1. Early Literacy: Foundational Skill Development June 11-12, 2015 8:30-4:30 PM *Sit with teams if possible*

2. PLC Norms Active Listening: Minimize side-conversations Self-monitor use of electronics Raise hand for individual assistance Avoid working on other tasks – stay focused on the topic at hand Work with a partner or small group Rule of Engagement: Everyone in your group is expected to participate fully in all group discussions. Rule of Reciprocity: Treat others as you would want to be treated. Rule of Commitment: No matter how uncomfortable the conversation becomes, stick with the process!

3. PLC Norms  Elementary.dmschools.org  PD  Summer 2015 PowerPoint Handouts Links Credit Registration- More info at Lunch !

4. PLC Norms Todaysmeet.com/earlyliteracy – Name – Building – Position Todaysmeet.com/earlyliteracy

5. DAY 2 Agenda HOW? Engage with the “Top 10 list of early foundational skills, strategies, and reading behaviors” necessary for the development of young, competent readers.

6. DAY 2 Agenda HOW? 8:30amWelcome & Agenda Overview 8:35am Connect: M & M Team Builder 9:00amBest Practice 9:30amHOW Top 10 Skills and Strategies for teaching Early Readers 9:45amBREAK 10:00amHOW Top 10 Skills and Strategies for teaching Early Readers 11:30pm-12:30pm Lunch* *Individuals who plan to take this as part of the 2 day course for 1 AEA License Renewal or Drake EDEX Credit must engage in 30 minutes of onsite structured collaboration during this 1 hour lunch break. This time will include opportunities for you to action plan the implementation of new learning. 12:30pmHOW Top 10 Skills and Strategies for teaching Early Readers 2:00pm BREAK 2:15pm HOW Top 10 Skills and Strategies for teaching Early Readers 4:30pmDismissal

7. CONNECT: M & M TEAM BUILDER

8. M & M Team Builder

9. Their success or failure depends on…

10. YOU! What skills and strategies you choose to teach. How you choose to teach them. The materials you’ve purposefully chosen to teach those skills and strategies. The scaffolding you put in place to make each child successful while demonstrating good reading work! How you track and interpret student progress 1. Observe 2. Reflect 3. Arrange for Instruction

11. What Early Foundational Skills do students need to have? Identify and write letters with automaticity Isolate, identify, and record letter sounds (in reading and in writing) Clap/break syllables Print Concepts: print contains the message, directionality, concept of letter/word, voice to print match (1:1), first and last letter of a word. Read and write 20-50 high frequency words with automaticity Recognize and produce rhyming words Detect beginning (onset) sounds in words Segment words between onset/rime ‘Hear ’and reproduce individual sounds in words (phonemic awareness) ALL FOUNDATIONAL SKILLS ARE ACQUIRED AND USED IN THE SERVICE OF READING AND WRITING CONTINUOUS TEXT. Not KINDERGARTEN Students Not GRADE 1 Students Not GRADE 2 Students DATA SHOWS ALL GRADE LEVELS MISSING THESE SKILLS!

12. What Early Foundational Behaviors do K/1 students need to use? Text Reading Behaviors Directionality and one-to-one match. Locating ‘known’ words during text reading. Monitoring (noticing when an error has been made; may be indicated by stopping, re-reading, or self-correcting the error) 1. Monitoring directionality and one-to-one match (child runs out of words or reads too many words and notices.) 2. Monitoring using a known word. (child makes an error, but notices because the word in the text or the word he said is a word he knows.) 3. Monitoring using the first letter of a word. (Child says ‘puppy’ but notices the first letter and self-corrects saying, ‘dog.’) 4. Monitoring using meaning and language structure (Child notices that something doesn’t make sense/sound right. Child often re-reads to self-correct) Cross Checking & Searching - using the picture and the first letter of a word. May include a show check across the word to confirm correct reading. May also include re-reading.

