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Using Shared Reading to Support Phonological Awareness and Phonics

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Using Shared Reading to Support Phonological Awareness and Phonics

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Phonological Awareness

Hearing, using the ear muscle

Auditory, focuses on sounds, spoken language

Deficits in phonological awareness most often linked to reading difficulties

Structure:

Warm-Up: [maybe a song, a poem] to get their ears ready

Structured Reads: Lookout for rhymes, generate more rhymes, "I spy something in the picture that rhymes with ___.", study the pictures (alphabet POP it!), point to something in the picture and clap the beats, play robot to practice segmenting, I spy something in the picture that starts with /?/

Delete/Substitute: replace rhymes with others, substitute phonemes, "say Frog! Now say it without the 'r'"

Phonemic Awareness-
#1 tip to practice phonemic awareness- WRITING

Use data to determine focus (phonics assessments, informal conference notes, running records, writing)

Writing is free data

Structure:

Methods: Sorting, building words in Jamboard, phonics within shared reading ["let's be on the lookout for...", flexibility, collect and sort], highlight words as you read [model during shared reading]

After Share Reading: reading from book baggies, editing in writing folders, coach with transferrable prompts

*Reinforce habits
*Think aloud, problem-solve, struggle

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Culturally Relevant Pedagogy and Read Aloud: Rethinking Our Practice for a More Equitable Classroom

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Culturally Relevant Pedagogy and Read Aloud: Rethinking Our Practice for a More Equitable Classroom

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Core Tenets of Culturally Relevant Pedagogy

Hold high expectations that yields academic achievement for ALL students

Develop cultural competence that yields a positive racial/cultural self image- We should be respectful of all backgrounds and should be proud of where we come from. Students can become entitled and do not understand the lives of those we are reading about. Students need be able to see oppression and bias.

Raise a cultivate a socio-political consciousness that yields criticality skills

Ensure books center all of the beauty that comes from our backgrounds

Center around positive self-image:

"Eyes that Kiss in the Corners" by Joanna Ho

"I Am Every Good Thing" by Derrick Barnes and Gordon C. James

"You Matter" by Christian Robinson

Help to put criticality at the forefront:
*Must teach children that they can affect change

"Dreamers" by Yuyi Morales

"We Are Water Protectors" by Carole Lindstrom

"The Kids Book About Racism" by Jelani Memory

"Not a Single Story" Ted Talk by Chimamanda Ngozi Adichie

Mind Work AND Heart Work

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Practical Tips for Talking to Young People about Current Events

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Practical Tips for Talking to Young People about Current Events

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"If we want kids to do big things, we must not treat them as if they are small."

Possible Community Engagements:

Racialize your voice

Be present

Speak your truth

Accept and expect non-closure

Allow for discomfort- I will support you in your discomfort

Supporting caregivers in leading conversations about Black Lives Matter Movement:

Disrupt silence- silence can be damaging

Offer community engagements

Define Black Lives Matter- a lot of misconception

Connect the past to the present- racism isn't something of the past, it's systemic and very much present

Tips:

Name the truth [honor multiple perspectives]

Use multiple sources

Analyze images [be careful not to traumatize]

Resist a neutral approach

Offer processing options

Eliminate surprise reactions

Check in with students: Believing, thinking, feeling, acting stage?

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creating equitable and caring classrooms for children

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Language Development and Listening Comprehension Is a Vital Part of Early Literacy Instruction: Becoming More Deliberate in Our Work

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Language Development and Listening Comprehension Is a Vital Part of Early Literacy Instruction: Becoming More Deliberate in Our Work

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Scarborough's Reading Rope
Language Comprehension

Background knowledge

Vocabulary knowledge

Language structures

Verbal reasoning

Literacy knowledge

Word Recognition

Phonological awareness

Decoding and spelling

Sight recognition

Leads to skilled reading

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Language Development and Listening Comprehension Is a Vital Part of Early Literacy Instruction: Becoming More Deliberate in Our Work

