“If I Only Had A Brain!”

Kansas Infinitec Coalition

5 Components

• Phonological Awareness• Phonics-elementary--word

Identification-secondary• Fluency• Vocabulary• Comprehension

Phonological Awareness

Phonological Awareness

• Rhyming: identifying and making oral rhymes, matching the ending sounds of words starting with the vowel sounds (cat, bat, hat, that)

• Alliteration: producing groups of words that begin with the same sound (Two tired turtles tried to take a trip.)

• Sentence Segmentation: segmenting sentences into spoken words (The sentence, “The girl ate two candy bars,” segments into six words)

• Syllable Blending and Segmentation: blending syllables to say words (/pan/ /cake/ blends into pancake) Segmenting words into syllables (cactus segments to /cac/ /tus/)

Phonological Awareness Instruction

• Understands discrete sounds/phonemes• Recognizing which words in a set of words

begin with the same sound• Isolating and saying the first or last sound in a

word• Combining or blending the separate sounds in

a word to say the words• Breaking or segmenting a word into its

separate sounds

Phonological Awareness (cont.)• Onset-Rime Blending and Segmentation: separating

the initial consonant or cluster (the onset) from the vowel and consonant sounds that come after it (the rime) Shirt segments to the onset /sh/ and the rime /irt/)

• Phoneme Blending, Segmentation, and Manipulation: blending phonemes into words (/m/ /a/ /n/ blends into man, segmenting words into individual phonemes (cat segments into /k/ /a/ /t/) manipulating phonemes in spoken words (/b/ substituted for /k/ in cat makes bat)

Technology can…..

Support a student learning to…• Recognize patterns in words• Create words from letters, words, pictures or

sounds• Use auditory feedback as words are created or

segmented• Convert words by isolating and changing

phonemes

Low tech

• card readers www.califone.comAnd Eiki www.eiki.com• Word wall Implementation ideas www.teachnet.comwww.abcteacher.com

Possible Technology Tools

• Bailey’s Bookhouse www.riverdeep.net• Dr. Suess’ABC www.riverdeep.net• Earobics www.earobics.com• Jump Start Phonics www.jumpstart.com• WordMaker www.donjohnston.com• Word Munchers www.riverdeep.com• Wiggle Works www.scholastic.com

Phonics

Phonics Instruction

Systematic Direct Instruction• Letter-sound relationships• Spelling strategies• Writing strategies

Phonics

• Elementary: (Alphabetic Understanding, Word Study and Spelling)Sound symbol correspondence, the ability to associate a speech sound with an alphabetic letter. Instruction in how the sounds of spoken language.

Phonics: Alphabetic UnderstandingLetter sounds: Association of a sound with a letter and

letter combination in a written wordSpelling Regular Words: Using letter sounds and

segmentation to spell words, mapping sounds to letters following typical rules

Spelling/Reading Irregular Words: Spelling words in which some or all of the letters do not represent their most common sounds. (e.g. word families: one, none, done)

Sentence Reading: Practicing reading regular and irregular words then reading them in the context of a sentence

Technology Can…

Support a student learning to…• Pair sounds and letters to form words • Spell with success• Practice fluency in reading sentences• Adapt reading strategies as immediate

feedback is received.

Low tech

• http://www.gamequarium.com/phonics28.html

• http://www.tampareads.com/phonics/phonicsindex.htm

• http://www.letterland.com/• http://rlac.com/store/RLAC-Shop-by-Category.

html

• http://rlac.com/store/Learning-Manipulatives.html

Possible Technology Tools

• Destination reading www.riverdeep.com• Fast ForWord www.scilearn.com• LeapFrog SchoolHouse www.leapfrog.com• Let’s Go Read www.riverdeep.com• Ultimate Phonics www.spencerlearning.com

Word Identification(Secondary)

• Letter/Sound correspondence: ability to say the sounds for each letter or letter combination that is given

• Structural analysis: Analysis of compound words, contractions, syllables, root words, affixes, Greek and Latin morphemes

Technology Can…

Support a student learning to…• Recognize the parts that make up the word.• Use context clues to interpret meanings.

Low tech

• Card readers• Spinner activities

www.speechteach.co.uk/p_resource/speech/soundspinner.htm

• Magnetic Poetry/Word tiles: Word Strips; Labels

www.primaryconcepts.comwww.trcabc.com www.shadowpoetry.com

Possible Technology Tools

• Ultimate Phonics www.spencerlearning.com

• Sentence master www.llsys.com

• Words Around Me www.riverdeep.net• Infinitec www.myinfinitec.org Reading resources-reading links-educational

enrichment activities

Fluency

Fluency Instruction

• Bridge between word recognition and comprehension

• Development is gradual over time• Difference between more fluent readers and

less fluent readers

Fluency

• Automaticity of Letter Sounds: Quickly recognizing letter sounds as a precursor to blending, word reading, and passage reading

• Automaticity of Words: Accurately and quickly identifying regular words

• Connected Text: Sounding out each word and then reading them together

Technology Can

Support a student learning to…• Practice reading aloud• Use models to develop fluency skills in

reading.