13. If it isn’t broken… Instruction In Response to Data

14. Small Group Discussion What IS best practice?

15. What Does Best Practice Mean? Originally borrowed from professions of medicine, law, and architecture. Describes solid, reputable, state of the art work in a field. Requires awareness of current research, latest knowledge, technology, and procedures.

16. A Few Best Practice Principles Student Centered Learning – based upon student interests, concerns, and questions. Learning is authentic- Student choice in reading and purposeful writing. Learning is holistic – Typically in America, information and ideas are presented to children in ‘small bits.’ Teachers find these ‘subparts’ meaningful, but children are often unaware of their significance or purpose. This part-to-whole approach undercuts motivation for learning because students don’t perceive why they are doing the work. Learning is Experiential - Students learn by ‘doing’, not just listening. In writing and reading, students grow more by composing and reading whole, real texts rather than doing worksheets and exercises. Best Practice by Zemelman, Daniels, & Hyde, 2012

17. How do we integrate our teaching of essential early foundational skills and early foundational text reading behaviors? Use a holistic approach. –Teach early foundational skills and early foundational reading behaviors within the reading of continuous text. –Start with the ‘whole’ and pull your skill work from the texts being read and written. What does this mean for our instruction?

19. What Can I begin to do? Instruct students in purposeful practice Help them internalize the necessary mechanisms to reach just beyond their current grasp because… Every learner deserves a reasonable chance at success and working within a student’s ZPD is a proven way to help every learner to become self-motivated.

20. Team Talk What is an area that you have grown in by challenging yourself within your ZPD?

21. Strengths of Common Core State Standards Expectations for students and teachers are general but clear. Rich and challenging curriculum and materials are endorsed. Calls for more nonfiction reading and writing. More active classrooms are recommended, with higher levels of student engagement, collaboration, and responsibility. The need for scaffolding is recognized. (Zone of Proximal Development) Leaves the pedagogy to teachers. “Teachers are free to provide students with whatever tools and knowledge their professional judgment and experience identify as most helpful in meeting the goals set out in the Standards.”

22. If the pedagogy is left to us… Do we know what best practice LOOKS LIKE?

23. In working with children… 1.Observe 2.Reflect 3.Arrange for instruction

24. HOW: TOP 10 LIST OF EARLY FOUNDATIONAL SKILLS, STRATEGIES, AND READING BEHAVIORS

25. Top 10 Reasons I Became a Teacher

26. HOW: TOP 10 LIST OF EARLY FOUNDATIONAL SKILLS, STRATEGIES, AND READING BEHAVIORS

27. #10 Readers need to have awareness of the rules of print. Concepts of Print

28. CCSS KindergartenGrade 1 Follow words, left to right, top to bottom and page by page (1a) Recognize the features of a sentence (1a) Recognize that spoken words are represented in written language by specific sequences of letters (1b) Recognize purposeful errors in a sentence (capitalization of first word, end punctuation, spacing) (1b) Understand that words are separated by spaces in print (1c) Recognize and name all upper- and lower-case letters of the alphabet (1d)

29. What makes learning to read easy or hard for young children? 1.Language 2.Print awareness

30. “The more awareness children have of print before entering school, the easier it will be for them to learn what is taught in their first year of school.” By Different Paths to Common Outcomes, Clay, p. 71

31. Print Awareness Awareness is a key concept for educators who work with children who are making the passage from ‘language heard’ to ‘language seen’.

