Reach for Reading Model lesson
Transcript of Reach for Reading Model lesson
11/3/2021
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W E L C O M E
R E V I E W F RO M L A S T S E S S I O N
In the Chat Box, please respond to each of the following questions:
• Please name one basic phonological awareness skill.
• Please name one advanced phonological awareness skill.
• What would be one potential intensification for phonological awareness instruction for struggling students?
Poor access to the phonemes makes reading alphabetic languages very difficult.
Phoneme skills are needed for BOTH sounding out new words and remembering the words we read.
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T H E W O RD RE C O G N I T I O N S T RA N D -
D E C O D I N GASDN Fall Webinar Ser ies
L E A R N I N G I N T E N T I O N S
Deepen
Deepen understanding of the role of mapping sounds to spelling patterns (orthographic mapping) in skilled reading.
Learn
Learn about explicit instructional routines with decoding.
RESOURCES
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4 - P A RT P RO C E S S I N G M O D E L
Context
Meaning
Phonological Orthographic
Seidenberg and McClelland
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O RT H O G R A P H I C P RO C E S S O R
Receives visual input from printed words.
Perceives and recognizes letters, punctuation,
spaces and letter patterns in words.
Enables us to copy lines of print, recognize whole
words as units and remember letter
sequences for spelling.
If the letter or letter sequences are familiar, we
associate them with sounds and meaning.
Children who have ortho difficulties have trouble with spelling,
read slowly because they are sounding everything
out.
D E C OD I N G
T H E E V I D E N C E
Words are not read by visual shapes, or contextual guessing, or whole word memory.
Sight word learning depends upon the application of letter-sound correspondences; these provide the glue that holds the words in memory for quick reading.
“…requires knowledge of phonemic segmentation, letter-sound correspondences, and spelling patterns to bond the complete spellings of specific words to their pronunciations and meanings in memory”.
The Voice of Evidence, 2004
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E N G L I S H L A N G UA G E
26 LETTERS 44 SOUNDS 250 GRAPHEMES
K E Y C O N C E P T S
Alphabetic Principle (Phoneme – Grapheme Relationship)
Phoneme 1, 2, 3 or 4 letters
Christopher Such, 2021
L E T ’ S T A K E A L O O K !
by
pie
light
height
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1 letter
2 letters (digraph
3 letters (trigraph)
4 letters (tetragraph)
Christopher Such, 2021
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K E Y C O N C E P T S
Alphabetic Principle (Phoneme – Grapheme Relationship)
Phoneme 1, 2, 3 or 4 letters
One sound, different spellings
One spelling, different sounds
Christopher Such, 2021
S O U N D S C A N B E R E P R E S E N T E D B Y
D I F F E R E N T S P E L L I N G S
/n/night know gnome
Christopher Such, 2021
S P E L L I N G S C A N R E P R E S E N T D I F F E R E N T
S O U N D S
chchop
machine chord
Christopher Such, 2021
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M O S T E X T R E M E I N V OW E L S
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Christopher Such, 2021
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• Only a small percentage of English words have irregular spellings and letter-sound relationships. This means that nearly all English words can be read by applying knowledge of letter-sound relationships and blending sounds together to form a whole word.
• Being able to decode words effortlessly (convert spelling into speech sounds) means children are able to focus their attention on comprehending what they read.
Phonics: In Practice, Reading Rockets
In order to read an unknown word, a student needs to be able
to look at the graphemes (letter or letter pattern) and connect
each one to its phoneme (sound).
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W E L L - D E S I G N E D
F O U N DAT I O N A L
S K I L L S L E S S O N
INSTRUCTIONAL ROUTINESEfficient and Explicit Instruction
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L I T E R A C Y RO U T I N E M A P
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PURPOSE OF ROUTINES
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Clear and concise directions
Increased student engagement
Increased opportunities to practice
Modeling so students have a clear picture of what is being asked of them
S O U N D S P E L L I N G C A R D RO U T I N E
•The picture is…
•The sound is…
•The spelling is/are…
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S O U N D - S P E L L I N G R E V I E W / P R A C T I C E
ea ai ay oy
ai ay oy ea
ou ea ay oy
B L E N D I N G RO U T I N E S
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Continuous Blending Routine
Sound By Sound Blending
Vowel First Blending
M E A S U R I N G T H E D I M E N S I O N S O F A L P H A B E T I C P R I N C I P L E O F T H E R E A D I N G D E V E L O P M E N T O F F I R S T G R A D E R S
• Unitization is a critical developmental process in word reading development.
• Students who approach the NWF task as a more advanced unit level (whole word) may be categorized as in the full alphabetic phase and are quantitatively and qualitatively better readers in the middle and the end of first grade on an ORF measure.
(Harn, B.A., Stoolmiller, M., and Chard, D.J. 2008. Journal of Learning Disabilities, Volume 41, Number 2)
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Continuous Blending Progression (kindergarten)
a. CVC words -- all continuous sounds (e.g., sun)
b. CVC words -- stop sound at the end of the word (e.g., mat)
c. CVC words -- stop sound at the beginning of the word (e.g., cat)
d. CCVC words -- stop sound in the middle of the word (e.g., stop)
Center on Teaching and Learning, University of Oregon
C O N T I N U O U S
A N D S T O P
S O U N D S
C O N T I N U O U S B L E N D I N G P R A C T I C E
man fin sun
sit lap lop
cap past step
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S O U N D - B Y- S O U N D B L E N D I N G
V OW E L F I R S T B L E N D I N G P R A C T I C E
seat couch main
light cart fort
draw throw coin
M U LT I S Y L L A B I C B L E N D I N G
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B R E A K O U T RO O M
Please discuss two areas that
were new or confirmed for you
with Decoding.
R E F L E C T
Identify ideas, new or confirmed, that support the need to
provide instruction in decoding.
Considering the content of this session and conversations
with colleagues across the state; how might this information impact your instructional practice?
Thank you!
We loved sharing this time with you today!
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