1. 1 Read this passage and jot down: What is the passage about? What instruction would you need to understand it?

2. Phonics & the Alphabetic Principle plan & execute

3. 1. What do I do & why do I do it? 2. How can I help my students break the code? 3. What new tricks & resources am I taking away?

4. 3 Reading Framework

5. What is Balanced Literacy?

6. Example of Phonics teach t -ea -ch What did you see me do?

7. spelling pattern sound blend

8. 4 Definition of Phonics Phonics is the process of identifying spelling patterns, connecting these with their phonemes (sounds), and blending the sounds to produce a spoken word.

9. 5 Why Teach Phonics? It’s a “deal-breaker” & it must be explicitly taught.

10. 7 The alphabetic principle is the idea that letters represent sounds. Fluent Reading FLUENT READING! What you HEAR What you SEE Page 512

11. 7 Fluent Reading FLUENT READING! What you HEAR What you SEE DOG = d + o + g = /d/ + /o/ + /g/

12. 9 Don’t remember the letter sounds? cuatu

13. 9 Don’t remember the letter sounds? Watch the video, note if you have any questions

14. 11 Sound Spelling Patterns Think of as many words as you can with different ways to spell the sound /ā/, the ‘long a.’ Short vowels (as in “lamb”) Long vowels – “say their name” (as in “make”) You have 1 minute to write with your team and then we’ll list them!

15. 11 Sound Spelling Patterns a_e, ey, a, ai, ei, _ay, eigh, ea As in: make, they, lady, rain, vein, play, neighbor, great What makes teaching phonics difficult?

16. 12 Fluent Reading One of your students is struggling with phonics. In a parent conference, how do you explain what is phonics & why it’s important for their child to learn? FLUENT READING! 2 minutes on a sticky note to plan, 2 minute conference, switch roles

17. How do you know what sound- spelling patterns to teach? Your Word Study section of the ISAT, based on STUDENT needs from the QSI Data Elementary Literacy Text (resource room) Resource Room Display Your district curriculum might be in a specific order 21

18. Phonics Sequence from the QSI Emergent – letter sounds and names Letter name – short vowels, blends (br, bl, sr etc.) and digraphs (sh, ch, th etc.) With-in word – long vowels, r-influenced vowels Syllables and Affixes – ending sounds, simple prefixes and suffixes (re-, un-, dis-) Derivational Relations – advanced prefixes and suffixes (mono-, tri-, aud - )

19. 15 How do you introduce sound- spelling patterns? Blending Lesson Sequence Introduce the sound-spelling pattern Blend words Read sentences Decodable text reading Spelling IBRDS = “EYE BIRDS” Page 513

20. I can identify the ___ sound. I can blend words with the ___ and ___ spellings. I can sort words with the ___ and ___ sounds I can read sentences with ___ and ___ words. I can segment and spell with _____ and _____ words. I can spell words with the ___ and ___ sound. I reread a decodable text with __ and __ words. I can complete the weekly spelling test! I/B I can read a decodable text with ___ and ___ words. I/B B/R D S

21. 15 How do you introduce sound- spelling patterns? Blending Lesson Sequence Introduce the sound-spelling pattern Blend words Read sentences Decodable text reading Spelling

22. 17 Introduce the sound-spelling pattern Introducing a sound-spelling is designed to strengthen the connection between the sound and the spelling. In the video, identify at least 5 things that the teacher does to strengthen this connection for his students?

23. Introducing the Sound-Spelling Pattern – techniques Tell students the sound; have them repeat the sounds many times Show students the spelling(s), repeat! Listen to words WITH and WITHOUT the sound Give students memory devices –Visual images for the sounds (a cow) –Kinesthetic Motions (where appropriate) –Stories and poems to remember the sounds and connect to the visual image and the spellings

24. Let’s Practice Teaching Sound-Spelling Patterns With your group, select a sound spelling pattern to introduce to your students and plan how you would introduce it to your students. Come up with a visual, word and kinesthetic motion/song (if applicable). sh-, ar-, oi

25. 15 How do you blend the words? Blending Lesson Sequence Introduce the sound-spelling pattern Blend the words Read sentences Decodable text reading Spelling

26. What is blending? Teach explicitly Plan blending routines Choose words with your sound-spelling pattern

27. b How do you teach blending? 26 p ed bed coast ctsoa point oi n t rain rain

28. Your Turn! Practice blending with your partner. EmergingLetter Name With-in Word SyllableDerivational Ball, bedcat, bat, fat, tan cap, cape hat, hate cat, cats Box, boxes monologue Bicycle Hub, flubBlog, plan, shop, ship far, fart, shark, start untie relearn Inside

29. 15 Blending Lesson Sequence Introduce the sound-spelling pattern Blend words Read sentences Decodable text reading Spelling

30. Reading Sentences Practicing words in isolation is not enough Take sentences from decodable books on Reading A-Z The weather man said that it is going to rain tomorrow. The rain in Spain falls mainly on the plain. Brainstorm your own

31. 15 Blending Lesson Sequence Introduce the sound-spelling pattern Blend words Read sentences Decodable text reading Spelling

32. Decodable Text Reading Practice decoding and reading the skill in an entire text Find books at the Resource Room or on Reading A-Z

33. 15 Blending Lesson Sequence Introduce the sound-spelling pattern Blend words Read sentences Decodable text reading Spelling

34. Shows that they REALLY understand the sound-spelling patterns. Practice everyday Final assessment is your spelling test on Day 5

35. Pop Quiz! 2 minutes to create hand gestures with your partner to remember the steps of IBRDS

36. I can identify the ___ sound. I can blend words with the ___ and ___ spellings. I can sort words with the ___ and ___ sounds I can read sentences with ___ and ___ words. I can segment and spell with _____ and _____ words. I can spell words with the ___ and ___ sound. I reread a decodable text with __ and __ words. I can complete the weekly spelling test! I/B I can read a decodable text with ___ and ___ words. I/B B/R D S 1 2 3 4 5

40. 34 Using the words “phonics”, “alphabetic principle” & “word study” explain why your token for today is a lego.

41. The Bottom Line PHONICS IS A DEAL BREAKER. We teach these skills explicitly so that our students can read & understand text.

42. 34 Go back to your question…

43. Delta Literacy Blog delta11literacy.wordpress.com

44. Closing Fill out exit slip and put it into the folder for your school. Next steps: 1.Contact me with any questions 2.Wednesday you’ll get to pick up your guided reading copies! One collab. member will take the “shopping list” for the group to the library 3.Don’t toss the copies. Trade, share, return.