Here are some instructional activities you could use for a phonics lesson: - Word sorts: Students sort words with the target phonics pattern from other words. This helps them recognize the pattern. - Letter tiles: Students manipulate letter tiles to form words with the target pattern. - Word building: Students build words letter by letter on whiteboards or paper using magnetic letters. - Blending practice: Students blend sounds together to read words with the target pattern. - Segmenting practice: Students segment words into individual sounds. - Decodable text: Students read a short, controlled text containing words with the target pattern to apply their phonics skills. - Picture matching: Students match pictures

1. JOIN US FOR THE LIST 5373 WEBINAR!
6:00-6:45 PM CST
TUESDAY, JUNE 7, 2016 OR VIEW THE
RECORDING
Chat window: before the conference
Starts-
Type your topic for the PD Handout
into the chat window
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• Recordings will be posted immediately following the webinars. They
can be accessed by clicking the recordings tab shown above or by
clicking on "Recordings of Webinars". I will also post the most
updated PowerPoint that accompanies the webinar!

3. Link to join the webinar
• Optional Webinar for Week 3 (45 minutes), Tuesday, 06/07 (6:00-6:45,
CST): This optional webinar will elaborate further on key concepts in week
3. Attendance at this particular webinar is optional! Login info will be on
Blackboard and will be sent via UTA Email. The webinar will be recorded
and the link to the recording will be posted on Blackboard and sent via UTA
Email. Please join 10-15 minutes early to set up your system. You can also
use the free mobile app “Blackboard Collaborate”.
•
• Link to join the webinar: https://elearn.uta.edu/webapps/bb-collaborate-
bb_bb60/launchSession/guest?uid=38336d4f-5e9d-4017-835a-
765eef7b4712
• *Please join the webinar if you can!

4. Webinar Tools
• Audio (optional!)
• Video (optional!)
• Pen tool (looks like pen)
• Text tool (A)
• Chat window (Required)
• No names will be in the video recording
• Use emoticons 
• Can move windows around to make bigger/smaller

5. Quick Interactive Poll @ Phonics/Word Study
Instruction- please vote!
• The polling area is next to the hand tool in the Participants window.
• I have taught phonics/word study before.
• Yes
• No
• Feel free to add any other information in the chat window such as advice
on teaching phonics/word study!

6. PD Handout
Check-in…Type a response to either questions in in the chat window.
Typing is optional. Read what others post.
What resources have been helpful to you in
working on your PD Handout?
On your own: look at examples on desktop sharing. Preview the examples
before the webinar. Bring questions! 

7. Chat window (or speak with audio)
oHow is your handout research going?
oWhat is your topic?
What journals are you finding useful?
oWhy did you pick your topic?
What do you hope to find out?
oWhat will you do with your handout and
how can you share it with others?

8. PLC’s and Sharing Knowledge
oIs anyone in a PLC? How
can you share the
learning in your
handout?
ohttps://www.youtube.co
m/watch?v=SibVvDlftJY
“Motivation and
Mentoring: Sharing
Knowledge with Other
Teachers”

9. At this juncture in time, you should have completed the following for your PD Handout by
the end of Week 3 [this checklist is for your own purposes].
Created your handout template (can be your own or you can use the
sample one). Use Microsoft Word or Microsoft Publisher. *If you use
Publisher, please save it as a PDF document before submitting the
final handout.
Gathered all of your copyright-free images you will use. I suggest
using Microsoft Clip art and/or images from Flickr Creative Commons.
*Note: please source all images correctly.
Wrote your introduction/rationale.

10. At this juncture in time, you should have completed the following for your PD Handout by the end of Week 3
[this checklist is for your own purposes].
Written your five parent tips section.
Completed your annotated webliography.
Gathered all of your articles you will use for both your
tips. List these articles in References.
Begun your annotated bibliography. Describe “additional
reading” here. These are not the same as your references!
Keep working on the handout and start writing your tips!

11. Webliography [practical resources and
description for teachers in your handout]-
Websites should contain a practical focus. They
should answer the question a teacher might
pose:
“How can I get started right away with this
method/strategy?”
• Resources/lesson plans/downloadable items, etc. –not “more
research” or something to “digest”

12. Webliography [practical resources and
description for teachers in your handout]-
•Together we will explore:
•Reading Rockets [feel free to explore this site before the webinar!]
•Browse for two minutes
•What did you find?
•Notice types of articles and multi-media resources
•Also, consider for your webliography:
•YouTube videos
•Teaching Channel videos
•Teacher blogs
•Children’s authors/literacy experts with relevant tips (e.g., Mem Fox)
•Making your own video!
Guided
web
tour:

13. Language to Use to Describe Research
Findings/Results
“The researchers
____ found
[discovered,
concluded….]….”
“Recent research
suggests ______....”
What other
phrases can be
used to write up
research?
HINT: Look up some
recent literature
reviews in articles
and make a note of
the types of
phrases that are
used.

