About Me

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Summer 2016 Grades P 3 Day 2Foundational Skills Phonics We know from experience the hard work teachers face every day as theystrive to help their students meet the challenges set by higher standards We are dedicated to empowering teachers by providing free high quality.
standards aligned resources for the classroom the opportunity for immersivetraining through our Institute and the option of support through our websiteofferings We are a team of current and former classroom teachers curriculum writers school leaders and education experts who have worked in the public private.
and nonprofit sectors ImageAlice WigginsWiggins hashas directed.
directed initiativesinitiatives atnational level related to P 3 ELA curriculumnational level related to P 3 ELA curriculumimplementation.
implementation and and support support AsAs thedirector ofearly literacy literacy she.
is responsibleresponsiblefor ELA curriculum work includingfor ELA curriculum work includingprofessional.
professional developmentdevelopment programsprograms for for theStandards Institute Alice wasStandards Institute Alice was most most.
recently executiveexecutive vicevice presidentpresident of of theCore Knowledge.
Knowledge FoundationFoundation and and previouslypreviouslyserved as associate director ofserved as associate director of the the.
Preschool LanguageLanguage andand LiteracyLiteracy LabUniversity of Virginia Alice hasUniversity of Virginia Alice has been been.
training andand coachingcoaching educatorseducators withto language.
language andand literacyliteracy acquisitionacquisitionfor nearly 15 years for nearly 15 years .
Introduction Who You AreRaise your hand if you are an ELA teacher you are an ELA teacher coach you hold a different role.
you teach in a district school you teach in a charter school you teach or work in a different type of school or organizationI Framing the DayII Why a Structured Phonics Approach .
III Elements of Structured PhonicsIV Matching Texts to the GoalV Looking at Some Popular ProgramsVI Adjusting our Direction Objectives.
Participants will be able to Describe why structured phonics is important for K 2 Describe 6 features of standards aligned structured phonics Describe steps that can be taken if current ELA programs do notmeet structured phonics criteria.
Framing the DayPhonics and Fluency Framing the DayA Volume of ReadingFoundational Skills.
Print Concepts Spelling Morphology Grammar SyntaxAutomaticity Phonological Awareness Phonics Word Recognition Accuracy.
Language Knowledge Building with Complex Text Oral Language Skills Vocabulary Language Structures Content Knowledge Prosody Rate Fluency Written Spoken ExpressionAdditional Reading within ELA and across the Day Self .
Motivation Self Monitoring Fix up Strategies Engagement Word RecognitionCorrection Framing the DayDecoding Phonics Comprehension.
Skill based Knowledge basedAssess weekly Assess a few times a yearIn context out of context In context onlyDo not move on if not Engage all students evenmastered strugglers at grade level.
Sequential Uses all skills at oncePrimarily K 3 From birth to college Framing the DayVolume of Reading AfternoonFoundational Skills.
Print Concepts Spelling Morphology Grammar SyntaxAutomaticity Phonological Awareness Phonics Word Recognition Accuracy.
Language Knowledge Building with Complex Text Oral Language Skills Vocabulary Language Structures Content Knowledge Prosody Rate Fluency Written Spoken ExpressionAdditional Reading within ELA and across the Day Self .
Motivation Self Monitoring Fix up Strategies Engagement Word RecognitionCorrection Findings provided solidsupport for the conclusion.
that systematic phonicsinstruction makes a biggercontribution to children sgrowth in reading thanalternative programs.
providing unsystematic orno phonics instruction National Reading Panel Though fluency does notcomprehension lack of.
fluency guaranteesstudents will not be ableto comprehend text Student Achievement Partners Why Do We Need a.
Structured Approach toUnderstanding the Goal Why Structured Phonics The Chaos by Gerard Nolst Trenit Dearest creature in creation.
Studying English pronunciation I will teach you in my verseSounds like corpse corps horse and worse Why Structured Phonics The Code is Vast and Confusing.
One Spelling Many Sounds Sound g Spelling Sound What sounds are represented bythe pattern ea Dearest.
Creation Shout Out What is the Picture When an experienced readersees a printed word it s quitedifficult not to read it Reading.
Heart is automatic Thus the printedword heart conflicts with theword you are trying toHearse Willingham 2009 p 84 What is Structured.
Elements of Structure What is Structured Phonics 1 Scope Sequence m t d k g n a e i o u my tag dog cat get no cat bed hit hot cup.
hammer letter add kitten egg dinner head water tonthumb baked filled duck knowoccur gnat h s f v z p b l r w j him sun fish vet zip pig big leg rat wet jet.
dress phone have buzz apple rabbit well earring when gemmouse breeze write cagelettuce is l judgecity please animalscissors xylophone pencil.
y ch sh th th ng ae ee ie oe ue yak chip shoe thin this sing paper me kind no humanunion match chef pink bake bee bike vote cutemission day meat light boat fewtrain key cry row suit.
they baby pie souleight chief hype sew oo oo zh ow oy ar er or r aw look moon garage cow boy car actor for bird paw aboutput truth measure out coin dollar door her haul debate.
could division fur taught What is Structured Phonics Scope Sequence Also Includes Concepts of Print Phonological Awareness.
Rhyme Alliteration Word Awareness Compound Words Onset Rime Syllables.
