Phonics Instruction. in the Workshop Model. (Grades K-2) Northwest ISD summer 2016

Transcription

1 Phonics Instruction Northwest ISD summer 2016 in the Workshop Model (Grades K-2)

2 Make Sure You Get Credit! To Get Credit for each session you must do 2 things! 1. Sign-up for the course through Eduphoria. 2. Sign-in on the Sign-in sheet. NO EXCEPTIONS!!

3 Sign-in NOW! In the Sched App, click on the session you are in right now. Click the Eduphoria Link at the bottom of the page (computer or mobile) Once in Eduphoria, you may need to login, but it will take you straight to the course. Click the Register

4 Phonics Instruction in the Workshop Model Essential Questions: What does phonics instruction in the workshop model look like? How do I plan and implement a structure to meet the diverse needs of my students?

5 Introductory Activity Table Talk about Phonics Instruction in Your Classroom (5 min.)

6 Phonics Instruction in the Workshop Model Phonics Defined: Phonics is knowing the relationship between printed letters (graphemes) and the individual sounds (phonemes) of spoken language. (Armbruster, Lehr, & Osborn, 2001; IRA s Position Statement on PA, 1998)

7 Activity: 4 Corners What s Your Perspective? Without talking, choose the corner that best fits your current belief. I believe that children need to learn to read first. I believe that children need to learn to write first. I believe there is not an empirical order to the acquisition of reading and writing. This thinking is new to me so I am not sure I know what I believe and would like to know more.

8 4 Corners What s Your Perspective? In your group, discuss your rationales for your beliefs. Select a person in the group to report out.

9 We all have a little different perspective.

10 Break the Code

11 Break the Code So what made it hard? How did you do it?

12 Pronounce these words (to yourself). minatory malapropism hypnopompic

13 Discuss: Harder or easier? Why? How did you do it?

14 Can You Read This?

15 Jigsaw Read: Why Phonics Teaching Must Change by Jeannine Herron Introduction (Stop at What Brain Research..) What Brain Research Shows AND Research on Encoding (middle and end) Decoding and Encoding How Instruction Should Change

16 Meet with your like suit to discuss what you have read. Hearts with hearts Clubs with clubs Spades with spades Diamonds with diamonds

17 Meet back with your table groups to discuss the entire article. Be ready to report out.

18

19 Bottom Line. We do not teach phonics so children can sound words out. We teach phonics so children will have strategies to help them problem solve words when reading and writing.

20 Phonics Rules When two vowels go walking. 45% bead does Silent e rule.. 63% bone love When a vowel is in the middle of a one-syllable word, it is short. 60% cat scold

21 Phonics Rules Rules are made to be broken --- but rules give us a place to start solving. Always try to link from known to new visual patterns Dad had it hit If you know is, then you know his!

22 Phonics Rules Caution! Don t assume students know! When you teach 2 vowels go walking, the first one does the talking * MAKE SURE THEY UNDERSTAND A VOWEL! When you teach mean E kicks the vowel to say its name * MAKE SURE THEY UNDERSTAND ITS NAME!

23 Just for laughs.

24 All joking aside what does research tell us about phonics instruction? According to the National Reading Panel: There is No one right method of teaching phonics. Phonics instruction is more effective in k-2 than in grades 3-6. Phonological Awareness instruction is especially effective when combined with writing and is part of with a total literacy program.

25 What the report does not say It does not support any particular program. It does not talk about decodable text. It does not support intensive phonics instruction. It does not talk about the content of a phonics program.

26 So what s a teacher to do? Implement a framework that includes phonics instruction as part of a comprehensive word study model (AKA word work, work study, skills block).

27 What does a comprehensive word study include? Lessons and tasks that align with your students' needs based on your observations and assessments. Lessons and tasks that encompass the nine categories of literacy learning outlined in the Word Study Continuum.

28 Review the Categories of the Word Study Continuum Partner Activity With a table partner label the 9 categories of literacy learning by matching the category title to the principles. Can you sequence the categories from easiest to hardest?

