guess-my-word game - alaska staff development network · web viewthey have to look at the pictures...

Getting It Right…Right from the Start! Laying a Strong Foundation for Literacy in Pre-

Kindergarten and Kindergarten Classrooms

Future reading progress is set early on…and children who fall behind rarely “catch up” on their own.

“…the potential of neuroscience to help expand our understanding of reading processes, their development, and their occasional dysfunction is profound” Hurby & Goswami, 2011.

“Within his brain, the child is literally building the neural circuitry that links the sounds of spoken words, the phonemes, to the print code, the letters that represent these sounds” (Shaywitz, 2003, p. 177).

Scientific evidence confirms that the most effective approach to reading is direct, systematic instruction in phonemic awareness, synthetic phonics, vocabulary development, fluency, and comprehension. (Sweet, 2015)

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Our Objectives for

TodayExplore research findings regarding how to build the reading brain.

Discuss appropriate research-based practices for developing a strong foundation for literacy.

Children benefit most from carefully sequenced, direct instruction in phonics, and an emphasis on practicing and using that knowledge both in isolation (through blending of phonemes to form words) and in the context of meaningful reading (decoding) and writing (encoding).

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As we are helping our young readers build their reading brain on the left side, we must also be helping them to acquire a robust foundation of language, vocabulary and listening

___________________________________________________________________________________________________________________________________________________________________________________________________The Foundational Skills of Learning to Read

Print conceptsPhonological awarenessAlphabet Knowledge/Phonics and word recognitionFluency

Print Concepts

What this research finding means to me:

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Implications of the research finding to your teaching.

Phonological Awareness


Implications of the research finding to your teaching. Alphabet Knowledge



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Phonics and Word Recognition



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To help children build print knowledge, adults can:

make references to print during interactive readings by pointing to, asking questions or making comments about letters, words and sentences.

call attention to the way books are organized front cover, back cover, print and illustrations.

use print-related vocabulary, such

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Building Print Knowledge Understanding of different functions of

printRoad signsNewspapersBooks Increased attention to and awareness of

print in the environmentPointing out familiar lettersRecognizing words that see frequentlyAsking about unfamiliar letters and words Understanding of print conventionsLeft-to-right directionalitySpacingTurning pagesWhere to begin reading, etc.

Developing the ability to associate spoken and written wordsTracking print Pointing to words, in correct order, as they

are read aloud Recognizing the way written language is

as cover, title, author, illustrator, letter, word, sentence, front, back, beginning, and end.

talk about the role words play in conveying meaning

demonstrate the directionality of print.

Sample Lesson: Building Print Knowledge

Objective: To comprehend and begin to use print-related vocabulary: cover, author, title, illustrator, letter, page, word, sentence, front, back, left, right, top, bottom, beginning, and end.

Storybook: Kitty Cat, Kitty Cat, Are You Waking Up? (2008) by Bill Martin, Jr. and Michael Sampson, illustrated by Laura J. Bryant.

Description: Large illustrations accompany bold, large print on each page. Kitty Cat’s mother prompts him as he slowly awakes, gets dressed, and eats breakfast before getting in the car to go to school.

Interactive Reading Experience

Before Reading:

1. Let’s look at the front of the book we are going to read today. This is called the cover of the book. (Open the cover to show the front and back. Discuss what animals are on the cover and how the picture of the cat goes across both the front and the back cover. The name of the book is Kitty Cat, Kitty Cat, Are You Waking Up? The name of the book is called the title. Here are the words in the title (Point to each word in the title as you read it) Kitty Cat, Kitty Cat, Are You Waking Up? I heard the words Kitty and cat two times. Look, here’s Kitty (point to word) and

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Building Print Knowledge Understanding of different functions of

printRoad signsNewspapersBooks Increased attention to and awareness of

print in the environmentPointing out familiar lettersRecognizing words that see frequentlyAsking about unfamiliar letters and words Understanding of print conventionsLeft-to-right directionalitySpacingTurning pagesWhere to begin reading, etc.

