Reading First
LONGMAN
correlated to
Scott Foresman ESL
Grades K-8
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Reading First
LONGMAN
correlated to
Scott Foresman ESL
Grades K-8
READING FIRST / SCOTT FORESMAN ESLWHAT SCIENTIFICALLY BASED RESEARCH TELLS US ABOUT
PHONEMIC AWARENESS INSTRUCTION
Phonemic awareness can be taught and learned.
Effective phonemic awareness instruction teaches children to notice, think about, and work with sounds in spoken language. / Phonemic awareness instruction occurs as part of the core instruction in grades K-7. In Chapter 8, teacher will also be fine-tuning the students’ language through different grammar concepts such as prefixes and suffixes. The instruction teaches children to notice, think about, and work with the sounds in spoken language. See the indexes in the Teacher’s Editions for places where we cover each of the following.
Phoneme isolation
Children recognize individual sounds in a word. / In grades K-8, this occurs in each chapter.
Teacher’s Editions:K - 162; 1 - 12; 2 - 176; 3 - 88; 4 - 22, 180; 5 - 178; 6 - 38; 7 - 46; 8 - 98
Phoneme identity
Children recognize the same sounds in different words. / This occurs at all levels.
Teacher’s Editions:K - 166; 1 - 26; 2 - 190; 3 - 114; 4 - 180; 5 - 222; 6 - 50, 51; 7 - 64; 8 - 114
Phoneme categorization
Children recognize the word in a set of three or four words that has the "odd" sound. / These distinctions are found within exercises at the lower levels. By level 8, the teacher will be working with students as needed.
Teacher’s Editions:K - 131; 1 - 215; 2 - 190; 3 - 88; 4 - 162; 5 - 200; 6 - 110; 7 - 152; 8 - 126
Phoneme blending
Children listen to a sequence of separately spoken phonemes and then combine the phonemes to form a word. Then they write and read the word. / Teachers can use and expand on exercises within the Teacher’s Editions. This is more frequently addressed at the earlier levels.
Teacher’s Editions:K - 166; 1 - T50-53; 2 - 176; 3 - 52; 4 - 88; 5 - 121; 6 - 114;
7 - 152; 8 - 75
Phoneme segmentation
Children break a word into its separate sounds, saying each sound as they tap out or count it. Then they write and read the word. / The teacher can use this technique to introduce all new words, e.g., from the Word Bank, to students. Students then write and read the word.
Teacher’s Editions:K - 162; 1 - 48, 70; 2 - 202-205; 3 - 122; 4 - 162-163; 5 - 24-25; 6 - 10-11; 7 - 24; 8 - 172
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READING FIRST / SCOTT FORESMAN ESLWHAT SCIENTIFICALLY BASED RESEARCH TELLS US ABOUT PHONEMIC AWARENESS INSTRUCTION
Phonemic awareness can be taught and learned, cont.
Phoneme deletion
Children recognize the word that remains when a phoneme is removed from another word. / The Scott Foresman series addresses this in more depth at the advanced levels, however it is also addressed at the earlier levels.
Teacher’s Editions:K - 185; 1 - 96, 116g; 2 - 205; 3 - 10; 4 - 42 - 43; 5 - 12; 6 - 4-5; 7 - 32-33; 8 - 124-125
Phoneme addition
Children make a new word by adding a phoneme to an existing word. / Students start adding phonemes to existing words in Kindergarten. The phoneme additions become more advanced as the students progress through the levels. Teacher’s Editions: K - 75, 77; 1 - 192g, 192j; 2 - 206-209; 3 - 16; 4 - 128; 5 - 48-49; 6 - 62-63; 7 - 162-163; 8 - 98-99
Phoneme substitution
Children substitute one phoneme for another to make a new word. / Students start using substitution at the Kindergarten level. As students progress through the levels, the substitutions become more advanced.
Teacher’s Editions:K - 179; 1 - 178-179; 2 - 176; 3 - 78g; 4 - 128; 5 - 106-107; 6 - 46-47; 7 - 162-163; 8 - 48-49
Phonemic awareness instruction helps children learn to read.
Phonemic awareness instruction improves children's ability to read words and improves children's reading comprehension. / The purpose of teaching phonemic awareness in Scott Foresman is to help children decode words so that they may begin to read. We understand that automaticity in reading words leads to improved fluency, which in turn leads to improved reading comprehension.
Teacher’s Editions:K - 308; 1 - T50-53a; 2 - 200-201; 3 - 104-105; 4 - 8-9; 5 - 140-151; 6 - 64-75; 7 - 182-183; 8 - 76
Phonemic awareness instruction helps children learn to spell.
