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Making Sense of Phonological Awareness and Phonics Connecting to Last Class: Stages of Reading Development • Emergent Readers – concepts of print, book handling, and sounds of words • Early Readers – decoding and phonics (sounds <> letters) • Transitional Readers – building fluency, vocabulary, and comprehension strategies • Intermediate Readers – apply silently with higher level comp. strategies and deeper vocabulary • Advanced Readers – competent across multiple texts for multiple purposes Connecting to Last Class: Components of Reading Instruction • Phonological Awareness • Phonics • Fluency • Vocabulary • Comprehension Strands in CCSS • Foundational Skills • Speaking & Listening • Language • Reading Narrative • Reading Info. Text Objectives – You will be able to: • Define key terms associated with phonological awareness and phonics • Develop an introductory big-picture awareness of how these concepts fit together to inform early reading instruction • Begin to tease out the three levels of phonological awareness and connect early reading activities to each level Are you ready? Self assessment • What is the difference between… – – – – – – – decoding and encoding phonemes and graphemes sight words and decoded words phonological awareness and phonemic awareness phonemic awareness and phonics two key aspects of phonics instruction developmental sequence of phonics instruction (five levels) – developmental sequence of phonemic awareness (three levels; nine elements) Summary of Terms from Making Sense of Phonics (Beck, 2006, p. 15-18) ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? Developmental Sequence of Syllable Awareness ? ? ? Onset-Rime Awareness ? ? ? Onset-Rime Phonemic Awareness ? ? ? Matching Activities to Levels of Phonological Awareness • Each person takes an orange card • Lay white cards out in middle of table • Take turns: Read your orange card, someone else in group does the PA activity • Together: Decide which level card matches the activity; line both cards up on the PA chart • Next person reads your orange card and someone else completes – repeat • When done, mix up and try a “speed sort”! Developmental Sequence of Phonics Skills Instruction Summary of Terms from Making Sense of Phonics (Beck, 2006, p. 15-18) How are you doing? (Self-Check) • Define key terms associated with phonological awareness and phonics • Develop an introductory big-picture awareness of how these concepts fit together to inform early reading instruction • Begin to tease out the three levels of phonological awareness and connect early reading activities to each level How are you doing now? Self assessment • What is the difference between… – – – – – – – decoding and encoding phonemes and graphemes sight words and decoded words phonological awareness and phonemic awareness phonemic awareness and phonics two key aspects of phonics instruction developmental sequence of phonics instruction (five levels) – developmental sequence of phonemic awareness (three levels; nine elements) Previewing Words Their Way Chapter 1 • Three layers of English orthography (the writing system of a language) linked to Word Knowledge (1) Alphabet (2) Pattern (3) Meaning Stages of Spelling Development • Stage 1: Emergent Spelling Stages of Spelling Development • Stage 2: Letter Name - Alphabetic Spelling Early Letter Name Middle-Late Letter Name Stages of Spelling Development • Stage 3: Within Word Pattern Spelling Early Within Word Stages of Spelling Development • Stage 4: Syllables and Affixes Spelling Stages of Spelling Development • Stage 5: Derivational Relations Spelling Words Their Way Ch. 1 p. 19 ** (and inside cover): Mapping Reading, Writing, & Spelling Development Homework • Complete Reading Guide Part C as you… • Read Words Their Way Chapter 1: Developmental Word Knowledge • Read Words Their Way Chapter 4: Emergent Stage of Reading and Spelling • Come prepared to hand in reading guide and complete some PA activities and assessments