Developing the ability to associate spoken and written wordsTracking print Pointing to words, in correct order, as they

are read aloud Recognizing the way written language is

here it is again (point to second time Kitty appears). And here’s the word cat (point to word) and here it is again (point to second time the word cat appears).

2. The name of the authors are Bill Martin Jr. and Michael Sampson. They wrote the book, so they are the authors. Their names are right here (point to the names on the cover).

3. There is another name on the cover (point to illustrator’s name)—Laura J. Bryant. She is the illustrator, the person who drew the pictures.

4. Let’s look at the first page in the book. This is called the title page. Look, here’s the title of the book again. Can you read it with me? (Point and read each word in the title.) And here are the names of the authors. Do you remember what the authors did? That’s right; they wrote the book. And here’s the illustrator’s name, Laura J. Bryant. What did she do? Right! She drew the pictures.

5. (Turn page; read and discuss the dedication.)

6. (Turn page and point to the first word on the page.) We’ve seen these words before. What does this say? Right! (Read and point) Kitty Cat, Kitty Cat, are you waking up? (Read the rest of the page, pointing to each word as you read.)

During Reading:

1. (Turn page and ask children to tell you where you are supposed to start reading. Point out that we saw these words on the cover and on the title page. Ask what the first words say, and then invite children to read along with you: Kitty Cat, Kitty Cat, are you waking up? (Ask children to look at the picture and discuss what Kitty Cat is doing, and how she might answer her mother’s question.)

2. (On pages 11-12 the words are printed at the top and bottom of the illustration, and words appear on both pages.) Look at the words on these pages. Which page should I read first? We read the page on the left then we read the page on the right. Where should I start reading? Right! We always read the words at the top of the page before the words at the bottom.

After Reading:

1. Bill Martin Jr. and Michael Sampson wrote this book. Who remembers what we call the people who write the book? (author) Laura Bryant drew the pictures. Who remembers what we call her? (illustrator)

Meeting Individual Literacy Learning Needs: Building Print Knowledge

Before Reading:

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1. (Place book on table upside down and ask for a volunteer to show the rest of the group the front of the cover of the book you are going to read again for them today. If child has difficulty, review front and back of book.)

2. Do you remember the title of the book? Can you point to the words in the title? Let’s read these words together (point to each one as you read). What about these words at the bottom of the cover? (Prompt children, as needed, to remember that these are the names of the authors [people who wrote the book] and illustrator [person who drew the pictures].)

During Reading:

1. Turn to first page of the story and ask children to show you where to start reading and where to end reading on the page. Ask child the show you the words Kitty Cat, Kitty Cat.

2. On the next pages, ask volunteers to help you place yellow highlighter tape over the words Kitty and green tape over the words cat. Then, read each page, inviting another volunteer to help you point to each word.

After Reading:

1. At the end of the book, invite children to go back through the book and count the times that the words Kitty and Cat appear in the book.

2. Who remembers what we call the people who write the book? (author) What about the person who draws the pictures? (illustrator)

Lessons adapted from: Scaffolding With Storybooks: A Guide for Enhancing Young Children’s Language and Literacy Achievement by Laura Justice and Khara Pence (2005). Newark, DE: International Reading Association. Scaffolding With Storybooks: A Guide for Enhancing Young Children’s Language and Literacy Achievement by Laura Justice and Khara Pence. Newark, DE: International Reading Association, 2005.

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Building Phonological Knowledge Segmenting sentences into words

Segmenting words into syllables and blending parts of words

Recognizing and constructing rhymes

Demonstrating awareness of and producing beginning sounds

Sample Lesson: Building Phonological Knowledge (Lesson 1)

Objective: To segment sentences in words and words into syllables.




Before Reading: The name of this book is Kitty Cat, Kitty Cat, Are You Waking Up? This book reminds me of my grandmother because she used to have cats, and she would go out in the yard to feed them and she would call “here kit-ty, kit-ty, kit-ty.” Listen to that word: kitty. I can clap the parts: kit-ty. Can you clap and say it with me? Kit-ty. How many times did we clap? Yes, because there are two parts in Kit-ty. Now let’s clap and say cat. How many times did we clap? Right! There’s just one part in the word cat.