Teaching phonemic awareness, particularly how to segment words into phonemes helps children learn to spell. It may be because it helps them understand that sounds and letters are related in a predictable way. / Within each chapter, the teacher helps the children apply their knowledge of phonemes in writing.
Teacher’s Editions:K - 306-309; 1 - T58-61a; 2 - 123; 3 - 96-99; 4 - 22-23; 5 - 120-121; 6 - 10-11; 7 - 142-143; 8 - 74-75
Phonemic awareness instruction is most effective when children are taught to manipulate phonemes by using the letters of the alphabet.
Teaching sounds along with the letters of the alphabet is important because it helps children to see how phonemic awareness relates to their reading and writing. Learning to blend phonemes with letters helps children read words. Learning to segment sounds with letters helps them spell words. / Lessons throughout grades K-2, texts provide opportunities for students to learn sounds along with the letters of the alphabet and begin blending phonemes. At the higher grades, students blend phonemes at a more advanced level.
Teacher’s Editions:K - 12-15; 1 - T126-129; 2 - 154; 3 - 92-95; 4 - 60-61; 5 - 190; 6 - 50-51; 7 - 134-137; 8 - 48-49, 76
Phonemic awareness instruction is most effective when it focuses on only one or two types of phoneme manipulation, rather than on several types.
Children who receive instruction that focuses on one or two types of phoneme manipulation make greater gains in reading and spelling than do children who are taught three or more types of manipulation. / In Scott Foresman, most of the focus is on blending and segmenting.
Teacher’s Editions:K - 162-165; 1 - 178; 2 - 52, 76; 3 - 104-105; 4 - 162-163, 224-227; 5 - 158-159, 190; 6 - 100, 110-111; 7 - 182-183, 214; 8 - 172
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READING FIRST / SCOTT FORESMAN ESLQUESTIONS YOU MAY HAVE ABOUT
PHONEMIC AWARENESS INSTRUCTION
What activities will help my students acquire phonemic awareness?
Your instruction can include various activities in blending and segmenting words. However, instruction should be appropriate for children's level of literacy development. When teaching younger children, begin with easier activities, such as identifying and categorizing the first phonemes in words. / The Scott Foresman series introduces phonemic awareness instruction at a level appropriate for each grade and literacy development.Teacher’s Editions:K - 296; 1 - 124-125; 2 - 59; 3 - 122-123; 4 - 108-109; 5 - 214; 6 - 152; 7 - 228; 8 - 188-189
What methods of phonemic awareness will have the greatest impact on my student’s learning to read?
Blending and segmenting phonemes in words is likely to produce greater benefits to your students' reading than teaching several types of manipulation. / We introduce children to many types of phoneme manipulation because state standards require it. However, the bulk of our phoneme manipulation in grades K-3 is blending and segmenting because children must achieve this level of phonemic awareness in order to be able to read and write words.
Teacher’s Editions:K - 222-225; 1 - 50-61; 2 - 12- 5; 3 - 146-147; 4 - 180-181; 5 - 222-223; 6 - 10-11, 38; 7 - 110-111; 8 - 124-125, 148-151
Instruction that is explicit about the connection between sounds and letters can also contribute to their reading success. / Explicit instruction in relating sounds and letters occurs in all our phonics lessons. Instruction to help children connect sounds to letters is an important part of the lessons.
Teacher’s Editions:K - 242-245;1 - T96-99;2 - 12;3 - 182-183;4 - 22-23,108-109; 5 - 24-25; 6 - 50-51; 7 - 104-105; 8 - 74-75
How much time should I spend on phonemic awareness instruction?
You do not need to devote a lot of class time to phonemic awareness instruction. Your entire phonemic awareness program should take no more than 20hours over a school year. However, some students will need more instruction than others. / Scott Foresman provides at least 20 hours per school year for each text.Teacher’s Editions:K - 283; 1 - 124-125; 2 - 82-83; 3 - 122-123; 4 - 8-9; 5 - 12; 6 - 100; 7 - 46-47; 8 - 58
Should I teach phonemic to individual students, to small groups, or to the whole class?
In general, smallgroup instruction is more effective in helping your students acquire phonemic awareness and learn to read. / The lesson plans in Scott Foresman provide opportunities for students to work in small groups as they acquire phonemic awareness and learn to read.Teacher’s Editions:K - 321; 1 - 138; 2 - 106-107; 3 - 58-59; 4 - 60-61; 5 - 214;
6 - 114-115; 7 - 152; 8 - 20-21
Do we know enough about the effectiveness of phonemic awareness instruction for me to implement it in my classroom?