32. Text Level Characteristics (All have high levels of picture support) Level A –One line of print, typically on the same side of the page –Repetitive pattern –Used to teach directionality and one-to-one match only. Level B –Typically two lines of print. –Repetitive nature to the pattern, but pattern may change slightly. –Used to teach one-to-one match, directionality, and return sweep Level C –Varying number of lines of print. –Little or no repetitive pattern. –Contain high frequency words that show up in different locations within the sentences. –Used to teach early high frequency words and monitoring using first letter. (Children must LOOK at print)

33. For Early Readers… Model, model, model! – (Too much teacher talk will get in the way.) Directionality: Left to right – Top to bottom. Talk about spaces and how to ‘jump’ the spaces while reading. Talk about the number of words in a sentence. Talk about first letter in a word. Model how to check the sounds in a word with your finger while saying it slowly. (slow check) Model how to finger frame words. Std. K1a, 1b, 1c

34. If necessary, read leveled text TO students first, demonstrating where to start, which way to go, and one-to-one match. Don’t talk about it. Just model. Model how punctuation works. *”Your voice goes down at a period.” (.) *”Your voice goes up at a question mark.” (?) *”Your voice changes when someone is talking.” (“) For Early Readers…

35. Two primary goals during reading To self-monitor – Students must be aware of when they’ve made a mistake because something doesn’t: Make sense Sound the way it would in a book (gived/gave- which one ‘sounds’ right?) Look right. (Does the word you read look like what’s printed in the book?) To quickly problem solve- Once they’ve monitored, they must have a ‘bag full of tricks’ that they can use to help themselves.

36. Speech to print match One word out of your mouth = one word in text. But how do we get them to do that? CLAPPING! Let’s practice.

37. Why is clapping syllables important? Clapping syllables is important in helping students understand speech to print match. The ability to clap syllables is integral to helping students decode multi-syllabic words as they progress through the emergent, early, and transitional levels.

38. And finger framing! (If necessary!)

39. Let’s practice: Sam Reading

40. Team Talk: What early reading strategies did Lori use with Sam? What to do next?

41. Dominick reading Best Friends- modeling 1:1 finger framing

42. What makes this easy?

43. What makes this harder?

44. What makes this harder yet?

45. The Purpose of Level A/B books for Early Readers… Early Reading Behaviors of: *Directionality (A) *1:1 match (A) *Return Sweep (sometimes with level B) *Concept of letter/word. What is the danger in staying in A/B books too long?

46. Group Work In groups of three or four – Read the Journeys leveled readers at your table. Decide whether this book looks like a level A, B, or C text. (Don’t cheat & look at the back!) Arrange them in order of difficulty from least difficult to most difficult. What are the characteristics of each level? What might you teach with each book?

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48. BREAK 9:45-10:00

49. #9 Readers need to understand how words and sounds work phonological awareness

50. CCSS KindergartenGrade 1 Recognize and produce rhyming words. (2a) Distinguish long from short vowel sounds in spoken single-syllable words (2a) Count, pronounce, blend, and segment syllables in spoken words (2b) Orally produce single-syllable words by blending sounds (phonemes), including consonant blends (2b) Blend and segment onsets and rimes of single syllable spoken words (2c) Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words (2c) Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (CVC ) words (2d) Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes) (2d) Add or substitute individual sounds (phonemes) in simple, one syllable words to make new words (2e)

51. In your classroom… A variety of books that emphasize rhyming and alliteration (e.g., Dr. Seuss, repetitive books with predictable phrases) Songs, finger plays and nursery rhymes displayed on walls and flip charts. Listening games (follow the leader, Simon says) Read books that contain rhyming words, emphasizing the rhyming words as you read Clapping out or using blocks to separate words in a sentence Clapping out syllables in children’s names

52. In your classroom… Emphasis on first, medial and ending sounds in CVC words (e.g., /d/ /o/ /g/) Segmenting, blending and manipulating phonemes (e.g., “What word do you get when you change the /h/ in hat to /c/?”) Teach phonemes along with letters, not in isolation (e.g., “Peter, Paul, and Penelope all begin with the letter P. They all begin with the /p/ sound.).

53. Teach with one of two things: Teaching for a meagre knowledge of words. For students at low levels (A-G) who need to have a better sight word bank. Breaking words into parts. (For students at levels D+ who need to learn how to decode words by breaking them into ‘parts.’

