Phonological Awareness

[Pages:9]Read Alouds n Shared Reading n Small Group Reading Instruction n Writing n

Phonological Awareness n Word Work n Speaking and Listening

n Viewing, Visualizing and Representing n Digital Literacy n Cross-Curricular Literacy n Independent Reading

COMPREHENSIVE LITERACY GUIDES

GRADES K-6

PHONOLOGICAL AWARENESS

GRADES K-3

OVERVIEW

Phonological awareness and phonemic awareness are essential steps in developing children's understandings about words and sounds in words. Both phonological awareness and phonemic awareness are highly correlated with success in beginning reading but they are not sufficient in and of themselves to guarantee reading success. They belong as part of a comprehensive approach to literacy. (Adams, 1990, Griffith & Olson, 1992; Yopp, 1995; Lyon, 1997; Ehri & Nunes, 2002; National Reading Panel, 2000; Cunningham, 2005).

Phonological awareness is broader in scope than phonemic awareness and includes units of sound larger than the phoneme, such as syllable, onset and rimes. It includes the ability to separate sentences into words and words into syllables.

Phonemic awareness includes the ability to recognize that words are made up of a discrete set of sounds and the ability to manipulate sounds. It is an oral ability - ability to hear words that begin alike, that ending sounds rhyme and that there are three sounds in the word cat. Phonemes are abstract. They do not carry meaning, and do not necessarily sound the same in isolation as they do in context.

Phonics or Graphophonics - is the knowledge of the visual forms of letters and letter-sound relationships and how they are used in reading and writing.

(Hall, & Cunningham, 2009 and First Steps in Literacy: Reading Resource Book, 2013).

RELEVANCE TO PROGRAM OF STUDIES

General Outcome 2 Comprehend and respond personally and critically to oral, print and other media texts 2.1 Use strategies and cues 2.2 Appreciate the artistry of texts

General Outcome 4 Enhance the clarity and artistry of communication 4.1 Expand knowledge of language 4.2 Enhance artistry 4.2 Attend to conventions

General Outcome 5 Respect, support and collaborate with others 5.1 Celebrate accomplishments and events

2

PHONOLOGICAL AWARENESS

GRADES K-3

Source:

Source of image:

3

PHONOLOGICAL AWARENESS

GRADES K-3

5.ceDll ioref ctht ethEelkcohnilidn tbooxsldidrea

5. Direct the child to slide one colocreedll coirfctleh,eunEilfkixocnuinbeb, ox

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Example 1: Elkonin box is used to brea

Example 1: Elkonin box is used to break apart sounds:

/b/ /i/ /g/."

b

i

g

bi g

SNAPSHOT

Instruction in phonemic and phonological awareness should be playful as teachers read and tell stories, play word games and use rhymes and riddles. However, it should be purposeful and planned; we cannot leave it to chance. (Morrow, L.M. (2012). Literacy development in the early years: Helping children read and write (7 th Edition). Boston, MA: Pearson)

Phonological awareness should be integrated in all learning activities. Isolated phonics worksheets/ workbooks are not an effective way to teach phonological awareness.

Classroom Activities - Use a variety of activities to orally recognize, hear, identify, and make and break words into parts: ? Rhyming games such as memory, bingo, rhyme

search and scavenger hunts ? Read poems or stories with predictable rhyming

words or patterns ? Listen to and sing rhyming songs ? Use a puppet to segment words and parts of a word ? Use kinesthetic activities (e.g. step, jump or throw a

ball for each syllable) ? Use manipulatives to represent sounds in a word ? Say a word and students identify the beginning,

ending, or medial sound in the word ex. ? Use Elkonin boxes to visually support phonemic

awareness and spelling

How to use Elkonin Boxes 1. Pronounce a target word slowly, stretching it out by

sound.

2. Ask the child to repeat the word.

3. Draw "boxes" or squares on a piece of paper, chalkboard, or dry erase board with one box for each syllable or phoneme.

