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“If I Only Had A Brain!” Kansas Infinitec Coalition 5 Components •Phonological Awareness •Phonics-elementary--word Identificationsecondary •Fluency •Vocabulary •Comprehension Phonological Awareness Phonological Awareness •Rhyming: identifying and making oral rhymes, matching the ending sounds of words starting with the vowel sounds (cat, bat, hat, that) •Alliteration: producing groups of words that begin with the same sound (Two tired turtles tried to take a trip.) •Sentence Segmentation: segmenting sentences into spoken words (The sentence, “The girl ate two candy bars,” segments into six words) •Syllable Blending and Segmentation: blending syllables to say words (/pan/ /cake/ blends into pancake) Segmenting words into syllables (cactus segments to /cac/ /tus/) Phonological Awareness Instruction • Understands discrete sounds/phonemes • Recognizing which words in a set of words begin with the same sound • Isolating and saying the first or last sound in a word • Combining or blending the separate sounds in a word to say the words • Breaking or segmenting a word into its separate sounds Phonological Awareness (cont.) • Onset-Rime Blending and Segmentation: separating the initial consonant or cluster (the onset) from the vowel and consonant sounds that come after it (the rime) Shirt segments to the onset /sh/ and the rime /irt/) • Phoneme Blending, Segmentation, and Manipulation: blending phonemes into words (/m/ /a/ /n/ blends into man, segmenting words into individual phonemes (cat segments into /k/ /a/ /t/) manipulating phonemes in spoken words (/b/ substituted for /k/ in cat makes bat) Technology can….. Support a student learning to… • Recognize patterns in words • Create words from letters, words, pictures or sounds • Use auditory feedback as words are created or segmented • Convert words by isolating and changing phonemes Low tech • card readers www.califone.com And Eiki www.eiki.com • Word wall Implementation ideas www.teachnet.com www.abcteacher.com Possible Technology Tools • • • • • • • Bailey’s Bookhouse www.riverdeep.net Dr. Suess’ABC www.riverdeep.net Earobics www.earobics.com Jump Start Phonics www.jumpstart.com WordMaker www.donjohnston.com Word Munchers www.riverdeep.com Wiggle Works www.scholastic.com Phonics Phonics Instruction Systematic Direct Instruction • Letter-sound relationships • Spelling strategies • Writing strategies Phonics • Elementary: (Alphabetic Understanding, Word Study and Spelling) Sound symbol correspondence, the ability to associate a speech sound with an alphabetic letter. Instruction in how the sounds of spoken language. Phonics: Alphabetic Understanding Letter sounds: Association of a sound with a letter and letter combination in a written word Spelling Regular Words: Using letter sounds and segmentation to spell words, mapping sounds to letters following typical rules Spelling/Reading Irregular Words: Spelling words in which some or all of the letters do not represent their most common sounds. (e.g. word families: one, none, done) Sentence Reading: Practicing reading regular and irregular words then reading them in the context of a sentence Technology Can… Support a student learning to… • Pair sounds and letters to form words • Spell with success • Practice fluency in reading sentences • Adapt reading strategies as immediate feedback is received. Low tech • http://www.gamequarium.com/phonics28.ht ml • http://www.tampareads.com/phonics/phonic sindex.htm • http://www.letterland.com/ • http://rlac.com/store/RLAC-Shop-byCategory.html • http://rlac.com/store/LearningManipulatives.html Possible Technology Tools • • • • • Destination reading www.riverdeep.com Fast ForWord www.scilearn.com LeapFrog SchoolHouse www.leapfrog.com Let’s Go Read www.riverdeep.com Ultimate Phonics www.spencerlearning.com Word Identification (Secondary) • Letter/Sound correspondence: ability to say the sounds for each letter or letter combination that is given • Structural analysis: Analysis of compound words, contractions, syllables, root words, affixes, Greek and Latin morphemes Technology Can… Support a student learning to… • Recognize the parts that make up the word. • Use context clues to interpret meanings. Low tech • Card readers • Spinner activities www.speechteach.co.uk/p_resource/speech/s oundspinner.htm • Magnetic Poetry/Word tiles: Word Strips; Labels www.primaryconcepts.com www.trcabc.com www.shadowpoetry.com Possible Technology Tools • Ultimate Phonics www.spencerlearning.com • Sentence master www.llsys.com • Words Around Me www.riverdeep.net • Infinitec www.myinfinitec.org Reading resources-reading links-educational enrichment activities Fluency Fluency Instruction • Bridge between word recognition and comprehension • Development is gradual over time • Difference between more fluent readers and less fluent readers Fluency • Automaticity of Letter Sounds: Quickly recognizing letter sounds as a precursor to blending, word reading, and passage reading • Automaticity of Words: Accurately