54. Sound box template Teaching the task of pushing for sound boxes https://www.youtube.com/watch?v=CIhurqhIk 0c https://www.youtube.com/watch?v=CIhurqhIk 0c Whole group example: https://www.youtube.com/watch?v=NLIq9D- YmvU&list=PL36538036A609498E&index=9 https://www.youtube.com/watch?v=NLIq9D- YmvU&list=PL36538036A609498E&index=9

55. Breaking: Use magnetic letters or letter tiles. One syllables words are broken at onset/rhyme. Two or more syllable words are broken at the syllable breaks. Taking words apart while reading. Students need to put their fingers in to help themselves ‘look’ for parts of words.

60. Cunningham’s Making Words Uses letter tiles, letter strips (paper), or magnetic letters. Use three letters and make ‘cat’ Change the first letter and make ‘mat’ (onset) Change the last letter to make ‘mad’ (vowel) Change the last letter again and make ‘mat’ again. Double the last consonant and add an ending to make ‘matter’

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62. #8 Readers need to know their letters and sounds.

63. CCSS Kindergarten Demonstrate basic knowledge of one-to-one letter-sound correspondence by producing the primary or most frequent sound for each consonant (3a) Associate the long and short sounds with the common spellings (graphemes) for the five major vowels (3b)

64. The most important letters a child will most likely know?

65. The letters in his name!

66. Team Talk Read Name Activities handout. (pages 3) Discuss: how/where you could arrange for this?

67. An ABC chart is helpful! And which one you use doesn’t matter! Just keep it easy! Example on Page 11 in handouts

68. Reading Matters

69. Alphafriends

70. How can I scaffold the teaching of letters & sounds in my small groups? Read a common ABC chart every day. Read it to or with the students every day as they point or trace the letters. (A a apple) Play games using the chart, “I’m thinking of a letter that starts the word ‘bear.’ Teach one letter at a time until it’s learned well. This may take up to a week or longer. Teach a and h early. They’re generative to writing many other commonly confused letters. Involve motor (tracing of letters) along with the verbal description as it is traced. “Make an a, up and down is d.”

71. So what’s all the fuss about letters? Young readers do not need to know all letters before they can begin reading little books! But, they DO need to learn that orientation is important! b,p,q,d are NOT the same! Letters shouldn’t be turned around! Never teach letters that look similar at similar points in time. It matters which way you write a letter!

72. In your classroom… Write the letter large on paper or a chalkboard. Have the child trace the letter as you repeat the verbal description. Take turns doing this. (Gradual release model) Use a wet sponge on a chalkboard and have him trace the letter. Write the letter on the student’s back with your finger. Have him write it on the wall, the table, everywhere! (Using his finger)

73. In your classroom… Have her locate the new letter during text reading. It’s most helpful when it’s the first letter in a word. “Find the word ‘horse’ on this page. Where’s the h? Finger frame it.” If the student knows at least 10 letters, tracing an alphabet book while naming each letter is very helpful. If the child knows less than 10 letters, only include the known letters in that child’s ABC book. (Hold their finger is necessary to get correct formations)

74. Three Ways of Remembering Take time to read ‘Three Ways of Remembering’ handout (pg. 12) Movement Voice Visual Form (Can use for teaching both letters and words.)

75. Eight Ways of Working With Letters (pages 4-6) Read at your tables. Most beneficial? What other ideas could be integrated? How/where could you arrange for purposeful practice? How do we work for automaticity?

76. Video: Letter-Sound Correspondence https://www.youtube.com/watch?v=P13PA1uF MBI https://www.youtube.com/watch?v=P13PA1uF MBI

77. Picture Sorts (pg 7) Picture sorts (both during small group and during literacy stations) are integral to phonemic awareness *Rhymes *Syllables *Onset Sounds

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79. #7 Readers need to write.

