1. Welcome! Please locate the table with your name…

2. Goals Introduction: components of a balanced reading program Read Aloud Alphabet Recognition Introduction to Phonemic Awareness

3. A Balanced Reading Program Read Aloud Shared Reading Guided Reading Independent Reading

4. Read Aloud Text difficulty Control of text Model reading strategies Variety of genres Oral language development Text structure

5. Read Aloud Take notice of what I do… before during after.

6. Alphabet Recognition

7. The Z Was Zapped 1. What words can you think of that begin with the letters of your first name? Can you think of words that describe you? 2.What is an “act” in a play? 3. As I read, make the letters with your body. 4.Can you act out the letters? 5.Can you illustrate a letter? 6. Could we make our own innovation, and go through the same process? http://www.hipark.austin.isd.tenet.edu/grade3/guenther/zapped/kids_site/z_was_zapped.htm

8. Alphabet Recognition Letter names Letter shapes or forms Letter sounds

9. Activities to Develop Alphabet Recognition Reading ABC books Singing songs with alphabet names Environmental print, including own name Playing, reading, and writing uppercase/lowercase letters Magnetic, foam, plastic, tracer letters Matching letters in words

10. Lesson Ideas

11. Assessing Alphabet Recognition

13. LetterNameSound A S M U E N C P

14. Phonemic Awareness Phoneme c/a/t vs. r/a/t Phonemic awareness Phonemic awareness vs. phonics Phonological awareness

15. Role of Phonemic Awareness Helps Ss understand… Letters represent sounds in oral language Blend to read words Segment to spell Minimal level needed in order to benefit from phonics instruction Reading instruction

16. Developing Phonological Awareness Sequence: - rhymes - words - syllables - phonemes

17. Rhymes Using nursery rhymes –Recite in whispers, rhyming words loud. –Recite loudly, whisper rhyming words. –Recite in round. –Seated in circle, Ss recite successive lines, one at a time, in turn. –Seated in a circle, Ss recite successive words, one at time, in turn. Pease porridge hot! Pease porridge cold! Pease porridge in the pot Nine days old. Some like it hot, Some like it cold, Some like it in the pot Nine days old!

18. Rhymes Using Movement –Pease Porridge Hot (cold/old, hot/pot) –One Potato, Two Potato (more, four) –Eeny Meeny Miney Mo (Mo, toe, go, Mo) –Baa, Baa Black Sheep (wool, full) –One, Two, Buckle My Shoe (two, shoe; four, door; and so on)

19. Lesson Plans Introduction –Tap prior knowledge about concepts addressed –Tap prior experiences about content Procedure –Steps –Include classroom management issues, materials use, time allotted to each step Closure –Connects back to introduction –What opportunities will you give students to inform about what new conceptual and content understandings they have acquired?

20. For next time… Language Arts Assignment 2: Choose a nursery rhyme and another rhyming book. Write up some minilesson ideas for teaching phonemic awareness using these texts. Be prepared to share and hand in.

21. Bibliography An Observation Survey by Marie Clay (from last week) I Am Absolutely Too Small for School by Lauren Child Ape in a Cape by Fritz Eichenberg Dr. Seuss’ ABC Miss Spider’s ABC by David Kirk A, My Name is Andrew by Mary McManus Burke, et al Z Was Zapped by Chris Van Allsburg A is for Salad by Mike Lester Animalia by Graeme Base Picture a Letter by Brad Sneed Chicka Chicka Boom Boom by Bill Martin Jr., et al