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  1. Welcome! • How would you respond to this parent’s question? • “When my daughter was in 1st grade, she received a lot of phonics instruction and brought home many phonics worksheets. Now that she’s older, I don’t see that she’s getting any phonics instruction at all from you, even though she still struggles with reading. Isn’t phonics the most important skill for students to know in order to read well?”

  2. Session 1Assessments and Strategies for Phonemic Awareness, Phonics, and Word Study Fort Bragg Schools “Elements of Literacy” September 30, 2008

  3. Course Overview and Expectations • Graduate Credit (3 sh + 1 Project READ) • Must register within 10 days • Review objectives • Review expectations • The information from these sessions is meant to be shared with your staff by April 30, 2009 • Questions?

  4. Phonemic Awareness Phonics, Word Study Fluency Vocabulary Comprehension Elements of Literacy

  5. Phonemic Awareness Phonics, Word Study Fluency Vocabulary Comprehension Conventions Conventions Sentence Fluency Word Choice, Voice Ideas, Organization Elements of Literacy

  6. Today’s Topics include…Phonemic Awareness, Phonics, and Word Study

  7. What is “phonemic awareness?” • “The ability to manipulate (segment and blend) the sounds of spoken language” (Garan p. 85) • Ex: 3 sounds in CAT • /k/ /a/ /t/ • Ex: 3 sounds in SHOOT • /sh/ /oo/ /t/

  8. What is “phonemic awareness?” • Ex: 3 sounds in CAT • /k/ /a/ /t/ • What word do you get if you change the first sound in CAT to a /b/? • What word do you get if you change the last sound in CAT to a /b/? • What word do you get if you change the middle sound in CAT to a /u/?

  9. What is “phonemic awareness?” • Ex: 3 sounds in SHOOT • /sh/ /oo/ /t/ • What word do you get if you change the first sound in SHOOT to a /b/? • What word do you get if you remove the last sound in SHOOT? • What word do you get if you change the middle sound in SHOOT to a /ow/?

  10. Related Read Alouds • Any books that focus on alliteration or rhyme would be good to illustrate aspects of phonemic awareness: • Runny Babbit by Shel Silverstein • Geese Find the Missing Piece by Marco and Giulio Maestro • Dogs Don’t Wear Sneakers by Laura Numeroff • Giant Children by Brod Bagert

  11. What is phonics? • “The NRP states that phonics is the connection between letters and sounds and how we use those sounds and letters in reading, writing, and spelling” (Garan p. 68). • “Phonics is just one of [the tools that] can help some students some of the time.”

  12. A thought about phonics… • “Reading instruction should not begin with the skill. It is most effective when it begins with meaning and when phonics is taught simultaneously with comprehension” (Garan p. 83). • Rhythmic phonetics – physical movements for sounds • /k/ /t/ /a/ /o/ /sh/

  13. Related Read Alouds • Any books that focus on specific sounds would be useful to illustrate the concept of phonics: • Poor Puppy by Nick Bruel • Bad Kitty by Nick Bruel • Alphatales by Scholastic • Six Sandy Sheep by Judith Ross Enderle

  14. What is word study? • “ ‘Word study’ is an alternative to traditional spelling instruction. It is based on learning word patterns rather than memorizing unconnected words (Leipzig, 2000).” • http://www.readingrockets.org/article/80 • Word study calls attention to word elements.

  15. How does word study relate to reading? http://www.ed.gov/teachers/how/tools/initiative/summerworkshop/smith/edlite-slide034.html

  16. Games Concentration Jeopardy Win, Lose, or Draw Word hunts Additional ideas in chapter 6 of Debbie Diller’s Practice with Purpose Activities for Word Study • SORTS: • Picture sorts • Draw and label • Cut and Paste • Buddy sorts • Written sorts • Speed sorts

  17. Related Read Alouds • Any books that focus on word patterns would be good to introduce word study concepts: • Word Family Tales by Scholastic • There are Rocks in my Socks by Patricia Thomas

  18. Articles • We are going to break into 5 groups • You can choose your article, but try to spread your school out so everyone from your school is in a different group, reading a different article • When you are in your group (20 minutes), • Read/skim the article • Come up with 3-5 discussion questions related to the article • Write the questions on chart paper • Prepare to share a brief summary of your article and your questions (< 5 minutes)

  19. Related Articles • Group 1 • “Phonemes in Use” by Patrick Manyak • Group 2 • “The Role of Phonics in Reading Instruction” position statement from the International Reading Association • Group 3 (computer) • “No More Friday Spelling Tests” by Kelly Loeffler • Group 4 • “Word Study: A New Approach to Teaching Spelling” by Diane Henry Leipzig • Group 5 • “Bringing Word Study to Intermediate Classrooms” by Janet Bloodgood and Linda Pacifici

  20. Articles • When you are in your group (20 minutes), • Read/skim the article • Come up with 3-5 discussion questions related to the article • Write the questions on chart paper • Prepare to share a brief summary of your article and your questions (< 5 minutes)

  21. DOOR PRIZES • Each school will receive a packet of assessments and copies of the activities used today, as well as some additional information from Debbie Diller’s books • Use this information based on your school needs

  22. Related Assessments from Deborah White’s book Assessment First • Phonemic Awareness Task (p. 42) • Letter Identification Record (p. 46) • Sentence Dictation Record (p. 49) • Spelling Inventory (p. 53-54) • Adapted Names Test (p. 56)

  23. Activities • We are going to break into 4 groups • You can choose your activity, but try to spread your school out so everyone from your school is in a different group, participating in a different activity • When you are in your group (20 minutes), • Follow the task card for your activity • Think about why this activity would be useful in developing phonemic awareness, phonics skills, or word study skills • Think of other ways this activity could be adapted • Write the usefulness and adaptations on chart paper • Prepare to share a brief summary of your activity and your other thoughts (< 5 minutes)

  24. Related Activities • Group 1 • Phonemic Awareness – Elkonian Boxes • http://bogglesworldesl.com/elkonin_boxes.htm • Group 2 • Phonics – Short and long vowel word sort (2.11, 3.12) • Group 3 • Phonics – Word sorts: Endings (4.20, 4.23) • Group 4 (computer) • Word Study - Latin Root Jeopardy

  25. Activities • When you are in your group (20 minutes), • Follow the task card for your activity • Think about why this activity would be useful in developing phonemic awareness, phonics skills, or word study skills • Think of other ways this activity could be adapted • Write the usefulness and adaptations on chart paper • Prepare to share a brief summary of your activity and your other thoughts (< 5 minutes)

  26. Wrap-Up • Feedback • Comments, Suggestions, Questions • Next session on October 14: • Fluency and Vocabulary • Thank you for your participation today 