1. C.O.R.E. Teaching Reading Sourcebook
4/15/2017
C.O.R.E. Teaching Reading Sourcebook
Decoding and Word Study
Ginny Axon, MiBLSi TAP Coordinator
Kathryn Schallmo, MiBLSi Director
Macomb ISD
Axon, MISD 1

2. Section III, Chapter 6 Decoding and Word Study Phonics
What to teach?
Explicit Phonics – Lesson Sequence
Explicit Teaching – Lesson Design
Blending Routines
Decodable Text
Word Work

3. Chapter 6 Phonics Why? Research Bibliography
Phonics instruction increases the ability to comprehend text for beginning readers and older students with reading disabilities.
-The National Reading Panel, 2000

4. Chapter 6 Phonics When? Do it early. Keep it simple
Kindergarten and Grade 1
Intervention – Grades 2 and above
Older Struggling Readers (pg. 194)

5. Chapter 6 Phonics How? (pg 196) Letter sound strategies
Phonemic awareness strategies
Word work
Blending Lessons
Model (I do it)
Lead (We do it)
Check (You do it)
Decodable Text (Instructional method)

6. Learning Partners Lesson Model: Sound-by-Sound Blending
4/15/2017
Learning Partners
Lesson Model: Sound-by-Sound Blending
Page
Partner #1: mat, tap, pat
model, lead, check
Partner #2: pat, Sam, tap
15 minutes Practice Session
Axon, MISD

7. What to teach? Pages 260-267 Common syllable types
Section III, Chapter 8 Decoding and Word Study Multisyllabic Word Reading
What to teach? Pages
Common syllable types
Affixes as Syllables
Flexible syllabication

8. Chapter 8 Multisyllabic Word Reading
Why?
Research
Bibliography
It turns out that skillful readers’ ability to read long words depends on their ability to break the words into syllables.
-Adams Et Al., 1990

9. Chapter 8 Multisyllabic Word Reading
When?
Grade 2 and above
Intervention – Grade 2 (mid year) and above
Older Struggling Readers (pg 271)

10. Chapter 8 Multisyllabic Word Reading
How?
Syllable types - Introduction
Syllable division strategies
Syllasearch Lesson Model (page 298)
Word Work (Following each lesson model)
Chapter 1 – Structure of English
Pages (prefixes, suffixes)

11. Learning Partners
Lesson Model: Flexible Strategy for Reading Big Words (page )
(Based on REWARDS, Archer ET AL.)
Partner # 2 Teach prevention
Partner # 1 Teach respectful

12. 3 Big Ideas 2 Points to Ponder 1 Action to Take Immediately
Reflection
3 Big Ideas
2 Points to Ponder
1 Action to Take Immediately

13. Consortium on Reading Excellence (C.O.R.E.)
Website:
Phone: (888)