Welcome to the Comprehensive Center-Region VI Audio Web Conference Workshop

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Welcome to the Comprehensive Center-Region VI
Audio Web Conference Workshop
Sheryl Beglinger Training and Outreach
Specialist smbeglinger_at_wisc.edu
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• Wakpala Donna Jensen Betty Arndt Penny
  Adams Robin Rau
• Fessenden-Bowdon Marla Haugen
• Surrey Nadine Lyon Susan Bosch Tara
  Lavachek Shannon Peake Dana Entze Barb
  Matteson Susan McCormack
• Killdeer Julee Gartner Jackie Sinclair Pamela
  Wilz Donna Knutson
• Wingate, NM Christine Edsitty-Beach
• Maxine Barbone Fanny Thompson

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Bark River - Harris

• Leah Lesnieski
• Sherry DeBen
• Laurie Strahl
• Jenny Baumler
• Pat Barra
• Colleen Carlson
• Connie Gutierrez

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Phonics
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What Does Research Say?

• Systematic and explicit phonics instruction
• More effective than non-systematic or no phonics
  instruction
• Significantly improves K and 1st grade word
  recognition and spelling
• Significantly improves childrens reading
  comprehension

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What Does Research Say? (cont.)

• Systematic and explicit phonics instruction
• Effective for children from various social and
  economic levels
• Particularly beneficial for children who are
  having difficulty learning to read
• Most effective when introduced early
• Not an entire reading program for beginning
  readers

Put Reading First The Research Building Blocks
for Teaching Children to Read
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Systematic Instruction

• Clearly identifies a carefully selected and
  useful set of letter-sound relationships
• Organizes introduction of these relationships
  into a logical instructional sequence
• Provides children with ample opportunities to
  practice these relationships

Put Reading First The Research Building Blocks
for Teaching Children to Read
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Non-Systematic Instruction

• Does not teach consonant and vowel letter-sound
  relationships in a prescribed sequence
• Encourages informal phonics instruction based on
  the teachers perceptions of what students need
  to learn and when they need to learn it

Put Reading First The Research Building Blocks
for Teaching Children to Read
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Resource on How to Teach Decoding/Phonics

• Teaching Decoding by Louisa C. Moats
• Criticizes whole language, literature-based,
  and traditional phonics programs
• Provides good background on stages of reading
  development and decoding instruction
• Discusses the difference between implicit and
  explicit instruction
• Gives examples of how to teach children who are
  struggling

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WiLearns

• Extensive information on how to teach decoding
• Sequence for teaching Letter Sound
  Correspondence
• Phonics Instruction for Older Students

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Sequencing Phonics Skills

• Big Ideas in Beginning Reading

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Phonics Games

• Literacy Games from WiLEARNS
• PBS- Between the Lions Games
• Roots Prefixes Match
• Greek Latin Roots Skills

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Selecting Text for Beginning Reading Instruction

• Characteristics of the Text
• Predictability (3-5 words, large proportion of
  the text)
• Contextual (Familiar concepts, illustrations
  can be used in identifying key words)
• Word Density (Few different words in text)

• Selecting texts for beginning reading
  instruction by Elfrieda Hiebert. Found in
  Literature-based instruction present issues,
  future directions editors T. E. Raphael and K.
  H. Au

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Selecting Text for Beginning Reading Instruction

• Characteristics of Distinct Words (different
  words)
• Decodability (high proportion of V C rime)
• High Frequency (high proportion of words that
  are 20 most frequent words in written English)
• the, of, and, a, to, in, is, you, that, it, he,
  for, was, on, are, as, with, his, they, at

Selecting texts for beginning reading
instruction by Elfrieda Hiebert. Found in
Literature-based instruction present issues,
future directions editors T. E. Raphael and K.
H. Au
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Leveling Books Databases

• Beaverton School District
• Portland School District
• LeveledBooks.com
• Aldert Root's Leveled Lists by Publisher

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Free Leveled Books

• Reading A Z .com

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Wrap-Up

• Questions/comments/concerns?
• Next session
• Assessing phonics skills