2. ‘ What great Teachers Do Differently-14 Things that Matters Most’ by Todd Whitaker #10: Great teachers have a plan and purpose for everything they do. If things don’t work out the way they had envisioned, they reflect on what they could have done differently and adjust their plans accordingly. #11: Great teachers aim high. Before attempting anything they make decisions following 3 simple guidelines: 1. What is the purpose? 2. Will this actually accomplish the purpose? 3. What will the best people think?

5. Read Aloud!

6. Read article.

7. Three Layers: 1. Alphabet (Phonemic Awareness) 2. Pattern (Phonics) 3. Meaning

8. Alphabet Pattern Meaning Pre-K to middle of 1 K to middle of 2 Grade 1 to middle of 4 Grades 3 to 8 Grades 5 to 12

9. Alphabet Pattern Meaning Pre-K to middle of 1 K to middle of 2 Grade 1 to middle of 4 Grades 3 to 8 Grades 5 to 12

10. Phonemic awareness is the ability to focus on and manipulate phonemes in spoken words. (National Reading Panel, 2000, p. 2-10) The goal of phonemic awareness is to help children to develop an “ear” for language. “… Phonemic awareness measured at the beginning of kindergarten is one of the two best predictors of how well children will learn to read.” (National Reading Panel,2000)

11. l Phoneme isolation recognize individual sounds in words l Phoneme identity recognize the common sound in different words l Phoneme categorization recognizes word with the odd or different sound in a sequence of three or four words

12. l Phoneme blending listen to a sequence of spoken sounds and combine them to form a word l Phoneme segmentation breaking a word into sounds by tapping and counting the sounds

13. l Phoneme deletion recognize what word remains when a specified phoneme is removed l Manipulation of onset and rime develop a list of words with a common rime

14. Alphabet Pattern Meaning Pre-K to middle of 1 K to middle of 2 Grade 1 to middle of 4 Grades 3 to 8 Grades 5 to 12

15. l is a systematic instructional approach that links the foundation of phonemic awareness with students’ growing knowledge of letter- sound relationships to enable them to decode words and read.

16. l Is used to develop letter-sound relationships l Helps students decode unknown words l Helps students apply various word-solving strategies l Promotes word analysis

17. Suggestions for teaching sounds action sound storyline songs words printing Morning Message S

18. l Teachers need to introduce letter-sound correspondences in a explicit, systematic manner l Students need time to learn, practice, and master letter sounds l Students need practice in applying their knowledge in both reading and writing activities

19. Phonemic Awareness Phonics Auditory Discrimination Visual and Auditory Discrimination Speech-based (Oral Language: Listening and Speaking) Print-based Phonemes (sounds) to graphemes (letters) Graphemes (letters) to phonemes (sounds) Sample Activities Blend syllables together to say a word In a series of words, which word does not rhyme Identify the number of sounds in stated words Sample Activities One student gives a clue word or action for a letter and sound; another student states letter name and correct sound Make/find new words beginning with a selected sound

20. When phonics instruction is linked to children’s reading and writing they are more likely to become strategic and independent in their use of phonics than when phonics instruction is drilled and practised in isolation.

22. Alphabet Pattern Meaning Pre-K to middle of 1 K to middle of 2 Grade 1 to middle of 4 Grades 3 to 8 Grades 5 to 12

23. Learning that groups of letters can represent meaning directly. Ex: prefix like rethink or suffix like spectator; composition not compusition because it’s related to root word compose;

24. Emergent Stage Role Play Reading Pre-K to middle of 1 Letter Name-Alphabetic Stage Experimental Reading K to middle of 2 Within Word Pattern Stage Early Reading Grade 1 to middle of 4 Syllables Juncture Stage Transitional Reading Grades 3 to 8 Derivational Relations Independent Reading Grades 5 to 12

25. Diagnostic Assessment to determine:  Individual stages (Independent)  Whole Group trends (Shared)  Groups of students trends (Guided)

26. *Bring a pair of scissors to class next week! Continue with Word Study Media Literacy Readings for next week: Hand-outs:  ‘Integrated Phonics, Spelling and Reading Instruction’ pg 20-24 Chapter 1 “Words Their Way” Bear, Invernizzi, Templeton, Johnston 1. Ministry Document: Guide to Effective Literacy Instruction Grades 4-6, Volume 7 Media Literacy pgs 33-38