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Welcome!. Please locate the table with your name…. Goals. Introduction: components of a balanced reading program Read Aloud Alphabet Recognition Introduction to Phonemic Awareness. A Balanced Reading Program. Read Aloud Shared Reading Guided Reading Independent Reading. Read Aloud.

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Please locate the table with your name…


  • Introduction: components of a balanced reading program

  • Read Aloud

  • Alphabet Recognition

  • Introduction to Phonemic Awareness

A balanced reading program
A Balanced Reading Program

  • Read Aloud

  • Shared Reading

  • Guided Reading

  • Independent Reading

Read aloud
Read Aloud

  • Text difficulty

  • Control of text

  • Model reading strategies

  • Variety of genres

  • Oral language development

  • Text structure

Read aloud1
Read Aloud

Take notice of what I do…




The z was zapped
The Z Was Zapped

1. What words can you think of that begin with the letters of your first name?

Can you think of words that describe you?

  • What is an “act” in a play?

    3. As I read, make the letters with your body.

  • Can you act out the letters?

  • Can you illustrate a letter?

    6. Could we make our own innovation, and go through the same process?


Alphabet recognition1
Alphabet Recognition

  • Letter names

  • Letter shapes or forms

  • Letter sounds

Activities to develop alphabet recognition
Activities to Develop Alphabet Recognition

  • Reading ABC books

  • Singing songs with alphabet names

  • Environmental print, including own name

  • Playing, reading, and writing uppercase/lowercase letters

  • Magnetic, foam, plastic, tracer letters

  • Matching letters in words

Phonemic awareness
Phonemic Awareness

  • Phoneme

    c/a/t vs. r/a/t

  • Phonemic awareness

  • Phonemic awareness vs. phonics

  • Phonological awareness

Role of phonemic awareness
Role of Phonemic Awareness

  • Helps Ss understand…

    Letters represent sounds in oral language

    Blend to read words

    Segment to spell

  • Minimal level needed in order to benefit from phonics instruction

  • Reading instruction

Developing phonological awareness
Developing Phonological Awareness

  • Sequence:

    - rhymes

    - words

    - syllables

    - phonemes


Pease porridge hot!Pease porridge cold!Pease porridge in the potNine days old.Some like it hot,Some like it cold,Some like it in the potNine days old!


  • Using nursery rhymes

    • Recite in whispers, rhyming words loud.

    • Recite loudly, whisper rhyming words.

    • Recite in round.

    • Seated in circle, Ss recite successive lines, one at a time, in turn.

    • Seated in a circle, Ss recite successive words, one at time, in turn.


  • Using Movement

    • Pease Porridge Hot (cold/old, hot/pot)

    • One Potato, Two Potato (more, four)

    • Eeny Meeny Miney Mo (Mo, toe, go, Mo)

    • Baa, Baa Black Sheep (wool, full)

    • One, Two, Buckle My Shoe (two, shoe; four, door; and so on)

Lesson plans
Lesson Plans

  • Introduction

    • Tap prior knowledge about concepts addressed

    • Tap prior experiences about content

  • Procedure

    • Steps

    • Include classroom management issues, materials use, time allotted to each step

  • Closure

    • Connects back to introduction

    • What opportunities will you give students to inform about what new conceptual and content understandings they have acquired?

For next time
For next time…

Language Arts Assignment 2:

Choose a nursery rhyme and another rhyming book. Write up some minilesson ideas for teaching phonemic awareness using these texts. Be prepared to share and hand in.


  • An Observation Survey by Marie Clay (from last week)

  • I Am Absolutely Too Small for School by Lauren Child

  • Ape in a Cape by Fritz Eichenberg

  • Dr. Seuss’ ABC

  • Miss Spider’s ABC by David Kirk

  • A, My Name is Andrew by Mary McManus Burke, et al

  • Z Was Zapped by Chris Van Allsburg

  • A is for Salad by Mike Lester

  • Animalia by Graeme Base

  • Picture a Letter by Brad Sneed

  • Chicka Chicka Boom Boom by Bill Martin Jr., et al