Workshop Part 1-Phonics Strategies

This will be the 1st of 4 posts about the reading workshops that I went to in Anniston-presenter was Heather Wible with the State Dept. and Alabama Reading Initiative. She was awesome and so were her presentations!

I FORGOT to take pictures of the visuals/activities for this workshop, but I did remember for the other ones.

She started each workshop out by having us read a few quotes and then highlighting our favorite one:

1. Every job is a self-portrait of the person who did it. Autograph your work with excellence.-Anonymous

2. The whole world opened to me when I learned to read.-Mary M. Bethune

3. The object of education is to prepare the young to educate themselves throughout their lives.-Robert Hutchins

4. The best teachers teach from the heart, not from the book.-Author Unknown

In each workshop we talked about what skillful readers do.

The words that I highlighted in my notes about phonics instruction were: blending, segmenting, manipulating tasks, and letter-sound correspondences. Even though we don’t usually teach “phonics” in the upper grades, we still have students that need that instruction because they missed it along the way. One way to assess the phonics background that students have (to see if any are in need of remediation) is to give a nonsense word fluency test. (Yes, I said the dreaded words-nonsense word fluency test) ūüôā But, this is given at the beginning of the year to determine the reading ability of a child-which SHOULD DRIVE OUR INSTRUCTION! This is what the assessment may look like for the uppergrades (and you could make your own):

fim               yain          snitting

sep              bire           bathtail

lat               nool           inteakness

dob             pote          overtodded

huz             jeek          rebenderable

See? It would tell you so much about a student and what their strengths/weaknesses are in decoding! ūüôā

One biggie, biggie, biggie thing that she told us is: If you use DIBELS as an assessment you have GOT TO LOOK PAST THE SCORE!!!!!! 2 students may have around the same range in test scores and need totally different instruction!!!!! For example:

Jane-80 words per minute-Left endings off words, reversed letters/sounds, called out words incorrectly, had lots of phonics gaps BUT either skipped words or waited on that 3 second rule

John Doe-80 words per minute-only missed 3 words but took the time to figure out the words-however, read in phrases and not fluently

SO: if you ONLY group your students according to DIBELS scores, they would be in the same group yet they need 2 different types of instruction.

Heather said to try out this website: http://www.fcrr.org for LOTS of activities on all 5 big ideas-phonemic awareness, phonics, vocabulary, comprehension, fluency

One activity that she did for multi-syllabic words was: wrote a large word on a sentence strip-she folded parts of the word back so you could only see 1 part. You have the child read that part, then unfold another part and read, then unfold another part and read-you get the picture! ūüôā

Another cool idea was to use a chalkboard eraser to hold letter cards in a making words activity-this was way cute!

This workshop was great-hope you learned something from this little snippet that you can use in your classroom to make every child a great reader! ūüôā

Stay tuned for more workshop tips!

 

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About shannonjoe

I teach 3rd grade. Love Jesus, teaching, reading, running, and working out.

Posted on June 23, 2011, in Phonics, Professional Development and tagged , , , , , , . Bookmark the permalink. Leave a comment.

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