ERIC ED432725: Examining Phonics and Word Recognition Instruction in Early Reading Programs. Professional Development Guide.

62 Pages·1998·2.1 MB·English

by  ERIC

DOCUMENT RESUME
CS 013 627
ED 432 725
Examining Phonics and Word Recognition Instruction in Early
TITLE
Reading Programs. Professional Development Guide.
Education Service Center Region 13, Austin, TX.; Texas
INSTITUTION
Univ., Austin. Texas Center for Reading and Language Arts.
Department of Education, Washington, DC.; Office of
SPONS AGENCY
Elementary and Secondary Education (ED), Washington, DC.
Goals 2000 Program.; Texas Education Agency, Austin.
PUB DATE 1998-00-00
NOTE
61p.
Educational Service Center, TAAS Dept., Region XIII, 5701
AVAILABLE FROM
Springdale Rd., Austin, TX 78723-3675; Tel: [phone];
Fax: [phone]; Web site:
http://www.tenet.edu/teks/language arts ($40).
Guides - Non-Classroom (055)
PUB TYPE
MF01/PC03 Plus Postage.
EDRS PRICE
Faculty Development; Instructional Innovation; *Phonics;
DESCRIPTORS
Primary Education; Program Implementation; *Reading
Instruction; Teacher Workshops; Training Methods; *Word
Recognition
Texas
IDENTIFIERS
ABSTRACT
Containing four sections of materials for workshop
presenters to teach phonics and word recognition, this guide assists early
reading program educators (grades K-3) in enhancing the Reading and Language
Arts knowledge and skills of Texas students. Section 1, an introduction,
defines the purpose of the guide and outlines six goals. Section 2,
Professional Development, includes speaker's notes and suggestions on how to
guide participants through the workshop. Section 3, Overheads, contains
transparencies with key points and instructional examples to accompany the
speaker's notes; and section 4, Handouts, includes "Workshop Notes" for
participants to take notes from the presentation. Contains 14 references.
(SC)
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Reproductions supplied by EDRS are the best that can be made
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Professional
elopment Guide
Examining Phonics and Word
Recognition Instruction in
Early Reading Programs
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
This document has been reproduced as
received from the person or organization
originating it.
Minor changes have been made to
improve reproduction quality.
Points of view or opinions stated in this
document do not necessarily represent
official OERI position or policy.
Texas Center for Reading and Language Arts
College of Education, University of Texas at Austin
Texas Education Agency Region XIII Education Service Center
2
BESTCOPYAVA1LABLE
Professional Development Guide
Examining Phonics & Word
Recognition Instruction in Early
Reading Programs
Table of Contents:
1. Introduction
What is the Texas Center for Reading and Language Arts?
7
Organization and Content of the Guide
8
Center Staff and Other Contributors
9
2. Professional Development
Preparing for the Workshop
13
Agenda
14
Part I: Phonics and Decoding Instruction
15
Alphabetic Knowledge
16
Phonological Awareness
17
Blending Onset and Rime
18
Sound-Letter Relationships
18
Word Recognition
21
Spelling and Writing
22
Decodable Text
23
Predictable Text
23
Reading Fluency
24
Part II: Other Critical Aspects of Beginning Reading
24
Oral Language Development
25
Print Awareness
25
Reading Aloud
26
Independent Wide Reading
26
3. Overheads
Workshop Transparencies
Transparency Masters
Guide prepared by:
4. Handouts
The.Texas Center for
Reading and:.Language Arts,
Workshop Notes
College'ofEducation,
Instructional Examples
University:of Texas.at Austin
S. Appendices
Al
References
Guide designer:
Paula Correa
3
BESTCOPYAVA1LABLE
Introduction
1.
4
What is the Texas Center for
Reading and Language Arts ?
The Texas Center for Reading and Language Arts assists K-12
educators in enhancing the Reading and Language Arts knowl-
edge and skills of Texas students, through implementation of
the Texas Essential Knowledge and Skills (TEKS).
'vities
are the Ce
s
Accomplished?
