Transcript Big_5 - District 112 Instructional Technology

Hitting the Big Five
Phonemic Awareness, Phonics,
Vocabulary, Fluency,
Comprehension
Phonemic Awareness
• Phonemic Awareness is the
understanding that spoken words are
made up of individual sounds, which
are called phonemes. A child who is
phonemically aware is able to isolate
sounds, manipulate the sounds, blend
and segment the sounds into spoken
and written words. It does not involve
print.
Phonemic Awareness
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Main focus is on phonemes/sounds
Deals with spoken language
Mostly auditory
Students work with manipulating sounds and
sounds in words.
• Hear the language and play with it.
(Michael Heggerty)
Phonics
• The letters that represent these units of
language is phonics. Phonics is the
relationship between the sounds of
spoken language and the 26 letters of
the alphabet that represent the sounds.
Phonics
• Main focus is on graphemes/letters and their
corresponding sounds.
• Deals with written language/print.
• Both visual and auditory.
• Students work with reading and writing letters
according to their sounds, spelling patterns,
and phonological structure.
• See the text representing the language and
play with it.
(Michael Heggerty)
Vocabulary
• The ability to store information about
the meaning and pronunciation of
words including listening, speaking,
reading, and writing.
Vocabulary
• Teach the meaning of critical, unknown
vocabulary words.
• If students understand the meaning of
critical vocabulary in the passage, their
comprehension will be enhanced.
(Isabel Beck and Margaret G. McKeown)
(Anita Archer)
Selection of Vocabulary Words
• Select words that are unknown.
• Select words that are critical to passage
understanding.
• Select words that are general but
sophisticated words. (absurd, fortunate,
dignity, convenient)
• Select words that students are likely to
encounter in the future and are generally
useful. (Stahl, 1986)
Fluency
• Fluency equals comprehension,
accuracy, speed, and expression.
CASE
• It is demonstrated during oral reading
through ease of word recognition,
appropriate pacing, phrasing, and
intonation.
(Jerry Johns)
Comprehension
• Reading is thinking.
• Readers take the written word and construct
meaning based on their own thoughts,
knowledge, and experiences.
• Active readers interact with the text they read.
• Constructing meaning is the goal of
comprehension.
(Stephanie Harvey & Anne Goudvis)
Skilled Readers:
• monitor their comprehension
• visualize and make sensory images
• draw inferences
• connect to background knowledge
• ask questions of the text
• determine what’s important
• synthesize and summarize
( Harvey “Smokey” Daniels)
Interactive Read Aloud
• “At all grade levels, students need to listen to
texts in a variety of genres and increasingly
complex texts within those genres.”
(Fountas and Pinnell)
Beware of the Bears Alan Macdonald (K-2)
Popcorn Elaine Landau (3-5)
Phonemic Awareness
• Roller Coasters - Teacher says a word.
Students repeat the word and do one of the
following “roller coaster” actions with their
hands.
• The beginning and ending sounds are on the
ground and the medial sound is stressed in
the rise, dip, or loop of the action.
• Remind students that you start and end on the
ground and have a “thrill” in the middle of the
ride! (This action only works with three
phoneme sound words)
• P-o-p, b-a-th
Phonemic Awareness
• Rhyming-Students brainstorm words that
rhyme with the scientific name for popcorn.
This is a strategy to help them remember!
Point out how words don’t need to be spelled
the same to rhyme. You can use nonsense
words.
• Syllables-Students can clap out or bump out
the number of syllables.
Example:
Zea rhymes with tea,be, tree
Mays rhymes with plays, trays, stays
Everta rhymes with uberta, aterta, omerta
Phonics
• -ed endings to base words- Show your
students that ed endings can be
pronounced different ways.
• Choose several examples from the
book: grumbled, splattered, decorated,
flooded, stopped, whacked, grasped,
• Use a Three-Way Sort Sheet to sort the
words: ed /d/ ed /ed/ ed /t/
Phonics
• Compound Words-Show your students how
the second part of the word relates to the first
part of the word. This “rule” applies most of
the time but in some words it’s hard to see the
relationship.
