St. Peter Day 2
ACTIVITY
Circle Group
1. Where are you at today? What are you thinking about?
2. What’s one thing that sticks in your mind from yesterday?
3. What’s something you want to do before you run out of
summer?
STRATEGY #1 - WORD SORTS
1. Words on 3x5 cards (for younger)
a. lists for older
2. Students look for groups
a. create groups - letter sounds
b. semantics
3. Letter patterns and vocabulary
ACTIVITY
STRATEGY #2 - THE GROUPING GAME
1. Students stand
2. Students given a group of words
3. Need to see and name a group (two or more words that are
the same) – 10 seconds
4. When you can’t name a group - you’ve got to sit down
phonics
phonograms
word
identification
phonemes
fluency
reading
syntax
analytic
analysis
STRATEGY #3 - SENTENCES
1. In small group a. sentence related to reading instruction
b. scary or silly sentence
c. Minnesota Vikings sentence
The greatest Viking of all time!
phonics
phonograms
word
identification
phonemes
fluency
reading
syntax
analytic
analysis
fluency
reading
syntax
analytic
analysis
systematic
automaticity
sentence
fluency
neural networks
neural pathways
a. sentence related to
reading instruction
b. Scary or silly
sentence
c. Minnesota Vikings
sentence
Transition
The National Reading Panel (NRP, 2000) identified five essential
components of reading instruction:
I. 10 INSTRUCTIONAL ELEMENTS: COMPREHENSIVE READING
INSTRUCTION
1. Concepts of print
2. Phonemic awareness
* Instruction related to concepts of print as well as phonemic awareness activities
should be discontinued once students are reading comfortably at the first grade
level.
3. Emotion and Motivation.
4. Phonics putting sounds to letters
5. Word Identification strategies/skills
* Instruction related to phonics and word identification should be discontinued as
word identification strategies when students are reading at reading comfortably at
the 3rd grade level; however, word identification strategies should be continued as
part of vocabulary development.
6. Fluency
7. Vocabulary
8. Comprehension
9. Writing
10. Literature
II. Six Ways to Identify Words
1. Context clues (semantics)
2. Word order and grammar (syntax)
3. Word parts, analogy, or analyzing words (phonograms)
4. Morphemic analysis (prefixes, suffixes, and root words)
5. Sight words
6. Phonics
ACTIVITY
Turn to a neighbor –
What are you thinking about … right now
III. PHONICS
1. 99.98% of students with reading difficulties already know how
to read
a.
b.
they just can’t read very well
need reading practice
2. We don’t teach reading
a. we create the conditions where by students can develop their ability to
create meaning with print
b. a little instruction, a LOT of practice
Problems with Phonics-Only Reading Programs
Examples: DISTAR and Orton-Gillingham
1. Only about 50% of students with reading difficulties struggle
because of phonetic difficulties.
2. Focuses on only one of the ten essential elements.
3. Focuses only one of six word identification strategies.
4. Phonics-only programs rarely work.
5. Abstract, meaningless, not very motivating.
Human brains learn complex things best from
whole-to-part; NOT, part-to-whole
• The National Institute for Child Health and Development
(NICHD, 2000) reported that early emphasis on code-oriented
activities enhances performance on phonological awareness
and pseudo-word pronunciation tasks but does not produce
reliable gains on word reading or text comprehension.
Funniest Joke in the World
IV. 7 TIPS FOR DEVELOPING PHONETIC AWARENESS
1. Teach the minimum amount of phonics necessary.
2. Help children fall in love with books.
3. Phonics instruction = explicit, short, and briefly paced.
4. 20/80 or 30/70
5. Balance - focus on all three cuing systems.
6. Teach phonics in context of 38 MF phonograms
7. Use Zeno MFW - 107 Most Frequent Word Lists
107 most common words
• Texan: "Where are you from?“
• Harvard Graduate: "I come from a place where
we do not end sentences with prepositions."
• Texan: "Okay— where are you from, jackass?"
IV. WORD IDENTIFICATION STRATEGIES
Word recognition refers to an instant or automatic recall of
words without the use of any strategy, skill, or cognitive
mechanism
Word identification is a process or strategy used to figure out
words that you do not automatically recognize.