Low tech• Alphabet arc letters tiles and magnetswww.alphabetmats.com

• Highlighter pens, tape, color overlayswww.onionmountaintech.comwww.irlen.com

• Sentence strips www.teachnet.com www.abcteacher.com

Possible Technology Tools

• First Nouns, First Verbs, First Words www.llsys.com• Audio Books on CD • www.bookshare.org• www.myinfinitec.org

Vocabulary

Vocabulary Development

• VOCABULARY DEVELOPMENT—The knowledge of words, their definitions, and context.

How is vocabulary learned?

• Most vocabulary is learned indirectly– “Learning by listening”– Read aloud to children– Children read on their own (exposure to words)– Daily oral reading

• Vocabulary is learned directly and must be taught– Teach specific words before reading– Extended use of the words over time– Repeated exposure to the words in context– Use dictionaries and other reference materials– Teach word parts (affixes, base words)

Technology

• Use technology to:

– Search word meanings– Explore new words– Elaborate on immediate vocabulary

Texas Assistive Technology Network www.texasat.net

Low Tech

• Highlighter tape or markers• Spell checkers• Personal dictionaries• Word walls/sentence strips• Webbing• Word cards, magnetic word tiles, labels• Graphic organizers

Free Sites

• http://funschool.kaboose.com/arcade/language/index.html

• http://www.theschoolbell.com/ • http://www.education.com/worksheets/

Mid to High Tech• To purchase or commercially produced tools:

– Books on tape/CD– Franklin Spellers– Talking word processors: Read/Write Goal, Kurzweil,

WYNN– Word prediction software: Co-Writer, Write Outloud– Text readers: Read/Write Gold, Kurzweil, WYNN– Reading Pens (Quicktionary Pen; Wizcom Technologies

www.wizcomtech.com )– Edmark Reading

Literacy: Vocabulary Software Evaluation

• New words are presented in meaningful ways• Students see, hear, and use words many times

and in many contexts• Makes connections to student's current word

knowledge• Strategies for older students include

contextual analysis and morphemic analysis

Comprehension

Comprehension• READING COMPREHENSION STRATEGIES—

The understanding of meaning in text. • Must be based on scientifically based

research. • Must include classroom-based screening, and

instructional and diagnostic reading assessments.

• Should provide ongoing, high-quality professional development focused on essential elements of reading

• Interaction between the text and the reader• Good readers are purposeful and active• Monitor comprehension• Use prior knowledge• Question• Recognize story structure• Summarize• Think Alouds

• Identify where the difficulty occurs

• Identify what the difficulty is

• Restate the difficult sentence or passage in own

words

• Look back through the text

• Look forward in the text for

information that might help to

resolve the difficulty

Texas Assistive Technology Network www.texasat.net

Comprehension

• Literal Comprehension—Understanding what is explicitly stated or clearly implied in the text

• Implicit Comprehension—Understanding a meaning that is intended or suggested by the author but not stated.

• Story Retell—Recalling events from a passage and retelling it

Texas Assistive Technology Network www.texasat.net

• Story Grammar—Understanding story elements– Main characters– Setting– Problem/Resolution– Important events– Themes

Texas Assistive Technology Network www.texasat.net

• Sequencing—Sequencing events in short passages

• Main Idea—Determining the main idea of a passage

Texas Assistive Technology Network www.texasat.net

Technology

• Use technology to:– Look up meanings of difficult words or phrases

– Sequence events in a story

– Understand the different parts of a passage

Low Tech

• Graphic organizers• Prompting elements to look for in a passage• Highlighter tape/markers• Draw pictures or visual cues• Sticky notes/arrows/tabs• Mnemonics• Repeated Readings• Note cards/pockets

Mid to High Tech

• Inspiration/Kidspiration• Software for Picture Support—

Boardmaker, Picture It• Talking Word Processors• Audio Books• SmartPen

More Software

• WYNN 4

• Kurzweil 3000

• Read and Write Gold

Literacy: Comprehension Software Evaluation

• Students are provided with explicit cognitive strategy instruction in one or more of the following:

– comprehension monitoring– using prior knowledge– graphic organizers– story structure– question answering– question generating– mental imagery– summarization

• Instruction includes: explanation, modeling, guided practice, and application

• Passages include all genres

RESOURCES

• www.myinfinitec.org• Texas Assistive Technology Network:

Technology Supports for Struggling Readers• Garden City Public Schools USD 457

– Quick Questioning for Higher Level Thinking– Fluency Strategies– Comprehension Strategies

• “Wizard of Oz”

THANK YOU