1. Welcome to the Comprehensive Center-Region VI Audio Web Conference Workshop Sheryl Beglinger Training and Outreach Specialist smbeglinger@wisc.edu

2. Wakpala:Donna JensenBetty Arndt Penny AdamsRobin Rau Fessenden-Bowdon: Marla Haugen Surrey:Nadine LyonSusan Bosch Tara LavachekShannon Peake Dana EntzeBarb Matteson Susan McCormack Killdeer:Julee GartnerJackie Sinclair Pamela WilzDonna Knutson Wingate, NM:Christine Edsitty-Beach Maxine BarboneFanny Thompson

3. Bark River - Harris Leah Lesnieski Sherry DeBen Laurie Strahl Jenny Baumler Pat Barra Colleen Carlson Connie Gutierrez

4. Phonics

5. What Does Research Say? Systematic and explicit phonics instruction: More effective than non-systematic or no phonics instruction Significantly improves K and 1 st grade word recognition and spelling Significantly improves children’s reading comprehension Put Reading First: The Research Building Blocks for Teaching Children to Read

6. What Does Research Say? (cont.) Systematic and explicit phonics instruction: Effective for children from various social and economic levels Particularly beneficial for children who are having difficulty learning to read Most effective when introduced early Not an entire reading program for beginning readers Put Reading First: The Research Building Blocks for Teaching Children to Read

7. Systematic Instruction Clearly identifies a carefully selected and useful set of letter-sound relationships Organizes introduction of these relationships into a logical instructional sequence Provides children with ample opportunities to practice these relationships Put Reading First: The Research Building Blocks for Teaching Children to Read

8. Non-Systematic Instruction Does not teach consonant and vowel letter- sound relationships in a prescribed sequence Encourages informal phonics instruction based on the teacher’s perceptions of what students need to learn and when they need to learn it Put Reading First: The Research Building Blocks for Teaching Children to Read

9. Resource on How to Teach Decoding/Phonics “Teaching Decoding” by Louisa C. Moats: –Criticizes whole language, “literature-based”, and traditional phonics programs –Provides good background on stages of reading development and decoding instruction –Discusses the difference between implicit and explicit instruction –Examples of how to teach children who are struggling

10. Sequencing Phonics Skills Big Ideas in Beginning Reading

11. Selecting Text for Beginning Reading Instruction* * “Selecting texts for beginning reading instruction” by Elfrieda Hiebert. Found in Literature-based instruction: present issues, future directions editors: T. E. Raphael and K. H. Au Characteristics of the Text: Predictability – (3-5 words, large proportion of the text) Contextual – (Familiar concepts, illustrations can be used in identifying key words) Word Density – (Few different words in text)

12. Selecting Text for Beginning Reading Instruction* Characteristics of Distinct Words (different words) Decodability – (high proportion of V – C rime) High Frequency – (high proportion of words that are 20 most frequent words in written English) — the, of, and, a, to, in, is, you, that, it, he, for, was, on, are, as, with, his, they, at * “Selecting texts for beginning reading instruction” by Elfrieda Hiebert. Found in Literature- based instruction: present issues, future directions editors: T. E. Raphael and K. H. Au

13. Leveling Books Databases Beaverton School District Portland School District LeveledBooks.com Aldert Root's Leveled Lists by Publisher

14. Free Leveled Books Reading A – Z.com

15. Phonics Games Literacy Games from WiLEARNS On the left side, click Families Scroll down and click on Literacy Games PBS- Between the Lions Games

16. Phonics Instruction for Older Students Students need instruction in: Prefixes and suffixes Contractions Less common letter combinations Wisconsin LEARNS– Literacy Education and Reading Network Source

17. Practice Quiz on Phonics

18. Wrap-Up Questions/comments/concerns? Next session –Assessing phonics skills