NEISD Reading Academy News
January 2023
Connecting Reading Academy Content with NASOT
Resource 1: Make Your Own Salt Tray
Kindergarten
When students learn to form individual letters, they are developing both graphomotor (hand movement) and orthographic (letter recognition) skill. By making letter formation multisensory, students are more likely to remember correct letter formation. Check out these salt trays which engage all the senses as students practice a necessary skill!
Resource 2: K-5 Phoneme-Grapheme Grid Paper
Kinder-5th
Phoneme-Grapheme Mapping is a way for students to see the relationship between phonemes and graphemes. This technique uses a grid to show how sounds map to letters and letter groups. It helps build word recognition and decoding skills that improve fluency in both reading and writing. Phoneme-grapheme mapping is especially valuable for older students whose phonics and spelling skills are weak. The linked template includes a variety of grids to be used with any grade level.
Resource 3: Syllable Type Poster
1st-5th
"Knowledge of the six syllable types supports students’ ability to read and spell multisyllabic words accurately. The majority of the words in English can be categorized into six syllable types. Knowing these syllable types provides a reliable strategy for learning how to decode and read unfamiliar words." -TEA
Resource 4: Explicit Syllable Instruction
2nd-5th
The lessons linked below provide explicit instruction on the six syllable types. Each lesson focuses on one syllable type and includes decodable passages that provide students with the opportunity to apply their knowledge in a connected text.
Although these skills can be taught in different ways, research supports instruction that is explicit and systematic. Explicit means that the initial introduction of a new skill is directly stated to students. This is more effective than the discovery method because it does not rely on prerequisite skills that some students might not have. Systematic instruction follows a continuum from easy to more complex skills, combined with frequent, intentional review of previously learned skills.
Tools for Administrators:
Explicit Systematic Walkthrough Checklist
Inspiration for Administrators:
Polar Bear By Candice Fleming
The Magical Yet by Angela DiTerilizzi
The Oldest Student by Rita Lorraine
Mary Walker learned to read at 116 years old! Read this wonderful book with your students, so they can lean how Mary Walker overcame many adversities to reach her goal. Mary Walker was born into slavery and by age 20 she gained freedom. She worked very hard and persevered through many obstacles. She was the last remaining member of her family and learned to read at the age of 116! Truly a remarkable story!
Laurie Olive-Solano, Cohort 15
Did you know that effective spelling instruction lays the foundation for reading success? In the article How Words Cast Their Spell, authors explain how effective spelling instruction creates the awareness of sounds that make up words and the letters that spell those sounds. Gone are the days where we teach spelling as a visual memory task or rote memorization.
This article explains how spelling is a linguistic task that requires knowledge of sounds and letter patterns. When students have these strong spelling foundational skills, it makes reading and writing much easier. You will also learn about 3 types of information that makes spelling predictable:
-Word origin and history
-Syllable patterns and meaningful parts
-Letter patterns
Check it out and let me know what you think!
~Laurie
Handwriting in a Modern World: Why It Matters & What To Do About It
In his article, Handwriting in a Modern World: Why It Matters & What To Do About It, William Van Cleave shares current research on the importance of handwriting automaticity for students, particularly its surprising relationship to reading and writing proficiency. He also provides effective strategies to teach students fluent, legible handwriting. He focuses attention on grip, positioning, and letter formation through a multi-sensory approach.