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Language Development and Listening Comprehension Is a Vital Part of Early Literacy Instruction: Becoming More Deliberate in Our Work

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Boosting Language Comprehension:
Knowledge Matters

Choice & autonomy to choose topics that are right for your classroom

Also think about themes and how they relate to kids lives

Read collection of books around one topic or theme

Read alouds help to boost vocabulary development- those words will not be found in their leveled texts, but you can help walk them through what they mean

Make learning relevant to what is happening today and connect back to your local community

Language Matters

Kids are rehearsing for writing when they are reading

Kids are learning academic vocabulary that go along with genres

Sophisticated conversations

Collaboration Matters
-Building text sets-Want to learn about trees? Show image of a tree and have an open conversation about the picture. What can we learn from this image? How does this relate to our world? Introduce set of books around this topic.

"When reading this book, it will read like a story, but it is also teaching us about red woods. So when we read this book, we have two jobs (1) to listen and to the story and (2) to learn from the story." Students are accumulating knowledge that matters. Learning info that can change the world.

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Advancing Literacy (formerly TCRWP) is a research think tank and staff development organization based at Teachers College, Columbia University. The videos in this...

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Centers in Social Studies Can Support Both Literacy and History

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Centers in Social Studies Can Support Both Literacy and History

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1. Mini-Lesson

2. Centers: Students can be studying in different ways- analyzing primary sources, analyzing a map, evaluating images, synthesizing, determining importance, empathy and inference, asking questions, perspective and authors purpose, comparing and contrasting, sequencing, speaking, citing evidence, suspending judgment, author's bias

Common Types of Centers: maps, images, quotes, statistics, paired texts

"Lenses to Carry When Reading History" (take from literacy units-bring to history)

"Close reading" or study closely - images using post-its

Get together with grade level colleagues to create the centers-share resources

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Math Workshop and Writing Workshop: Listen to Marilyn Burns and Lucy Talk Informally about Crosswalks between the Two

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Math Workshop and Writing Workshop: Listen to Marilyn Burns and Lucy Talk Informally about Crosswalks between the Two

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Components of writing workshop demonstrated below are transferrable to math workshop.

Honor their process and reasoning. Less focus on right answers.

The act of learning is not being an observer.

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Making the Most of Jamboard During Read Aloud

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Making the Most of Jamboard During Read Aloud

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Can be utilized as a virtual anchor chart. Jots are posted in Jamboard. Can sort jots to form a theory.

Squares of Infuence-
Setting, Characters, Morals, Events, Symbols, Objects

Students provide text evidence on Jamboard post-its to support ideas

Move post-its around to form connections

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Helping Kids Learn with Increasing Independence: Strategies for Supporting Executive Function Skills (K-5)

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Helping Kids Learn with Increasing Independence: Strategies for Supporting Executive Function Skills (K-5)

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Center on the Developing Child at Harvard University

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How Children and Adults Can Build Core Capabilities for Life

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Five ‘Go-To‘ Conferences for Supporting Fiction Readers (Grades 3-5)

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Five ‘Go-To‘ Conferences for Supporting Fiction Readers (Grades 3-5)

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Tip #1: Preview

Preview book together

Tip #2: Speed Bumps

Have students randomly distribute post-its throughout book (speed bumps) before reading book. Automatically tells them when they will stop and jot.

Students can use speed bump to retell, then push students to move past retelling with other strategies. "This makes me think..."

Tip #3: Build a Theory

About half way through the book, work with students to take their jots and begin to build a theory. Is there a pattern? Can I make a connection?

Tip #4: Teach Students to See More

Characters, Setting, Important Objects, Plot, Mood/Feelings, Parts That Connect to Each Other

Have students take a tally of what they've talked/written about. What can we write more about?

Tip #5: Think About Theme

Students can brainstorm with you about common themes - friendship, honesty, family, etc.

