23Sp EDCI 320 - Weeks 3 and 4

How many phonemes are in the English language?

• 26

• 44

• 211

• 52

Tags

CCSS.L.1.2D

CCSS.L.K.2C

CCSS.RF.2.3E

CCSS.RF.4.3A

CCSS.RF.5.3A

What is articulation, and why does it matter in ELA/literacy instruction?

• How our joints move; students need regular movement during school.

• Moving up in grades; every student deserves cohort advancement.

• The way we prounounce phonemes; hearing and saying phonemes correctly can be critical for early language learners.

• The way we pronounce phonemes; students should talk correctly in school.

Tags

CCSS.RI.11-12.4

CCSS.RI.7.4

CCSS.RI.8.4

CCSS.RI.9-10.4

CCSS.RI.9-10.4

What are the FOUR recommendations from the IES WWC Practice Guide Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade?

• ·      Teach students how to use reading comprehension strategies.

  ·      Guide students through focused, high-quality discussion on the meaning of text.

  ·      Select texts purposefully to support comprehension development.

  ·      Establish an engaging and motivating context in which to teach reading comprehension.

• ·      Teach students academic language skills, including the use of inferential and narrative language, and vocabulary knowledge.

  ·      Develop awareness of the segments of sounds in speech and how they link to letters.

  ·      Teach students to decode words, analyze word parts, and write and recognize words.

  ·      Ensure that each student reads connected text every day to support reading accuracy, fluency, and comprehension.

• ·      Teach students academic language skills, including the use of inferential and narrative language, and vocabulary knowledge.

  ·      Ensure that each student reads connected text every day to support reading accuracy, fluency, and comprehension.

• Use comprehension strategies, like:

  ·      Questioning

  ·      Visualization

  ·      Monitoring, clarifying, or fix-up

  ·      Inference

  ·      Retelling

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.8.10

CCSS.RL.9-10.10

What is the typical continuum for the development of phonological awareness?

• ·      Prealphabetic

  ·      Early alphabetic

  ·      Later alphabetic

  ·      Consolidated alphabetic

• ·      Phonemic Awareness/ Phonology

  ·      Phonics/ Orthography

  ·      Vocabulary/ Morphology

  ·      Fluency/Syntax/ Semantics

  ·      Comprehension/ Pragmatics

• •       Isolate

  •       Identify

  •       Categorize

  •       Blend

  •       Segment

  •       Delete

  •       Add

  •       Substitute

• ·      Word awareness

  ·      Rhyme and alliteration

  ·      Syllable awareness

  ·      Onset and rime manipulation

  ·      Phoneme awareness

Tags

CCSS.L.1.2D

CCSS.L.K.2C

CCSS.RF.2.3E

CCSS.RF.4.3A

CCSS.RF.5.3A

What is the progression of skills for students developing phonemic awareness?

• ·      Questioning

  ·      Visualization

  ·      Monitoring, clarifying, or fix-up

  ·      Inference

  ·      Retelling

• •       Background Knowledge and Inferencing Skills

  •       Linguistic Knowledge

  •       Phonological Knowledge

  •       Syntactic Knowledge

  •       Semantic Knowledge

• ·      Word awareness

  ·      Rhyme and alliteration

  ·      Syllable awareness

  ·      Onset and rime manipulation

  ·      Phoneme awareness

• •       Isolate

  •       Identify

  •       Categorize

  •       Blend

  •       Segment

  •       Delete

  •       Add

  •       Substitute

Tags

CCSS.L.1.5A

CCSS.L.1.5B

CCSS.L.K.5A

What is evidence-based instruction?

• If you feel your kids are doing their best, that is evidence of good instruction.

• Teachers gather evidence through applied research in their classrooms.

• Teaching strategies, material, and overall structure are all research-based.

• Using carefully designed materials is just the same as getting ideas from Pinterest or TPT.

What is the relationship between ESSA's four levels of evidence, and how do they apply to literacy programs and instruction? (Idaho Dyslexia Handbook pp. 46-7)

• Strong, moderate, weak, demonstrates a rationale; research does not matter as much as teacher intuition, so referencing the research is not relevant to teaching

• Strong, moderate, weak, demonstrates a rationale; look to elements of instruction and practice over programs for research-base

• Strong, moderate, weak, demonstrates a rationale; only programs and practices with strong evidence should be used in public school settings

• Strong, moderate, weak, demonstrates a rationale; all programs have been evaluated for evidence using rigorous methods, so teachers should only use programs with strong evidence

Why is phoneme awareness tricky?

• It isn't tricky - all students come to kindergarten ready to learn the letters and systems of English.

• It isn't tricky - the human brain is able to automatically process any sounds that humans make without direct instruction or practice.

• Native speakers of a language can speak quickly and not distinguish all of the sounds they might make if they were being careful. Dialect can also make sound articulation tricky.

• Parents and teachers like to trick children by pronouncing words in unfamiliar ways in order to test their child's ability to understand language.

Tags

CCSS.L.1.2D

CCSS.RF.2.3E

CCSS.RF.4.3A

CCSS.RF.5.3A

CCSS.RF.K.3A

What are the strategies that the IES WWC recommends for reading comprehension in k-3 that have the strongest evidence?

• ·      Activities such as completing worksheets without prior direct instruction, modeling, and guided practice.

  ·      Practice with skills such as sequencing or drawing conclusions without explicit instruction in how to think in these ways during reading.

• ·      Teach students academic language skills, including the use of inferential and narrative language, and vocabulary knowledge.

  ·      Develop awareness of the segments of sounds in speech and how they link to letters.

  ·      Teach students to decode words, analyze word parts, and write and recognize words.

• ·      Find the main idea

  ·      Identify the author's purpose

  ·      Identify the literacy devices in the writing

• ·      Activate prior knowledge/predict

  ·      Questioning

  ·      Visualization

  ·      Monitoring, clarifying, or fix-up

  ·      Inference

  ·      Retelling

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RI.8.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

What is the connection between Phonological Awareness (PA) and the Simple View of Reading?

• PA is the same thing as the Simple View of Reading

• Phonological Awareness is the only thing that students need to be able to comprehend text

• PA is a critical, foundational aspect of Word Recognition, which is half of the "equation" for reading comprehension

• PA is a critical, foundational aspect of Language Comprehension, which is half of the "equation" for reading comprehension