29 Let s see how you did! Includes: distinguishing between print and pictures, understanding the concept of letters and words, and learning that print has directionality. Basic lessons help children use their own names as resources in learning about letters, sounds, and words. Early Literacy Concepts

30 This is a broad term that refers to both explicit and implicit knowledge of the sounds in language. It includes the ability to hear and identify words (word awareness), rhymes (rhyme awareness), syllables (syllable awareness), onsets and rimes (onset and rime awareness), and individual sounds (sound awareness). Phonological Awareness

31 refers to what children need to learn about the graphic characters that correspond with the sounds of language. A finite set of twenty-six letters, two forms of each, is related to all of the sounds of the English language (approximately forty-four phonemes). The sounds in the language change as dialect, articulation, and other speech factors vary. Letter Knowledge

32 The understanding of the relationships between letters and letter clusters and sounds. The sounds of oral language are related in both simple and complex ways to the twenty-six letters of the alphabet. Learning the connections between letters and sounds is basic to understanding written language. Letter/Sound Relationships

33 These represent the sounds of rimes (last parts of words). Children need to understand that these exist and learn how to look for them. Knowing helps children notice and use larger parts of words, thus making word solving faster and more efficient. are also helpful to children in writing words because they will quickly write down parts rather than laboriously work with individual sounds and letters. Spelling Patterns

34 A core of known is a valuable resource as children build their reading and writing processes. As these become automatic, a student s reading becomes more efficient, enabling them to decode words using phonics as well as attend to comprehension. These are powerful examples that help them grasp that a word is always written the same way. They can use known to check on the accuracy of their reading and as resources for solving other words. High Frequency Words

35 This is important to help children constantly to expand their vocabulary as well as develop a more complex understanding of words they already know. is related to the development of vocabulary labels, concept words, synonyms, antonyms, and homonyms. Word Meaning

36 Looking at the will help children learn how words are related to each other and how they can be changed by adding letters, letter clusters, and larger word parts. Being able to recognize syllables, for example, helps children break down words into smaller units that are easier to analyze. Words often have affixes, parts added before or after a word to change its meaning. Word Structure

37 are the strategic moves readers and writers make when they use their knowledge of the language system to solve words. These are inthe-head actions that are invisible, although we can infer them from some overt behavior. The more children can integrate these into their reading and writing systems, the more efficient their processing becomes. Word-Solving Actions

38 So how do I address all nine categories??? Drum roll please.

39 Let s Take a Break!

40 So how do I address all nine categories??? Drum roll please.

41 So where are you? Show on fingers 1. I love it! It is my go to resource! 2. I ve started studying this resource on my own but I still have lots to learn. 3. I ve used it for some lessons written in the scope and sequence. 4. I have no idea where this resource is!

42 Phonics Instruction in the Workshop Model A Word from Dr. Pinnell

43 Phonics Lessons Resource Provides you with more than 100 mini-lessons for the 9 Categories of word work. Once a routine is learned, (sorting for example) it can be used again and again in different ways. Follows the workshop model teach apply share

44 Planning Tools Lesson Selection Month by month

45 Planning Tools Lesson Selection Map The Lesson Selection Map is a catalog of lessons by Continuum category and suggested time of year for use. By plotting the principles according to increasing sophistication, the Lesson Selection Map provides a curricular context for each lesson and helps you select the lessons your students need most. View sample: Grade 1 Lesson Selection Map (pg )

46 Planning Tools Month-by-Month Planning Guides The Month-by-Month Planning Guides outline a year of instructional contexts. In addition to listing instructional routines and lessons, these planning guides also identify expected competencies in the Assessment column. View sample: Grade K Month-by-Month Planning Guide for October

47 Mini-lessons Each 4 page mini-lesson includes: 1. Professional Understandings - Explanations of underlying principles research, and suggestions for working with English Language Learners 2. 3-part Lesson plan Teach Step by step instructions for implementing the lesson Apply Application activities and routines for teaching them Share Guidelines for reinforcing principles and helping children share their learning 3. Follow-up Assessment links to literacy framework, extensions, and home connections

48 Mini-lesson walkthrough

49 Let s look at a Mini-lesson

50 Resource Binder The Resource Binder is divided into 7 sections: Assessments Materials and Routines Games Picture cards Templates Letter/Word Cards Bibliography

51 Resource Binder Assessment Section: Performance based assessments The ongoing observational assessment that concludes each lesson is supplemented by a more formal, performance-based assessment in the Assessment Guide section of the Teaching Resources Binder. View samples: Hearing and Identifying Rhymes Phonemic Awareness Assessment (1 st grade)

