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Beginning Word Reading and Spelling
  1. Introduction and Review
    1. Requirements for understanding written material
      1. decoding
      2. comprehension
      3. vocabulary and background knowledge

    2. Comprehensive language arts program
      1. wide range of literacy experiences
      2. foundational skills


  2. Lesson Preview (1:34)
    1. Considerations for teaching and sequencing grapheme-phoneme associations
    2. Expansion of sound analysis and synthesis to include letters and words
    3. Word types for beginning reading
    4. Activities used for assessment of phonological and phonemic awareness
    5. Intensive instruction

  3. Review of Phonological Awareness: Teaching Activities and Principles (3:00)
    1. Sound comparisons, sound synthesis, sound analysis
    2. Dimensions of phonological difficulty
    3. Considerations for group instruction

  4. Knowledge Connections: Toward an Understanding of the Alphabetic Principle (5:00)
    1. Letter-sound alternating drill
    2. Incorporate letters into activities

  5. Beginning Word Reading (12:11)
    1. Begin with simple words
    2. Encourage student understanding of letter-sound regularity
    3. Choose example words carefully
    4. Mini-lesson to introduce a Sound-It-Out strategy
    5. Work towards sounding out words with consonant blends and clusters

  6. "Say It, Move It, Read It" Activities (18:00)
    1. Sound synthesis and sound analysis
    2. Sound manipulation and sound deletion activities

  7. Standard Spellings and Invented Spellings (25:00)
    1. Standard spelling
    2. Invented spelling

  8. Assessment of Phonological Awareness (29:10)
    1. Reasons to use formalized assessments
    2. Use of already-developed assessment packages recommended
    3. Activities for assessing are similar to activities for strengthening
    4. Assessment of letter-name and letter-sound knowledge
    5. Examples of assessment packages
    6. Assessments used for screening
    7. Pay particular attention to those scoring in lower 20th percentile

  9. Intensive Instruction in Phonological Awareness (40:30)
    1. Contacts and consultation helpful
    2. Research studies show that intensive instruction crucial
    3. Features of effective instruction

  10. Review (45:00)
    1. Instructional considerations
    2. Research-based activities
    3. Goals for students



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