During Reading:

1. After reading the first page, say: Buttercup. That’s the name of a flower that is yellow, which is the color of butter. It’s a long word. I can clap each part: but-ter-cup. Can you clap it and say it with me? But-ter-cup. Now, let’s clap and say the word sleepy: sleep-y.

2. After reading the next page, ask: What is Kitty Cat doing while he’s supposed to be getting out of bed? (Standing). Clap it and say it with me. Stand-ing.

3. After next page ask: What is Kitty Cat doing now? (Practicing his purr.) Can you clap and say the word practicing with me? Prac-ti-cing

After Reading:

1. We clapped some big words while we were reading this book. Kitty Cat’s mother asked him a lot of questions. Listen as I read some of those questions and see if you can count each word: Are you out of bed? Say each word with me and let’s hold up one finger for each word. (Do the same for the remaining questions: (1) Have you cleaned your fur? (2) What are you going to wear? (3) Have you found your shoes?

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Objective: To demonstrate rhyme awareness and production.




During Reading:

1. After reading the first page, say: There are two words on this page that rhyme. Listen, up/buttercup; they rhyme because they both have –up.

2. After reading the next page, ask: Two words on this page rhyme: bed/head; they both have –ed.

3. After next page ask: What is Kitty Cat doing now? (Practicing his purr.) Purr rhymes with another word on this page? What other word has –ur in it? (Fur)

4. Follow same procedure with the rhyming words on the subsequent pages: socks/blocks, shoes/lose, fish/dish, eat/seat, late/wait, go/slow,

After Reading:

1. We found a lot of rhyming words in this book. I’ll call out a word and you tell me a word that rhymes with my word: up (buttercup), bed (head), purr (fur), socks (blocks), shoes (lose), fish (dish), eat (seat), late (wait), go (slow).


Objective: To demonstrate awareness and matching of beginning sounds.




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Before Reading:

1. Ask children what animal they see on the cover of this book (Kitty Cat). These two words sound the same at the beginning. Listen, both of these words start with /k/.

During Reading:

1. After reading the first page, say: Did you hear that /k/ sound again? As I read each page, listen for words that start with that sound /k/ sound.

2. Pause on the page where the word cleaned appears and point out that cleaned starts like Kitty and Cat.

After Reading:

1. Let’s all say the words Kitty Cat together. Now, I’m going to hold up pictures and if the picture starts with a /k/ sound like in Kitty Cat, give me a thumbs up and say /k/ /k/ /k/. If it doesn’t give me a thumbs down. (Hold up the following pictures: cup, mouse, cake, shoes, blocks, carrot, can.)

Sample Lesson: Building Phonological Knowledge: Phonemic Awareness

(Lesson 4)Objective: To demonstrate blending and segmenting of sounds in a one-syllable word. Storybook: Kitty Cat, Kitty Cat, Are You Waking Up? (2008) by Bill Martin, Jr. and Michael Sampson, illustrated by Laura J. Bryant.



Before Reading:

1. Ask children what animal they see on the cover of this book (a cat). Say, the word cat has three sounds, listen: /c/ /a/ /t/

After Reading:

1. This book is about a cat who had difficulty getting out of bed and getting ready for school. Let’s play a word game. I’ll stretch out the sounds in a word, like a rubber band, and you tell me what word I’m saying: bed, head, fur, wear, socks, shoes.

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Meeting Individual Literacy Learning Needs: Building Phonological Knowledge (Lesson 1)

Listen to my first sentence about Kitty Cat. Kitty Cat was sleepy. How many words did I use in my sentence? Let’s count them. Kitty (hold up one finger) Cat (two fingers) is (three fingers) sleepy (four fingers). If you have four fingers up, you are right! My sentence had four words: Kitty (pause and hold up one finger again) Cat (pause and hold up second finger) was (pause and hold up third finger) sleepy (pause and hold up fourth finger).

Let’s say my sentence again and this time let’s take one hop for each word in my sentence. Do you remember how many words in my sentence? (Four). That’s right! So, we are going to hop four times. Let’s go: Kitty (hop) Cat (hop) was (hop) sleepy (hop).

