The document outlines the principles and methods of early literacy and reading instruction, emphasizing the importance of phonics, phonological awareness, and the development of a love for learning. It covers various instructional strategies, including whole language and phonics approaches, as well as the significance of setting clear educational goals and assessments. The content summarizes best practices for teaching children about reading, writing, and communication in a supportive and engaging environment.

1. Early Literacy &Reading InstructionDeveloped by William M. Tweedie

2. PRIME TASKBrainstorm!As your colleagues are settling in, write on a separate sheet of paper as many words as you know about the topic ofPHONICSTurn your sheets in at the end of the first half of thissession. Write clearly and neatly. You need not signyour paper.

3. Early Literacy and Reading InstructionA 5 Part CourseSetting Goals, Objectives and the Stage for ActionUsing Computer Based ProgramsTeaching in the Regular Classroom – Text, Print & The Alphabetic Code Teaching in the Regular Classroom Phonological Awareness & The Alphabetic PrincipleTeaching in the Regular Classroom Vocabulary, Fluency, Comprehension

4. Session OneSetting Goals and the Stage for ActionThe Most Important Principles of Early Childhood PedagogyLove, appreciate, praise students to build confidence, curiosity, and independenceSet clear rules, expectations, and routines - Be consistentStimulate a love of learning - Focus on literacyFacilitate and participate in appropriate activities Help make meaningful connections with the worldHelp develop social and personal skills and abilitiesInvolve students in planning their learningBe a positive role modelLaugh – a lotAdapted from A Summary of Early Childhood Education Principles Into Practice:A Kindergarten to Grade 3 Needs Assessment, Saskatchewan Learning, February 2006

5. Session One continuedLiteracy in RompinSetting Goals per School and DistrictWhat is Early Literacy?What is Reading?Early Literacy Instruction TheoryPredominant MethodsWhole LanguageAnalyticalSyntheticWhat Are the Elements of Early Reading Instruction?Screening, Assessment, Evaluation

6. Session One continuedLiteracy in RompinSetting Goals School Review your numbersSet a realistic goal and specific objectives to guide you to achieve it.Share your course learning with your colleaguesDistrictReview of NumbersGoals and Objectives

7. Setting Class & School GoalsSchool Examplenumbersrealistic goal list of the objectivesSession One continued

8. DistrictReview of numbersGoals and ObjectivesSession One continuedInsert GraphInsert Text

9. Session One continuedWhat is Early Literacy?It’s a complex topic involving many issues:The ability to communicate through Reading and WritingOracyNew Literacies: Visual, Computer LiteracyWhole Language vs. Phonics ApproachesPace & Elements of Child Development Home, School, Community environment Direct Teaching or Implicit LearningAssessment, Intervention, etc.

10. Session One continuedWhat 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)

11. What is Reading?Four Definitions:Bringing meaning to text to get meaning from itLearning to identify words and get their meaning Learning to pronounce wordsAll 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.htmSession One continued

12. Early Reading Instruction TheoryPredominant MethodsWhole LanguageAnalytic PhonicsSynthetic PhonicsSession One continued

13. Whole LanguageIs 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 teacheducational assessment of learning should both focus on and promote continued learningSession One continued

14. Session One continuedChildren 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

15. Session One continuedAnalytic 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

16. An awareness of sounds is introduced after sight reading has begun. Letter sounds are taught through alliteration.big, boy, ball, bagBeat, Bit, Bait, Bat, BootSession One continued

17. Session One continuedSynthetic 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

18. Letters and their sounds are taught before reading commences as preparation for teaching reading through sounding out letters and blending soundsb b b bu u u us s s s … b u s… bus Session One continued

19. Session One continuedComparing MethodsWhich 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.

20. Session One continuedAnalytic?Synthetic?

21. Session One continued__oot, phone _______cat, __ey, du___ horn _______ _______pig _______ _______sun, city _______ top _______ _______chair, match _______shell, wish _______thump _______ _______wheel _______ _______

22. Session One continuedANALYTIC SYNTHETICfoot, phone hissing catcat, key, duck clock pendulumhorn huffing of a runnerpig corn poppingsun, city hissing snaketop typewriter keyschair, match chugging trainshell, wish prompt to be quietthump pound deskwheel whistling

23. Session One continuedANALYTIC SYNTHETICsaw, ball, taught something’s too badmoon, chew wailing ghostbook, put doing push-upscow, house when you get hurtboy, oil pogo stick springcar howling dogfork sealspur, her, work, fur growling dog

24. Session One continuedRead this sentence: FINISHED FILES ARE THE RE- SULT OF YEARS OF SCIENTIFICSTUDY COMBINED WITH THE EXPERIENCE OF YEARS. Now count aloud the ' F' s in that sentence. Count them ONLY ONCE; do not go back and count them again.