14. Tips
As you skim abstracts from an initial “wide net” broad search…
Jot down names of journals that reappear
Note names of jargon terms that are repeated, e.g., “repeated
reading” comes up with fluency intervention searches.
Notice the inherent interdisciplinary nature of our field (intersections
with linguistics, special ed., educational psychology, etc.)
Look for key terms used in the “Subjects” line.

15. Translating Research Intro Practice
Read closely
and carefully
and take notes
• Type of study
• Main findings/results of the
study
• Implications for teachers
• Start to connect theory to
practice, for instance, by
organizing your ideas

16. Language to write up your
introduction/rationale from your study
“A key issue for teachers is ____.”
“Teachers often face the challenge
[dilemma/issue/task/] of ____.”
“This evidence-based handout provides
____....”
What other language can be used to include
in your introduction?

17. Select a Great Title and Introductory
Paragraph for your PD Handout
Comprehension Strategies
for Nonfiction/Expository Texts
Molly Mitchell, 8/1/2012
The purpose of this hand-out is to detail practical comprehension
strategies that teachers can employ when teaching nonfiction/expository
texts throughout elementary school. Nonfiction texts are an excellent
source of engaging texts for young readers. Young readers can more
easily understand and work with nonfiction texts presenting concrete
information rather than narrative texts that often present abstract
concepts and vocabulary.
• What makes this a good introduction? What would you add/change?

18. Use a highly engaging title!
Have a catchy title, e.g., (you can use these or tweak
these!)
“Research-based Phonics for Busy Teachers!”
“Help! My Students Need to Develop their Academic
Vocabulary!”
“Boost Comprehension without Teaching to the Test!”
• What else?

19. Example Tips• Strategy #2: Make Reading Goals
• One study indicated that the creation of
content goals had a significant impact on
both student motivation and reading
comprehension in nonfiction/expository texts
(Guthrie et. al, 2004). Using their content
goals, students utilize and develop strategies
(Guthrie et. al, 2004) as they read and search
the text for information about their goals.
For instance, before reading a nonfiction text,
introduce the content within the text through
a read-aloud of a short book or poem. A
picture about the content may also be used.
Use these activities to begin discussion of the
content. As a class, create goals or
information the class wishes to learn about
through their reading.
Parenthetical
citation, APA 6th
edition
Use
transitional
phrases
such as
“What
teachers can
do…” or “In
the
classroom....
”

20. Synthesizing our learning so far
• Please type in the chat window something you’ve gleaned from the webinar so
far.
• What are you thinking now?
• A fact
• A resource
• An idea from the instructor
• An idea from a colleague
• Something surprising or interesting
• Something you want to explore further on your own

21. Discussion in chat window
• Much debate and discussion (e.g., Chall, 1967, 1983) has been
discussed about the role and place of phonics in reading instruction.
What are your thoughts about phonics, especially in light of what
you have been reading in this class and your own experiences in
teaching reading?
• Type your responses in the chat window.
• I will share more about Jeanne Chall’s work and influence on the field of literacy and the “great debates” of reading
in Webinar 3! In 2009, I studied in the Chall collection at Harvard as a recipient of the Jeanne S. Chall Research
Grant.

22. APPLICATIONS AND KNOWLEDGE SHARING
QUICK-WRITE
DURING SYNCHRONOUS SESSION
• What is your understanding of the readings for the
recent week? Let’s focus on the key ideas from the
Routman text, Reading Essentials, chapters 4, 9, &
10.
• Quick write for 3-4 minutes in chat window.
• Please be sure to write in the chat window, not on the
whiteboard!

23. Small group task: Type in chat area (not on whiteboard!)
• What is your own readerly life? What is your own writerly life? How
do you share and model this (appropriately!) with your students to
help them develop in the area of literacy learning?
• Comment on each other’s thoughts. If our group is large, we will do
this in small breakout discussion groups within the webinar (breakout
groups).
• Time: 6 minutes to chat. Everyone participates! Be prepared to post
your initial thoughts at this time.