4. Have the child count the number of phonemes in the word, not necessarily the number of letters. For example, wish has three phonemes and will use three boxes. /w/, /i/,/sh/

Example /sh/ /ee/

/2p:/EclkoonEnsixinsatbsmoopxf ltieshru2es:eeEdplhtkooonbnerimenaekbsoapxairst

suosuenddst:o

break

a

Example 2: Elkonin box is used to brea

CONSIDERATIONS ? PLANNING

TIPS ? CLCAONSSSIDREORAOTIOMNSD?EPLSAINGNNING TIPS ? CLA

Focus on heariCngONanSdIDEmRaAniTpIuOlaNtinSg?PsoLuAnNdNs IiNnGoTraIlPS ? C lraensgouuarcgeepinagpelPatoyhffouinlndmoaolosvagemmicpaelnletaGbwra1as-er2edLneaescstsoisvnitaOiecust.itvlViniitseiietfrstohmmis ust b Bstluedveinnst-r(e2s0o1u7rc)h:eesPh/atthotrpooinslns:g/o/raleonsogduicrmcaelas.ancowiprwauirlnea.ctnoienmsg/swsaiolecuytbnivldeivstiineisns/ omrauls Tpehaocnheemrses.neFeoTdrehaeetcxoaharmeianrpcsgcleun,areantetededalycmthoeaisrnaoscilapcmtuuealryaaattnibendelgy usipsnorooaulwdanuatdcreeesainndopr

tpehxraotrtnaothvueonywcienalrges"opteauh"xdTtnawtdhdertihaanatiitgcschvhhteoianheeywcenvroaoedysrrwslrnaeeseuercolapete.uadsdafTndothdedutienrodnrigdisaeanianicagcngocrvceanulooiskrmvwroeaornaete"waneplcnyulaetyth.fvl"twiTia.dsehhTofertheeoleaanesrretceaoaanrcenso aThvaeilKaebyleStoousnudaepsrpxeoeaofxarmEtt,rntpfaegolalevircs:ohhew-rHse,olswusocthouanssad:y i4s4inPhcoonrermecets. There a and 4 Blends: area, for : tcKhe?vy=SxioquUnVndXsExoTfQEnglish - How JwoalltychP?hvo=n3LicDs74m23Lluevt0teYr ShJootuTltlnphydsePs::/hK/hoewttnypwiscS:w/so/w.u4yw2nowduL.ysetoutoutbtfeueErb.encS.ocgoomluimsn/h/dws-a:Htchoh Progression of PhonologhictatlpAsw:/a/rwenwewss.Sykoiullstu- wa

Simplest to Most CompleJxol:ly Phonics 42 Letter Sounds:

Rhyme Providing

? Say a wordPtrhoagt rrehsymsioesnwoitfhP..h. onological Awareness S

Rhyme Categorization

?SounDdoPtrhoevsideinwRgohPrdyrsmorgheryePmsreso?ivoindionfgPhonological Awarenes

? What sound doyouShaeyaraatwthoerdbetghinantirnhgyomf .e..s? with ...

? ?

What What

vsoouwneRdl hsRdoyohumynyomedudCehoaePytareorougavothirtdehiazienragietnino...dno?f

...

?

Say a word that rhymes with ..

Sound CategorizaRtiohnyme Categorization

? Is there a /f/ in ... ?

4

PHONOLOGICAL AWARENESS

GRADES K-3

High-frequency words are the most commonly used words in texts and up to 50 percent of all text is composed of them. Because many of these words are phonetically irregular and tend to be abstract, it can be helpful to simply memorize them. There are many word lists easily available. Plan activities to support mastery and quick recall of sight words.

Do these words rhyme?

Read alouds and literature are an invaluable support to

Sound Providing

Do these words rhyme?

Providing

Do these words rhyme? Sound Providing

What sound do you hear at the beginning of ... ? What vowel sound do you hear in ... ? What sound do you hear at the end of ... ?