Note to teacher: Repeat the procedure using the second sentence: Kitty Cat stood on his head. Then, ask: does anyone else remember something about Kitty Cat? Can you give us a sentence? Let’s count the words in your sentence. Now, let’s hop the words in your sentence. (Continue, eliciting as many sentences from the children as possible.)


Kitty Cat didn’t want to get out of bed, so she stood on her head. The words bed and head sound alike because they both have -ed, so we say they rhyme. Look at the two pictures I am holding up. Show me a thumbs up if they rhyme and thumbs down if they do not rhyme.

Note to teacher: Display two pictures at a time. Show some pairs of pictures with objects that rhyme (thumbs up) and some that do not rhyme (thumbs down).

socks/blocks

fish/dish

bed/shoes

hurry/eat

mouse/house

cat/hat

Now I’m going to hold up three pictures and you tell me which one doesn’t belong. Which one doesn’t rhyme with the other two?

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Note to teacher: Display three pictures, two of which rhyme and one that does not. For example: (1) cat/hat/dish (2) dish/fish/cat; (3) bed/shoes/head; (4) socks/blocks/hat; (5) eat/mouse/seat; (6) cat/mouse/house.


Show cover of book and ask the name of the animal on the front. Say: Show me a smile if the picture I hold up starts like Kitty Cat and frown if it does not start with /k/ like Kitty Cat. (Hold up pictures, one at a time, and have children “test” each one by saying “Kitty Cat and (the name of the object).” Suggested pictures: candy, cupcake, house, brush, king, corn, dog, girl, couch, desk.

Note to teacher: Display three pictures, two of which start with /k/ and one that does not. For example: (1) cat/house/dish (2) girl/dog/corn; (3) candy/brush/house; (4) desk/couch/boy; (5) cake/candy/dog; (6) corn/dog/house.


Show pictures of one-syllable words from the book and have children clap and say the parts of each word with you: cat, bed, head, shoes, fish, dish, seat.

Give each child three counters and a page with three blocks drawn on it. First demonstrate, and then have children push, from left to right, one counter into each block as the each word is segmented into sounds.

Phonological/Phonemic Awareness Games & Activities

Guess-My-Word Game

Place a small number of picture cards in front of children. Tell them you are going to say a word using "Snail Talk" a slow way of saying words (e.g., /fffffllllaaaag/). They have to look at the pictures and guess the word you are saying. It is important to have the children guess the answer in their head so that everyone gets an opportunity to try it. Alternate between having one child identify the word and having all children say the word aloud in chorus to keep children engaged.

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Hear It, Say It, Do It! Pass out familiar objects and ask children to stand if they have an object that starts with the same sound as the object you hold up and name. For example, “I have a bell. If you have something that starts with the same sound you hear at the beginning of bell, say it, stand up and turn around.” (Child with the ball says “ball” and then stands up and turns around.) Variation One: Vary the actions children are to do when the sound of their object is called. Variation Two: Give out objects that rhyme with words you will call out and ask children to perform an action if they have something that rhymes with the word you call out.We’re Looking for a Sound (Adapted from The EFL Playhouse, www.esl4kids.net)Have students form a circle. Place pictures or objects outside the circle. Teach the following song to the tune of "The Farmer in the Dell":We're looking for a/an [sound of letter],We're looking for a/an [sound of letter],[Sing sound of the letter to the tune of "Heigh, ho, the Derry Oh!"]We're looking for a/an [sound of letter].

After each verse, ask a student to find an object or picture beginning with that sound and place it in the center of the circle. Continue until all objects or pictures have been used.Note: You might also use this song to teach alphabet recognition. For added variety, you might give each student a picture or object instead of placing cards or objects outside circle. When a student's sound is sung, he or she steps into the circle. Picture Sort—Beginning and Ending Sounds (Callaway, 1997)Have several pictures of items that begin with the same sound. Have children sort all of the items that have the same beginning sound, encouraging them to name the item out loud, emphasizing the beginning sound. For example, the picture cards for cookie, cat, cup, cake, and kangaroo would all be sorted in the same pile because they all have the same beginning sound, /k/. Once children easily sort by beginning sound, you can vary the game by asking them to sort the pictures into piles that have the same ending sound. If You’re Rhyming and You Know It (adapted from: Adams, Foorman, Lundberg, & Beeler, 1998)Place rhyming pictures on a table face up. Children locate a rhyming pair and then use the two words in the song, If You’re Happy and You Know It. For example, for the rhyming words “bear” and “chair,” the children could sing:

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http://www.esl4kids.net/

Did you ever see a (bear) in a (chair)?Did you ever see a (bear) in a (chair)?No I never, no I never, no I never, no I never,No I never saw a (bear) in a (chair).Did you ever see…

a (bug) under the (rug)?a bee buzzing around a (tree)?a duck driving a (truck)?an owl drying off with a (towel)

Matching Clapping Gloves (adapted from: http://www.ourschoolfamily.com/Literacy%20Centers.htm)In this activity, children put on the “clapping gloves,” select a picture, say its name and clap the syllables: el-e-phant. Breaking words into syllables is a prerequisite for breaking words into their separate sounds. Once children can clap the syllables in words, picture cards depicting one syllable words comprised of two to four distinct sounds can be used: (/c/ /a/ /t/). (bee, boat, dog, cake, etc.)Snack Time SegmentationGive each child a napkin and a small pile of snack foods, such as crackers, teddy grahams, or raisins. Give children a sentence and ask them to repeat it with you while placing on their napkin one snack item for each word they heard in your sentence. Example: for the sentence, “We have crackers,” the child would place 3 crackers down in a line on their napkin. The teacher can encourage children to extend their sentences (i.e. “What color/kind of crackers do we have?”) resulting in a greater number of words to be counted (i.e. “We have gold fish crackers,” or “We have goldfish crackers for snack today.”)Sound Memory (Adams, Foorman, Lundberg, & Beeler, 1998)Pass pictures of objects or animals to the children, naming each picture and placing it face down on the table or carpet. Children take turns flipping pairs of pictures right side up and deciding if the initial sounds of the pictures' names are the same. If the initial sounds match, the child selects another pair; otherwise, another child takes a turn. This game works well with small groups. Add-A-Sound (Adams, Foorman, Lundberg, & Beeler, 1998)

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Seat the children in a circle, and begin by explaining that sometimes a new word can be made by adding a sound to a word. As an example, say "ox," and have the children repeat it. Then ask what will happen if they add a new sound to the beginning of the word such as f-f-f-f-f: "f-f-f-f-f…ox, f-f-f-f…ox, f-f-f-f-ox." The children say, "fox!" You should then explain, "We put a new sound on the beginning, and we have a new word!"

Until the children catch on, you should provide solid guidance, asking the children to say the word parts with you in unison (e.g., "ice…m–,–,–,…ice…m-m-m-ice…mice").

Sample words and sounds to add: ache (cake, bake, rake, take); at (cat, pat, mat, sat, hat); eat (seat, meat, feet, wheat); ear (hear, year, near); or (more, store, shore, pour); oat (boat, coat, note). Lost and Found Children are given one to three picture cards. They are to pretend these are items that someone has lost and they have found. To find the correct owner, the child must stretch out the sounds in each word. The first child who can blend the sounds together and say the correct word is the “owner” and receives the card. That child then stretches out the sounds in one of his or her words for the others to blend.

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Building Alphabet Knowledge Children with higher levels of alphabet knowledge have

had more experiences with alphabet across different genres or types of literature---fiction, non-fiction, and poetry.

The amount of book reading a child has had prior to school is a good predictor of their alphabet knowledge.

Children who go to kindergarten with a sophisticated knowledge of the alphabet are better able to profit from phonics instruction and leave kindergarten better prepared for first grade.

Recognizing letters

Understanding that there are both upper- and lower-case letters

Sample Lesson: Building Alphabet Knowledge

Objective: To identify several letters.




Before Reading:

1. Let’s look at the title of this book (point to each word as it is read): Kitty Cat, Kitty Cat, Are you Waking Up? I see two K’s in this title (point to each one). I also see two C’s in the title. Who can find one and point to it? (call on a volunteer) Another? (call on another volunteer to find the second C.

