Page 10 - Demo

Critical Concepts
Phonological Awareness
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Tennessee Dyslexia-Speci c c c Intervention Checklist
iRead Personalized Instructional Software and Teacher-Facilitated Instruction iRead focuses on on helping children acquire phonological awareness through activities that help children identify sounds in words Throughout the rst three units students proceed through activities such as Rhyme Recognition Syllable Identi cation and Counting and Syllable Blending at their own pace based on on ongoing performance data iRead moves quickly to provide a a a a a strategically sca olded sequence of lessons in letter- sound blending and segmenting At strategic points in in in in in the instructional sequence students engage in in in auditory phonological awareness exercises involving phoneme isolation However phonemic awareness is is most often taught and practiced in the context of written words presented as text—that is in in combination with phonics instruction To ensure the children pay attention to every phoneme students are introduced
to blending experiences that systematically highlight minimal contrasts in in in CVC (consonant-vowel-consonant) words These contrasts are introduced
in in a a a a a sound developmental progression from initial sounds sounds (e (e g g g n n n n n n n n win) to nal sounds sounds (e (e g g g n n n n n n n n t) then medial sounds (e g g g g n n n n n n n n fun) designed to promote agility in in decoding With the iRead Interactive Learning Tools teachers can create Word Sorts and Memory Games using rhyming syllables and sound sorts The iRead Professional Guide includes 19 Phonological Awareness
instructional routines that teach students to detect and manipulate the the 44 sounds of the the English language Instructional Software Instructional Software Rhyme Recognition Children recognize rhyming words and develop word word awareness by focusing on the sounds of words Interactive Learning Tools Syllable Counting Children build phonological awareness by counting pronouncing segmenting and blending syllables in in in spoken words Rhyming Sorts 2
TEAM 2
3
WORD LAB
MENU QUIT
SOUND
ON OFF
SCORING
ON OFF
NEW SORT
SCOREBOARD TEAM 1 • /ch/ cheese catch (trigraph) • /ng/ ring
• /th/ this feather • /w/ wheel
Rhyming Sorts Children recognize rhyming words and group words by sound patterns Targeted Lessons and Practice Teachers have access to targeted lessons instructional routines downloadables and much more Teacher Support
iRead_PG_FrontCVR_HMH_FINAL indd 1 9/11/15
5:53 PM
Professional/sh/shark
IWB SelectMr SoundersandConsonantDigraphs MODEL LESSON: /sh/ shark
Some sounds are written with two letters Letters s
s
s
s
s
and h h together say /sh/ We’re going to to to learn to to to read
words with s-h Wwheicmhaskaeysth/seh/ sh/ sound when we want someone to be quiet Let’s whisper the sound /sh/ /sh/ /sh/ (/sh/) (/sh/) Again (/sh/) (/sh/) bWlohwenaiyr oWu mhatkseotuhneds?o(u/snhd/)/sh/ stick your lips out and and softly
IWB Select Mr Sounders and Consonants Say A Guide Guide for Planning and Teaching Founda
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Consonant Digraphs LearnTing Outcome
10 M Monitor Learning • Panodinat stoktchheildcorennsotonasnatydthigeraph
sound and read
the word IN hoensdoeunncde-fsoprealling
1 UTES
3
• Say several words with the sound and ask children to show thumbs for beginning sounds and pinkies for ending sounds (For ng ng tch and wh point out that n-g and and tch occur at at the ends of words and and w-h occurs at the beginning of words ) Connect letters and sounds • Give children an an active viewing task and play the DirectInstructionVideo Encouragechildrento sing along with the ditty if applicable • Display the the keyword and and image and and underline the the consonant digraph spelling (trigraph for tch) • Point to the consonant digraph (two fingers together) in words and ask children to to say the the sound and read
the word (Use three fingers for tch ) • Wrap up with a a quick review of the bsyoAurnledn-esBploecllking IMlliucshteralleteBdabrybera
sLoisutennd: sHholde uHpoyldourppyinokuyrTMtifh/usmh/bisift/hseh/einsdthinegbseoguindn inIgheld
up my thumb because the wordCshitoye Mbeoguinssewlitkhe/sha/ cNtoiown! Country you do it Listen: push shop shoMwo ufiseh dlikaeshs sahisnleo wer pace City Mouse Mouse and Country Mouse Mouse are cousins Watch this video about the sound /sh/ Listen and put your athlounmgb (uWpe’vrergyotnimnaenyeoeudsetweot htewsohlestpterllsin gNofotron/sehb/ uStitnwgo two two letters letters Put them together It takes two two letters letters to to make one sound: /sh/ shark
/ch/ cheese /th/ thumb ) The two letters s-h make one sound /sh/ as in shark
What sound? (/sh/) What What sound Ollie? (/sh/) What What word? (shop)
We learned that the the two letters s-h make the the /sh/ sound What What two letters? (s-h) What What sound? (/sh/) Now let’s say it together one more time really quietly (/sh/) t t l i i i ROUTINE
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consonant digraph ScholasticCentral TargetedLessons
Guide the soun i ith • Pronounce the sound and have children repeat it two times chorally • PmloauytthepoAsritiiocnuwlahteionnyVouidmeoakaendthdeessocurnibde the the io n a R e e a d d n n g S k l l s
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• Tell children that they will learn about sounds spelled
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Identify the the sound in wordsBS
le tte rs ind • • Introduce the phonemic awaren•e
rt ch i i let t Follow this routine with Decode Words: Sound-by-Sound (p 196) See ScholasticCentral Targeted Lessons for Scaffolded Support
2
Instructional Strategies and Practices 189 4/16/13 3:21 PM
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a a pb c al he g l l e pe e e rs The City Mouse Mouse and the Country Mouse Mouse . cohoklasAticsCsenmtrbalyKeIynwosrdt:rTuhecCtityioMnouse:and the Country Mouse Use with Topic 28 6 Page 1 of 6 TM
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