Welcome!

Please locate the table with your name…

Goals• Introduction: components of a balanced

reading program

• Read Aloud

• Alphabet Recognition

• Introduction to Phonemic Awareness

A Balanced Reading Program

• Read Aloud

• Shared Reading

• Guided Reading

• Independent Reading

Read Aloud

• Text difficulty

• Control of text

• Model reading strategies

• Variety of genres

• Oral language development

• Text structure

Read Aloud

Take notice of what I do…

before

during

after.

Alphabet Recognition

The Z Was Zapped1. What words can you think of that begin with the letters of your

first name? Can you think of words that describe you?

2. What is an “act” in a play?

3. As I read, make the letters with your body.

4. Can you act out the letters?

5. 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/guenther/zapped/kids_site/z_was_zapped.htm

Alphabet Recognition

• Letter names

• Letter shapes or forms

• Letter sounds

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

Lesson Ideas

Assessing Alphabet Recognition

Letter Name Sound

A

S

M

U

E

N

C

P

Phonemic Awareness

• Phoneme

c/a/t vs. r/a/t

• Phonemic awareness

• Phonemic awareness vs. phonics

• Phonological awareness

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

Developing Phonological Awareness

• Sequence:

- rhymes

- words

- syllables

- phonemes

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. Pease porridge hot!Pease porridge cold!

Pease porridge in the potNine days old.

Some like it hot,Some like it cold,

Some like it in the potNine days old!

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)

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?

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.

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 Spider’s 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