Microphone on mute when not speaking
We’ll be recording this session
An open heart and mind
Web Access
Meeting ID: 964 496 5992
Passcode: ICN
Somewhere to write & record your thinking
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WELCOME!
What You’ll Need for this Session
WELCOME!
Idaho Coaching Network K-3 Coaches:
Kristi Lawrie ~ Region 1
Peggy Thomas ~ Region 4
Sierra May ~ Region 5
Kendle Hoogestraat ~ Region 6
Developed by the Idaho Coaching Network, Idaho Department of Education
Click on the underlined link :)
Purpose
Superintendent’s Goal: Superintendent of Public Instruction Sherri Ybarra is the state’s advocate for schoolchildren and articulates her goals for public education in Idaho in terms of outcomes for students. The State Department of Education provides the necessary support for schools and students to achieve.
Early Literacy Initiative: Ensure all Idaho school children are reading on-grade-level by 3rd grade.
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ICN K-3 Coaches role is to endorse early literacy initiatives by growing teacher leaders and offering support through webinars like today.
Readers
need a strong
foundation in
each element.
Oral Language
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
Developed by the Idaho Coaching Network, Idaho Department of Education
Quotes:
“Another big takeaway from decades of scientific research is that, while we use our eyes to read, the starting point for reading is sound. What a child must do to become a reader is to figure out how the words she hears and knows how to say connect to letters on the page. Writing is a code humans invented to represent speech sounds. Kids have to crack that code to become readers.”
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From the article, Kids struggle to read when schools leave phonics out, by Emily Hanford
Learning Objectives:
Essential Question:
How can educators build foundational skills to cultivate independent readers by grade 3?
Watch this video and respond.
What are some questions you have? What are ways teachers can support her further?
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Phonics
Myth or Fact?
Poll feature on Zoom
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Group 1
Myth: Reading is primarily about decoding symbol to sound. If students are thoroughly taught every possible letter-sound relationship and their various combinations, they will become proficient readers and writers.
On the basis of a comprehensive synthesis of findings from the related evidence-based research, Center (2005) notes that the systematic, explicit teaching of phonics is a necessary condition but not a sufficient condition for the teaching of reading. Since reading essentially involves two basic and complementary processes: learning how to decipher print and understanding what the print means, an integrated approach to reading instruction is mandatory.
Phonics instruction is never a total reading program. Programs that focus too much on the teaching of letter-sound relationships and not enough on putting them to use are unlikely to be very effective. In implementing systematic phonics instruction, … educators must keep the end (original emphasis) in mind and ensure that children understand the purpose of learning letter-sounds and are able to apply their skills in their daily reading.
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Group 2
Myth: Teaching the class one letter-sound relationship per week (often introducing these letter-sounds in order of the alphabet) is an effective way to start teaching phonics in Kindergarten.
[A guide that] provides teachers with a sequence for phonics teaching that facilitates the use of the synthetic phonics [is more effective]. This encourages teachers to introduce particular groups of letter-sound correspondences that will allow Kindergarten students to begin blending and segmenting words as soon as possible.
Following is a possible order for introducing letter-sound correspondences:
a m t s i f d r o g l h u c b n k v e w j p y x q z (Carnine, Silbert and Kameenui, 1997).
So that students can begin blending and segmenting words as soon as possible, teachers are encouraged to introduce: – small groups of letters in quick succession (e.g. a, m, t, s, i, f, d) – the most common sound for each of the new letters. NB: Avoid introducing letters that look alike and sound alike together, e.g. b and d, a and u.
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Group 3
Myth: In the early years most of the literacy session time, that is approximately one and a half hours per day, should be devoted just to phonics activities (sometimes in the form of a commercial phonics program).
In the early years, phonics teaching needs to be provided in regular, focused minilessons lasting approximately 10–20 minutes, as part of an overall daily literacy session. Letter-sound correspondences are arbitrary and therefore difficult to discover without explicit teaching. Left to chance or inference alone, many students would acquire phonics knowledge too slowly or fail to learn it at all.
Phonics teaching needs to begin early in Kindergarten and be provided in short, regular, fast-paced teaching sessions (around 20 minutes overall with time distributed as best judged by the teacher). Explicit phonics teaching requires teachers to clearly and consistently enunciate the sounds they are teaching. It is important that teachers develop and continually refine their ability to enunciate the phonemes in words. Teachers need to model the pronunciation of letters and demonstrate how to blend the letters in order (initial, medial and final) through a word.