Phonemes What is Structured Phonics 2 Explicit InstructionChildren receivingreceiving direct.
code instructioninstruction improvedimproved in inword readingreading at.
at aa fasterfaster ratehad higherhigher word recognition.
recognition skillsskills thanthan thosereceiving implicitimplicit code.
instruction instruction Foorman BarbaraBarbara R of instruction.
instruction inin learninglearning toto read PreventingPreventing reading.
reading failurefailure inin at riskchildren children Journal.
Journal ofof EducationalEducationalPsychologyPsychology 90 1.
90 1 1998 1998 37 What is Structured Phonics 3 Aligned Practice Blending.
Segmenting Spelling Writing Reading What is Structured Phonics 4 Frequent Regular Assessment.
What is Structured Phonics 5 Abundant Materials for Students WhoNeed More Support and Practice Guided Reinforcement Explicit Reteaching.
Comprehensive Reteaching What is Structured Phonics 6 Considerable Amount of Time Spenton These Elements The Readers.
Practice does not have to come at the expense ofengagement A Look At Two Readers Consider available readers with aGrade 1 student in mind.
Jot down your thoughts Repetition Predictability Sentence Length Amount of Image Support.
What if we are teaching r controlled vowels Ugh Decodable ReadersThe cat is on the mat Dogs are on a log Practice Leads to Automaticity What is Controlled .
Leveled Readers Decodable Readers Font Font Sentence Length Sentence Length Words Words Context Phonics Patterns.
Repetition Predictability Amount of Image Support Making MeaningContext should become a.
child s last resort not theDr Mike McKenna Differentiated Reading Instruction Strategies for the Primary Grades Let s Look at Some.
Popular ProgramsHow Structured is the Phonics Let s Look at Some Phonics Programs Fountas Pinnell Fundations.
Journeys Charting Your WorkStrengths WeaknessesWeaknesses Questionsadditional.
additionalinformationinformationwould needFebruary 2016 Session 1 35.
Now What What if my program does not address phonics in astructured manner Fountas Pinnell Until you have a structured phonics program .
If Your Program is Balanced Literacy Prioritize Spend More Time on Spend Less Time on Bring in stand alone structured phonics Grammarprograms that include decodables Lessons on sentence structure revisingand proofreading.
Use decodables and authentic text Comparing textsbut attend to phonics in the latter as Listening centers not focused on Sixty minutes a day on phonics Media lessons Research lessons.
GET TRAINING Lessons on classroom collaborationand discussion Proofreading Comprehension strategies Lessons focusing on character traits .
story structure and themes Structured PhonicsEnsure that your program 1 Has a Documented Scope Sequence of Foundational Skills2 Includes Explicit Instruction in the Code.
3 Uses Aligned Practice4 Includes Frequent and Regular Assessments5 Provides Guidance and Resources for Students who Need6 Devotes 60 minutes to this Instruction Fundations.
Structured PhonicsEnsure that your program 1 Has a Documented Scope Sequence of Foundational Skills2 Includes Explicit Instruction in the Code3 Uses Aligned Practice.
4 Includes Frequent and Regular Assessments5 Provides Guidance and Resources for Students who Need6 Devotes 60 minutes to this Instruction Vocabulary Reader another leveled non phonetic text.
A Week in a Basal Listening centers and writing centers abouthalf phonetic Essential Question connected to writing Daily independent reading Close reading of complex anchor text Media literacy lessons Additional informational text related to the Research skill lessons.
anchor text Lessons on author s purpose Writing lessons on sentence that inform Daily proofreading practice Writing lessons on revising and proofreading.
Lessons on comparing texts Grammar lessons on proper nouns Lessons on classifying and categorizing Grammar lessons on possessives words Daily Vocabulary instruction with word Read aloud connected to anchor text and.
cards topic Leveled readers not phonetic with Listening comprehension lessons focusingstudents grouped by ability on character traits story structure and Until you have a structured phonics program If Your Program is a Basal .
Prioritize Spend More Time on Spend Less Time on Phonics Grammar Phonological Awareness Lessons on sentence structure revising Read Aloud and proofreading Comparing texts.
Listening centers not focused on Media lessons Research lessons Lessons on classroom collaborationand discussion .
Proofreading Comprehension strategies Lessons focusing on character traits story structures themes A Word Desert.
Students who fail to decode with accuracy and automaticity areessentially living in a different environment They are able toaccess less text leading to Smaller vocabulary Less world knowledge.
Less motivation Less confidence Forever trying to hide readingstruggles and avoid reading Change is Difficult The 4th Shift.
Nothing works unless you believe in it andunderstand it David Liben one ordinary dayDo There is no try Yoda The Empire Strikes Back.
I want YOU for structured phonics instruction Uncle Sam3 Things I learned2 Things I will put to use1 Question I still have.
Final Considerations and Reflection Is there a systematic K 2 phonics program in place Is the scope and sequence specific enough to demonstrate the sequenceand grade level of presentation for each of the 150 sound spellings Is the same phonics program used by all K 2 teachers .
Are materials used for remediation aligned to the instructional approach ofthe primary ELA program Does the remediation program reteach reinforce and provide additionalpractice based on what is covered in the ELA class If needed is there a remediation schedule that occurs in addition to and.
About Me. Image Alice Wiggins has directed initiatives at the national level related to P-3 ELA curriculum implementation and support. As the director of early literacy, she is responsible for ELA curriculum work, including professional development programs for the Standards Institute.

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