Yes, but bear in mind that phonemic awareness instruction is not a complete reading program. Adding wellthoughtout phonemic awareness to a beginning reading program or a remedial reading program is very likely to help your students learn to read and spell. / Scott Foresman includes phonemic awareness as a part of the instructional plan for students who are learning to read and spell.Teacher’s Editions:K - 46; 1 - 187; 2 - 190; 3 - 13a-13b; 4 - 180-181; 5 - 176-177;6 - 164-167; 7 - 182-183; 8 - 228
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READING FIRST / SCOTT FORESMAN ESLWHAT SCIENTIFICALLY BASED RESEARCH TELLS US ABOUT
PHONEMIC INSTRUCTION
Systematic and explicit phonics instruction is more effective than nonsystematic or no phonics instruction.
Phonics instruction is systematic when lettersound relationships are organized into a logical sequence. / In Scott Foresman, the phonics skills progress systematically, moving from simple word types to more complex word types. The sequence of instruction begins with single consonant letter-sounds and goes on to blends and consonant digraphs. Instruction then moves to other long vowel patterns, to r-controlled vowel patterns and to diphthongs. Eventually, instruction includes using syllabication to decode longer words.
Teacher’s Editions:K - 86; 1 - 70; 2 - 244-245; 3 - 76; 4 - 8-9; 5 - 158-159; 6 - 122-123; 7 - 38; 8 - 214
Phonics instruction is explicit when teachers are given precise directions for directly teaching letter-sound relationships. / All phonics lessons are explicit, that is, they provide precise directions for teaching letter-sound relationships, for segmenting spoken words into sounds, and for blending sounds to read words.
Teacher’s Editions:K - 237; 1 - T58-61; 2 - 190; 3 - 114; 4 - 22-23; 5 - 159; 6 - 50-51; 7 - 24; 8 - 228
Systematic phonics programs provide substantial practice in reading decodable text using the lettersound relationships children are learning. / Scott Foresman provides substantial practice in reading decodable text.
Teacher’s Editions:K - 241, 263; 1 - 107; 2 - 176; 3 - 114; 4 - 162-163; 5 - 159; 6 - 64-75; 7 - 12-23; 8 - 102-113
Systematic phonics programs provide substantial practice in spelling and writing using the lettersound relationships children are learning. / Each chapter of Scott Foresman has sections called “Write about it” and opportunities at the end of each chapter for the students to write what they have learned. Teacher’s Editions: K - 239; 1 - 115; 2 - 176; 3 - 114; 4 - 224-227; 5 - 163; 6 - 77; 7 - 37, 39; 8 - 115, 153
Systematic and explicit phonics instruction significantly improves kindergarten and first-grade children's word recognition and spelling.
Phonics instruction should begin in kindergarten or first grade for the greatest impact on children's word recognition and spelling. / The kindergarten and first grade texts have systematic and explicit phonics instruction. The sequence of phonics skills enables children to recognize and spell an ever-expanding body of words as they move through kindergarten and first grade. Teacher’s Editions: K - 60, 88, 130, 162-165; 1 - 124-125, 150-152, 208-209
READING FIRST / SCOTT FORESMAN ESL
WHAT SCIENTIFICALLY BASED RESEARCH TELLS US ABOUT PHONEMIC INSTRUCTION, cont.
Systematic and explicit phonics instruction significantly improves children's reading comprehension.
The ability to read text accurately and quickly (fluency) is highly related to reading comprehension. / It is clear that if children cannot read the words, they will not be able to comprehend the text. However, there are other aspects to reading that affect reading comprehension. These are covered in Scott Foresman and include background-building experiences, topically related texts to develop concepts and instruction in oral vocabulary, listening comprehension, comprehension skills and strategies, and fluency.
Teacher’s Editions:K - 146; 1 - 216-227; 2 - 182; 3 - 112; 4 - 204; 5 - 178-189; 6 - 144-151; 7 - 64-75; 8 - 206-213
Systematic and explicit phonics instruction is effective for children from various social and economic levels.
Atrisk children and children from various backgrounds make greater gains in reading with systematic, explicit phonics instruction than children receiving no phonics instruction or nonsystematic instruction. / Each chapter in the lower levels has systematic, explicit phonics instruction. The upper grades also include phonics instruction at a more advanced level.
Teacher’s Editions:K - 59; 1 - 100; 2 - 189aq-189b; 3 - 92-95; 4 - 224-227; 5 - 190; 6 - 134-137; 7 - 182-183; 8 - 202-205
Systematic and explicit phonics instruction is most effective when introduced early.