WWhhaatt?svoouwnedWl sdohouiyncodhuWWdhhhoweaattyaosvoroouruawdntehdltesdhboaoeureynbiodnguedi...hgoneiynaso?rnuaiwtnhteghaierotbihfne....g.i....n??nin?g

oSfou..n. d?

Categorization Is there a /f/ in

...

?

What?soundWdho iycohuWhhweataosroruadntdtdhhoeayeosunhdtehoarfea...t tsh?ae emndeof CategorizatisonoSouunnd CdIastteahgeosrreiz...aat/ifo/?nin ... ? Is the?re a /fW/ inh...ich?Whwichowrodrd bhegainss wtithh e... ?same

...b?eginnWWhhiiincchhgwwoorrdd

Which word

vowel Which word Which word

begins with ... ? has the same beginning sound as ... ? has the same vowel sound as ... ? has the same ending sound as ... ? does not begin the same as the others?

Which

Which?

wwoorrddsWobhheausginictnhhdsWWWewhhhwsaiiiiaccctshhhmho..e...rooodrrrbddd?e?hhhhgaaaisssantttnhhhseeeinssstgaaahmmmseeeeobveuonesnwgdadiiennlnmgasisnsoogue...unsndodeu?anasnds...B...aldes?n?i...dnin?gWcgohmicphouwnodrdwdoordess

not

end

the

same

as

the

others?

develop phonological awareness. Words Their Way includes ideas of children's literature that support each stage of development. Look for natural connections in a wide variety of texts so children can read new words in context.

RESOURCES

Animated Literacy - Jim Stone: animated-

Which

WWhhiicchh? Which?

wwwwoooorrrrddddsWWohhddBhhlaaooeunsseeiindccssttihhnhhdnngWWcseeooyolhhwwmssttalaiiaaccbepbshhmmooolneeuwwsgd...eerrnooidddntrrveddhwon?teddddowhdooresideeeoonassslsgmeennasoosomssettoubeeuannnnesngddaooidtntshhatttateshehsesbe...eao...smnaetohm?egdt?eeahsriaensttsrh?htseht?Seeohetoghmtesehreaesnrs?spsstsmayeyh?alltnolliaatonmebbenenlleemcsseeaesssatshteheotohtehresr?s?

gcompB?oulendncdwoSioenmrgdmgsepnpstoaehtnouitonennenmcdeess words syllab?les sylla bslyellasbles

phonemes phonemes

ntation? pDheoletnionemes

phonemes Deletion

compound words syllables phonemes Substitution compound words

compound words

syllables

senteSnceegsmentatsyilolabnles

phonemes ? initial, vowel, end

Blevins, Wiley. (2016). A fresh look at phonics: Common causes of failure and 7 ingredients for success. Thousand Oaks, CA: Corwin Literacy.

syllab?les sentepnhconeemses

phone?mes

Substitution

sylla bcloemspound

words

ncomp?oundpwhorodsnespyhmlolanbeelemsses ? initial, vowel, end

syllabDlees letion

PROFESSIONAL RESOURCES Animated Literacy - Jim Stone: animated-

FRhpTTi.tehhrt6eesapAtgld:a/rSsie/FntywteiegwtbwepumMTwlslheo.aotiensnpurtnglhLechoeei.tftscdEeafDxtrro/poearembervcetsyseedoxlla-iopursekRtprresctemrhseaosued/lnrdinetasgcotuRuaelrlcyseobseu/mfricroesvte_Bdsottoeopthkse_abinnotd_tom of the resou

First Steps in Literacy - Reading Resource Book and Reading Map of Dlepivtaeelgoprema: ecnWty/hy Phonics Teaching Must Change, ASCD...



