Transcript Create an awareness of sound Phonemic Awareness

Instructional Cycle
Informed by Assessment
Assessment
Practice and
Application
Guided
Practice
Plan
Instruction
Model
So how do facilitate growth in young
children?
Moving from…
1. No interest in books to interest in
books = ENGAGEMENT
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Labeling and Commenting to Storytelling
Storytelling to Memorized reading
Picture governed to print governed
Refusal to attempts
Aspectual to Imbalanced
Imbalanced to Balanced
If they touch it…
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They might open it up
If they open it up, they might notice
something inside
If they notice something inside, they might
make a comment about it
If they make a comment about it, they reveal
what is going on in their heads
If they reveal what is going on in their heads,
we can seize the teachable moment.
What are the types of books that most
kids would find a hard time not touching?
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Tactile books
Books with sounds
Pop-up books
Scratch and Sniff books
Books with movable parts
Big Books
Books they helped make
Books in their interest areas
(informational)
Books they can sing
Wordless picture books
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Books with intriguing
illustrations or graphics
Books they know
Books with familiar parts
Books you have read aloud
and promoted
Books their friends liked
Books they think they can
read
Things like books
(magazines)
Picture Governed Attempts
Labeling and Commenting
 Storytelling
 Memorized Reading
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Born to Read
by Judy Sierra
Conditions for Learning
Learning
Conditions for Learning
Immersion &
Access
Modeling &
Demos
Approximations
Learning
Responsibility
Expectations
Coaching with
Feedback
Practice
Opportunities
Engagement
Gross visual discrimination
Fine Visual Discrimination
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Three Key Goals
• Create an awareness of print
Concepts of Print
Creating an Awareness
of Concepts of Print
Directionality
left to right page*
left to right sentence*
return sweep*
Top to bottom
Start at beginning*
Finish at end*
Reading Concepts
Print differs from
pictures *
Print has meaning
Literacy has practical
uses
Voice print match *
Relies less on finger*
Creating and Awareness
of Concepts of Print
Understanding Instructional Terms
letter
front
word
back
page
first
capital/ upper case
last
small / lower case
book
cover
print
title
picture
start
line
end
sentence
beginning
Others…
Three Key Goals
• Create an awareness of print
• Create an awareness of letters
Alphabetic Knowledge
Letter Naming
Creating an Awareness of Letters
Alphabetic Knowledge: letters have names and
they represent certain sounds
Fundamental understanding for phonics
instruction: knowing the relationship between
certain letters and their sounds
What will students notice if they are surrounded
by alphabet books?
OASD Kindergarten Benchmarks and Standards (Draft)
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Letter identification
Initial consonant sounds
Match first letter of word with sound
Uses first letter to make meaningful word choice
Develops a core of known words
Monitors by first letter
Analyzes word structures (chunks)
Sorting for visual clues…
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Matching words
• Words with diagonal
lines
Length of words
• Words with straight
Starting letters
lines
Ending letters
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Words
with
a
little
word
Words with tail letters
inside
Words with circle letters
• Words that spell
another word
backwards
Three Key Goals
• Create an awareness of print
• Create an awareness of letters
• Create an awareness of sound
Phonemic Awareness
Creating an Awareness of Sounds
Phonological Awareness:
knowledge that words have smaller sound
parts
words have sound parts
compound words have two parts
words have syllables
Words have onset and rimes
Creating an Awareness of Sounds
Phonemic Awareness:
knowledge that a spoken word is made up of individual sounds
(phonemes) *
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Rhyming *
Sound matching *
Sound isolation *
Blending *
Sound addition and substitution *
Segmentation
*OASD Benchmark and Standards for Literacy in Kindergarten (Draft)
1. Which of the following students is demonstrating the
specific type of phonological awareness known as
phonemic awareness?
A. a student who, after being shown a letter of the alphabet, can orally identify
its corresponding sound(s)
B. a student who listens to the words sing, ring, fling, and hang and can identify
that hang is different
C. a student who, after hearing the word hat, can orally identify that it ends
with the sound /t/
D. a student who listens to the word Wisconsin and can determine that it
contains three syllables
Creating
Strategic
Readers
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Creating
Strategic
Readers
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