25. Session One continuedWhole 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. TweedieDraw a picture to illustrate this story.

26. Session One continuedBreak Time!Please fill in the Muddiest Point form andreturn it to me after the break. Thanks.

27. Session One continuedEarly Literacy InstructionAlphabetic CodeText/Print AwarenessPhonology(answer the phone)Phonemic awareness(individual sounds)Phonological awareness(larger chunks)Alphabetic PrincipleAlphabetic understanding Phonological recoding What is Phonics?Fluency, Vocabulary, Comprehension

28. Session One continuedWhat is this word?pheighch

29. William’s Reading PyramidencodingFluency Vocabulary ComprehensionStandard TwoStandard OneStandard One decodingStandard OnePre-School

30. Session One continuedAaBbCc’sAlphabetic 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)

31. A different ABC song:A is an appleB is a bearC is a cat – without any hairD is a duckE is an eggF is a fish – stuck on a pegG is a gorilla H is a houseI is an iguana – playing with a mouse Session One continued

32. Session One continuedJ is a jungleK a kangarooL is a lion – with only one shoeM is a monkeyN is a nurseO is an ostrich – with a big purseP is a penguinQ is a queenR is a rabbit – with a big bean

33. S is a silly snakeT is a tigerU is an umbrella – caught on fire!V is a vampireW is a whaleX is a fox – with a bushy tailY is a yakZ is a zooAnd that’s the alphabet – just for you! © 2007 William M. TweedieSession One continued

34. 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)

35. Session One continuedInstruction 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.

36. Session One continuedOne 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 letterTalking about when we use capitals – names, beginning of sentences etc. – will help students differentiate between the two

37. Session One continuedletterletter + picture letters + pictures + songs + actions + storiesTry to give your students as many ‘tabs’ as possible

38. 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 speakingTeach parts, directionality & vocabulary using:Big BooksTotal physical responseUse realia and kinaesthetic activitiesPantomimeDaily review of concepts of printSmall group instruction if neededSession One continued

39. OOOO /K/A/Session One continuedPhonologyPhonemic Awareness (PA)is the ability to manipulate the smallestunits of sound that make up spokenlanguage: phonemesA child who possesses phonemic awareness can segment sounds in wordsblend strings of isolated sounds together to form recognizable word formsmanipulate sounds to create words

40. Session One continuedPA is auditory and does notinvolve words in print Without phonemic awareness, phonics instruction makes little senseEssential to learning to read in an alphabetic writing systemA strong predictor of children who experience early reading success Rhyming & Alliteration precedes Isolation, Segmentation, Blending and Manipulating abilities

41. Session One continuedRhyming/AlliterationThe cat sat to pat his rat! (picture)Isolating/DistinguishingWhat’s the first sound in Cat?SegmentingHow many sounds in cat ? /k/ /a/ /t/Deleting What’s the word if you take out the /k/?BlendingWhat is this word: /p/ /aaaa/ /t/ ?Manipulating What is the word if you put /r/ in front of /at/ ?

42. Session One continuedPhonological AwarenessIn addition to Phonemic AwarenessPhonological Awareness encompasseslarger units of sound, such as syllables, body/coda, onsets/rimes, prefixes, and suffixes.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)

43. Session One continuedThe Alphabetic Principleis the understanding that there are systematicand predictable relationships between writtenletters 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)

44. 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 wordsBeginning encoding (spelling/writing) is the ability to:translate speech to print using phonemic awareness and knowledge of letter-sounds (Alphabetic Principle)Session One continued

45. 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

46. 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

47. Session One continuedFor students to develop fluency, they must:perform the task or demonstrate the skill accuratelyperform 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 wordshave a strategy for decoding wordsread words repeatedly (Hasbrouck, 1998)

48. Session One continuedWhat Is Having Vocabulary?The ability to understand (receptive)and use (expressive) words toacquire and convey meaningVocabulary refers to the words we must understand to communicate effectivelyVocabulary plays a fundamental role in the reading process, and contributes greatly to a reader's comprehensionIt is the CORE(Central Operating Resource for Engagement)in an EFL Early Literacy program

49. Session One continuedPrimary focus of instruction in grades K-3 should be on developing criticalreading skills Read storybooks to younger children to develop vocabulary – every day!