and quickly identifying regular words • Connected Text: Sounding out each word and then reading them together Technology Can Support a student learning to… • Practice reading aloud • Use models to develop fluency skills in reading. Low tech • Alphabet arc letters tiles and magnets www.alphabetmats.com • Highlighter pens, tape, color overlays www.onionmountaintech.com www.irlen.com • Sentence strips www.teachnet.com www.abcteacher.com Possible Technology Tools • First Nouns, First Verbs, First Words www.llsys.com • Audio Books on CD • www.bookshare.org • www.myinfinitec.org Vocabulary Vocabulary Development • VOCABULARY DEVELOPMENT—The knowledge of words, their definitions, and context. How is vocabulary learned? • Most vocabulary is learned indirectly – “Learning by listening” – Read aloud to children – Children read on their own (exposure to words) – Daily oral reading • Vocabulary is learned directly and must be taught – Teach specific words before reading – Extended use of the words over time – Repeated exposure to the words in context – Use dictionaries and other reference materials – Teach word parts (affixes, base words) Technology • Use technology to: – Search word meanings – Explore new words – Elaborate on immediate vocabulary Texas Assistive Technology Network www.texasat.net Low Tech • • • • • • • Highlighter tape or markers Spell checkers Personal dictionaries Word walls/sentence strips Webbing Word cards, magnetic word tiles, labels Graphic organizers Free Sites • http://funschool.kaboose.com/arcade/langua ge/index.html • http://www.theschoolbell.com/ • http://www.education.com/worksheets/ Mid to High Tech • To purchase or commercially produced tools: – Books on tape/CD – Franklin Spellers – Talking word processors: Read/Write Goal, Kurzweil, WYNN – Word prediction software: Co-Writer, Write Outloud – Text readers: Read/Write Gold, Kurzweil, WYNN – Reading Pens (Quicktionary Pen; Wizcom Technologies www.wizcomtech.com ) – Edmark Reading Literacy: Vocabulary Software Evaluation • New words are presented in meaningful ways • Students see, hear, and use words many times and in many contexts • Makes connections to student's current word knowledge • Strategies for older students include contextual analysis and morphemic analysis Comprehension Comprehension • READING COMPREHENSION STRATEGIES— The understanding of meaning in text. • Must be based on scientifically based research. • Must include classroom-based screening, and instructional and diagnostic reading assessments. • Should provide ongoing, high-quality professional development focused on essential elements of reading • • • • • • • • Interaction between the text and the reader Good readers are purposeful and active Monitor comprehension Use prior knowledge Question Recognize story structure Summarize Think Alouds Identify where the difficulty occurs Look forward in the text for information that might help to resolve the difficulty Look back through the text Texas Assistive Technology Network www.texasat.net Identify what the difficulty is Restate the difficult sentence or passage in own words Comprehension • Literal Comprehension—Understanding what is explicitly stated or clearly implied in the text • Implicit Comprehension—Understanding a meaning that is intended or suggested by the author but not stated. • Story Retell—Recalling events from a passage and retelling it Texas Assistive Technology Network www.texasat.net • Story Grammar—Understanding story elements – Main characters – Setting – Problem/Resolution – Important events – Themes Texas Assistive Technology Network www.texasat.net • Sequencing—Sequencing events in short passages • Main Idea—Determining the main idea of a passage Texas Assistive Technology Network www.texasat.net Technology • Use technology to: – Look up meanings of difficult words or phrases – Sequence events in a story – Understand the different parts of a passage Low Tech • • • • • • • • Graphic organizers Prompting elements to look for in a passage Highlighter tape/markers Draw pictures or visual cues Sticky notes/arrows/tabs Mnemonics Repeated Readings Note cards/pockets Mid to High Tech • Inspiration/Kidspiration • Software for Picture Support— Boardmaker, Picture It • Talking Word Processors • Audio Books • SmartPen More Software • WYNN 4 • Kurzweil 3000 • Read and Write Gold Literacy: Comprehension Software Evaluation • Students are provided with explicit cognitive strategy instruction in one or more of the following: – – – – – – – – comprehension monitoring using prior knowledge graphic organizers story structure question answering question generating mental imagery summarization • Instruction includes: explanation, modeling, guided practice, and application • Passages include all genres RESOURCES • www.myinfinitec.org • Texas Assistive Technology Network: Technology Supports for Struggling Readers • Garden City Public Schools USD 457 – Quick Questioning for Higher Level Thinking – Fluency Strategies – Comprehension Strategies • “Wizard of Oz” THANK YOU
