Please locate the table with your name

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Welcome!

• Please locate the table with your name

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Goals

• Introduction components of a balanced reading
  program
• Read Aloud
• Alphabet Recognition
• Introduction to Phonemic Awareness

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A Balanced Reading Program

• Read Aloud
• Shared Reading
• Guided Reading
• Independent Reading

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Read Aloud

• Text difficulty
• Control of text
• Model reading strategies
• Variety of genres
• Oral language development
• Text structure

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Read Aloud

• Take notice of what I do
• before
• during
• after.

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Alphabet Recognition
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The Z Was Zapped

• 1. What words can you think of that begin with
  the letters of your first name?
• Can you think of words that describe you?
• What is an act in a play?
• 3. As I read, make the letters with your body.
• Can you act out the letters?
• Can you illustrate a letter?
• 6. Could we make our own innovation, and go
  through the same process?
• http//www.hipark.austin.isd.tenet.edu/grade3/guen
  ther/zapped/kids_site/z_was_zapped.htm

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Alphabet Recognition

• Letter names
• Letter shapes or forms
• Letter sounds

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Activities to Develop Alphabet Recognition

• Reading ABC books
• Singing songs with alphabet names
• Environmental print, including own name
• Playing, reading, and writing uppercase/lowercase
  letters
• Magnetic, foam, plastic, tracer letters
• Matching letters in words

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Lesson Ideas
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Assessing Alphabet Recognition


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(No Transcript)
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Letter Name Sound
A
S
M
U
E
N
C
P
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Phonemic Awareness

• Phoneme
• c/a/t vs. r/a/t
• Phonemic awareness
• Phonemic awareness vs. phonics
• Phonological awareness

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Role of Phonemic Awareness

• Helps Ss understand
• Letters represent sounds in oral language
• Blend to read words
• Segment to spell
• Minimal level needed in order to benefit from
  phonics instruction
• Reading instruction

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Developing Phonological Awareness

• Sequence
• - rhymes
• - words
• - syllables
• - phonemes

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Rhymes

• Using nursery rhymes
• Recite in whispers, rhyming words loud.
• Recite loudly, whisper rhyming words.
• Recite in round.
• Seated in circle, Ss recite successive lines, one
  at a time, in turn.
• Seated in a circle, Ss recite successive words,
  one at time, in turn.

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Rhymes

• Using Movement
• Pease Porridge Hot (cold/old, hot/pot)
• One Potato, Two Potato (more, four)
• Eeny Meeny Miney Mo (Mo, toe, go, Mo)
• Baa, Baa Black Sheep (wool, full)
• One, Two, Buckle My Shoe (two, shoe four, door
  and so on)

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Lesson Plans

• Introduction
• Tap prior knowledge about concepts addressed
• Tap prior experiences about content
• Procedure
• Steps
• Include classroom management issues, materials
  use, time allotted to each step
• Closure
• Connects back to introduction
• What opportunities will you give students to
  inform about what new conceptual and content
  understandings they have acquired?

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For next time

• Language Arts Assignment 2
• Choose a nursery rhyme and another rhyming book.
  Write up some minilesson ideas for teaching
  phonemic awareness using these texts. Be
  prepared to share and hand in.

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Bibliography

• An Observation Survey by Marie Clay (from last
  week)
• I Am Absolutely Too Small for School by Lauren
  Child
• Ape in a Cape by Fritz Eichenberg
• Dr. Seuss ABC
• Miss Spiders ABC by David Kirk
• A, My Name is Andrew by Mary McManus Burke, et al
• Z Was Zapped by Chris Van Allsburg
• A is for Salad by Mike Lester
• Animalia by Graeme Base
• Picture a Letter by Brad Sneed
• Chicka Chicka Boom Boom by Bill Martin Jr., et al