50. Session One continuedWhat Is Reading Comprehension?The complex cognitive process involvingthe intentional interaction between reader and text to convey meaningthe 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)

51. Session One continuedScreening, Evaluation and AssessmentScreening?Program readiness Evaluation? - ongoingMonitoring of Progress– daily, weeklyAssessment? - cumulativeDegree of Success at end of a section/Program Final Assessment

52. Translation, Adaptation,Modification ExercisesGRTR Screening Development Phases in Print AwarenessSkill Assessment SheetExamine your handoutsSession One continued

53. Session One continuedTeaching the ElementsIntroduction and OverviewFocused, Personal, Intensive, Explicit, Systematic, and Patient (FPI/ESP)Related to TextComputer BasedMainstream Classroom BasedIntervention“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

54. Session One continuedSummary of Session OneTeaching 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 informationmotivating 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

55. Session One continuedAssignmentsComplete 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 SessionSubmit a Copy of Your Goals and Objectives by the END of the CourseRevise 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.

56. Session TwoTeaching the Elements Using Computer Based ProgramsReview of the ElementsLook for the Elements and how they are learned as you experiment with each of the following two ProgramsThink about the differences in Managing Computer Based Learning vs. Regular Classrooms

57. Computer Based ProgramsPart 1 – On-disk programCD Program: Hooked on PhonicsComplete the Muddiest Point form – return it Part 2 – On-line programOn-line Program: StarfallComplete the Minute paper – return itSession Two continued

58. Session Two continuedhttp://asia.groups.yahoo.com/group/Connecting_the_Dots_in_RompinAssignmentsPreview 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 presentone of the activities during the next session.

59. Teaching the Elements in the Regular ClassroomPay Attention to Attention TrainingStrategies and ActivitiesAlphabetic CodeText and Print AwarenessSession Three

60. Attention TrainingClassroom rulesGetting students' attentionFocusing students' attentionKeeping students on-task during seat workMaintaining students' attention Review your handoutsSession Three continued

61. Session Three continuedAlphabetic Code Research shows it is important for young children to be able to:Recognize and name lettersRecognize beginning letters in familiar words (especially their own name)Recognize both capital and lowercase lettersRelate some letters to the specific sounds they represent

62. Strategies and Activities forTeaching the AlphabetRecognitionRememberingWriting & Spelling (beginnings)Refer to your handoutsSession Three continued

63. Session Three continuedFlashcardsSight recognitionHearing the soundPracticing vocabularyConnecting sounds and words with objectsVisual, Aural/Oral, & Kinaesthetic

64. Session Three continuedLarge flashcards can be used for whole class teaching – smaller ones for group workActivities can be teacher led – “b for …?” or students can ask each other to find particular cards, either by their initial sound or by their pictureIf you have separate pictures and sounds, memory and matching games can be playedFlashcards provide good cues for talking about objects, their uses, colours, size and characteristics

65. Session Three continuedText & Print AwarenessTeach Children About Books:Know how to handle the book appropriatelyRecognize book features such as the front and back covers, and the top and bottom, of the bookUnderstand that a book has a title, an author, words and picturesRecognize that printed letters and words run from left to right and from top to bottom

66. Teach Children About Text:We see text in a variety of settings and applications.Field Trips:Around schoolIn the communityText Collecting & Display ActivitiesShopping listsProduct wrappings, etc.Session Three continued

67. Session Three continuedBreak Time! Please fill in the Muddiest Point form and return it to me after the break. Thanks.

68. Session Three continuedStrategies & Activities for Teaching Text and Print AwarenessRefer to your handouts

69. Session Three continuedAssignmentsComplete the Minute paper – return it. Download and review the Phonological andAlphabetic Principle files from the CtDiRGroup site or that I send to you via email.Begin preparation of large flashcards of words from the text and for things in your classrooms.Bring the Handouts to the next session

70. Classroom Based LearningStrategies and ActivitiesPhonological AwarenessPhonemic AwarenessAlphabetic PrincipleAlphabetic UnderstandingPhonological RecodingSession Four

71. Phonemic AwarenessAs 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

72. Session Four continuedStrategies and Activities for Teaching Phonemic AwarenessRefer to your handouts

73. Session Four continuedBreak Time!Please fill in the Muddiest Point form andreturn it to me after the break. Thanks.

74. Phonological AwarenessChildren, 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

75. Session Four continuedAdapted From A Handbook Of Effective Instruction In Literacy - Rasinski and PadakKent State University – The / indicates where the body separates the coda.