Literacy Labs
To provide a cadre of school-level specialists
Goal I:
Both school-based and university-
with:nexp.ertisednigionologicalew.aren.e.ss,word:
based labs served as models for
analysiS;fluency,strategies, and comprehension
universities and school districts.
strategieswho,:i are able to use documented
approaches
to reading and language arts
inStrubtion:.to.::address TEKS objectives with
Professional Development
Guides and Videos
:stUdentsiwgradesK-3.
These guides are designed to
provide educators across the
Goatii2:::Tol,:enh.anceAhe knowledge, skills, and
state with materials and plans for
practices teachers use to implement the TEKS
professional development in
reading an language arts objectives with second
reading and language arts, and to
langua elearners
introduce the TEKS.
en ance the knowledge, skills, and
Goal 9:
Reading Liaisons
practidetiii eadhers use to implement the TEKS
Education Service Center Reading
reading a
language arts objectives with
Liaisons work collaboratively with
students :in grades K-5 who are experiencing
Center personnel to engage in and
provide professional development
difficulty :in reading and language arts.
on the TEKS.
enhance: the knowledge, skills, and
practices1;:teecherS: use to implement the TEKS
School Partnerships
fieading:::e:nd.:!:language arts objectives with
Collaborative relationships
.;studentsiirlgredes!5-8, focusing on content area
with schools that assist in the
Teaditig"instruction:
development of materials,
curriculum guides, and
product development.
Goal S:
To disseminate information generated by the
TexasiliCenterfor19eading and Language Arts
::usinglIcurrentlechnology and media
To communicate the goals, activities, and
6:
Go
accomplishments: of the Center to professionals
and other community members.
Examining Phonics and Word Recognition Instruction in Early Reading Programs
5
Organization & Content of the Guide
The guide contains four sections of materials for presenters to
teach Phonics and word recognition. Section 2 (Professional
Development), includes speaker's notes and suggestions on how
Section 3
to guide participants through the workshop.
(Overheads), contains transparencies containing key points and
instructinal examples to accompany your speaker's notes;
Section 4 (Handouts) includes "Workshop Notes" for participants
to take notes from the presentation, and "Instructional Examples;"
Section 5 (Appendices) provides a list of references and further
readings on phonics and word recognition research.
Examining Phonics and Word Recognition Instruction in Early Reading Programs
Texas Education Agency
Texas Center for Reading
8r Language Arts
Mike Moses
Commissioner of Education
Susan Barnes
George Blanco
David D. Anderson
Felipe Alanis
Katrina Blodgett
Coordinator, Curriculum and
Deputy Commissioner
Diane Bryant
Professional Development
Programs and Instruction
David Chard
Maggie Coleman
Ann Smisko
Sharon O'Neal
Paula Correa
Director of English Language
Associate Commissioner,
Cathy Davis
Arts and Reading
Bonnie M. Elliott
Curriculum, Assessment
Robin Gilchrist
and Technology
Philip B. Gough
Catherine Davis
Michael Guerrero
Robin Gilchrist
Assistant Director of Reading
Allison Hamff
Assistant Commissioner for
Dianne Hess
Statewide Reading Initiatives
Peggy Hickman-Davis
Marty Hougen
June Jaap
Reading Liaisons and Advisors
Sharon Jackson
Cami Jones
Education Service Centers
Marilyn Kameen
Marcel LeJeune
Chris Lemons
Angie Lehmann
Region I, Edinburg
Shari Levy
Robert Linne
Region II, Corpus Christi
Mary Kureska
Sharon O'Neal
Region III, Victoria
Lynne Mumme
Lorie Ochoa
Region IV, Houston Kathy Helm
Alba Ortiz
Region V, Beaumont Vicky Gore