80. CCSS Grades Reading Foundation Standards Writing Standards

81. Writing to, with, and by children is awareness that ORAL stories can be WRITTEN down.

82. Writing with Early Readers: Shared Writing or Modeled Writing: The teacher decides on the message to be written. The teacher does all of the writing, commenting on print concepts as she writes. (Easily performed whole group) Interactive Writing: The teacher decides on the message to be written. The teacher writes some of the message, and the students contribute known letters or words when appropriate. (small group or 1:1) (page 7-8) Cut-up Sentence: Allows for deliberate (arranged) practice of skills (letters and sounds) taught during the lesson. (page 8) Dictated Writing: Teacher tell students sentence to write. May be done for assessment purposes (letter/sound checklist) (Small group or 1:1)

83. Sound Boxes in writing Level A: Dictate words with two phonemes, one being a long vowel. Students segment the sounds on their fingers and write one letter in each box. Encourage students to say the sound as they write the letter in the box. Examples: me, we, he, go, no, so Level B: Same as above, but with short vowel sounds: Examples: am, at, as, on, up Level C - E/F: More complex sound boxes with 3-5 sounds. (CAMP- words with blends) Level F+: Make the switch to letter boxes (how words LOOK) when they hear and record all consonant sounds, most vowel sounds (not all), and record them in order.

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85. LUNCH 11:30-12:30

86. Assignment Send Classroom Implementation examples and/or plans to Elizabeth.Griesel@dmschools.org

87. Q & A ADD TO DURING LUNCH

88. #6 Readers need to know sight words.

89. CCSS KindergartenGrade 1Grade 2 Read common high frequency words by sight (3c) Recognize and read grade appropriate irregularly spelled words (3g) Recognize and read grade appropriate irregularly spelled words (3f)

90. Locating Known Words in Print Finding words you know in text are like ‘islands of certainty’ that let children know that they’re on track.

91. In your classroom… Repeated practice Magnetic letters Writing and sound boxes. Tracing Locating the word in text (embedded), followed by writing it on the table with a finger. Word wall Pictures Songs GAMES: – Wordo—Played just like the game Bingo, but this version uses sight words instead of numbers on a grid card. – Concentration—Sight word concentration cards can easily be made using index cards. Simply write each word on two cards, shuffle and lay face down to play. – Word Searches—Create word searches featuring sight words or use one of the many available on the Internet. – Go Fish—Go fish cards can easily be made using index cards. Simply write each word on two cards, shuffle and deal to play. – Letter Magnet Spelling—To reinforce sight word spelling, provide the child with a set of letter magnets and a metal surface. Call out sight words and ask the child to use the magnets to spell the word.

92. In your classroom… Observe, Reflect, Arrange to teach them!

93. Scale of Knowing New Only just known Successfully problem solved Easily produced, but easily thrown Well-known and recognized in most contexts Known in many variant forms

96. In your classroom… Young students MUST be able to locate the first letter of a word! It’s an early, but necessary skill needed for self-monitoring. They must also be able to do a ‘slow check’ to confirm using the sounds they see. (phonics) It’s helpful to teach a few ‘sound regular’ words first. (and, see, can, at) However… Sound irregular words need to be taught as well. (the, said, what) Teach ‘the tricks’ for remembering sound irregular high frequency words. (‘they’ is like ‘the’ with a ‘y’ at the end.

97. How do I know which words to teach? FAST versus JOURNEYS – Website resources – Overlap

98. If you’ve observed, reflected, and arranged for repetition of a word… They should be expected to know it! Work for fast recognition and automaticity. *They are allowed to misspell words in their writing – but NOT the ones that have been taught!

99. Small Group Early Reading Example Jan Richardson Video Example What strategies does she use with these early readers? Anything she does that we have not yet talked about?

100. Todaysmeet.com/earlyliteracy

101. #5 Readers need to know the language of books.

102. Read Alouds = a necessary pleasure. The language structures of books are drastically different from the language many young children use in their own speech. – Navigating TWO discourses ELL High poverty

103. Read Alouds Read. Note. Discuss.: – Read “A Necessary Pleasure” (pages 13-14) – Note- What are implications for your classroom? – Discuss- When can we fit in a read aloud?