• Example: popcorn-corn that pops, snowstorma storm of snow, deerskin-a skin of a deer.
Cornstalk-a stalk of corn.
• Non example: everywhere
Vocabulary
• “The major means for developing
students’ vocabulary
should focus on
)
learning words in context”. (Beck)
* Engage in vocabulary activities after the
story has been read with young children.
* Teach young children useful,
interesting,and sophisticated words.
Basic Instructional Sequence:
1.Read the story
2.Select three words from the story: launch,
gleeful, astonished
3.Contextualize the words within the the story.
In the story when the bears were playing and
throwing the cereal around, Daddy Bear
launched some spoonfuls of cereal in the air.
1.Present a student-friendly explanation of the
word. Launch, means to toss or move
something upward fast.
2.Have children say the word.
Basic Instructional Sequence
cont.
6. Present examples of the word used in
contexts different from the story context -have
students discern between examples and nonexamples.
• Which of the following could be launched?
Say, “that could be launched” if what I say can
be launched or say, “no way” if you think they
are things that cannot be launched.
• -A rocket, -An elephant, -A paper airplane, -A
tree, -Some fireworks?
Basic Instructional Sequence
cont.
7. Engage children in activities that get them to
interact with the words.
Which would you more likely want to launch- a
kite or a car?
What would make you more astonished-Your
dog said hello or your little cousin said hello?
8. Have children say the word.
(Isabel Beck)
Vocabulary
• Context Clues-Show your students how they
can figure out the meaning of a word by
thinking about what is happening in a
sentence or paragraph.
• Example: What does the word “festering”
mean? You read,”your little brother’s science
project festering in the fridge.” You know that
a science project that is in the fridge would
probably be something gross or disgusting.
Fluency
• Super Signals- (Jerry Johns) Super signals
involves helping students look for and
understand the typographic signals that are
used to help convey the author’s message.
• Signals such as bold or italic type, commas,
exclamation marks, and type size are often
clues to meaning that should be noted by the
reader, particularly during oral reading.
“We thought we’d pay you a visit,” said Mommy
Bear.
Fluency
• Choral Reading-It’s important to teach our
students that comprehension is taught
alongside speed, accuracy, and intonation. A
good way to show this is by reading together
and paying special attention to punctuation
and phrasing.
• Example: A jack-in-the-box pops. Bubble wrap
pops. And pop goes the weasel. But what
makes popcorn pop? The answer is simple:
Water.
Comprehension
• Connections can emerge in three ways:
• Text-to-self connections: when text makes
me think of my own life
• Text-to-text connections: when a text makes
me think of another text (or media of any kind)
• Text-to-world connections: when text makes
me think of the world around me, maybe a
theme or big idea
(Ellin Keene and Susan Zimmerman)
Comprehension
• Help kids think about the kinds of connections
they can make and how these connections
make the text come alive and deepen their
understanding of the text.
• For extra support, post “thinking stems” for
students to use:
That reminds me of…
I’m remembering…
I have a connection to…
I can relate to…
Comprehension
• Visualize-Show students how to
generate mental images to stimulate
thinking and heighten mental
engagement. Don’t forget to teach them
to use their five senses!
• Example:Popcorn kernels burst into the
air like rockets fired into space.
Paragraph Shrinking(GIST)
• This strategy can be applied to passage
reading.
• 1. Name the who or what.
(The main person, animal, or thing.)
• 2. Tell the most important thing about the who
or what.
• 3. Say the main idea in 10 words or less.
(From the PALS program by Fuchs, Mathes, and
Fuchs)
Summing Up the Big 5
• The 6 Word Synthesis-Ask kids to think
about what mattered most or about
something important or interesting that
they learned. The synthesis must
consist of exactly 6 words