"What is this author teaching me about _____.?" (fill in blank with theme)

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Building and Rebuilding Community in Primary Classrooms: Support for Next Week and Next Year (Grades K-2)

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Building and Rebuilding Community in Primary Classrooms: Support for Next Week and Next Year (Grades K-2)

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Book Buzz - Students use Flipgrid, Seesaw, or quick iPhone video to give quick video of their book. Invite others to do book buzzes as well (i.e. parents, principal, literacy coaches)

Share Writing - Under document camera, beginning of mini-lesson: quick highlight of a student's work, spotlight bulletin board, Flipgrid/Seesaw

Identify Experts - Anchor chart with skill and student example with "Ask Ethan" next to it. Every student will be an expert on something.

Talk Time - Decide what will best support your unit of study. Students can do Ted Talks. Show students examples of Ted Talks. Then students can practice and share their Ted Talk based on their interests.

Build in Classroom Routines & Rituals - Keep the routine regardless of in-person, hybrid, virtual. Strengths community. Example- End last 3 minutes of day with positive closing circles.

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Building and Rebuilding Community in Primary Classrooms: Support for Next Week and Next Year (Grades K-2)

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Building and Rebuilding Community in Primary Classrooms: Support for Next Week and Next Year (Grades K-2)

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Building & Rebuilding Community

Identity Webs - Help to recommend books for students based on interests and background - Helps contribute to students' sense of belonging

"Being the Change: Lessons and Strategies to Teach Social Comprehension" book by Sara Ahmed

Read Aloud & Grand Conversation - Student led conversation. Try to remove yourself from the circle, if possible, so students are looking at each other & running convo.

Cultivate a Culture of Reading & Writing - Have students recommend books. Share reading & writing. Have partners check in with each other during book shopping: "Why did you choose that book?" Reading Graffiti- Pull lines from book they're reading and share out on large community poster- might spark interest of other students.

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Practical Help Making Your Mini-lessons Brief, Lively, and Potent

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Practical Help Making Your Mini-lessons Brief, Lively, and Potent

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Tip #3 - Deliberate Practice

Engagement

Pacing

Clarity

Inclusion

Structure

"How to get better at the things you care about" - Eduardo Briceno

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Practical Help Making Your Mini-lessons Brief, Lively, and Potent

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Practical Help Making Your Mini-lessons Brief, Lively, and Potent

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Tip #2 - Talk Less, Teach More!
Shift from teacher-centered instruction to student-centered

Use visuals

Talk in steps: "There are 3 steps I am going to take to accomplish this today..." Can help your teaching feel fully transferrable to students.

Teach kids to approximate. Strategies: Give sentence starters. Oral rehearsal.

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Practical Help Making Your Mini-lessons Brief, Lively, and Potent

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Practical Help Making Your Mini-lessons Brief, Lively, and Potent

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Tip #1 - Organize the fridge
Let the structure of a mini-lesson set you free. Use the structure to your advantage. Kids will know what to expect each day and it will make planning more efficient for you.

Connection: "Remember yesterday when we..."

Teaching Point: "Writers I want to teach you that..."

Teaching: "Watch me as I..."

Active Engagement: "Turn to your partner and try it!" QUICK PRACTICE FOR EXPOSURE, NOT MASTERY.

Link: About 1 minute long... restate teaching point and set up work for the day. "Here's what we just learned today. Off you go!"

**If kids get it during the teaching, chances are they already knew it.
**Use a timer to keep it brief

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Social and Emotional Learning During a Pandemic: From Research to Practice

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Social and Emotional Learning During a Pandemic: From Research to Practice

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Social and Emotional Learning During a Pandemic: From Research to Practice

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Social and Emotional Learning During a Pandemic: From Research to Practice

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Social and Emotional Learning During a Pandemic: From Research to Practice

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Social and Emotional Learning During a Pandemic: From Research to Practice

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Social and Emotional Learning During a Pandemic: From Research to Practice

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Social and Emotional Learning During a Pandemic: From Research to Practice

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Social and Emotional Learning During a Pandemic: From Research to Practice