Instructional CycleInformed by Assessment

PlanInstruction

ModelGuidedPractice

Practice and Application

Assessment

So how do facilitate growth in young children?

Moving from…1. No interest in books to interest in books = ENGAGEMENT

2. Labeling and Commenting to Storytelling3. Storytelling to Memorized reading4. Picture governed to print governed5. Refusal to attempts6. Aspectual to Imbalanced7. Imbalanced to Balanced

If they touch it… They might open it up If they open it up, they might notice

something inside If they notice something inside, they

might make a comment about it If they make a comment about it, they

reveal what is going on in their heads If they reveal what is going on in their

heads, we can seize the teachable moment.

What are the types of books that most kids would find a hard time not touching?

Tactile books Books with sounds Pop-up books Scratch and Sniff books Books with movable

parts Big Books Books they helped make Books in their interest

areas (informational) Books they can sing Wordless picture books

Books with intriguing illustrations or graphics

Books they know Books with familiar parts Books you have read

aloud and promoted Books their friends liked Books they think they

can read Things like books

(magazines)

Picture Governed Attempts

Labeling and Commenting

Storytelling Memorized Reading

Born to Read by Judy Sierra

Conditions for Learning

Learning

Conditions for Learning

Immersion & Access

Modeling &Demos

Coaching with Feedback

Approximations

LearningPractice Opportunities

Responsibility Expectations Engagement

Gross visual discrimination

Fine Visual Discrimination

E E F

F E F

F F E

in in on

on an on

in an an

Three Key Goals

• Create an awareness of print

Concepts of Print

Creating an Awareness of Concepts of Print

Directionalityleft to right page*left to right sentence*return sweep*Top to bottomStart at beginning*Finish at end*

Reading ConceptsPrint differs from pictures *Print has meaningLiteracy has practical usesVoice print match *

Relies less on finger*

Creating and Awareness of Concepts of Print

letterwordpage

capital/ upper casesmall / lower case

covertitle

startend

beginning

frontbackfirstlastbookprintpicturelinesentenceOthers…

Understanding Instructional Terms

Three Key Goals

• Create an awareness of print

• Create an awareness of letters

Alphabetic KnowledgeLetter Naming

Creating an Awareness of Letters

Alphabetic Knowledge: letters have names and they represent certain sounds

Fundamental understanding for phonics instruction: knowing the relationship between certain letters and their sounds

What will students notice if they are surrounded by alphabet books?

OASD Kindergarten Benchmarks and Standards (Draft)

• Letter identification• Initial consonant sounds• Match first letter of word with sound• Uses first letter to make meaningful word choice• Develops a core of known words• Monitors by first letter• Analyzes word structures (chunks)

Sorting for visual clues…

• Matching words• Length of words• Starting letters• Ending letters• Words with tail letters• Words with circle letters

• Words with diagonal lines

• Words with straight lines

• Words with a little word inside

• Words that spell another word backwards

Three Key Goals

• Create an awareness of print

• Create an awareness of letters

• Create an awareness of sound

Phonemic Awareness

Creating an Awareness of Sounds

Phonological Awareness: knowledge that words have smaller sound parts

words have sound partscompound words have two partswords have syllables

Words have onset and rimes

Creating an Awareness of Sounds

Phonemic Awareness: knowledge that a spoken word is made up of individual sounds (phonemes) *

• Rhyming *• Sound matching *• Sound isolation *• Blending *• Sound addition and substitution *• Segmentation

*OASD Benchmark and Standards for Literacy in Kindergarten (Draft)

1. Which of the following students is demonstrating the specific type of phonological awareness known as phonemic awareness?

A. a student who, after being shown a letter of the alphabet, can orally identify its corresponding sound(s)

B. a student who listens to the words sing, ring, fling, and hang and can identify that hang is different

C. a student who, after hearing the word hat, can orally identify that it ends with the sound /t/

D. a student who listens to the word Wisconsin and can determine that it contains three syllables

Creating Strategic ReadersPage 32

Creating StrategicReadersPage 33