Breaking the Code - ESC-20

Breaking the Code
Cultivando lectores con estrategias
comprobadas en ingles y español
Sus servidores
• Herminia Corona – Maestra de español
• Michael Shay – Director de Practicas de
Enseñanza / Director Fundador de KIPP:
Esperanza Academia de Doble Sendero
• Luzdivina Lozano – Directora Fundadora de
KIPP: Un Mundo Academia de Doble Sendero
What We Know and Want to Avoid
• Children who are poor readers at the end of
first grade almost never acquire average-level
reading skills by the end of elementary school
(Francis, Shaywitz, Stuebing, Shaywitz, and
Fletcher, 1996; Juel, 1988; Shaywitz et al.,
1999; Torgesen and Burgess, 1998). (See
'Waiting Rarely Works')
What We Know and Need to Address
• National Reading Panel (2000) identified the
critical components of early reading
instruction as including explicit teaching to
build: phonemic awareness and phonemic
decoding skills, fluency in word recognition
and text processing, reading comprehension
strategies, oral language vocabulary, spelling,
and writing skills
Balanced Literacy Approach
• Language and Word Study
– Phonemic Awareness
– Phonics
– Shared Reading
• Reader’s Workshop
– Comprehension
– Fluency
Balanced Literacy Approach
• Writing Workshop
• Guided Reading
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Word Study
Fluency
Comprehension
Bilingual Literacy Centers
• Oral Language
– Vocabulary
– Comprehension
• Cross-Curricular Literacy
• Read -Aloud
phonemic awareness
listeners are able to hear, identify and
manipulate phonemes, the smallest units of
sound that can differentiate meaning
phonemic awareness
English
Spanish
Rhyming
Onset and Rime
Oral Segmenting
Oral Blending
Initial and Final
sound Deletion
Phoneme
identification
Rimas
Identificacion de
sonidos
Sonidos finales
Sonidos iniciales
Union de silabas
Segmentacion de
silabas
phonemic awareness
• Some ideas 
Kinesthetic movements - Movimientos
Kinestésicos
Usando fotos para manipular sonidos
Cajitas Elkonin para unir sonidos
Cajitas Elkonin para omitir sonidos
Phonemic decoding skills - Phonics
• Identification of letter names and sounds
• Connecting sound to print
Phonemic decoding skills - Phonics
• Review daily (music is better!)
• Sound is more important than name for
reading
Phonemic decoding skills - Phonics
• Let’s try it
– Word Sorts – beginning and ending sound
– Syllables around the World
– Matching letter w/ words
Phonemic decoding skills - Phonics
• Suggested approach to phonics instruction
- See sample
High Frequency Words
Research-based strategy for teaching sight
words – see packet
1.
2.
3.
4.
5.
Confidence builders
Free up mental energy
Clues to meaning
Defy decoding strategies
Enhance language
High Frequency Words
• Tips:
– Place them by the water fountain
– Students read them before they walk in room
– Students read them before they walk in the school
– Students read them as they walk through hallway
– Students read them as they get in line
Vocabulary
• A person's vocabulary is the set of words
within a language that are familiar to that
person. A vocabulary usually develops with
age, and serves as a useful and fundamental
tool for communication and acquiring
knowledge. Acquiring an extensive vocabulary
is one of the largest challenges in learning a
second language. - Wikipedia Definition
Vocabulary
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Careful planning across content
Pre-identified by teachers before lesson
Taught explicitly w/in context
Can be addressed during Oral Language
Vocabulary
• Cognates taught and posted
Fluency & Comprehension
• Shared Reading
• Guided Reading
• Reader’s Workshop
• See sample
Literacy Centers
• I Can _____________________
linked to student need
• Instructions w/ pictures
• “Fresh” Materials (updated)
Print Rich Classroom
Instructional Transitions
• Samples
– Rhyming
– Blending
– Segmenting
– Phoneme Isolation
– Etc…………………….
Reading Across Content Areas
• Read Aloud’s during Content Areas as part of Our
World and Math
• Using Content Vocabulary during phonics and
word study
• Using Content during Read Alouds
• Integrating writing across the content areas