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Optional Phonics Review Webinar July 6


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Optional phonics review webinar

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Optional Phonics Review Webinar July 6

  1. 1. Optional Phonics Review Webinar: Wednesday, July 6, 2016. 7:00-8:00 pm, CST [The webinar will be recorded!] Link to Optional Phonics Review Webinar: bb_bb60/launchSession/guest?uid=0dafaaa0-a120-4d9f-a470- b4a09f39af5d OR VIEW THE RECORDING Chat window: before the conference Starts- What are your beliefs about teaching phonics? Please be sure your audio and video are turned off during the session unless you raise your hand to speak. Note: Please login 10 minutes early to the webinar. Tech support (24/7) for the videoconference if you are having trouble logging in to the sessions 1 (877) 382-2293
  2. 2. Warm-up Two Words That Rhyme Will Answer These Questions 1. What do you called a spoiled pet? 2. What do you call a boy who has just lost his puppy? 3. What’s another name for a cool trend? 4. What do you call an 18-wheeler carrying chickens? 5. What do you call a loaf that has been in the sun too long? 6. What do you call a man who doesn’t like to talk?
  3. 3. Ways to interact during the discussion Use the chat window to ask questions, share ideas, and contribute to the dialogue! Emoticons are encouraged! Type on the whiteboard by using the text box tool (4th button) or the pen tool (3rd button) Turn on/off your microphone: Raise your hand if you have a question or comment: Use the voting tool to vote in polls!
  4. 4. Quick Interactive Poll @ Phonics/Word Study Instruction- please vote!• The polling area is next to the hand tool in the Participants window. • Did you learn about phonics as a beginning reader? • Yes • No • Feel free to add any other information in the chat window on approaches to learning phonics/word study!
  5. 5. Recommended Optional Text for your own Use (optional!) for more advanced study beyond the course Speech to Print: Language Essentials for Teachers (2nd Ed.) by Louisa Moats
  6. 6. Phonemic Awareness in Young Children: A Classroom Curriculum (13th Ed.) by Marilyn Adams Ph.D., Barbara Foorman, Ingvar Lundberg, and Terri Beeler Additional resources on phonemic awareness: e/phonemic-awareness-young- children McJldIFIpC8 58wWI2NMHeQ xeR1SGiJqdo
  7. 7. Review micropodcasts Email these to yourself and listen on a mobile device! • semingson/sets/session-1-micropodcasts- about Emergent Literacy • semingson/sets/session-2-micropodcasts- about Beginning Reading
  8. 8. Optional: Quizlet • I recommend using the app or website Quizlet to review phonics terms! I located these phonics flashcards sets on Quizlet. They don't totally align with the phonics quiz but some of the same terms are also listed on the study guide! • • More quizzes and tests about phonics can be found on Quizlet! • Quizlet has good review flashcards and quizzes to prepare in general to be more familiar with the phonics terminology! :) • Download the Quizlet app on a mobile device and/or access the quizzes on your laptop or desktop.
  9. 9. Websites for Children • Reading Bear • Starfall • Between the Lions • PBS phonics games • and • and • Literacy apps to explore:
  10. 10. Kinesthetic Tactile Approach • rActivities.shtm Florida Center for Reading Research • --Click on student center activities (K/1, 2-3)
  11. 11. Key Terms • Phonological awareness/phonemic awareness/phonics • consonant clusters • consonant digraphs • consonant blends • rules for the phonics patterns • diphthongs • vowel digraphs • morphemic analysis
  12. 12. Anchor Charts • Resource: 016/05/24/20-anchor-charts-to-teach- phonics-and-blends
  13. 13. Activities: Phonological Awareness Rhyming/Alliteration (alphabet books, tongue twisters, poetry, songs) Segmenting Sentences (“being the words”, counting words in sentences) Segmenting Syllables (clapping and counting syllables in names and other words) Segmenting and blending Onset-rimes (the name game, “take the /p/ off /pot/ and replace it with /h/”) Segmenting and blending phonemes (stretching out the sounds in words--turtle talk, counting the number of phonemes in a word)
  14. 14. Review of basic phonics terms Source:
  15. 15. Let’s review consonant clusters (broader category) • consonant digraphs *(one sound) – Sheep, chair, phone, whole, whistle • consonant blends – blue, tree, clown, flower, glove, plane, sleep
  16. 16. Brainstorm examples of consonant blends below using the pen or typing tool! • Example: bl-, br-
