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Parents as Partners in Curriculum Based Decision Making

Parents as Partners in Curriculum Based Decision Making. Curriculum Based Decision Making Team (CBDM) Michelle Fattig. Phonemic Awareness.

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Parents as Partners in Curriculum Based Decision Making

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  1. Parents as Partners in Curriculum Based Decision Making Curriculum Based Decision Making Team (CBDM) Michelle Fattig

  2. Phonemic Awareness • The National Reading Panel concluded that children who enter first grade with a wealth of phonological and phonemic awareness are more likely to be successful readers. National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Retrieved August 17, 2007, from http://www.nichd.nih.gov/publications/nrp/smallbook.htm

  3. Phonological and Phonemic Awareness • Involves identification and manipulation of parts of spoken language • Phonemes are often referred to as “sounds” or “isolated sounds” National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Retrieved August 17, 2007, from http://www.nichd.nih.gov/publications/nrp/smallbook.htm

  4. Phoneme Isolation • Children recognize individual sounds in a word “What is the first sound in van?” Child: “The first sound in van is /v/.” National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Retrieved August 17, 2007, from http://www.nichd.nih.gov/publications/nrp/smallbook.htm

  5. Phoneme identity • Recognizing the same sounds in different words. “What sound is the same in fix, fall, and fun?” “The first sound, /f/, is the same.” National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Retrieved August 17, 2007, from http://www.nichd.nih.gov/publications/nrp/smallbook.htm

  6. Phoneme Categorization • Recognizing the word in a set of three or four that has the ‘odd’ sound. “Which word doesn’t belong? Bus, bun, rug. “Rug doesn’t belong!” National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Retrieved August 17, 2007, from http://www.nichd.nih.gov/publications/nrp/smallbook.htm

  7. Blending in Action • “Listen, we are going to play a say-the-word game. I’ll say a word slowly, then you say the word fast!” • “Listen, (pause) iiiiffff. What word? • Child’s response, “If.” • Repeat with three more words like: sad, fun am. National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Retrieved August 17, 2007, from http://www.nichd.nih.gov/publications/nrp/smallbook.htm

  8. Blending • Requires students to translate a series of blended sounds into a word said at a normal rate. • Hold each continuous sound for one to two seconds… “mmmaaannn” • Then blend into the word… “man” National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Retrieved August 17, 2007, from http://www.nichd.nih.gov/publications/nrp/smallbook.htm

  9. Correcting Errors Generally 3 types of mistakes • Leaving out a sound • Mispronouncing a sound • Saying the word slowly like you said the word • Say the correct answer, “Sad.” • “Ssssaaaaddd, (pause) what word? Sad.” • “Your turn (pause). Sssaaaddd. What word?” (wait for correct response) National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Retrieved August 17, 2007, from http://www.nichd.nih.gov/publications/nrp/smallbook.htm

  10. Segmenting a Word • Breaking a word into separate sounds, saying each sound as they tap out or count it. Then write and read the word. “How many sounds are in grab?” “/g/ /r/ /a/ /b/. Four sounds!” “Now write the sounds in grab.” “Now let’s say the word grab.” National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Retrieved August 17, 2007, from http://www.nichd.nih.gov/publications/nrp/smallbook.htm

  11. Segmenting and Blending • Modeling saying the word slowly • Signaling • Monitoring your child’s response • Pacing • Individual turns • Selecting examples National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Retrieved August 17, 2007, from http://www.nichd.nih.gov/publications/nrp/smallbook.htm

  12. Rhyming • Prepares your child to see the relationship between letter clusters: fan, pan, tan, and man • Prepares students for sounding out words that begin with stop sounds • Introduced AFTER mastery of combined segmenting and blending National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Retrieved August 17, 2007, from http://www.nichd.nih.gov/publications/nrp/smallbook.htm

  13. Rhyming • Say, “Mat.” • “Rhymes with AT, Mat” • “Let’s do it together. Rhymes with AT, Mat” • “Your turn.” • Your child says, “Rhymes with AT, Mat” • Repeat using Mat, Sat, Rat, Fat National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Retrieved August 17, 2007, from http://www.nichd.nih.gov/publications/nrp/smallbook.htm

  14. Phoneme Deletion • Recognizing the word remaining when a phoneme is removed from another word. “What is smile without the /s/?” “Smile without the /s/ is mile!” National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Retrieved August 17, 2007, from http://www.nichd.nih.gov/publications/nrp/smallbook.htm

  15. Phoneme Addition • Making new words with existing words. “What word to you have if you add /s/ to the beginning of park?” “ Spark!” National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Retrieved August 17, 2007, from http://www.nichd.nih.gov/publications/nrp/smallbook.htm

  16. Phoneme Substitution • Substituting one phoneme for another to make a new word. “The word is bug. Change /g/ to /n/. What’s the new word?” “Bun!” National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Retrieved August 17, 2007, from http://www.nichd.nih.gov/publications/nrp/smallbook.htm

  17. National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel. Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Retrieved August 17, 2007, from http://www.nichd.nih.gov/publications/nrp/smallbook.htm

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