PROFESSIONAL RESOURCES

phone?mes compound words

Itchy's Alphabet (available in French and English):

ution ?

syllables Animated Literacy - Jim Stone: animated-literhattcpy:./c/owmww.

comp?ound

syllables

pwFhoirrosdt Ssnteepsmin Leitseracy

-

Reading

Resource

Book

Image goes with this reference and Reading Map of Development

p. 7 Consultant Tips

AIFnoftlsleeorcweoainncdghpaoafpratrhgoergartpahhmre-eoMrhelooargdeIaietcinrcmashldpisnyaeEc'qpstnuufuAergplnlllicipemse,hhppinlal)ee:bomarseedenetatra(dtatdoiovetneal.laiiRcplahseibwtshlo.ee.r.sde(iidnnsokgtFi,fllridsreos. ttTn,tedwcaohocth)liinnegss-tusdh



phoneSmuebss?tintuititailo, vnowel, end

use...



? coItcmhy'spAolphuabnetd(avwailaoblredinsFrench and English): SIONA?L RESsOyIhUmtltRlpaa:C/gb/EweSlwegwso.itechsyswalipthhabteht.icsomre/ ference

? phonemes ? initial, vowel, end

ed Literacy - Jim Stone: animated-

eps in ILniteorarcdy -eRretaodinrgeRveiseowurcsekBiololsk,acnod nResaiddinegrMdaopionfgDeovenloepmorenttwo dictations eprlec.rcaw/reesoeukr.ceSs/eretsouuprcews/ofirrsdt_sstetops_rien_vliiteerwacyi/n a series of lines (words

with new skill, words with review skills, and some sentences.) AlphabReet (aadvailaeblaecinhFresnechnatnednEcneglisha):loud, have students repeat and

Third paragraph - go the extra mile. Rewording last two lines - should read: Providing students opportunities to generate, sort, transfer, and manipulate patterns a

Jhiwontocltlrrpyde:a/hPs/oihjnpogolclconyouwimlcdopsblreCekxarsiet.ynao.darAgidnd/avaat(neacxvitnaagbiltooaubmt flureoltgii-nsliyfFlelracebyincclcewsho. radsn. dExEpenrgielnicsihng):new words

Delete the entire Success looks like text...

Joyful Literacy Interventions by Dr. Janet Nadine Mort: hp.tt7psT:h/e/jpoaynfdualilmiteagreagcoye.csowmith/t(hTeeAancihmeatre'sd LRietesroacuyrrceesomuracensuoamlaybe switch th rbeocttoommomf elisntdtoedgo) with image.

ittchheysnalphhaabveet.cothme/ m write sentences as you circulate and offer e goaessswisittahntchei.s Trehfeenrewncreite correct answer on the board and

students can self-check. This is not intended as a summative

MpWpF.uiari7sbrittiCilnabihgcumaaltlloeltoeTitonl-rogneAnesgshd//tdPeoiiattnferasolntlnsaeenod(pCideaennlingtigafylrisyntue)dt-eonhstttsat. rpt:o/f/fmthiirsiabumllettr:ehearne.ca/

assessment.

Line 1 mop not fox Line 2 clap stick lift Line 3 The frog can hop. Line 4 The frog hops on top of the rock.

Visit this resource site for sample building word lessons and word sorts for 30 weeks in Grade 1: . com/wileyblevins/student-resources/tools

?Then(a2d0d1in5)a Msenuteltnicpeleanpdagtrheesntloinklitaet renadcyof: tKh-i2s s.ame bullet: ?Alber(t2a0G0o5ve)rCnmoemntp-rHehumenansiSveervLicietes rhaavceydReveesloopuerdcaesfeoriresGorfa"dTealsk 1B-o2xes" that ?cwhwilwdT(r.2ehenu0ama0cgah3ense)se5rKr-svi1ni2cde-sew.rahglbaaet rrttotae.ecnxap/Tfeaecmtaiacltyhe-caeocrhm'samgRueenasintoyd/utearvlckee-rbyBodxaoy-osctkihpos-ofSlo-aragcmere.hpattmlienlg langua We hCavhearpewteritrteonnthePrheostnofotlhoegbiuclalelts in Challenges section - please replace them ? Awareness:

kindergarten/chapter_2.pdf ! Targeting interventions solely on phonics skills. When providing interventions to strugglin Cbalalarnkce-dEadpmproaanchdwsh,eSre. s(t2ud0e0n8ts)d.eLvietleopravoccyableulaardy,ebrasc:kg1r0ou-nmdiknnuowteledge and phonic lceresastoednisn foothrerpchrioticnaol cloomgpicoanelnatswofarreeadninegs.s. Cambridge: Educators

P! uLabck. oSfeexrpvoiscuere. to words and lack of practice using new words. Do daily read alouds. Inc

classrooms among students both during formal instruction and informal opportunities.

3

5

PHONOLOGICAL AWARENESS

GRADES K-3 (Teacher's Resource

gical

Pinnell, G. S., & Fountas, I. C. (2011). Literacy

beginnings: A prekindergarten handbook.

ook.

Portsmouth, NH: Heinemann.

ess:

kus: IRA Literacy Survival Tips for New Teachers (2011) - Phonics renessa_cnladssrPoohmo_ng emic Awareness: Classroom Guide to Best Practices

and Top 5 Phonics/Word Work Lessons - Lori Oczkus: ed bookhs,tptpoesm:/s/, wku.edu/ste/staff/documents/nancy_hulan/ Englishp: honics_phonemic_awareness_classroom_guide.pdf

Article: Phonological Awareness Is Child's Play! - an overview eness -othfiswarthicalet it is, suggested books, poems, and games, and how of strattoegiiensvthoatlve families including those whose first language Awareniesssn.aosptx English:

BTJPhonologicalAwareness.pdf

ion of early literacy

Excerpt from Threads of Reading by Karen Tankersley Readiness/Phonemic Awareness - this article contains learninag tdasekst:ailed explanation about Phonemic Awareness and features a long list of strategies that can be used to teach Phonemic Awareness: books/103316/chapters/Readiness~Phonemic-Awareness.aspx

TES) et: ABC, 4th

Firm Foundations Document, North Vancouver - instructional materials for acquisition of early literacy skills orally and through play: Documents/EarlyLearningResources.pdf

Florida Center for Reading - 90 page Phonological Awareness book of lesson plans/learning tasks:

Why Phonics Teaching Must Change, ASCD Educational Leadership, September 2008: publications/educational-leadership/sept08/vol66/num01/WhyPhonics-Teaching-Must-Change.aspx

A FEW THOUGHTS FROM

EDUCATIONAL EXPERTS IN

THIS AREA:

+ Research tells us that phonemic awareness is the primary indicator of readiness for reading instruction, as well as a reliable predictor of future success in reading. Since phonemic awareness is an awareness of (and competency in) oral language, it follows that the more a child practices oral language, the stronger his or her phonemic awareness grows, and the more ready he or she is for phonic connections and ultimately written language (Middendorf, C. (2009). Building oral language skills. New York, NY:Scholastic.)

When skill deficiencies are identified, appropriate intervention efforts should be set in motion; assuming that time (i.e. general maturation) and/or increased oral language ability will lead to adequate early literacy achievement appears misguided. Instruction and intervention are the keys to learning; time or maturation alone is not. (Scheule, Spencer, Barako-Arndt, & Guillot, 2007)

ABC

Readers with phonological processing weaknesses also tend to be the poorest spellers (Cassar, Treiman, Moats, Pollo, & Kessler, 2005).