  17. 17. Brainstorm examples of consonant digraphs below using the pen or typing tool! • Examples: ph-, sh-, -sh, -ch,
  18. 18. More vowel patterns Poster source; • Diphthong (gliding sound, is a type of vowel digraph) • Vowel digraphs (aka vowel teams) • Examples: ai, ay, ee, ea, ie, ei, oo, ou. ow, oe, oo, ue, ey, ay, oy, oi, au, aw
  19. 19. Brainstorm examples of vowel digraphs (vowel teams) below using the pen or typing tool! • Examples: ai, ea, ee, ay, oe and more!
  20. 20. Vowel Rules Posters source: • Cvc words=short vowel • CV=open vowel=long, open • Vce=long (silent e rule) • VV=long vowel, rain, eat, boat
  21. 21. The Structure of Language • "Major levels of linguistic structure." • Wikimedia Public domain.
  22. 22. Morphemes smallest units of meaning Structural analysis • Affix=prefix, root, suffix • “A morpheme is the smallest unit of a word that provides a specific meaning to a string of letters (which is called a phoneme). There are two main types of morpheme: free morphemes and bound morphemes.” Source: Boundless. “The Structure of Language.” Boundless Psychology. Boundless, 26 May. 2016. Retrieved 06 Jul. 2016 from oundless-psychology-textbook/language-10/introduction- to-language-60/the-structure-of-language-234-12769/
  23. 23. Word detective: Brainstorm in two minutes the words that can be made with the morpheme photo (can be at the beginning, middle, or end of the word) Type on the screen. Tool: mindmeister •
  24. 24. Lesson Steps Activities Materials Introduction  connect today’s lesson to previous lessons  give a purpose for today’s lesson “Students, you remember that we have been studying the sounds of the alphabet letters. Today we will learn how to blend the letter sounds together to read words. Learning to blend letter sounds together is the first big step in learning to read most of the words you’ll see.” Explicit Teacher Explanation and Demonstration 1. Write the word mat on the whiteboard. 2. Point to each letter and make its sound. 3. Blend the three sounds together slowly, then pronounce the word. Sweep your hand below the letters as you blend the sounds slowly, then tap below the word as you pronounce it. 4. Repeat this blending process with several other short-a CVC words until you feel that the students are ready to move on. whiteboard markers eraser Interactive Guided Practice 1. Write the word sad on the teacher’s whiteboard and have the students write the word sad on their individual whiteboards. 2. Using the teacher whiteboard as an example, lead the students in blending and pronouncing the word sad in unison on their whiteboards. 3. Repeat the blending process with the students on several more short-a CVC words. Provide guidance as needed. student whiteboards markers eraser Monitored Independent Practice 1. Write the word fat on the teacher’s whiteboard. Have the students copy the word onto their whiteboards. 2. Say to the students, “When I say think, you look at the letters on your whiteboard and figure out the word in your head. When I say word, you tell me the word.” 3. Repeat this process with more short-a CVC words until you feel that the students are beginning to understand the blending process well. 4. Have the students read a short-a decodable text for additional practice. Student whiteboards markers eraser SOURCE: from Dr. John Smith based on template from Smith and Read, 2009
  25. 25. Tip: Use context to teach phonics (e.g., use the word in a sentence orally or in writing or both) • Example: Use sentence strips with the target pattern so students can draw on semantic and syntactic clues to help with decoding. • Example, with the rule for silent-e, the teacher can display this “story” he/she creates from authentic text. • Dexter has a new home. He loves his bone and is almost never alone. He likes to bury his bone all the time!
  26. 26. Building your own background knowledge. If you have time, watch one or more videos. • Useful (OPTIONAL) Videos from FCRR: • 1) Word building and blending: er.html?src=598.flv • 2) Move it closer say it faster: er.html?src=599.flv • 3) Sorting Words er.html?src=600.flv
  27. 27. Questions?
  28. 28. Final tips • Be sure you have read the entire book • Do all of the self-checks at the end of each chapter. • Do the pre and post test for extra practice. • OPTIONAL: Review the terms with a partner or study group (recommended). E.g., meet with a study partner on Skype or Google Hangout, FaceTime, or other videochat platform.