Ready4Reading Evidence Portfolio
14
uses the letter-sound flash card to show the letter in different positions in a word. They then sing a “silly chant” about the letter: /mmmmmmm/ [Extend the sound, rubbing your belly to indicate you like the food.] That muffin smells yummy! /m/ /m/ /m/ is spelled Mm . Teachers then use digital or print “Handwriting Practice” activities to help students connect their knowledge of the letter sound to their production of its printed form. Children write the uppercase and lowercase forms of the letter (using directionality lines) while saying its sound. • Step 2: Sort by Letter Sound and Introduce High-Frequency Words. Using the digital or print “Picture -Sound Sort: Mm ” activity, children sort pictures with names that begin and end with /m/. (Answers: Beginning — man, map, mask, mirror, mitten, monkey, moon, mop, mouse ; Ending — broom, drum, game ). Teachers then introduce students to the lesson’s high-frequency words ( this, my ), using a Read/Spell/Write/Extend routine. • Read: The teacher writes a high-frequency word in a context sentence, underlines it, and reads it aloud (e.g., “ This milk is warm ” ). Students repeat and then segment the word orally. For example, the teacher may say, “ tell me the sounds you hear in the word this ” (/th/ /i/ /s/). The teacher models as needed and then guides children to repeat. Teachers have students hold up one finger for each sound. Then, if the word has an irregular sound-spelling pattern, the teacher highlights the spelling that children need to remember. For example, the teacher may say “ the first sound in this is /th/. It is the same first sound in the word the . We spell the /th/ sound with two letters: th . This is the part of the word we need to remember. Underline, highlight, or draw a heart above this part of the word that must be remembered: ‘ by heart. ’” • Spell: The teacher will then spell a word for students, and the students will say it back to the teacher. The teacher and students will then chorally spell a new word together.
• Write: The teacher then has students write the word as they say aloud each letter's name.
• Extend: T o show that they understand the word’s meaning, students copy and complete a sentence frame that uses the word.
o Step 3: Connect to Reading/Spelling, and Fluency. Finally, teachers share the digital or print Storybook associated with the target letter. Teachers pre-teach any necessary vocabulary or high-frequency words in the book. To reinforce print concepts, teachers preview the book’s title and track the print on the page with their finger as they read aloud. During reading, students are directed to reinforce the letter name and sound being studied. They then use the lesson planner in the Program Guide to guide children through a second book reading and invite students to reread the book during their free time and at home.
• Phonics Knowledge: Ready4Reading instruction is designed to explicitly teach students to focus on each word’s letters, sounds, pronunciation, and orthography to access meaning. After
© Johns Hopkins University, 2023
Made with FlippingBook - Online catalogs