Foundations and Applications of Differentiating Instruction: S3Competencies Four and Five

Foundations and Applications of Foundations and Applications of Differentiating Instruction: Differentiating Instruction:

Competencies Four and FiveCompetencies Four and Five

Session 4Session 4Research-based Phonemic Awareness,

Phonics, Vocabulary, and Comprehension Instruction

Foundations and Applications of Differentiating Instruction:Competencies Four and Five

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OutcomesKnowledge• Participants will be able to:

– Define phonemic awareness, phonics, fluency, vocabulary, and comprehension.

– Explain the role of phonemic awareness, phonics, fluency, vocabulary, and comprehension in development of the reading process.

– Identify features of text that influence comprehension.– Identify explicit, systematic instructional plans for scaffolding phonemic

awareness, phonics, fluency, vocabulary, and comprehension development and reading endurance.

– Organize for differentiated instruction in phonemic awareness, phonics, and fluency, vocabulary, and comprehension.

Skills• Participants will be able to:

– Utilize instructional practices and activities that promote phonemic awareness, phonics, fluency, vocabulary, and comprehension development.

– Problem-solve for instructional solutions regarding phonemic awareness, phonics, fluency, vocabulary, and comprehension development.

– Differentiate between effective and less effective phonemic awareness, phonics, fluency, vocabulary, and comprehension instruction.

Foundations and Applications of Differentiating Instruction:Competencies Four and Five

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THE BIG 6•Phonemic

Awareness•Phonics•Fluency•Comprehension•Vocabulary•Oral Language

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Foundations and Applications of Differentiating Instruction:Competencies Four and Five

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National Reading Panel Identified Five Component

Skills • Three are critical to the development of automatic word identification– Phonemic Awareness– Phonics– Fluency

• Two are critical to reading comprehension– Vocabulary– Comprehension strategies

• There is interaction/additive effects among these five skills

Foundations and Applications of Differentiating Instruction:Competencies Four and Five

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Foundations and Applications of Differentiating Instruction:Competencies Four and Five

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Presentation Guidelines

• Provide the component definition.• Describe instructional practices

which would be appropriate for a low progress, an average progress, and a high progress reader and be prepared to share their rationale.

• Are you differentiating for content, process, or product with each of the chosen instructional practices? Explain.

Foundations and Applications of Differentiating Instruction:Competencies Four and Five

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Fluency Group Presentation

Foundations and Applications of Differentiating Instruction:Competencies Four and Five

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Phonics Presentation

Foundations and Applications of Differentiating Instruction:Competencies Four and Five

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Phonemic Awareness Presentation

Foundations and Applications of Differentiating Instruction:Competencies Four and Five

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Vocabulary Presentation

Foundations and Applications of Differentiating Instruction:Competencies Four and Five

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Comprehension Presentation

Foundations and Applications of Differentiating Instruction:Competencies Four and Five

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Oral Language