104. Read Alouds Language structures video- “Look- a dog school”

105. “Children who have been read to a great deal will already know, in some way, that the language of books is different from the language that they speak. They will be developing ‘an ear’ for bookish or literary forms of language.” Becoming Literate, Clay, p. 29

106. Observing Language The child who does not like to talk with the teacher or has some difficulty in understanding what the teacher is saying may be a child at risk. Be strong-minded about talking with a child whom it is difficult to hold a conversation. Human reaction is not to spend much time talking to such children. The educator’s reaction should be to create more opportunities for talking.

107. Read: How Can Book Reading Close the Word Gap? (pages 17-25) Fill in: Book reading promotes ___________.

109. The role of read alouds. “Children who have listened to stories told, and who can retell stories in their own way, with or without a book to support them, have been given something that helps them through their first steps in literacy learning. This is good news for educators who read books to children and let them retell stories in their own words.” Literacy Lessons Designed for Individuals II, Clay, p. 162

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111. BREAK 2:00-2:15

112. #4 Readers need to use meaning, structure, AND the visual clues

113. “I define the reading of continuous text is a message-getting, problem solving activity which increases in power and flexibility the more it is practiced.” Clay, Literacy Lessons II, p. 103

114. How do I help them balance M,S,V? Prompt and Cue based on the source of information that they’re neglecting.

115. Meaning Cues- Does it make sense Meaning cues come from life experiences. Meaning is held in memories, and in the language children use to express what they have experienced. Reading, therefore, should “make sense” in comparison to what they “know”, or understand, about their world. This source of information is the easiest form of information to help a child access. Quite a bit of meaning lies in the pictures of a book. Referring to the pictures can help a child make connections and think about what they already know related to the story or access a particular word that would “fit” at this point in the story. For example, if the text on a page is “A purple cake”, and the child is having difficulty with the word purple, it would be helpful to point to the picture and ask, “What color is that cake?” Helping a child access what they may know about the world around them is a quick way to help as well. For example, if the text on a page is “The cat said meow”, and the child is stuck on meow, then the question, “What sound does a cat make?” may help the child access the correct word for quick problem solving. When what a child is reading does not “make sense”, a momentary confusion should occur. This confusion should in turn cause a child to pause, realizing that perhaps they have misread something in the text. Beginning readers sometimes are still working out the concept that reading should “make sense”, and sometimes do not heed this particular cue independently.

116. Structure Cues- Does it sound right? Structure cues come from an understanding about how language works. Language follows certain rules- words are not haphazardly put together. For example, "the dog ran fast" follows the syntactic rules of English. The sentence "ran dog the fast" does not follow the syntactic rules of our language. The structure of our language is internalized as infants begin to attend to our words, and to communicate orally themselves. Accessing our knowledge of language as a source of information when reading is not as easy as accessing meaning. This is true for a variety of reasons. Like reading and writing, speaking and understanding language is a developmental process. We understand the world around us and draw meaning from it much sooner than we understand words spoken to us. That understanding also occurs much, much sooner than our attempts to communicate orally as well. However, by preschool age, children have encountered and internalized many language structures unique to their home language. Those children who have had the opportunity to listen to stories told or read aloud have also internalized some features of "book language" upon which to draw on. If what a child reads does not "sound right" in comparison to what he/she knows about the structure of our language, a momentary confusion should occur, as mentioned before. This confusion should lead a child to realize that a mistake has been made. Beginning readers may not know how to access this particular source of information when reading text, and can be prompted to do so when appropriate.

