Humble ISD – Summer School 2013

K-2 Considerations

When planning for summer accelerated instruction, review student data then determine target(s) for instruction (phonological awareness, phonics, comprehension/vocabulary and fluency).

Phonological Awareness / Phonics
Things to think about /
  • Lessons should be used to develop oral language as well as to help children think about the sounds in words.
  • Consider where students are on the Phonological Awareness Continuum.
  • Group students with similar needs together for small-group instruction.
  • Lessons should be brief.
  • Use pictures with familiar objects and events so that students can easily attend to the task (rhyming, syllables, beginning and ending sounds etc.)
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  • Phonics instruction should not always be taught in isolation but combined with meaningful text reading.
  • When reading, students should use the text illustrations for checking to make sure the word looks right, sounds right and makes sense.
  • Plan for word work during Guided Reading.
  • Look for students using letter sounds in both reading and writing and continued opportunities to link the learning.
  • Giving students the opportunity to share the pen (Interactive Writing) can help them learn to apply what they know about phonics.
  • Word sorts are good for any phonetic pattern being studied.

Resources /
  • Phonemic Awareness in Young Children (Adams, Foorman, Lundberg, Beeler)
  • Ladders to Literacy (O’Connor, Notari-Syverson, Vadasy)
  • Making the Most of Small GroupsDebbie Diller (Ch. 6, Phonemic Awareness pg. 87, App, E pg. 192-204)
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  • Making the Most of Small Groups (Debbie Diller (Ch. 7, Phonics pg. 114, appendix F pg. 205-212)
  • Phonics Lessons-Letters, Words, and How They Work (Fountas & Pinnell)
  • Suggestions for word/picture sorts are included
  • HISD Phonics & Spelling/Vocab pacing guides
  • Continuum of Literacy Learning K-8 (Fountas & Pinnell)
  • Planning for Word Work during Guided Reading
  • Thinking within the Text-Solving Words and Monitoring and Correcting
  • Words Sorts
  • CD houses the one-page sorts for the “shaded” grade level targets sorts
  • Words Their Way – Word sorts by developmental stages (Letter Name)

Continuing Student Practice / Literacy Work Stations
  • Make a recording with words that start the same and are easy to draw.
  • Names Work Station: from photos students clap the syllables, sort by the number of syllables or do the same but with number of sounds in the name, sort by beginning or ending sounds.
  • Use picture cards and sound boxes with counters to say words and push the counters into the boxes to represent each sound.
/ Literacy Work Stations
  • Big Book or Poetry Work Station: task cards used to find the phonics elements being studied
  • Word Study Work Station: hands-on materials (letter tiles, magnetic letters etc.) used to blends sounds to make words.
  • Words Sorts by phonics pattern in a pocket chart.
  • Computer Work Station: Use computer programs related to phonics elements students are studying in whole or small group.

Comprehension/Vocabulary / Fluency
Things to think about / To become proficient readers students must:
  • Spend large amounts of time reading and thinking in text they can and want to read (Independent Reading)
  • Set up a classroom library and help students choose just right books.
  • In reading conference with an individual child, be sure the text is one that he can read with understanding and fluency on his own.
  • Have extensive opportunities to respond to their reading through writing, talking (Turn &Talk and collaborative work), and drawing. (Interactive Reading, Independent Reading, Guided and Shared reading.)
  • Receive explicit instruction in using strategies as tools for decoding and comprehension (Interactive Reading, Guided and Shared Reading.)
  • Have a teacher
  • modeling how to think at a deeper level what was read using quality literature that provokes thinking.
  • using quality questioning to push kids’ thinking deeper.
  • ask questions that include the words why, what made you think of that, and how do you know.
Small groups need to meet students where they are and take them where they need to go.
  • Give students opportunities to read and use strategies with text at their level and the teacher right there.
  • Notice how your students think or problem solve through the text-how they solve words, notice and correct errors, use the meaning, language, and print information (does it look right, sound right, make sense.)
  • Every guided reading lesson should includea specific focus stated and/or modeled, a retelling, and specific teaching points at the end that highlights the specific focus (I noticed when Jon got to a hard part he….)
  • Vocabulary has a huge influence on students’ comprehension. Comprehension and vocabulary can be focused on simultaneously. Teachers may directly teach
  • and introduce words before reading if they are needed to understand the text.
  • vocabulary words during reading if the student can’t figure out the meaning, even with prompting (searching picture and reading words before and after.)
  • vocabulary words after reading if the students found new words but didn’t know their meanings.
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  • Fluency is a combination of rat or speed, prosody or phrasing, expression, intonation, and pacing-along with comprehension.
  • Consider what’s getting in the way
  • Decoding-students must be able to decode accurately to gain fluency.
  • Automaticity in word recognition-students should effortlessly recognize the words they see in print.
  • Interpretive and meaningful reading-it should sound expressive and phrased, and include good pacing and pauses where appropriate.
  • Link to whole group instruction (shared reading, reader’s theater, and read-aloud) as well as small group.

Resources
Consider differentiated lessons from these resources. /
  • Making the Most of Small Groups (Debbie Diller (Ch. 4, Comprehension pg. 35, Appendix C pg. 175)
  • Interactive Read-Alouds (Linda Hoyt)
  • Reading With Meaning (Debbie Miller)
  • On Solid Ground (Sharon Taberski)
  • Continuum of Literacy Learning K-8 (Fountas & Pinnell)
  • Thinking within the Text
  • Thinking beyond the Text
  • Thinking about the Text
  • Strategies That Work ( Harvey and Goudvis)
  • Prompting Guide (Fountas & Pinnell)
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  • Making the Most of Small Groups (Debbie Diller (Ch. 5, Fluencypg. 165, Appendix D pg. 182)
  • Continuum of Literacy Learning K-8 (Fountas & Pinnell)
  • The Fluent Reader (Tim Rasinski)

Continuing Student Practice / Literacy Work Stations/Independent Work
  • Classroom Library: independent/Just Right reading
  • Listening Work Station: listen to and comprehend a recorded story, informational piece, or poem.
  • Poetry Work Station: read and illustrate a poem.
  • Big Book Work Station: dramatize the Big Book.
  • Buddy Reading Work Station: partners read a bit at a time, then talk about it; help each other figure out the meaning.
/ Literacy Work Stations
  • Buddy reading-give each other feedback on fluency
  • Familiar reading
  • Word Study-games with high-frequency words
  • Audio books-follow/read along
  • Big books-familiar/easy text