Embedded Files
Goal
Goal
Know
Know
The ability to store words in long term memory so that they can be read “as if by sight” is essential to becoming a confident and capable reader
The ability to store words in long term memory so that they can be read “as if by sight” is essential to becoming a confident and capable reader
Understand
Understand
The process by which a new word is stored in long term memory and becomes a sight word
The process by which a new word is stored in long term memory and becomes a sight word
The role of phonological awareness in word reading and word learning
The role of phonological awareness in word reading and word learning
Do
Do
Apply understandings of orthographic mapping to plan for instruction
Apply understandings of orthographic mapping to plan for instruction
Content
Content
In reflecting on Scarborough’s Reading Rope, we recognize how phonemic awareness and sight words are critical strands in the development of confident and capable readers.
In reflecting on Scarborough’s Reading Rope, we recognize how phonemic awareness and sight words are critical strands in the development of confident and capable readers.
David Kilpatrick, the author of Essentials of Assessing, Preventing, and Overcoming Reading Disabilities and Equipped for Reading Success, is a school psychologist and college professor by trade who has been on a mission to make the reading research accessible and actionable for classroom teachers. In this one hour webinar, Kilpatrick explains how students learn to read new words, and even more importantly, remember those words so that they can read “as if by sight.”
David Kilpatrick, the author of Essentials of Assessing, Preventing, and Overcoming Reading Disabilities and Equipped for Reading Success, is a school psychologist and college professor by trade who has been on a mission to make the reading research accessible and actionable for classroom teachers. In this one hour webinar, Kilpatrick explains how students learn to read new words, and even more importantly, remember those words so that they can read “as if by sight.”
Prior to watching, reflect on the statements in this Anticipation/Reaction Guide. (Please go to File > Make a Copy to create your own copy of this document. Please do not request edit access. ) Indicate in the middle column whether you think each statement is true or false.
Prior to watching, reflect on the statements in this Anticipation/Reaction Guide. (Please go to File > Make a Copy to create your own copy of this document. Please do not request edit access. ) Indicate in the middle column whether you think each statement is true or false.
As you watch, complete the final column.
As you watch, complete the final column.
Also as you watch, define each of these terms and draw a quick visual next to your definition to support meaning making:
Also as you watch, define each of these terms and draw a quick visual next to your definition to support meaning making:
Sight word
Sight word
Orthographic lexicon
Orthographic lexicon
Phonemic proficiency
Phonemic proficiency
Interaction/Try-out/Sandbox
Interaction/Try-out/Sandbox
Additional Resources for Exploration
Additional Resources for Exploration
Evidence
Evidence
Complete a 3 - 2- 1 Summarizer on your Individual Professional Learning Plan...
Complete a 3 - 2- 1 Summarizer on your Individual Professional Learning Plan...
3 - New things I learned
3 - New things I learned
2 - New instructional activities I will use with students to support orthographic mapping (see Equipped for Reading Success Appendix D for a list of ideas)
2 - New instructional activities I will use with students to support orthographic mapping (see Equipped for Reading Success Appendix D for a list of ideas)
1 - Question/wondering I have
1 - Question/wondering I have
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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