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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