52 Resource Binder Materials/Routines Featuring a reproducible Lesson Selection Map, blank lesson templates, Alphabet Linking Charts and Strips, and a High-Frequency Word List, this section in the Teaching Resources Binder is filled with helpful worksheets for your lessons. View samples: Letters Made in Similar Ways (pg. 193) 25 Ways to Use Magnetic Letters at Home (pg. 195)

53 Resource Binder Templates Section The Templates section of each Teaching Resources Binder includes template sheets for Two-, Three-, Four-, and Five-Way sorts, in addition to Pattern Cards, Word Cards, and other activity sheets and ready-to-use forms, View samples: Making Words Sheet Making Connections (pg. 265) If You Know Sheet (pg. 269)

54 Resource Binder Games Instructional games encourage students to apply language principles and can include Searches, Follow the Path, Crazy Eights, and Word Ladders. View sample: Directions for Follow the Path

55 Resource Binder Word and Picture Cards Section For new readers, picture cards are essential for connecting words and sounds. At the first-grade level, picture cards are used for sorting, matching, and playing games. To support the beginning reader, word cards are carefully designed with clear, uncluttered type. Tip: label back of each card allow for at-a-glance organization. Color-coding sets (a set of 5) support orderly use and collection. View samples: Picture Cards (pg. 389) Word Cards (pg. 421)

56 Resource Binder Bibliographies Section: The hundreds of books listed in the Bibliographies section are categorized for ease of use. Categories can include Read Alouds, Alliteration, Language Play, Poetry, and Rhymes. View sample: Rhymes Bibliography (pg )

57 Sing a Song of Poetry Sing a Song of Poetry helps you use the power of poetry to expand children s oral language capabilities, develop students phonological awareness, and teach about the conventions of print. A special feature, "Poetry Links to Phonics Lessons", correlates mini-lessons to specific poems. View samples: Poem: I Don't Suppose (pg. 114) Poetry Links to Phonics Lesson (pg. 28) View the table of contents.

58 Getting Organized

59 Organization by month & category This classroom teacher has organized her phonics and word study lessons by month and category. She keeps them in folders stored in file cabinets for ease of use and accessibility.

60 Teacher Resources Reproducible parts from the Teaching Resources Binder are kept in folders that have been categorized by month.

61 Lesson Preparation This Two-Way Sort Sheet illustrates how this classroom teacher has prepared lessons for the upcoming month.

62 Assessment Record example

63

64 Organization is the key! Tips! Label, label, label! Use words and pictures. Use different colored tags, folders, containers etc. Teach children routines and directions practice, practice, practice! Stick to a consistent schedule. Don t expect to perfect! Be gentle with yourself!

65 Spelling test Read the short article: Traditional Spelling List: Old Habits are Hard to Break by Katherine Hilden and Jennifer Jones for the June/July edition of Reading Today Turn and talk : What was one new discovery you make in the article? How does the article challenge or confirm your thinking?

66 Buddy Study System Buddy Study Activity Material Needed Day 1 Day 2 Choose, Write, and Build Mix, Fix, Mix Look, Say, Cover, Write, Check Spelling cards (list) High-Frequency Word List Words to Learn List Magnetic Letter Study Flap Look, Say, Cover, Write, Check Sheet, highlighter, magnetic letters Day 3 Buddy Check Buddy Check Sheet, clipboard, highlighter, magnetic letters Day 4 Make Connections Make Connections Sheet, highlighter Day 5 Buddy Test Buddy Test sheet

67 Make and Take Look, Say, Cover, Write, Check

68 Quote: We need to move beyond the idea that learning to read, or that learning words, is a matter of committing words to memory. Becoming literate is a process of forming complex connections in the brain interactive networks of strategies and subcomponents through which the child learns to: Process visual information Process phonological information Form complex connections between to two (Clay, Literacy Lessons, p. 123)

69 What a difference another perspective makes!

70 Q & A Thank you for coming! Please let us know how we can help! Curriculum Department Contact information: sjohnson@nisdtx.org mvanetten@nisdtx.org pbrake@nisdtx.org

71 We Want Your Feedback Please take a few minutes to fill out the feedback form. It is just a few clicks! In the Sched App, click on the session you are in. Click the Feedback button. This will take you to a Google Form. Please complete the form.