117. Visual Cues- Does it look right? Visual cues come from the knowledge that oral language can be represented by symbols (letters), and that letters are formed into words and divided by spaces, which are arranged on a page in a particular way. Visual cues also come from knowledge of conventions of print such punctuation. Visual sources of information can, for beginning readers, be the hardest source of information to access. A child can read a simple text with very little declarative knowledge of letters, letter sounds, and words! However, once a child begins to recognize the letter-sound relationship of written language and the conventions of print, this can be a rich source of information to use when reading. As a child interacts with print, he/she integrates features of print noticed or learned into the internal cueing system. For example, a your child learning how to write her name may notice the letters of her name in books, may start to connect the beginning sound of her name to the first letter in her name, and may be able to draw on this information when reading text. As mentioned before, beginning readers may not always have the foundational knowledge base for accessing visual information in text, but can be taught to do so when ready.

118. How To Help: Meaning, Structure, and Visual Cues Read. (pages 15-16) Highlight/underline prompts you have not used but find useful.

119. What prompts/cues do you hear? https://www.youtube.com/watch?feature=playe r_embedded&v=W5AlPAxsQbE https://www.youtube.com/watch?feature=playe r_embedded&v=W5AlPAxsQbE

120. Scaffolding = prompting to what students need cueing Give them JUST enough!

121. Scaffolding or Rescuing? Read article - “Are you scaffolding or Rescuing?” – (page 26-35)

123. Scaffolding - Is a temporary framework to provide support until students can solve problems for themselves.  Assesses accurately where the learner is.  Relates content to what the learner already knows how to do.  Breaks the learning down into smaller, more achievable tasks with chances for feedback along the way. (models, cues, prompts, partial solutions)  Provides time for students to debrief their learning and review what worked best for them.  Reduces uncertainty, surprise, disappointment. Eliminates frustration!  **Promotes self-efficacy and builds confidence so that future challenges are more eagerly addressed.

124. Assisting in Problem Solving vs.

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127. #3 Teachers de-bug the task.

128. FAST Assess your struggling students LAST

129. A special note on ‘nonsense words’ Nonsense words are not ‘words’ at all, rather word ‘parts.’ On FAST, they’re CVC word ‘parts.’ ‘mem’ is not a word, but it’s part of ‘remember’!

130. What Can I do to encourage success with CBM Reading and Sight Words? Type out familiar text in a similar format-without picture support. Finger frame ‘sound irregular’ high frequency words DAILY after each familiar re-reading. (SIGHT WORDS) **Re-read the sentence after the word in isolation has been read so that it’s embedded back into the meaning of the story.

131. What about word segmenting? This is easy to teach if you tell kids that it’s just like pushing ‘sound boxes.’ “Listen and pretend you’re pushing it with your finger.” There are many blends that are difficult to hear so practice some of them ahead of time. camp

132. What about nonsense words? In the administration of the FAST, these are referred to as ‘pretend words.’ Many are actually word ‘parts.’ In our work with breaking words apart during and after text reading, we can have children clap syllables (2 syllable words) and break words with their mouths at onset-rime (1 syllable words) “Find the ‘part’ that says ‘jin’, now find the part that says ‘gle’. “That word is ‘jingle.’ It has two parts.”

133. #2 Teachers keep learning.

134. Shanahan on Literacy Read. Reflect. Discuss at your table.

135. The YOU MATTER Manifesto You are enough You have influence You are a genius You have a contribution to make You have a gift that others need Your actions define your impact You are the change You matter

136. #1 Teachers respond to data.

137. Assessment Measures Educators as Physicians Screening “So, how are you doing?” Blood Pressure & Temperature Diagnostic Further testing (specific blood tests, ultrasounds, etc) Progress Monitoring Follow up tests to determine response to treatment

138. MTSS in DMPS Tier 1 Universal Core Instruction Effective core instruction with differentiation for all students Tier 2 Targeted Intervention For small groups of students with similar needs Tier 3 Intensive Intervention Personalized to meet student needs Tier 2 Targeted Intervention Enrichment and extension for small groups of students with similar needs Tier 3 Intensive Intervention Enrichment and extension, personalized to meet student needs

139. Q & A www.todaysmeet.com/earlyliteracy2

140. Close: Set Next Steps Please provide us with feedback on this session! https://www.surveymonkey.com/r/earlyliteracysummer