1. PK-2 Reading Kaye Price-Hawkins, Consultant,
Priceless Literacy, Abilene, TX

2. An active literacy classroom:
Literate environment (rich, diverse materials, room set-up, variety of books, charts and products on halls and walls)
Thinking environment (text, strategic thinking, variety of texts, differentiated instruction)
Explicit instruction and gradual release of responsibility (teacher models and guides group experience, small group of peers practice and finally student works independently)
Social/cooperative interactions (students work together to construct meaning by conversation and anchor charts)
Evaluation of student learning (notice the impact strategies have on student learning and change instruction if learning has not occurred)

3. PK - 2 READING PHONOLOGICAL AWARENESS VOCABULARY PHONICS COMPREHENSION
FLUENCY

5. Phonemic Awareness: a sub-skill of Phonological Awareness
Readers who have a phonemic awareness:
Understand the most minute sound units in words
Demonstrate the ability to hear rhyme and alliteration (the repetition of the same consonant sound at the beginning of several different words used in a sentence or paragraph)
Find the different sound in a set of words (ie. “bat”, “ball”, “wet”) and blend and segment phonemes.

6. Listening: Sound Word Discrimination
Tells whether words or sounds are the same or different:
Initial (beginning) sounds (CAT FAT)
Medial sounds (CAT COAT)
Final sounds (CAT CAN)
Identify which word is different? (SUN FUN SUN)
Identify which phoneme is different? (/s/ /s/ /k/)

7. Rhyme/Alliteration Alliteration:
Initial consonant/consonant blend sounds – cat, coat; change, chin
Rhyme:
Ending sounds with vowel(s) + consonant(s)–What rhymes with nose?
Best ways to teach these similar initial sounds and rhyming sounds:
Songs (Row, Row, Row Your Boat)
Poetry and Nursery Rhymes (Mary Had A Little Lamb)
Games (I Say, You Say)
Read Alouds (Books that have rhyming words and alliterative words)

8. Segmentation: Phrases Sentences In – the – car
The - red - ball - bounced - on - the - floor.
(You may want to add blending for prosody.)

9. Syllable Blending/Segmentation
Syllables:
What word is this? mon – key
Compound words:
cup – cake

10. Onset-Rime Blending/Segmentation
Definitions: Onset and Rime are technical terms used to describe phonological units of a spoken syllable, which has two parts
Onsets (initial consonant/consonant blend sounds)
Rimes (ending vowel + consonant sounds) – SEE LIST!
What word is this? C – AT

11. Phonemic Blending, Segmentation, and Manipulation
2 or 3 phonemes into one word: /m/ /o/ /p/
Use the Turtle Talk Game (next slide) to help the students make this connection.

12. Turtle Talk!

13. SEE slide show: FROM PHONOLOGICAL AWARENESS TO PHONICS
PROGRESSION
SEE slide show: FROM PHONOLOGICAL AWARENESS TO PHONICS

14. Writing P-K through 2 Use every opportunity to include writing.
Provide sentence stems when needed, but avoid just having them copy a sentence off the board that didn’t come from them.
Types of writing:
Personal writing.
Writing about their reading.
Writing about what they have learned (in every subject).
(See PK – 2 TEA guidelines for guidance about how to see where they are in their development.)

15. WHAT DO YOU NOTICE ABOUT THIS STORY BY 5-YEAR OLD AVA?

16. High Frequency lists: janbrett.com

17. Homonyms Homophones Homographs
Multiple meaning words
Words that sound alike
Same spelling, different pronunciation, different meanings
 the spruce tree…  to spruce up…
 addition for math  edition of a book
 desert = abandon  desert = area of land
 suit yourself…  wore a suit…
 I want to go  I like it too  One plus one is two
 bass = fish  bass = instrument
 weigh on the scale…  scale the wall…
 capitol building  state capital
 close = nearby  close = to shut
 the price is fair…  go to the fair…
 pick a flower  bake with flour
 bow = to bend down  bow = ribbon

18. Vocabulary-Comprehension Connection
Unlocking Meaning
Our knowledge of words… determines how we understand texts, how we define ourselves for others, and how we define the way we see the world.
-Stahl, 1999

19. Comprehension Strategies
DAY ONE:
Choose a Book and do a picture walk
Prediction
3 to 5 words that are unknown and important to the story.
Read aloud and children signal when they hear one of the 3 to 5 words
Stop occasionally to check for understanding. Use the “Thought Bubble” if you choose.
Questions: What do you think (character) felt like? What did (something in the story) remind you of? Review the words and talk about what context clues the author has left?
Have them turn to their neighbor and one person will “retell” the story.

20. Comprehension Strategies, continued
DAY TWO:
Reread the Book
Review the vocabulary (3 to 5 words you choose).
Reread the context for these words; point out clues (pictures or words).
Make up a sentence using that word. (turn and talk)
Use the “Thought Bubble” if you choose to have the students say: Yesterday, when I first heard this, I thought… Now I think…).
Questions: What do you think (character) felt like? What did (something in the story) remind you of? Review the words and talk about what context clues the author has left?
Have them turn to their neighbor and the other person will “retell” the story.

21. Comprehension Strategies, continued
DAY THREE:
Ask students to help you make a list of other words that were unknown before the story and now they know what they mean. Chart the list.
Have the students tell how they are similar to and different from the main character (or the setting, etc.) -- T-Chart
Have them act out the story. Assign parts if you wish. Make sure everyone has a part to play.
If you want to add one more thing, you could have them collaborate and think of questions they would like to know. This may or may not be added, but if you have a story that is a little different culturally or experientially, this might be a way to teach students that we learn by questioning and then looking for information that increases their understanding.

22. PK- 1
Students may use sticky notes to mark text or pictures when they have a thought or question. This process prepares them for more involved annotation as they develop. ?
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23. 2nd Grade - Taking a Closer Look
Place sticky notes within text to mark where they have questions or where they have used certain strategies…
Reader’s Notebook:
Student reflections