Read 3204 Day 8 Feb. 4, 2010


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February 4, 2010

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Read 3204 Day 8 Feb. 4, 2010

  1. 1. Fundamentals of Reading Instruction<br />Thursday, February 4, 2010<br />READ 3204 <br />
  2. 2. Announcements <br />Lit Circles Response Activity available on Moodle. (Feb. 11)<br />How is the LSS project with Voice Thread going?<br />Mary Lois Staton Conference: Feb. 16th<br />Scholastic Book Orders – order will be placed this afternoon.<br />REAP volunteers: Thank you!<br />
  3. 3. Review<br />Emergent Literacy: Literacy develops through a variety of experiences with reading and writing, beginning at birth. <br />Emergent Literacy Video Clip: Mira <br />Phonemic awareness: awareness of and ability to manipulate individual sounds in words<br />Inventive Spelling: representing the individual sounds in words in writing the best they can; focus on the meaning of writing<br />Concrete words: “important to them” words; the foundation<br />Read alouds: ChickaChicka Boom Boom, The Bag I’m Taking to Grandma’s, The Racecar Alphabet, The Z Goes Home, Alpha Oops<br />
  4. 4. Start with Names<br />Draw a name out of a cup … Queen or King for the day<br />Count letters, name letters, write on sentence strip, write on individual cards, manipulate them, clap them, chant them, everyone write the name and draw a picture<br />Next name …<br />
  5. 5. What do you notice about these word walls?<br />
  6. 6. Phonemic Awareness<br />Definition: the ability to segment (divide) and manipulate (change around/replace) the sounds of oral language. <br />
  7. 7. When you see the this: / / it symbolizes the SOUND rather than the letters. <br />Raise your hand if your first or last name starts with the sound /s/.<br />Name a word that rhymes with your name.<br />How many syllables (beats) are in your name?<br />
  8. 8. Phonemic awareness is different from phonics …<br />Phonics moves into the realm of written letters and focuses on the relationship between sounds and letters<br />Phonemic awareness is a focus on the manipulation of individual sounds in words.<br />take the /c/ sound off of “clap” and what word is left? <br />What word rhymes with pail? <br />What rhymes with “dog” and starts with /fr/?<br />Phonics is a focus on the letter-sound correspondence. <br />Which letter makes the /d/ sound? <br />What letters can make the /f/ sound? <br />What do you notice about all of these words: pie, why, shy, sky, and die? <br />Beginning sounds, ending sounds, word sorts, etc.<br />
  9. 9. Most children (80%) develop phonemic awareness by the middle of 1st grade<br />
  10. 10. Research has shown that a child’s awareness of the sounds of spoken words is a strong predictor of his or her later success in learning to read. <br />
  11. 11. Phonemic awareness development activities<br />Provide practice with rhyme and with beginning sounds and syllables<br />Play with spoken language – draw attention to the sounds of spoken language (Nursery rhymes, riddles, songs, poems, and read alouds that manipulate sounds)<br />Count words (say sentence, say sentence slowly while children use counters to signify the # of words)<br />Provide explicit explanations in support of students’ discovery of the alphabetic principle (combined letters make words)<br />Let students practice reading and writing (invented spelling) for real reasons in a variety of contexts to promote fluency and independence.<br />Earl’s too cool for me … Dance!<br /><br />
  12. 12. CAVEAT: <br /> Phonemic awareness activities are not sufficient to produce good readers. Mandates that require teachers to dedicate specific amounts of time to phonemic awareness instruction could compromise other important aspects of the literacy curriculum. Consider a balanced approach to teaching reading, recognizing the importance of comprehension and enjoyment as much as discrete language skills. <br />
  13. 13. Yopp-Singer Phonemic Awareness Test<br />
  14. 14. Bell and Jarvis<br />Value what kids already know in terms of literacy. <br />Model reading and writing.<br />Foster an environment in which kids see themselves as “highly literate human beings, and their understanding of what readers and writers do will motivate them to be lifelong members of the ‘literacy club.’” (p. 23)<br />
  15. 15. Read Aloud<br />Once I Ate a Pie by Patricia MacLachlan and Emily MacLachlan Charest illustrated by Katy Schneider<br />
  16. 16. For Tuesday …<br />Read Chapter 6: COMPREHENSION<br />