Jean Osborn
Region VI, Huntsville Gene Jolly
Paul Resta
Region VII, Kilgore
Alice Reader
Rita Ricardo
Region VIII, Mt. Pleasant Gwen Smith
Bobby Rigg
Kris Reid
Region IX, Wichita Falls
Phyllis Robertson
Region X, Richardson Nancy Slaughter
Terry Ross
Region XI, Ft. Worth Bettye Kuehler
Maria Seidner
Region XII, Waco Joan Berry
Kris Sloan
Martha Smith
Mari Lester
Region XIII, Austin
Kathy Stewart
Region XIV, Abilene
Susan Anderson
Sylvia Linnan-Thompson
Region XV, San Angelo Susan Kerbow
Brenda Tyler
Region XV, San Angelo Jody Johnson
Sharon Vaughn
Region XV, San Angelo Elaine Howard
Nicole Ugel
Region XVI, Amarillo Wanda Doughten
Cheryl Wilkinson
Region XVII, Lubbock Maria Gamble
Jo Worthy
Region XVIII, Midland Carolyn Johnson
Terry Zimmerman
Perrie Whalen
Region XVIII, Midland
Region XIX, El Paso Michele Dawson
Region XX, San Antonio Candace Anderson
Examining Phonics and Word Recognition Instruction in Early Reading Programs
7
ofessional
Development
Examining Phonics and Word Recognition Instruction in Early Reading Programs
8
Preparing for the Workshop
This Guide is designed to offer staff development for Texas
teachers, admininistrators, and parents who work with stu-
dents in grades K-3. Because we recognize that the best
professional development is ongoing, participants should
be encouraged to continue their discussion of the topics
and relate them to the specific needs of their school. This
guide can be used as a stand-alone presentation on exam-
ining phonics and word recognition instruction or can be
integrated into a broader program about beginning read-
ing.
::EIStributeAho booklet "Suggestions for Examining Phon-
ics:rand:Word Recognition Programs" to each partici-
pant prior to the beginning:of the workshop.
-"!1Copies::ofthe:tookletare:avallable,:froraTEA
*Distribute:copiesofthesikinstructionafexamplesfound
in Section 4 (Handouts) prior to the beginning of the
workshop.
Materials
Overhead projector/marker
Pencils
Room Arrangement
.;Plan for:small;gr.oup:discussion:(314:persons). Group
members::should:vary,,byiigrade:level if possible.
Participants should: be abl6t6view,the screen.
Examining Phonics and Word Recognition Instruction in Early Reading Programs
9
Introduction
Overhead #1
Use Overhead..#1to com-
mUnicaie. the. .tOpic,-of the
-Phonics;wOrkshop--;
Distribute the Phonics
a series:of- booklets relat7..
;ed: to the TEKS:for.Read;.
ing/(angUage Arts.
Note: The purpose of this
booklet is to provide guid-
ance for ekamining
structional elementsiipf
->'
lakr41-6.
ar phonics
supplemen
brogramsiiiandliitaiiplaca.
:phonics: instruction:in-I:it
e:..
broader: cOntextip
...:.;:.
Texas Center for Reading and Language Arts
University of Texas, College of Education
Region XIII Education Service Center
Texas Education Agency
Overview of Workshop
Overhead #2
Use Overhead #2 toipro
,
arm
77-dE4,4-.c17
Vide en Prgaili2ed glance::: :
Agenda
:..::Of the :PhOniCS
anditheitoPiCS tPbeitol'fi;
ered
Part 1 Phonics and Decoding Instruction
Note:.Tellparticipantstha
Alphabetic Knowledge
will follow
the.morksho
Phonological Awareness
the-organizationiiio 4
Sound-Letter Relationships
booklet.
Word Recognition Strategies
Spelling and Writing Connections
...indicate:that:Part:a iclen
Related Reading Practice
tifiesifour:othericritical
Reading Fluency
aSbects.::of;:::beginning
Aspects of
Part 2: Other Critical
;rogoipg:::(6.StOopn:and,
Beginning Reading
!ArtiC,,Oiqtes,:i:dea. !to:
:teaching those:'; effective -:
Oral Language Development
Print Awareness
:.
Reading Aloud
Independent Wide Reading
2
Examining Phonics and Word Recognition Instruction in Early Reading Programs
0
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