Question: How did you learn to recognize
spoken words?
STRATEGY #4. DICTATED SENTENCES - (PHONOGRAMS) zenophonograms
1. Sentence use target phonograms and Zeno words.
2. Dictate sentences, one at a time, to students.
3. Students write in their journal (online journal or paper
journal).
Examples with AY phonogram
1. I will go there one day.
2. Will you please pay me now?
3. I will lay the new doll on the bed.
STRATEGY #5. ANALYTIC APPROACH TO PHONICS
Analyze words found in authentic text
Steps
1. Display text (board, PPT, or shared reading) (one to two
paragraphs)
2. Use ScORe to read text
3. Ask students to identify words with … (beginning, middle,
ending sound)
4. Have students tell you to identify a word.
When you hear the term, “systematic phonics instruction” what
do you think of?
STRATEGY #6. SYSTEMATIC PHONICS INSTRUCTION
1. Systematic does not mean standardized scope and sequence
a. teach specific skills in a predetermined order
b. human brains do not work that way
c. we don’t learn from part-to-whole
2. Instead, a system to make sure you cover the essentials and to
document progress
Keep track of when you teach/reinforce phonics skills.
Also --- keep track of when students master a skill.
1. Listen to 3 to 4 students read each day (15 to 20 students a
week.)
2. Oral reading – more authentic, more direct measure vs.
standardized tests
3. Individual sheet for each student
4. Check and date when students have mastered letter-sound,
sight work, phonogram.
ACTIVITY
1. Mind map
2. Find one idea
3. Find related or supporting ideas
4. Add pictures or diagrams
5. Gallery Walk - or Pass the Mind Map
STRATEGY #7: WORD ANALYSIS: A STRATEGY FOR IDENTIFYING
WORDS
1. Sentence with a target word in it.
2. What word might make sense (context clues)?
3. Parts of word that are recognized?
4. Use the word parts to construct a word or to make a guess.
5. Re-read sentence, check for meaning.
STRATEGY #8. DECODING BY ANALOGY - TARGET PRACTICE
1. Show students a target word in the context of a sentence
2. Ask students to identify parts of words that are familiar
a. phonograms
b. prefixes
c. suffixes
d. root words
e. consonants
3. Goal is to develop automaticity
4. When encountering an unknown word - don’t ask to sound
out
We often disagree with each other.
disagree
disagree
Target Practice
disagree
STRATEGY #9. WORD BUILDING OR ONSET-RIME
1. have a rime --- students create new word by adding onset
2. Have onset --- students create new rods by adding rimes.
ill
b--ill
bill
d--ill
dill
f--ill
fill
h--ill
hill
J--ill
Jill
m--ill
mill
STRATEGY #10. TREASURE HUNTS
1. Introduce letter-sound, or phonogram
2. Create simple DRC
3. Review, re-read story (individually or with partner)
4. Treasure hunt
STRATEGY #12. WORD WALLS
1. Words on a wall
a. poster or bulletin board.
b. grouped by letter pattern or subject
2. Sponge activities and riddles
a. I’m thinking of a word - short vowel sound
b. let students do riddles
3. Create sentences
a. silly sentences
b. Vikings sentence
c. school sentences.
transition
V. FLUENCY
1. Ability to process letters quickly
a. like doing scales in music
b. goal is automaticity
STRATEGY #11– WPM
Use graded readers
40 to 110 words
130
125
120
115
110
105
100
95
90
85
80
75
70
65
60
55
50
45
40
35
30
25
Strategy #13 - 30WF and 40WF
Graph for 30WF and 40WF
30
29
28
27
26
25
24
23
22
21
20
19
Time (seconds)
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
Activity
The 20 most common prefixes almost 97% of all prefixed words
that students will encounter.
The 20 most common suffixes in Figure 10.15 account for 93% of
the suffixed words that students will encounter
Strategy #7: Traveling Mini-Lesson
1. Find one idea from today’s session to create a 30-second mini-
lesson
2. You’ve got 3 minutes to prepare
3. Group A travel and teach
4. Group B, travel and teach