Reading … Set … Go! Application of Research-Based Instructional Practices Competency 2 Component # 1-013-311 Center for Professional Learning Session 4 Instructor: Carmen S. Concepcion readingsetgo.blogspot.com Fall 2010
The Alphabet Game
Share Investigative Activity What does phonological awareness look like in your classroom?
Alphabetic Understanding, Phonics, and Word Study Survey
Phonics and Word Study Phonics instruction helps “children learn and use the alphabetic principle – the understanding that there are systematic and predictable relationships between written letters and spoken words.” National Institute for Literacy (NIFL), 2001, p.12 Mini Lesson: Introducing Word Families
FLaRE Professional Paper: Phonics
Alphabetic Understanding and Phonics The goal of phonics instruction is to help children understand the alphabetic principle: The sequence of letters in written words represents the sequence of sounds (or phonemes) in spoken words.
Letter Recognition Recognizing, naming, and writing the letters of the alphabet Identifying and distinguishing both upper case and lower case letters Letter recognition activities help students learn: Letter names The sequence of letters in the alphabet
What We Know From Research Especially when introduced in kindergarten and first grade, explicit, systematic phonics instruction is significantly more effective than alternative programs that provide unsystematic or no phonics instruction. Systematic phonics instruction is effective for students regardless of their socioeconomic backgrounds. Systematic phonics instruction is particularly beneficial for students having difficulty learning to read. Systematic phonics instruction improves students’ word recognition and spelling skills.
Word Recognition Process Phonemic Decoding Fluent Reading Use Context and Syntax to Support and Confirm Sight Words Making Analogies Use Context and Syntax to Support and Confirm
Explicit and Systematic Instruction The goals of phonics and word study instruction are to: Explicitly and systematically (or step-by-step) teach letter-sound relations and spelling patterns; and Ensure that students understand the purpose for learning letter-sound relationships: to segment words into sounds and to blend these sounds together to read words.
i, t, p, n, s, a, d, l, f, h, g
Explicit and Systematic Instruction Teach more-frequently used letters and sounds before teaching those less frequently used. Begin with letter-sound correspondences that can be combined to make words students can decode and understand Introduce only a few letter-sound correspondences at a time. Present each individual letter and its most common sound. I do it. We do it. You do it.
Primary Goals of Reading Instruction To prepare children to read stories and information text accurately and quickly so they understand what they read. Provide opportunities for children to apply their knowledge of letter sounds and spelling patterns by reading decodable text. Carefully consider children’s needs and abilities when selecting texts for reading instruction.
Grouping for Instruction Teach phonics and word study in small groups, one-on-one, or with the whole class, depending on students’ abilities and needs.
Scaffolding Instruction Scaffolding instruction: Adjust instruction to meet the specific needs of students. Teacher Amount of Support Independent Introduction Mastery
Florida Center for Reading ResearchScavenger Hunt
For the next class… Visit www.fcrr.org Find a lesson that addresses phonics or word study Be prepared to share activity with class next time