13. Research says… Kathy Nunley: Brain.org Semantic Memory “I tell, you choose to remember.” Episodic Memory “ I give you meaningful experiences, and you remember, whether you meant to or not.”
75. Contact Information Thank You! Rosie Turner Griffith Annex 1401 W. Clemmonsville Rd., W-S, NC 27127 Phone: (336) 771-4734 ext. (3203) pageflakes.com type rrturner in the search box
Notes de l'éditeur
Go right into the Continents actions/chant (repeat after me)… What just happened? This is just a glimpse of what SIOP is all about---engagement, kinesthetic, real, memorable---comprehensible!
How many children in a typical first grade class are likely to struggle learning to read. These figures are based on research sponsored by the national Institute of Child and Health and Development (NICHD;Lyon, 1998) About 5 % of students come to school already able to read. These children learn to read naturally without any formal instruction. Another 20-30% of students learn to read with ease, regardless of the approach to reading instruction used. For 20-30% of students, learning to read will take hard work, with some extra support needed. An additional 30% of students will only learn to read if they are given intensive support. These students require explicit systematic phonics instruction and extensive practice reading the new words they are learning. The remaining 5% of students have pervasive reading disabilities and will require explicit, systematic and direct instruction using multisensory strategies. Mastery will take longer for these students. They will require intensive instruction to help them overcome their difficulties.
Note: Students who are at risk for reading problems need the same strong basis in reading that we discussed as appropriate for all students but this is not sufficient. Because of their weaknesses in the underlying processes important for reading (refer to unit 2 study of language processes – see if participants recall phonemic awareness, rapid naming/word retrieval, short term memory) at risk students need additional types of instruction. Don’t wait to see if phonemic awareness skills will develop. Teach directly and systematically in kindergarten (or pre-K, if possible) One of the best indicators of risk for poor reading is difficulty with letter-sound associations so teach directly and early (again in pre-K and K) The actual processes of decoding and blending may have to be modeled and practiced much more for at risk students. Decodable text is critical since this is the only way to provide sufficient practice for mastery for many at risk students. Since some of these students will not be able to read age appropriate material independently, reading to them is very important.
Phonics =The ability to associate individual sounds with individual symbols, blending sounds together to read words, and breaking spoken words into their constituent sounds to write words (decoding). Knowing the sounds of letters (phonics) is a powerful tool for recognizing familiar and unfamiliar words. Good readers depend heavily on the visual information (letter/word cues) contained in the words themselves to quickly and automatically identify words as they read (not only upon semantic and syntactic clues). The ability to decode words accurately and automatically is crucial to reading with fluency .
Go to transparency and do vvwa with evaporation…Explain that this one activity hits on all of the BB Features!!! Link to student, Link to past, Build Key Vocabulary
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