We met in our groups today to plan the presentations. My group is doing Vocabulary. There were some good ideas discussed. Everyone participated. Very different from some groups I have worked with in the past. This looks like it will be fun.
The class is thought provoking and interesting. There has been a lot of information in a short time, and Barb says we are behind! The books we are using are: Reading Research at Work: Foundations of Effective Practice and Best Practices in Literacy Instruction, Fourth Edition.
Wednesday, June 8, 2011
Tuesday, June 7, 2011
Reading endorsement program
Today was Day 2 of the Reading Endorsement class. There was a lot of information. Barb Neslin does a wonderful job presenting content so everyone understands.
During the last two days we have explored the Phonological Awareness continuum. I had not realized how all the parts we teach wee interrelated. Also, how early the actual foundations of reading begin. Children deprived of speech exposure, through hearing loss or environmental factors, at just weeks of age have their later reading success impacted.
The Phonological Awareness Continuum begins with 1) Sentence Segmentation. The child needs to be able to distinguish the number of words in a sentence. This usually occurs around age 2. 2) Rhyming and Alliteration - the ability to hear that a group of words end with the identical sounds (rhyming) or begins with the same sound (alliteration). Step 3 is the blending and segmenting of syllables. This involves the recognition that spoken words have parts. Step 4 is Onset-Rime blending and Segmenting. Onset is the part of a word up to the first vowel and Rime is the part of the word from the first vowel on. An example would be d og or n ot. Step 5 is the highest level of awareness. This is Phonemic Awareness - the recognition that words are made of sounds that can be segmented and manipulated. ONLY after a child is fully phonologically aware should letter-sound correspondence be made. When a child fails to master any of these steps s/he experiences difficulties with reading.
During the last two days we have explored the Phonological Awareness continuum. I had not realized how all the parts we teach wee interrelated. Also, how early the actual foundations of reading begin. Children deprived of speech exposure, through hearing loss or environmental factors, at just weeks of age have their later reading success impacted.
The Phonological Awareness Continuum begins with 1) Sentence Segmentation. The child needs to be able to distinguish the number of words in a sentence. This usually occurs around age 2. 2) Rhyming and Alliteration - the ability to hear that a group of words end with the identical sounds (rhyming) or begins with the same sound (alliteration). Step 3 is the blending and segmenting of syllables. This involves the recognition that spoken words have parts. Step 4 is Onset-Rime blending and Segmenting. Onset is the part of a word up to the first vowel and Rime is the part of the word from the first vowel on. An example would be d og or n ot. Step 5 is the highest level of awareness. This is Phonemic Awareness - the recognition that words are made of sounds that can be segmented and manipulated. ONLY after a child is fully phonologically aware should letter-sound correspondence be made. When a child fails to master any of these steps s/he experiences difficulties with reading.
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