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Modules 8-13: Word Study Activities

Site: Colorado Education Learning Management System
Course: Guest Access - Equipped for Reading Success
Book: Modules 8-13: Word Study Activities
Printed by: Guest user
Date: Saturday, 30 November 2024, 11:24 PM

Table of contents

1. Module 8: Activities that Promote Orthographic Mapping Part I

Learning Outcomes

Participants will...

  • learn strategies that promote efficient  orthographic mapping
  • understand activities that emphasize the relationship between spoken words and how the order of letters match up with oral phonemes.
  • learn word study methods to be routinely used for beginning reading instruction
  • learn word-study methods that can be used for remedial reading instruction

View

Watch the video below.

   

Assessment 

Test yourself:

  1. What are the two types of verbal organization in our memory system.
  2. What strategy uses both types of verbal organization?
  3. When we look at a rime unit, what happens in our brains?
  4. What is Phoneme to Grapheme Mapping?
  5. What is the purpose of using the strategy Look Alike Words?

2. Module 9: Activities That Promote Orthographic Mapping Part II

Module 9 will focus on word study activities that promote orthographic mapping. It aligns with the information included in Chapter 6 in the Equipped for Reading Success manual.

Learning Outcomes

Participants will...

  • learn strategies that promote efficient  orthographic mapping
  • understand activities that emphasize the relationship between spoken words and how the order of letters match up with oral phonemes.
  • learn word study methods to be routinely used for beginning reading instruction
  • learn word-study methods that can be used for remedial reading instruction

View

Watch the video below.

   

 Assessment 

Test yourself:

  1. Name one advantage of oral spelling practice.
  2. Should invented spelling be encouraged or discouraged? Why?
  3. How many nonsense words should be read during a lesson?
  4. What is the one skill that should never be considered an extra?
  5. Is it more effective for the teacher to correct meaning mistakes or every mistake during oral reading? Why?

3. Module 10: One Minute Activities and Other Phonological Awareness Tasks

Module 10 will focus on how to teach and assess phoneme awareness. It aligns with the information included in Chapter 7 in the Equipped for Reading Success manual.

Learning Outcomes

Participants will...

  • become familiar with a variety of phonological  awareness tasks.
  • be able to define terms such as rhyming, alliteration and first sound awareness and to be able to see where they fit in the hierarchy of phonological tasks.
  • understand why phoneme manipulation is so beneficial, and be able to describe its sub-components, such as segmentation, isolation, substitution, categorization, and blending.
  • understand the “why” behind the One Minute Activities.

View

Watch the video below.

   

 

Assessment 

Test yourself:

  1. What is alliteration? Give an example.
  2.  How do you define rhyming?
  3. What are oddity tasks?
  4. Why does phoneme manipulation benefit students?
  5. Why isn’t  segmenting and blending phonemes enough to be able to read proficiently?


4. Module 11: Becoming Proficient in Phonological Awareness

Module 11 will focus on developing proficiency in phonological awareness. It aligns with the information included in Chapter 8 in the Equipped for Reading Success manual.

Learning Outcomes

Participants will...

  • learn how to promote proficient phonological awareness.
  • learn how to track student progress in phonological awareness.
  • become familiar with the developmental teaching hierarchy of phonological awareness skills.
  • know and understand the stages students go through to become  proficient in phonological awareness.

View

Watch the video below.

   

 

Assessment 

Test yourself:

  1. What are the 3 stages that students go through to become skilled in phonological awareness?
  2. Name the 4 parts of the Multi-sensory Stage.
  3. What is the Developmental Hierarchy of Teaching? How many steps does it have?
  4. Name two strategies that scaffold and promote phonemic proficiency.
  5. State the importance of phonemic proficiency in learning to read.



5. Module 12: How to Teach Phonological Awareness

Module 12 will focus on key instructional moves to teach phoneme awareness and use one minute activities. It aligns with the information included in Chapters 9 and 10 in the Equipped for Reading Success manual.

Learning Outcomes

Participants will...

  • match the type of learning opportunity with the amount of time per day and the number of times per day for optimum results for students.
  • understand the components of direct instruction.
  • know and understand the most effective use of One Minute Activities.
  • know and understand the use of extra and special levels of the program.

View

Watch the video below.

   

 

Assessment 

Test yourself:

  1. Why is Level N optional and is not necessary for the completion of the program? 
  2. What are the components of direct teaching?
  3. What technique will help to solidify content into long term memory?
  4. True or False? One Minute Activities are highly effective and require little or no planning for the teacher.
  5. True or False? The reason for having students in 2 different levels at the same time is so that on one level, students will be developing automaticity, and on a more difficult level, students will be working on multi-sensory activities.



6. Module 13: The Phonological Awareness Screening Test (PAST)

Module 13 correlates with Chapter 11 in our manuals. Our focus will be he PAST Assessment or Phonological Awareness Test.

Learning Outcomes

Participants will...

  • understand the guidelines of and be able to administer the PAST assessment.
  • understand the distinction between answers that are correct, but not automatic and those that are both correct and automatic.
  • be able to give corrective feedback when appropriate.
  • understand and apply the Discontinue Rule.
  • be able to accurately score the PAST.
  • once the PAST is given, be able to interpret a student’s phonological strengths and weaknesses.
  • be able to determine where to begin instruction.

View

Watch the video below.

   


Assessment 

Test yourself:

  1. What does PAST stand for?
  2. How do you calculate scores for the PAST?
  3. How do you use the PAST to determine if a student has automaticity?
  4. At what level do you start the PAST?
  5. What is typical for students and the PAST?