1. Instructional Cycle Informed by Assessment Plan Instruction Model Guided Practice Practice and Application Assessment

2. 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 Storytelling 3. Storytelling to Memorized reading 4. Picture governed to print governed 5. Refusal to attempts 6. Aspectual to Imbalanced 7. Imbalanced to Balanced

3. 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.

4. 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)

5. Picture Governed Attempts Labeling and Commenting Storytelling Memorized Reading

6. Born to Read by Judy Sierra

7. Conditions for Learning Learning

8. Conditions for Learning Immersion & Access Modeling & Demos Coaching with Feedback Approximations Learning Practice Opportunities ResponsibilityExpectationsEngagement

9. Gross visual discrimination

10. Fine Visual Discrimination E EF F EF FFE in inon on anon inanan

11. Three Key Goals Create an awareness of print Concepts of Print

12. Creating an Awareness of Concepts of Print Directionality left to right page* left to right sentence* return sweep* Top to bottom Start at beginning* Finish at end* Reading Concepts Print differs from pictures * Print has meaning Literacy has practical uses Voice print match * Relies less on finger*

13. Creating and Awareness of Concepts of Print letter word page capital/ upper case small / lower case cover title start end beginning front back first last book print picture line sentence Others… Understanding Instructional Terms

17. Three Key Goals Create an awareness of print Create an awareness of letters Alphabetic Knowledge Letter Naming

18. 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?

19. 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)

20. 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

21. Three Key Goals Create an awareness of print Create an awareness of letters Create an awareness of sound Phonemic Awareness

22. Creating an Awareness of Sounds Phonological Awareness: knowledge that words have smaller sound parts words have sound parts compound words have two parts words have syllables Words have onset and rimes

23. 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)

29. 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

30. Creating Strategic Readers Page 32

31. Creating Strategic Readers Page 33