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Group 4
Myth: Teaching phonics can impede the reading process by encouraging students to rely too much on decoding and not enough on reading for meaning. This results in students that ‘bark at print’ and don’t understand what they have read.
Effective phonics teaching supports students to readily recognise and produce familiar words accurately and effortlessly and to identify and produce words that are new to them. Developing automatic word recognition will support and enhance students’ comprehension skills.
Phonics needs to be taught to a level of automaticity. Phonics should be taught and practised to a level where decoding becomes habitual and automatic. In this way, students will readily recognise and produce familiar words accurately and effortlessly and be more likely to effectively identify and produce words that are new to them. Developing automatic word recognition will support and enhance comprehension.
Phonics teaching is enhanced by an emphasis on multi-sensory activities. High quality phonics teaching involves the use of auditory, visual and kinaesthetic activities that acknowledge students' different learning styles and encourages them to activate as many of their senses as possible
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Myth Buster or Ah-Ha!
Record notes from slides 10-13, or add to Chat
Myth #4
Developing automatic word recognition frees up mental effort and energy for comprehension.
Myth #3
This speaks to how important being intentional is for teachers.
Myth #2
small groups of letters in quick succession. Seems to be a lot for a young learner.
Myth #1
Type your MVP here
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Progression of Phonics
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EVERYTHING: Model Instruction, Guided Practice, Independent Practice
Breakout Rooms (8 min) Strategies
Letter-Sound Correspondence
Single Consonant Sound Game
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Pumpkins
Pumpkins can be big.
Pumpkins can be small.
Pumpkins can be short.
Pumpkins can be tall.
Pumpkins can be orange.
Pumpkins can be green.
But, a polka dotted pumpkin,
I have never seen!
| | | | | |
p | m | c | b | l | k |
Click and drag one circle at a time ☺
Short Vowel Bingo
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| | | | | |
a | e | i | o | u | You decide |
Player One
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| | | |
| | | |
| | | |
Player Two
Blend: two or more consonants, you can hear each sound (sk, bl, scr)
Digraph: two consonants paired together to make a single sound (ch, sh, ph)
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https://youclevermonkeyshop.com/products/digraph-sound-mazes-i-spy-games-ch-ph-sh-th-wh-sound-bundle
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Digraph/ Blend games
Move and resize the circles below to identify the ‘ch’ sound
Click and drag… Make words!
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Ba _____
Si _____
Mi _____
Te _____
nt
ng
lk
nk
st
lp
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Single consonant/ vowel
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More advanced: Schwa
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Sing to the tune of: The Wheels on the Bus
Freebie: https://www.teacherspayteachers.com/Product/Schwa-Song-211770
Games/ Resources
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Long Vowel Combinations
Long Vowel Sorts: Silent e, Vowel teams, Variant vowels, Silent letters, Inflected endings
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Decode Graphemes in Texts
I wrestled with a rhino.
I wriggled with a snake.
I wrapped it all around my neck-
That was a big mistake!
Decode Graphemes in Texts
Choice Boards:
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Use letter tiles to build CVCe words | Write 5 silent /k/ words. Use a blue marker for the silent /k/. | Read the room. Use a whiteboard to write all the “magic e” words you find. Read your words to a friend | Draw a picture for 5 objects that have the diphthong /au/. Label each picture. |
Read this list of words to a friend: Bake, late, blame, take, date, vase. Write the vowels in red. | Newspaper search: circle /ar/, /er/ words. Read them to a friend. | Jumping Jacks! Spell 10 words from your sight word list. 1 letter = 1 jumping jack. | ABC Order: Write your spelling words in abc order |
Sentence Writing: Choose 5 spelling words and write each in a sentence. | Word Scramble: Write words in mixed up order, then fix them by writing them with the correct spelling. | 3 way read and write: Write each word 3 times. Once with pencil, next with crayon, then with marker. Read your list to a neighbor. | Be the teacher: take turns with a partner giving a spelling test and taking a spelling test. Be sure to use the word in a sentence before your student writes it! |
Diphthongs
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memories and are able to memorize one
syllable words without understanding how
the words’ sounds connect with their letters.
When these students eventually are
introduced to multisyllabic words that do
not contain memorized words, the child is
lost.
Example: /lat/, to lateral, to colateral (one syllable progression to multisyllabic)
Sight Words
Steps to teaching sight words:
Information from sightwords.com
Parking Lot Game
Website for Parking Lot Game
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LET’s PLAY (virtually)!!
why
when
take
where
here
once
soon
from
could
some
would
eight
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LET’s PLAY (virtually)!!
here
there
from
far
where
some
Fly Swatter!
