7/31/2019 Callword Elementary

1/2

Purpose forReading

Vocabulary,Semantics, Syntax

ComprehensionSkills

StrategicReading Tools

MetacPro

B D A

Understandmy purpose

for reading X X X

Matchauthorspurpose to

mine X X X

B D A

VocabularySynonyms X

Antonyms XVisual Imagery XAnalogies XComparison XContext Clues X

SemanticsConnotation XDenotation X

Definition X

Idioms XFigurative

Language X

SyntaxSubject/VerbAgreement XSingular/Plural X

Verb Tense X

Word Order XPhrasing XIntonation X

B D A

Activate PriorKnowledge X X X

Question-Answer-Relationship X

Graphic Organizers X X XThink Aloud X X XKWHLPLUS X X X

SQ3R X X XVisual Reading

Guide XFix-up Strategies X

Visualize X X

Basic SignalWords

Who X X X

What X X XWhere X X XWhy X X XWhen X X X

How X X X

Advanced SignalWords

Cause/Effect X X X

Compare/Contrast X X XTime/Sequence X X XList/Enumerate/

Collect X X XProblem/Solution X X X

B D A

EssentialRetell X

Summarize X XMain Idea X XPredict X XClarify X X XQuestion X X X

AdvancedCause/Effect X XCompare/Contrast X X

Time/Sequence X X

List/Enumerate/Collect X X

Problem/Solution X X

Prove youanswer

Explain tprocess

to get yanswer

Acquiring Meaning From TextDeciphering / Automaticity

Literacy First ProcessDeveloping Fluent Readers

CallWordPhonics, Advanced

Decoding and SpellingPhonologicalAwareness

Mechanics ofReading

If student cannotcall words, workprimarily on theleft side of the

graphic organizer

If student cancall words, workprimarily on the

right side of thegraphic organizer

All instructionaldecisions mustbe based onthe formativeassessment toolsof P.A.S.T. Phonics

Assessmentand QualitativeSpelling Inventory

Fluency is

measured byThe Fluency

Assessment

TypicallyMastered

Spoken WordDistinguish words

in a sentence PreK

RhymeRecognize a rhyme PreKComplete a rhyme K

Produce a rhyme K

SyllablesBlend syllables K

Segment syllables K

Delete syllables K

PhonemesRecognize initial and

final sounds of words KBlend onsets and rimes 1Blend phonemes 1Segment phonemes 1Delete initial phonemes 1

Delete final phonemes 1

Phoneme Manip.Delete phonemes

in blends 2Substitute phonemes 2

TypicallyMastered

PhonicsLetter Name K

Letters Sounds KCVC Short Vowel 1Onset/Rime Short Vowel 1Long Vowel Silent E 1Endings 1

Consonant DigraphsBeginning/Endings 1

Consonant BlendsBeginning/Endings 1

Letter Sound Variations 1

Vowel Digraphs 1Vowel Diphthongs 2R-Controlled Vowels 2

Advanced Decoding6 Syllable Types 3-8Morphemic Analysis

Prefixes 3-8Suffixes 3-8

Base Words 3-8Word Roots 3-8

Spelling

5 Developmental Stages:Emergent K-1Letter Name Alphabetic K-2Within Word 1-4Syllables & Affixes 3-8

Derivational Relations 5-12

TypicallyMastered

Concept ofWritten Word K

Top to Bottom K

Left to Right K

Sweep BackLeft K

Eye looks at

each letter

in each word K

Oral Language Development - Vocabulary, Syntax and Semantics

Strategic Thinking Tools

Monitored Independent Reading Practice

Literacy First Process Professional Development Institute, Inc.

3109 150th Place Southeast, Mill Creek, Washington 98012 (425) 745 3029

B =

D =

A=

Copyright 2000 by the Professional Development Institute, Inc. All rights reserved

These materials are for instructional purposes only in connection with educational seminars.

Before Reading

During Reading

After Reading

rev. 6/2002

1. Fluent readers are characterized by the ability to read orally with speed, accuracyand proper expression. (National Reading Panel, 2000)

2. Fluent readers read orally as if conversing with someone.

3. Fluency is the end result of the decoding and comprehension processes.

4. Fluency results from making connections between the ideas expressed in the passage and thereader's background knowledge. These connections help the reader understand what is being read

5. Fluency can be developed or enhanced through explicit instruction.

7/31/2019 Callword Elementary

2/2

Academic

Learning

Time

(ALT)

Anatomy of a

Lesson

(AOL)

Phonological

Awareness

LessonProgression

Phonics

Lesson

Progression

Comprehension

Lesson

Progression

Literacy First Process

Systematic, Explicit Instruction

1. Student

UNDERSTANDS

LESSON OBJECTIVE

2. Student

ACTIVELY MANIPULATES

content of lesson

3. Student

experiences

75-95%

SUCCESS RATE

Assess, Activate Prior

Knowledge (APK)

20%

1. Review Previous Learned

P.A. Skill

2. APK Focusing onObjective

1. APK Focusing on

Objective

2. P.A. Warm-up on Objective

1. State Objective2. Text is Vehicle - STALE

3. APK Focusing on

Objective

Teacher Student Active

Input (TIP) Participation (SAP)

20% 45%

3. Explicit Instruction on Sound

4. Student Application with - Tiles,

Sorts, etc.5. Apply to Oral Language

3. Explicit Instruction Letter/Sound

4. Student Practice - Tiles, Sorts, etc.

5. Apply to Decodable Text

6. Apply to Authentic Text

4. Teacher Think Aloud #1- Model(Systematic, Explicit Instruction)

5. Teacher Think Aloud #2- Interactive6. Student Guided Practice7. Student Independent Practice

Identify Student Succ

(ISS)

15%

6. STUDENT IDENTIFI

Information LEARNEAbout Sound

7. STUDENT IDENTIFI

What He/She LEARN

About Letter/Sound

Correspondence

8. STUDENT REFLECT

Why or How to Use

the Skill

Copyright 2003 by Literacy First Process and the Professional Development Institute, Inc. All rights reserved.

3109 150th Place Southeast Mill Creek, Washington 98012 425 745 3029

Teacher MONITORS AND ADJUSTS LESSON to Ensure ALL Students Succeed