Embedded Files
Goal
Goal
As a result of this module, participants will...
As a result of this module, participants will...
understand the brain process of a sound-by-sound reader compared to a word reader.
understand the brain process of a sound-by-sound reader compared to a word reader.
be able to employ instructional routines to grow sound-by-sound readers to become fluent word readers.
be able to employ instructional routines to grow sound-by-sound readers to become fluent word readers.
Content
Content
Before
Before
Think of the sound-by-sound readers you’ve seen in your classroom. Draw a character web describing the habits and behaviors you most frequently observe in these students. Keeping that in mind, view the webinar and engage in the activities below.
Think of the sound-by-sound readers you’ve seen in your classroom. Draw a character web describing the habits and behaviors you most frequently observe in these students. Keeping that in mind, view the webinar and engage in the activities below.
During
During
Hunter shares non-linguistic representations to describe typical readers and sound-by-sound readers. Create your own non-linguistic representation to help you remember what is happening in the brain of a sound-by-sound reader.
Hunter shares non-linguistic representations to describe typical readers and sound-by-sound readers. Create your own non-linguistic representation to help you remember what is happening in the brain of a sound-by-sound reader.
While watching the video of Linda Farrell working with a sound-by-sound reader, create a 2-column organizer and make note of the instructional routines you “knew” and those that are “new” to you.
While watching the video of Linda Farrell working with a sound-by-sound reader, create a 2-column organizer and make note of the instructional routines you “knew” and those that are “new” to you.
Hunter shares eight instructional routines/approaches to support growing readers. Click the link below to take some notes about each in the table. You'll need to sign into your district Google account, then click "Make a copy" to access the document.
Hunter shares eight instructional routines/approaches to support growing readers. Click the link below to take some notes about each in the table. You'll need to sign into your district Google account, then click "Make a copy" to access the document.
Interaction/Try-out/Sandbox
Interaction/Try-out/Sandbox
After
After
Reflection: Consider the students in your current class. Which students would benefit from this type of instruction? Make a plan for which instructional routine/approach you want to try with which student and when that instruction will happen.
Reflection: Consider the students in your current class. Which students would benefit from this type of instruction? Make a plan for which instructional routine/approach you want to try with which student and when that instruction will happen.
Explore the resources in the session handout.
Explore the resources in the session handout.
Evidence
Evidence
On your Individual Professional Learning Plan 2.0, ink your thoughts about your plan or include a skeletal plan for instruction using the strategies above.
On your Individual Professional Learning Plan 2.0, ink your thoughts about your plan or include a skeletal plan for instruction using the strategies above.
Special thanks to Michelle Trostle and Linda Baughman for creating this module.
Special thanks to Michelle Trostle and Linda Baughman for creating this module.
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