Research suggests that phonological awareness transfers from one language to another (Durgunoglu & Oney 2000). When children have opportunities to explore speech sounds of any language, they build insight about the nature of speech and carry that insight to a second language. (Yopp & Yopp, 2009)

a Phonological awareness interacts with and facilitates the development of vocabulary and word consciousness. Phonological awareness and memory are involved in these activities of word learning:

? Attending to unfamiliar words and comparing them with known words

? Repeating and pronouncing words correctly

? Remembering (encoding) words accurately so that they can be retrieved and used

6

PHONOLOGICAL AWARENESS

GRADES K-3

PHOTOS/ VIDEOS ? SEE IT IN

Someone who has the basics mastered and could go the extra mile might look like this

ACTION Using screening tools to effectively group students and differentiate instruction based on what they

already know and where they still need support. Modeling good speech and clear articulations.

Providing students complexity.

opSpeoretunciltiaesstsorgoenoemratse,icnonatracsttiaonnd m: anipulate

patterns

with

increasing



Success looks like...

Students joining in onSwuosrdagnamLeas,npldayrinyg:wPithhorhnymoelos, gmiacnaiplulAatwingaorraelnlaengsusagIen, asntdrcuoncftidieonntly deleting and substitut-inwg shouyndits iinswiomrdsp. ortant to address skills at the highest

level of the development continuum of phonological

awareness:

CONSULTANT TIPS

PHOTOS/ VIDEOS ? SEE IT IN ACTION

Itchy's Alphabet:

Basic implementation would look like this... See classrooms in actihotnt:phtst:p/s/:w//ww.yyoouuttuubeb.ceo.mco/wmat/cwh?avt=cLuhc?Nvw=__2EGY_fF5UnH7XYE

Playing with sounds that may involve whole Susan Landry: PhonolEoglikcaol AnwinareBneossxIensstr:uhcttiotpns-:w//hwy iwt iws im.ypoourttauntbteo.acdodmres/s class or small group instruction. Randomly skills at the highest lewveal otfcthh?evd=evCeIlhopumreqnht Icko0ntcinuum of phonological choosing target sounds/skills. Monitoring studaweanrteness:

articulations and specifically teaching/correcting

Animated Literacy- Jim Stone:

when you hear errors.

Ahtntipms:a/t/eydouLittue.rbaec/y9-PJSimh9OtStwtpo2nsFe:Q/:r/ky?olisut=tPuLbvSex/59f-PASfD97ORdwpp2JFWQMr_kp?klI5isHtD=bPXLzIvsWSxY5k f-

A more impactful implementation would look like

AfD7RdppJWM_pkI5HDbXzIsWYk

this...

Itchy's Alphabet:

Following a program or logical sequence in orEdlkeornin Boxes : to teach these skills. Teaching students to hear,

articulate, and use sounds and patterns. Using

literacy centers where students can practice, learn

and coach one another which provides time toCHALLENGES/PITFALLS

support intervention groups.

! Early identification and remediation is critical. Uncorrected errors can lead to long term difficulties in

speech, reading and writing. If you suspect that a child has production or articulation errors, seek

Someone who has the basics mastered and cofuurtlhder support (e.g. administrators, special needs coordinator, RCSD, and/or a speech/language

go the extra mile might look like this...

pathologist). Some students may have poor speech perception, problems making appropriate

Using screening tools to effectively group studinefenretnsces about phonological components of words to store them correctly or impaired sound

and differentiate instruction based on what threehyearsals (Preston & Edwards, 2009)

already know and where they still need suppo!r Int.crease talk times in classrooms among students both during formal instruction and informal

Modeling good speech and clear articulationso. pportunities.

Providing students opportunities to generate,! Work with children who need additional supports one on one more frequently so they receive direct

sort, transfer, and manipulate patterns and

modeling and interaction. It could be as simple as having purposeful conversations during transition times or while they are putting their coats on.

phonemes with increasing complexity. Advanc! iPnargtner with parents. Encourage word play and rich conversations at home and in the car. Send home

to multi-syllabic words. Experiencing new woradbsaciknpack full of activities, supplies and phonological games to facilitate interactions. Host a school

connected texts, e.g., the word hop could be read

in a text about frog life cycles.

7

PHONOLOGICAL AWARENESS

Text word game ideas to parents, include ideas in the monthly class newsletter or post on the class blog.

