Session 4


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Session 4

  1. 1. Reading … Set … Go!<br />Application of Research-Based Instructional Practices <br />Competency 2<br />Component # 1-013-311<br />Center for Professional Learning<br />Session 4<br />Instructor: Carmen S. Concepcion<br /><br /> Fall 2010<br />
  2. 2. The Alphabet Game<br />
  3. 3. Share Investigative Activity What does phonological awareness look like in your classroom?<br />
  4. 4. Alphabetic Understanding, Phonics, and Word Study Survey<br />
  5. 5. Phonics and Word Study<br /> 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.”<br />National Institute for Literacy (NIFL), 2001, p.12<br />Mini Lesson: Introducing Word Families<br />
  6. 6. FLaRE Professional Paper: Phonics<br />
  7. 7. Alphabetic Understanding and Phonics<br />The goal of phonics instruction is to help children understand the alphabetic principle:<br /> The sequence of letters in written words represents the sequence of sounds (or phonemes) in spoken words.<br />
  8. 8. Letter Recognition <br />Recognizing, naming, and writing the letters of the alphabet<br />Identifying and distinguishing both upper case and lower case letters<br />Letter recognition activities help students learn:<br />Letter names<br />The sequence of letters in the alphabet<br />
  9. 9. What We Know From Research<br />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.<br />Systematic phonics instruction is effective for students regardless of their socioeconomic backgrounds. <br />Systematic phonics instruction is particularly beneficial for students having difficulty learning to read.<br />Systematic phonics instruction improves students’ word recognition and spelling skills.<br />
  10. 10. Word Recognition Process<br />Phonemic <br />Decoding<br />Fluent <br />Reading<br />Use Context and Syntax to Support and Confirm<br />Sight<br />Words<br />Making <br />Analogies<br />Use Context and Syntax to Support and Confirm<br />
  11. 11. Explicit and Systematic Instruction<br />The goals of phonics and word study instruction are to:<br />Explicitly and systematically (or step-by-step) teach letter-sound relations and spelling patterns; and<br />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.<br />
  12. 12. i, t, p, n, s, a, d, l, f, h, g<br />
  13. 13. Explicit and Systematic Instruction<br />Teach more-frequently used letters and sounds before teaching those less frequently used.<br />Begin with letter-sound correspondences that can be combined to make words students can decode and understand<br />Introduce only a few letter-sound correspondences at a time.<br />Present each individual letter and its most common sound.<br /> I do it. We do it. You do it.<br />
  14. 14. Primary Goals of Reading Instruction<br />To prepare children to read stories and information text accurately and quickly so they understand what they read.<br />Provide opportunities for children to apply their knowledge of letter sounds and spelling patterns by reading decodable text.<br />Carefully consider children’s needs and abilities when selecting texts for reading instruction.<br />
  15. 15. Grouping for Instruction<br /> Teach phonics and word study in small groups, one-on-one, or with the whole class, depending on students’ abilities and needs.<br />
  16. 16. Scaffolding Instruction<br /> Scaffolding instruction: Adjust instruction to meet the specific needs of students.<br />Teacher<br />Amount of Support<br />Independent<br />Introduction<br />Mastery<br />
  17. 17.
  18. 18. Florida Center for Reading ResearchScavenger Hunt<br />
  19. 19. For the next class…<br />Visit<br />Find a lesson that addresses phonics or word study<br />Be prepared to share activity with class next time<br />