76. Alphabetic PrincipleAlphabetic UnderstandingAlphabetic DecodingRefer to your handoutsSession Four continued

77. AssignmentsDownload 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 nextsessionSession Four continued

78. Classroom Based LearningStrategies and ActivitiesVocabularyFluency and ComprehensionPutting It All TogetherSyllabus and ContentOutline of Research ProjectConclusionSession Five

79. Session Five continuedStrategies and ActivitiesVocabulary – The Critical ElementPrinciples and Practice FluencySongs, Chants & Read AloudsComprehensionQuestioning StrategiesRefer to your handouts

80. Session Five continuedVocabulary Principles & PracticeExplicitly teach vocabularyCritical to reading comprehension Often neglected component of instruction for ELLsScaffold reading by asking frequent Questions to check and clarifyCritical to mastery

81. Session Five continuedThe Language of Instruction Matters.TEACH in L1 to TRANSFER and BUILDskills and knowledge.Components of L1 are the foundationPhonological (Alphabetic Principle) skills transfer regardless of language of instructionWord reading and background knowledge require instruction in primary language firstReading Rockets/Colorin Colorado 2001

82. CorrectionTechnical mistakes should be correctedCorrect with PRAISEDon’t over correctDO NOT LABEL studentsAssess individually and OFTENProvide extra instruction time – not lessSession Five continued

83. Session Five continuedGive 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 - PRACTICALMake EVERYTHINGRELEVANT for the learnersINTEGRATE abilities, content, skills and they will stay MEANINGFULLY ENGAGED (PRIME©)

84. Translating ExercisesEnglish/L1 – Common AlphabetWords in Common - CognatesClassroom Language & LabelsRefer to your handoutsSession Five continued

85. Fluency and ComprehensionSongsChantsRead AloudsQuestioning, AssessmentFocused Review & PracticeSession Five continued

86. Session Five continuedBreak Time!Please fill in the Muddiest Point Form and return it to me after the break. Thanks.

87. Session Five continuedPutting It All TogetherReview of Existing Programs for Content and SyllabusPrescriptive and InflexibleC-A-T CATOpen Court ReadingScientifically based and context appropriateTampa Reads • MES-EnglishEnglish Raven • RAZ

88. Session Five continuedThe SyllabusContent and SequenceAlphabetic CodeTeach letters 4 at a time in sequenceTeach sounds of letters but not as focusIllustrate the letters in pictures, etc.Distinguish capital from small lettersIntroduce sight wordsAlways explain in L1 for comprehensionTeach text and word awareness skills (use text)Begin copying & writing of lettersMake sure all students have a complete grasp before moving on

89. Phonological AwarenessPhonemic Awareness - Teach as focusTeach consonants and consonant blends first (Tampa Reads program)Teach single vowels with two consonantsTeach simple sound manipulationsAlways ensure vocabulary understandingAssess students as a class and individually oftenIntroduce concepts of larger pieces of speech (chunks) and words (syllables)Reinforce Alphabetic Code and Concepts of Print (use text)Session Five continued

90. Alphabetic PrincipleTeach letter sound identity with written letters including digraphsTeach blends, 2 consonant endings, double vowels, vowel blendsTeach manipulations of lettersIntroduce sight wordsTeach long vowels and silent ‘e’Teach ‘r’ controlled vowelsKnow and teach the AP rules as they arise. Practice writing and spelling as you go.Session Five continued

91. Vocabulary, Fluency ComprehensionBegin VFC activities from the startAlways 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 startMake weekly trips to the library with some specific purpose mandatory.Elicit the help and cooperation of EVERYONE in the school community.Session Five continuedBE A PRIME©TEACHER ! Practical, Relevant, Integrated, Meaningful, Enriching

92. Outline of Research Project:(designated school)1 full class using a computer based program½ of another class receiving intensive Early Reading Instruction½ receiving regular class Instruction (control)Other schools may be includedYear long monitoring with regular progress assessmentsSession Five continued

93. Course SummaryCommunity and Parent InvolvementSchedule of Follow-up VisitsConclusionSession Five continued

94. Early Literacy and Reading Instruction For more information PLEASE contact :William M. TweedieEFL Education Specialistwilliam.tweedie@yahoo.cahttp://asia.groups.yahoo.com/group/Connecting_the_Dots_in_Rompin