24. Elaboration on Reading Essentials by Dr.
Semingson
• Routman text, 2003
• Chapters 4, 9, & 10
• “shared demonstration” (p. 45)
• “promote joy in learning” (p. 48)
• “include interactive reading (p. 53)
• Let’s revisit pages 134-137; what stands out?
• We will discuss more on guided reading in Webinar 3; please bring your ideas and
resources (links) about guided reading to the next webinar!
• Demonstration of thinking aloud by Dr. Semingson with several children’s
literature texts…. [see p. 138 in text]

25. Looking ahead to the last webinar in week 4!
In the next webinar (Webinar 3), we will discuss
in small groups:
What are key ideas about guided reading? What
resources can you share about guided reading?
What will you try in your teaching from what you
have read in Routman so far?
Or What have you tried in Routman that has been
going well?

26. Resources to foster shared reading and
guided reading
Explore on your own [e.g., through Google, Google Images,
and/or Pinterest]
Anchor charts for reading comprehension [Google images;
Pinterest; teacher blogs, etc.]
Reading comprehension strategy bookmarks
Accountable Talk (Lauren Resnick and colleagues)

27. Quick interactive poll relating to
“balanced literacy”
The polling tool is next to the “hand” tool in the
PARTICIPANTS window.
Which of the following components of balanced literacy
[in terms of reading] is the most important in the
elementary classroom? [If you had to prioritize]
*Feel free to elaborate more in the chat window.
A. read-aloud
B. shared reading
C. guided reading
D. independent reading
E. partner reading

28. Word Study Lesson: Resources & Examples
Examples are in:
Smith and Read chapter
On Blackboard (already posted)
Let’s look at the blank template together (desktop sharing).
• What are you noticing about the type of instruction in these
examples?

29. The Big Five of Reading (National Reading
Panel, 2000) Phonemic
Awareness
Phonics
FluencyVocabulary
Comprehension

30. Review of basic phonics terms
Source: http://boostforreaders.com/phonicscharts.html

31. Interactive Phonics Review
Use the pointer tool or the digital pen to mark the correct answer:
• Compound word
• Consonant blend (and
know examples of types
of words with consonant
blends)
• Decoding
• Digraph
• Diphthong
• Grapheme
• Onset
• Open syllable
• Phoneme blending
• Phoneme segmentation
• Phoneme
• Phonemic awareness
• Phonics
• Rime
• Syllable

32. What is your phonics focus for the plan?
Pick a focus to develop and build across one mini-lesson
Examples
Beginning readers (1st grade):
• CVC words (dog, mop, etc.)
• Vowel digraphs
• Consonant digraphs
• Onset-rime word families
• [see pages 62-68 in Dow and Baer, 5th edition]
More advanced readers:
• Multisyllabic words
• Morphemes (e.g., prefixes, suffixes)

33. 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

34. 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!

35. Writing objectives
• C-ABC Format
• See the Lesson Plan Tutorial on Blackboard
A is the Audience
B is the Behavior
C are the Conditions
And + C is Plus Criteria
• [when/where] + [who] + [what] + [how well]

36. Examples of pre/post assessment
• Spelling test (dictation) 5-10 words representative of the
pattern/rule.
• Phonics screener
• Word list with examples of 10-15 words representative of
the phonics pattern/rule.
• Flashcards
• Don’t include “informal observations” (although these are
indeed a valuable informal measure!) as your assessment.
It needs to be able to be systematically documented.

37. Selecting instructional activities
Dr. S.: demo
Making words
Word sorts
Dictation
Flip book
Salt tray/sand tray for letters/sounds
Sandpaper letters
Skywriting

38. Mobile Apps
Where else can you find mobile apps related to word study and phonics?
• PBS Mobile Apps http://pbskids.org/mobile/

39. Search for resources: FCRR
http://www.fcrr.org/FAIR_Search_Tool/FAIR_Search_Tool.aspx

40. Closure--Synthesizing our learning so far
• Please type in the chat window something you’ve gleaned from the webinar, overall
• What are you thinking now?
• A fact
• A resource
• An idea from the instructor
• An idea from a colleague
• Something surprising or interesting
• Something you want to explore further on your own
• Something about the webinar experience itself!

41. General tips and advice! 
You are learning a lot!
Keep going!
The word study plan requires you to synthesize the course readings and resources
and apply it to a lesson plan format (mini-lesson).
Don’t write out everything would “say” in the lesson. It should be largely
numbered steps, like the examples in Smith and Read. It should be written third-
person.
For the word study plan, we encourage you to incorporate hands-on learning
(e.g., a word sort) and/or technology!

42. Dr. S. is also on BBIM (Blackboard Instant
Messenger)

43. Have a great week!
• Thanks for attending or watching the recording! 
• Dr. Semingson and Coaches