Reading Readiness Online

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Reading Readiness – Online

Lesson 1: Introduction

Prerequisite Reading Skills



What is Reading?

Reading is a process in which symbols on paper are translated into words and meaning is attached to those words.

The Alphabetic Principle is the concept that the sounds that make up spoken words can be represented in print by letters.

Report of the National Reading Panel

Five Components of Effective Literacy Instruction:

 Phonological and Phonemic Awareness

 Phonics

 Fluency

 Vocabulary

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Terms

Phonological Awareness – the broad understanding of the sound structure of spoken language

Phonemic Awareness – the ability to hear, identify, and manipulate phonemes in spoken language.

Phonological Awareness

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

Phonemic Awareness



Syllable –

Onset –

Rime –

Phoneme –

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How many phonemes?

cat ____ ______________

catch ____ ______________ steep ____ ______________ strap ____ ______________ cheek ____ ______________ check ____ ______________ fist ____ ______________

fix ____ ______________

How many letters/graphemes?

cat ____/____ ______________ catch ____/____ ______________ steep ____/____ ______________ strap ____/____ ______________ cheek ____/____ ______________ check ____/____ ______________ fist ____/____ ______________

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Lesson 2: Phonological Awareness

Phonological Awareness Activities

Just Say Part

Word Chairs

Same and Different

Listen for Same and Different

Alliteration

Silly Sentences

Rhyming

Hey! They Rhyme! Oops! Wrong Rhyme!

Wow! The Fat Cat is on the Mat Odd One Out

More Odd One Out Do These Words Rhyme Generating Rhyming Words

Segmenting

Counting Words in Sentences Two in One

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Lesson 3: Phonemic Awareness

Types of Phonemic Awareness Activities

Isolation and Identity –

Categorization –

Blending –

Segmentation –

Deletion –

Addition –

Substitution –

Phonemic Awareness Activities

Magical Mouths

Same and Different

Identifying Sounds

Initial Sounds Final Sounds

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Say-It-and-Move-It-Cards

Sequencing Sounds Segmenting Words

Blending

Lesson 4: Letter Recognition

Letter Recognition

Indicates how quickly students will learn the other properties of a letter:



Name is the only property of a letter that never changes.

Why is Letter Recognition important?



Letter Recognition Activities

Matching Cards

Matching Mat

Alphabet Songs

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Instant Letter Recognition Chart Procedure:

1. Touch and name the letters in the first row.

2. Touch the letters in the first row as students name the letters.

3. Start again at the top. Touch the letters as quickly possible, working across and down the chart.

4. Time the students for one minute and see how many times they can read the chart.

Alphabet Games

Guess What?

Alphabet Bingo

Before and After

Closer to Z

Alphabet Toss

Random Placement

Yes or No Beautiful Music

Alphabet Conversation

Accenting Pairs

Curved or Straight Lines

Present plastic letters one at a time and have the students determine if they are made with all straight lines, all curved lines, or a combination of straight and curved lines.

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Lesson 5: Oral Language

Oral Language

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Oral Language Activities

Monday – Naming

Tuesday – More Naming

Wednesday – Describing

Describing Hierarchy: 1. Name the object

2. Name categories the object belongs in

3. Name the functions (use or purpose) of the object

4. Name its color, size, and shape. Compare it to another object. Students might even try a simile or a metaphor.

Thursday – Things to Think About

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Oral Language Lesson Plan: _________________________________ (topic) Monday – Naming

1. __________________________________________________________________ 2. __________________________________________________________________ 3. __________________________________________________________________ 4. __________________________________________________________________

Tuesday – More Naming (Review and Extend)

1. __________________________________________________________________ 2. __________________________________________________________________ 3. __________________________________________________________________ 4. __________________________________________________________________

Wednesday – Describing (Use two or three actual objects or pictures.)

1. Name _____________________________________________________________ 2. Category, class, or group ______________________________________________

__________________________________________________________________ 3. Function ___________________________________________________________ Where to find it? ________________________________________________________ Who uses it? How? ______________________________________________________

__________________________________________________________________ __________________________________________________________________ 4. Attributes (Size, color, shape, texture, taste, etc.)

__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 5. Comparisons

__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

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Thursday – Things to Think About

1. Counting Syllables (Students repeat each word and clap out the syllables.)

__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 2. General Knowledge (Scaffold responses.)

__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

Friday – Critical Thinking

1. Relationships (Students repeat each pair of words.)

__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 2. Odd One Out (Students repeat the series of words.)

__________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

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Lesson 6: Multisensory Letter Introduction

Order of Introduction

Important Terms

Voiced –

Unvoiced –

Clipped –

Continuant –

Reading Deck Cards

Multisensory Letter Introduction

1. 2. 3. 4. 5.

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Lesson 7: The Alphabetic Principle

Alphabetic Principle

The understanding that speech sounds can be represented in print by letters.

