple to build student confidence - PRACTICAL
      Make EVERYTHINGRELEVANT for the learners
      INTEGRATE abilities, content, skills and they will stay MEANINGFULLY ENGAGED (PRIME©)
    • Translating Exercises
      English/L1 –
      Common Alphabet
      Words in Common - Cognates
      Classroom Language & Labels
      Refer to your handouts
      Session Five continued
    • Fluency and Comprehension
      Read Alouds
      Questioning, Assessment
      Focused Review & Practice
      Session Five continued
    • Session Five continued
      Break Time!
      Please fill in the Muddiest Point Form and
      return it to me after the break. Thanks.
    • Session Five continued
      Putting It All Together
      Review of Existing Programs for Content and Syllabus
      Prescriptive and Inflexible
      C-A-T CAT
      Open Court Reading
      Scientifically based and context appropriate
      Tampa Reads • MES-English
      English Raven • RAZ
    • Session Five continued
      The Syllabus
      Content and Sequence
      Alphabetic Code
      Teach letters 4 at a time in sequence
      Teach sounds of letters but not as focus
      Illustrate the letters in pictures, etc.
      Distinguish capital from small letters
      Introduce sight words
      Always explain in L1 for comprehension
      Teach text and word awareness skills (use text)
      Begin copying & writing of letters
      Make sure all students have a complete grasp before moving on
    • Phonological Awareness
      Phonemic Awareness - Teach as focus
      Teach consonants and consonant blends first (Tampa Reads program)
      Teach single vowels with two consonants
      Teach simple sound manipulations
      Always ensure vocabulary understanding
      Assess students as a class and individually often
      Introduce concepts of larger pieces of speech (chunks) and words (syllables)
      Reinforce Alphabetic Code and Concepts of Print (use text)
      Session Five continued
    • Alphabetic Principle
      Teach letter sound identity with written letters including digraphs
      Teach blends, 2 consonant endings, double vowels, vowel blends
      Teach manipulations of letters
      Introduce sight words
      Teach long vowels and silent ‘e’
      Teach ‘r’ controlled vowels
      Know and teach the AP rules as they arise.
      Practice writing and spelling as you go.
      Session Five continued
    • Vocabulary, Fluency Comprehension
      Begin VFC activities from the start
      Always ensure ALL students understand the meaning of the words they are expected to work with except when another skill development which doesn’t require it is in focus.
      Vocabulary and Comprehension are the CORE, fluency activities will help build both.
      Expose students to books from the start
      Make weekly trips to the library with some specific purpose mandatory.
      Elicit the help and cooperation of EVERYONE in the school community.
      Session Five continued
      TEACHER ! Practical, Relevant, Integrated, Meaningful, Enriching
    • Outline of Research Project:
      (designated school)
      1 full class using a computer based program
      ½ of another class receiving intensive Early Reading Instruction
      ½ receiving regular class Instruction (control)
      Other schools may be included
      Year long monitoring with regular progress assessments
      Session Five continued
    • Course Summary
      Community and Parent Involvement
      Schedule of Follow-up Visits
      Session Five continued
    • Early Literacy and Reading Instruction
      For more information PLEASE contact :
      William M. Tweedie
      EFL Education Specialist