2. As we read the book, let’s watch for these letters.

During Reading:

1. Show title page and ask if children see any K’s on this page? Any C’s?

2. Continue asking volunteers to locate the K’s and C’s prior to reading and discussing each page.

After Reading:

You really paid attention today. We found K’s and C’s on every page!

Meeting Individual Literacy Learning Needs: Building Alphabet Knowledge

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Building Alphabet Knowledge Children with higher levels of alphabet knowledge have

had more experiences with alphabet across different genres or types of literature---fiction, non-fiction, and poetry.

The amount of book reading a child has had prior to school is a good predictor of their alphabet knowledge.

Children who go to kindergarten with a sophisticated knowledge of the alphabet are better able to profit from phonics instruction and leave kindergarten better prepared for first grade.

Recognizing letters

Understanding that there are both upper- and lower-case letters

1. Show cover of the book and ask if the children remember the title of the book. Point to a K and ask if children know the name of this letter. If they do not know, remind them that it is a K. Ask a volunteer to find another K on the cover of the book.

2. Give each child a K (preferably cut out of sandpaper) to trace. Have children start at the top and make the long downward line stroke first, and then the top and then the two slanted lines, beginning with the outer end of the top slanted line and pulling toward the straight line. (Use the language from the handwriting program used by K-1 teachers in your district for this.) As the children make each stroke, have them say the name of the letter: K. Repeat several times.

3. Show the book cover again and point to letter C. Ask children to tell you the name of this letter. Repeat the procedure above, having each child trace and say the name of letter C several times.

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Research supports use of cumulatively decodable text during the early stages of beginning reading instruction.

What is cumulatively decodable text? A high proportion of words with phonetically regular

relationships between letters and sounds.

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“…decodability is a critical characteristic of early reading text as it increases the likelihood that students will use a decoding strategy and results in immediate benefits, particularly with regard to accuracy” (Cheatham & Allor, 2012).

A close match between the letter/sound relationships represented in the text and those that the reader has been taught in the program.

Students need to understand what reading is all about…and to develop a strong “decoding habit” before memorization of large numbers of irregularly-spelled words are introduced.

Introducing only a limited number of phonetically-irregular words during kindergarten increases the probability that children will not think that reading is a process of memorization and guessing from pictures and beginning sounds.

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The lesson-to-text match is pivotal to the successful use of decodable text (Mesmer, 2001).

Teaching children to guess at words that they do not recognize immediately is never acceptable

(Sweet, 2015).

Reading Aloud to INSPIRE, INVEST & INSTRUCT

When reading aloud to INSPIRE

• Select books to…

– pique children’s interest

– help children see reading as a pleasurable activity

– spark a desire to learn to read

When reading aloud to INVEST


– Establish a common ground of background knowledge about a topic of study.

– Serve as scaffolds for children’s learning of new words and concepts upon which future learning can be built.

When reading aloud to INSTRUCT


– Provide students with a common knowledge base

– Extend students’ concepts about a given topic

Adult Sensitivity & ResponsivenessWhat would you SEE if adults are demonstrating sensitivity and responsiveness during read aloud experiences?

Planning for Shared Reading: Tug of War

Build background knowledge and vocabulary:

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Adult Sensitivity & ResponsivenessWhat would you SEE if adults are demonstrating sensitivity and responsiveness during read aloud experiences?

Guide listening and comprehension:

Teach vocabulary and comprehension:

Extend foundational skills: Print Awareness

Phonological Awareness

Alphabet Knowledge

Phonics & Word Recognition

Teach emergent writing.

Let’s Reflect On Our Day!KnewWhat is something you knew that was affirmed

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today?

NewWhat is something new you learned today?NowWhat will you do as a result of what you learned?

Thank you for being here today and for the important work you do every day on behalf of your

students!If you would like any additional information, including any of the research from today’s presentation, please feel free to email me:

[email protected]

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guess-my-word game - alaska staff development network · web viewthey have to look at the pictures...

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