C.O.R.E. Teaching Reading Sourcebook

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• C.O.R.E. Teaching Reading Sourcebook
• Decoding and Word Study
• Ginny Axon, MiBLSi TAP Coordinator
• Kathryn Schallmo, MiBLSi Director
• Macomb ISD

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Section III, Chapter 6Decoding and Word
StudyPhonics

• What to teach?
• Explicit Phonics Lesson Sequence
• Explicit Teaching Lesson Design
• Blending Routines
• Decodable Text
• Word Work

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Chapter 6 Phonics

• Why?
• Research
• Bibliography
• Phonics instruction increases the ability to
  comprehend text for beginning readers and older
  students with reading disabilities.
• -The National Reading Panel, 2000

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Chapter 6 Phonics

• When?
• Do it early. Keep it simple
• Kindergarten and Grade 1
• Intervention Grades 2 and above
• Older Struggling Readers (pg. 194)

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Chapter 6 Phonics

• How? (pg 196)
• Letter sound strategies
• Phonemic awareness strategies
• Word work
• Blending Lessons
• Model (I do it)
• Lead (We do it)
• Check (You do it)
• Decodable Text (Instructional method)

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Learning Partners

• Lesson Model Sound-by-Sound Blending
• Page 209-212
• Partner 1 mat, tap, pat
• model, lead, check
• Partner 2 pat, Sam, tap
• model, lead, check

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Section III, Chapter 8 Decoding and Word
StudyMultisyllabic Word Reading

• What to teach? Pages 260-267
• Common syllable types
• Affixes as Syllables
• Flexible syllabication

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Chapter 8 Multisyllabic Word Reading

• Why?
• Research
• Bibliography
• It turns out that skillful readers ability to
  read long words depends on their ability to break
  the words into syllables.
• -Adams Et Al., 1990

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Chapter 8 Multisyllabic Word Reading

• When?
• Grade 2 and above
• Intervention Grade 2 (mid year) and above
• Older Struggling Readers (pg 271)

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Chapter 8 Multisyllabic Word Reading

• How?
• Syllable types - Introduction
• Syllable division strategies
• Syllasearch Lesson Model (page 298)
• Word Work (Following each lesson model)
• Chapter 1 Structure of English
• Pages 22-47 (prefixes, suffixes)

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Learning Partners

• Lesson Model Flexible Strategy for Reading Big
  Words (page 309-312)
• (Based on REWARDS, Archer ET AL.)
• Partner 2 Teach prevention
• Partner 1 Teach respectful

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Reflection 3-2-1

• 3 Big Ideas
• 2 Points to Ponder
• 1 Action to Take Immediately

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Consortium on Reading Excellence (C.O.R.E.)

• Website www.corelearn.com
• E-mail info_at_corelearn.com
• Phone [phone]