Establishing the Alphabetic Principle

Once students are secure with segmenting three-phoneme words into their component sounds and can readily identify the letters of the alphabet, you can begin to help them establish the alphabetic principle – how the sounds and letters go together.

Sound Board Activities

Manipulation Activities

Omitting Syllables

Changing Sounds in Words

Omitting Sounds

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Lesson 8: Handwriting

Just a few ideas for teaching handwriting to beginning writers.

Stroke Descriptions

Continuous Manuscript

Skywriting



Trace and Copy

Lesson 9: Lesson Planning

Initial Daily Schedule

1. 10 min. – Letter Recognition 2. 5 min. – Phonological Awareness 3. 5 min. – Oral Language

As students become comfortable with naming letters and playing with words and sounds, the Multisensory Letter Introduction and Handwriting activities can be added to make a 30-minute lesson.

Advanced Daily Schedule

1. 5 min. – Letter Recognition

2. 5 min. – Phonological Awareness

3. 10 min. – Multisensory Letter Introduction 4. 5 min. – Handwriting

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SAMPLE Initial Schedule Lesson Plan

Monday Tuesday Wednesday Thursday Friday

Letter Recognition

(10 min.)

2 min – Matching Letter Card 1 (p.1) (need Letters and card 1) 1 min. – Instant. Letter Recognition Chart 1 5-7 min. – Sorting Letters (need letters)

2-3 min. - Letter names (p. 3)

2 min. – Sing Alphabet (Old McDonald)

5 min. – Letter Sequencing (p. 5)

5 min. – Count/Match Alphabet (p. 2) need Yellow mats and letters 5 min. – Guess What?

5 min. Alphabet Bingo (need letters) (p. 7) 2 min. – Before and After (p. 8)

3 min. – Yes/No (p. 10)

3 min – Beautiful Music (p. 11)

1 min. – Instant Letter Recognition Chart 2 5-6 min – Closer to Z (p. 9)

Phonological Awareness

(5 min.)

1 min. Alliteration –

Many Muddy Monkeys Make Messy ______

2-3 min. – Hey! They Rhyme! (p.10)

1-2 min. – Oops! Wrong Rhyme (p. 11)

2 min. – Just say Part (p. 1)

1 min. – Listen for Same/Different (p. 6) 2 min. – Blending Sounds (p. 28)

5 min. Magical Mouths (p. 19)

2 min. - Saying Silly Sentences (p. 9) 1 min. – Do These Words Rhyme? (p. 14) 2 min. – Say it Move it Crds, Segmenting Words (p. 26)

5 min. Word Chairs

Oral Language

(5 min.)

Apple Unit Naming (p. 4)

Apple Unit

More Naming (p. 4)

Apple Unit Describing (p. 4)

Apple Unit

Things to Think About (p. 5)

Apple Unit Critical Thinking (p. 5)

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SAMPLE Advanced Schedule Lesson Plan

Monday Tuesday Wednesday Thursday Friday Letter

Recognition (5 min.)

1 min. – Instant Letter Recognition Chart 12 3-4 min. Random Placement (p. 10)

5 min. – Guess What?

2 min. – Alphabet Toss (p. 9)

3 min. Before and After (p. 8)

2 min. – Sing Alphabet (Lullaby)

3 min. Letter Sequencing (p. 5)

3 min. – Accenting Pairs (p. 11)

(5 min.)

5 min. – Sound Board Activity 1 (p. 32)

3 min. – Identify Initial Sounds (p. 22) 2 min. – Same or Different (p. 20)

3 min. - Saying Silly Sentences (p. 9) Naught Newts

2 min. Odd One Out (p. 13)

2 min. – Two In One (p. 17)

3 min. – Count Words in Sentences (need counters)

5 min. - Magical Mouths (p. 19) need mirrors

Multisensory Letter Introduction

(10 min.)

Introduce i = /ĭ/ Introduce t = /t/ Introduce p = /p/ Introduce n = /n/ Introduce s = /s/

Handwriting

(5 min.) 5 min. Trace and Copy i

1 min. - Skywrite i

4 min. – Trace and Copy

t

1 min. - Skywrite t

p

1 min. - Skywrite p

n

1 min. - Skywrite n

s

(5 min.)

Farm Unit Naming (p. 16)

Farm Unit

More Naming (p. 16)

Farm Unit

Describing (p. 16)

Farm Unit

Things to Think About (p. 17)

Farm Unit Critical Thinking (p. 17)

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Initial Schedule Lesson Plan

(10 min.)

(5 min.)

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Advanced Schedule Lesson Plan

(5 min.) Multisensory

Letter Introduction

(10 min.)

Handwriting (5 min.)

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Initial Schedule Lesson Plan

(10 min.)

(5 min.)

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Advanced Schedule Lesson Plan

(5 min.) Multisensory

Letter Introduction

(10 min.)

Handwriting (5 min.)