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Welcome. Please take a seat at a table with materials. Today’s Class. Learn about alphabet recognition: how to teach it and how to assess it Examine phonological awareness: what does it include? Why is it important? How do you teach it? How do you assess it?. Five Components of Reading.

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welcome

Welcome

Please take a seat at a table with materials.

today s class
Today’s Class
  • Learn about alphabet recognition: how to teach it and how to assess it
  • Examine phonological awareness: what does it include? Why is it important? How do you teach it? How do you assess it?
five components of reading
Five Components of Reading
  • Phonemic Awareness
    • Ability to orally compose a sequence of sounds and manipulate these sounds to form words
  • Phonics
    • Ability to recognize the relation between the written language and the spoken language
  • Oral Guided Reading
    • Practice with guidance from a more skilled reader
  • Fluency
    • Ability to read orally with speed and accuracy
  • Vocabulary
    • Ability to use words orally and in written communication by applying word meaning effectively
  • Comprehension
    • Ability to apply meaning to what is read
slide4
http://reubenmiller.typepad.com/my_weblog/2008/09/21-unexpected-a.htmlhttp://reubenmiller.typepad.com/my_weblog/2008/09/21-unexpected-a.html
the z was zapped http www ictgames com sky writing html
The Z Was Zappedhttp://www.ictgames.com/sky_writing.html

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?

http://www.hipark.austin.isd.tenet.edu/grade3/guenther/zapped/kids_site/z_was_zapped.htm

alphabetic principle
Alphabetic Principle:

The ability to associate sounds with letters and use these sounds to form words.

  • Letter names
  • Letter shapes or forms
  • Letter sounds
alphabet recognition is important because
Alphabet recognition is important because…
  • Students who know letters of the alphabet have

more success learning about letter sounds.

  • Research indicates that letter/sound knowledge is a prerequisite to recognizing words.
  • Because our language is alphabetic, decoding is an essential and primary means of recognizing words.
the alphabetic principle how do you teach it
The alphabetic principle: How do you teach it?
  • The name of this letter is _____ .
  • The sound this letter makes is _____ .
  • What sound does this letter make with your mouth?
  • The way you make this letter is _____ .
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, stamp letters
  • Matching letters in words
when to teach the alphabet
When to teach the alphabet
  • As a kindergarten/first grade teacher, what parts of the day seem most conducive to address the alphabetic principle?
  • Must children “know the alphabet” in order to read?
  • Or is “knowing the alphabet” primarily a spelling skill?
connections to the r i c a
Connections to the R.I.C.A
  • What did you find out?
  • How does the R.I.C.A. assess what you know and understand about Concepts about Print and the Alphabetic Principle?
  • http://www.rica.nesinc.com/PDFs/RC_content_specs.pdf
phonological awareness
Phonological Awareness
  • Phoneme

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

  • Phonemic awareness
  • Phonemic awareness vs. phonics
  • Phonological awareness
why is it important
Why is it important?
  • 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 vs. sentences

- syllables

- phonemes

…onset and rimes (c/at, l/ot, r/ing)

…initial, final, medial

…blending

…segmenting

…manipulating

rhymes

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!

Rhymes
  • 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.
rhymes1
Rhymes
  • 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)
slide21
Word Rhyming

cat

mouse

chair

bag

car

talk

rose

book

face

bed

  • Round Robin Rhyme

“I am going to the park and I am going to take….”

words and sentences
Words and Sentences
  • Introducing Sentences

“A sentence is a short story. It tells something and names who/what it is telling about.”

She has a black dog.

Chelsea wears blue pants.

has brown eyes.

has a green shirt.

The kids

Brandon

slide23
Introducing Words

Paul

eats.

Grace

sits

down.

The

cow

jumped

over

the

moon.

slide24

sits on the stairs.

She looks happy.

The dog.

is handsome.

Po is trained well.

syllables
Syllables
  • Clapping Names

“Bippity, Bippity, Bumble Bee,

tell me what your name should be…”

1. “Clap it!”

2. “Whisper it!”

3. “Silent!” (children repeat, silently enunciating).

slide28
King’s/Queen’s Commands

marching tiptoeing

boogy-woogying hammering

rollerskating waving

bowing leaning

sewing wiggling

clapping nodding

stretching waddling

curtsying reading

for next time
For next time…

READ:

Read: Honig et al., chapters 7 and 8

Be ready to discuss these chapters in class.

DO: Language Arts Assignment 4: Go on your guided reading visit. Take notes.

bibliography
Bibliography
  • 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
  • Phonemic Awareness in Young Children by Adams, Foorman, Lundberg and Beeler
  • Phonemic Awareness: Playing with Sounds to Strengthen Beginning Reading Skills by Creative Teaching Press
  • Phonemic Awareness Activities for Early Reading Success by Wiley Blevins
  • Crackers and Crumbs and Butterscotch Dreams by Sonja Dunn
  • Miss Bindergarten Gets Ready for Kindergarten by Joseph Slate and Ashley Wolff
  • Big Trouble in Walla Walla by Andrew Clements
  • Granfa’ Grig Had a Pig compiled by Wallace Trip
  • Father Fox’s Penny Rhymes by Clyde Watson
  • Mamá Goose compiled by Alma Flor Ada and F. Isabel Campoy
  • Catch Me & Kiss Me & Say It Again by Clyde Watson
  • ¡Pío Peep! Compiled by Alama Flor Ada & F. Isabel Campoy
  • Raps and Rhymes andJump for Joy selected by Susan Hill