Sight Word Pathways
Link to website: Pathways Game
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Bean Bag Toss
Link to website: Bean-bag-toss
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Sight Word Sentences
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Play Dough Spelling:
Music!
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Play these during snack or lunch or any brain breaks to get your kids moving and learning!
Sight Word Virtual Games:
Click HERE for more virtual free games
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Directions:
Each player has a list of their own sight words (can be differentiated)
Each player writes their own words on the left grid.
Players guess their friend’s coordinates (Example: do you have a letter on A5?)
Players mark and X if it is a miss or an O if it is a hit!
Continue play until all words are found.
GO Fish!
Extensions:
Have your students create their own sight word Go Fish cards.
Have your students practice writing sentences using their sight words.
More Activities:
Click HERE for MANY more activities to reinforce sight words.
Reading/Spelling Strategies
How to best teach phonics using the Gradual Release of Responsibility (GRR) approach
Whole Group
This instructional method allows teachers to teach and model concepts for all students at once. It gives every student a good introduction and foundational knowledge of the targeted skill.
Small Group
This strategy allows teachers to work more closely with each student. It allows for monitoring student actions and providing frequent and individualized feedback to improve the targeted skill.
Partners
A strong benefit of employing learning partners is that it gives students a chance to practice speaking and listening to peers as well as practicing the content. Sometimes students are able to reach each other in ways that the teacher can’t.
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Individual
Learning is hard and takes a lot of practice. Allowing students the opportunity to practice learning helps them to integrate the new learning as it becomes more automatic.
Whole Group (I do)
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Rule 1: If the verb ends in a voiceless sound, the -ed ending sounds like “t”.
Vocal chords do not vibrate.
Like a whisper.
The “t” sound is blended together with the previous consonant.
Voiceless consonant sounds
Not an extra syllable in word.
Consonants: p, f, k, s
Consonant digraphs: sh, ch, th
Rule 2: If the verb ends in a voiced sound, the -ed ending sounds like “d”.
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Vocal chords vibrate.
A noisy sound.
The “d” is blended together with the previous consonant.
Voiced consonant sounds and all vowel sounds.
Not an extra syllable in word.
Voiced consonants:
b, v, g, z, j, th, l, m, n, r
Vowels: a, e, i, o, u
and vowel combinations.
Rule 3: If the verb ends in a “t” or “d”, the -ed ending sounds like “id” or “ud”.
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Base word already has the “d” sound at the end.
Ends in “d”
Ded Ted
Ends in “t”
It is an extra syllable in word.
Base word already has the “t” sound at the end.
It is an extra syllable in word.
Small Group (We do together)
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Small Group Practice: Choose a word and move it to the pronunciation box. Explain the reason you put it in that box
(Rule 1, Rule 2, or Rule 3).
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Words that sound like /ed/ | Words that sound like /d/ | Words that sound like /t/ |
| | |
granted
tainted
elbowed
visited
rained
laughed
developed
chopped
worked
planted
moved
enjoyed
finished
mussed
divorced
parted
d
relied
restarted
waited
kissed
damaged
sniffed
opened
lifted
halted
muted
closed
asked
stopped
moved
dropped
watched
remained
traveled
engaged
finished
dated
married
completed
hopped
coughed
engaged
soaped
stayed
graduated
waited
played
Partners (We do)
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Individual (You do it alone)
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Wrap-Up:
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Idaho Teacher Resources
@IDcoachingnet
Ticket out of Zoom & Feedback Survey
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Write here.
My next step is to consider how to share these resources with more teachers.
Ensure that teachers are teaching phonics explicitly and systematically
Share with my team and beyond.
To review these slides and see how some of the activities might fit in my small group interventions.
Read and all share slides.
To revisit all these ideas!
encomp
Read my O-G Teachers guide when it arrives
To share the slides w/ Ts I work with.
DO ME FIRST! ☺
Essential Question:
How can educators build foundational skills to cultivate independent readers by grade 3?
My next step is ________.
Thank you for coming!
Idaho Coaching Network K-3 Coaches:
Kristi Lawrie ~ Region 1
Peggy Thomas ~ Region 4
Sierra May ~ Region 5
Kendle Hoogestraat ~ Region 6
Developed by the Idaho Coaching Network, Idaho Department of Education