?

GRADES K-3

?

? parents (Growing Readers - monthly parent tip sheets)

CHALLENGES/PITFALLS

?

! ! Waiting too long to test and identify students. Early

Lack of teacher understanding. There are many guiding documents to help teachers determine the ideal order in

identification and remediation is critical. Uncorrected

which to teach phonemes, the correct way to pronounce

errors can lead to long term difficulties in speech,

sounds, and providing initial scaffolds to help students

reading and writing. If you suspect that a child has

such as stretching sounds using hand symbols and using

production or articulation errors, seek further support

manipulatives such as Elkonin boxes and picture cards.

(e.g. administrators, special needs coordinator,

! RCSD, and/or a speech/language pathologist). Some

An overfocus on rhyming and alliteration. This can be

students may have poor speech perception, problems

fun, but focusing instruction on blending, segmenting

mcimoampkapinirogendeanspotpsurnoodpfrriewahtoeeradrisnsafetlsore(Pnsrcteeossrteoantbh&oeuEmtdwpcahorordrnseo,cl2tol0yg0ic9oa)rlfpaomstiloynlithtagfehutrnrteteapducc:a/ylrmat/enpessibargrbsnhekltoiiia.dpmgTds.ue.piolxnarrtggotw/iivnoaselgrcadmnhpgdiehae/pmnovaetnersmeeidnmeetisnan/eststopihnphaaosyrenobneuetmsne,gniicncschhluaiodlwdewarindereentaon.se(ipnRsrtesohuedtaumznecodeln,thly c

Alberta Government - Human Services have developed h2t0tp1:5//)audience/parents (Growing Readers - month

a series of "Talk Boxes" that provide tips to parents for

sheets)

children ages 5-12 - what to expect at each age and Learhntteprss://wpaillls.hviargvieniad.eedvue/lpoapreendts-pmhoonntholylo-agctiicvaitly.shktmillls at various

ehvttepr:y//dwawywti.phsumfoarncsreeravtiicnegs.laalnbgeurtaag.cea-/rfiachmeilny-vcioromnmmuennittys/.! Lelpaerrvnoeevlrissdwoeiflgldhuiafivdfieacdunelcvteyel.ofTopherdiwsphphoahntoonnloeogelicodagsl isctkoailllsbcaeot ndrietfifinenrufinougrmcleevmdelsingoehfxtdti:fficulty. This

talk-box-school-age.html

continuum might provide guidance for what needs to be reinforced next:

! Targeting interventions solely on phonics skills. When

providing interventions to struggling readers, aim to offer a balanced approach where students develop vocabulary, background knowledge and phonics so that deficits are not created in other critical components of reading.

! Lack of exposure to words and lack of practice using

new words. Do daily read alouds. Increase talk times

in classrooms among students both during formal

instruction and informal opportunities.

! Not using assessment to inform instruction. Group

students by identified needs. Find materials that can

support the diverse needs, e.g. develop activities with

an entry points that meets all learners and provides

differentiated levels of practice.

! Limited time provide sufficient practice. Partner withSMoOuSrDocIueFr:IcCFeAi:rTsFItiOrSsNtteSSpt,esSp,UsRP,eRPaeOdaRidnTignSgRAeRNseoDsuoTurEcreCceHBBNoooOokLk,O,22G00Y113T3,O,ppO..L77S55.. parents to extend the learning. Encourage word

play and rich Send home a

conversations at home and in the backpack full of activities, supplies

acanrd.PInhsotrnuocltoiogincafol arwStaurdeennetsss

teaching ideas from Caroline with Significant Disabilities:

Musselwhite

on ERLC

website:

phonological games to facilitate school family literacy night.

interactions.

Host

a

Blog post - strategies a California teacher uses when students cannot hear beginning ginning-sounds.html

Blog post - strategies a reading specialist uses to help students who struggle with pho

8

awareness:



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