Phonics instruction should begin early-- in kindergarten or first grade. Instruction should include letter shapes and names, phonemic awareness, and all major letter-sound relationships. / Phonics instruction in Scott Foresman begins in the first chapter. Kindergarten instruction includes all capital and lowercase letter shapes and names, a systematic sequence of phonemic awareness skills, and letter-sound relationships for all consonants and short vowels.
Teacher’s Editions:K - 2-3, 162-165; 1 - xxx-xxi, 64-65
Phonics instruction is not an entire reading program fro beginning readers.
In addition to phonics, children shouldbe
·mastering the alphabet
·practicing phonemic awareness
·listening to readalouds
·reading silently and aloud
· writing / Within Scott Foresman, phonics is only a part of the entire program. In Kindergarten and Grade 1, there is emphasis on students mastering the alphabet and practicing phonemic awareness. All of the texts have students listening to read-alouds, reading silently or aloud, and writing.
Teacher’s Editions:K - 61, 72, 73, 81; 1 - 64-65, 74-75, 77; 2 - 226-227; 3 - 122-123; 4 - 112-113; 5 - 88-99; 6 - 190, 191; 7 - 176, 190; 8 - 206-213
READING FIRST / SCOTT FORESMAN ESL
QUESTIONS YOU MAY HAVE ABOUT
PHONEMIC INSTRUCTION
Do we know enough about the effectiveness of systematic and explicit phonics instruction for me to implement it in my classroom?
Yes, research confirms that phonics instruction is effective, particularly in kindergarten and grades 1 and 2. / Scott Foresman provides systematic and explicit phonics instruction in Kindergarten and grades 1 and 2.
Teacher’s Editions:K - 237; 1 - 208-209; 2 - 240-241
How can I tell if a phonics program is systematic and explicit?
Systematic phonics programs:
·instruct students in how to relate letters and sounds, segment spoken words into sounds, and blend sounds to form words / Scott Foresman instructs children in how to relate letters and sounds, how to segment sounds and how to blend sounds.
Teacher’s Editions:K - 130, 335; 1 - 123; 2 - 217; 3 - 182-183; 4 - 128; 5 - 14, 24-25; 6 - 172; 7 - 38; 8 - 58
·help students understand why they are !earning phonics / Students are able to understand why they are learning phonics by seeing the relationship between what they are learning and how they are applying it.
Teacher’s Editions:K - 194, 335; 1 - 123; 2 - 123-137; 3 - 182-187; 4 - 180-181;5 - 70-71; 6 - 152; 7 - 24; 8 - 228
·provide opportunities for children to apply their knowledge of phonics / Within the texts, there are opportunities for students to immediately apply their newly learned phonics to reading.
Teacher’s Editions:K - 194, 237; 1 - 96-99; 2 - 125; 3 - 182-183; 4 - 181; 6 - 122-123; 7 - 64-75; 8 - 76
·help children apply, their letter-sound knowledge to writing / Students have opportunities in the “Write about it’ sections to apply their knowledge. Teacher’s Editions:K - 207; 1 - 177; 2 - 123; 3 - 183; 4 - 181; 5 - 70-71; 6 - 10-11; 7 - 77; 8 - 172
·can be adapted for individual students, based on assessment / There are multiple assessment opportunities within the text and with the use of informal assessment tools provided with the text.
Teacher’s Editions:K - 207, 239; 1 - 177; 2 - 124-125; 3 - 182-183; 4 - 180-181;5 - 70; 6 - 38; 7 - 101; 8 - 202-205
·include alphabetic knowledge, phonemic awareness, vocabulary development, and reading, as well as phonics / Instruction on alphabetic knowledge and phonemic awareness appears primarily in kindergarten and continues in grade 1. Vocabulary development, reading and phonics all occur throughout each of the texts.
Teacher’s Editions:K - 342; 1 - 185; 2 - 58-61; 3 - 182-183; 4 - 180-181; 5 - 73; 6 - 50-51; 7 - 88-99; 8 - 76
READING FIRST / SCOTT FORESMAN ESL
QUESTIONS YOU MAY HAVE ABOUT PHONEMIC INSTRUCTION, cont.
What do nonsystematic programs of phonics instruction look like?
Nonsystematic phonics programs include:
·literaturebased programs with embedded phonics instruction / Much of the phonics instruction is embedded within the literature provided at the end of each chapter.
Teacher’s Editions:K - 262; 1 - 203a-203b; 2 - 151a-151b; 3 - 88-99; 4 - 22-23, 92-95; 5 - 140-151; 6 - 172; 7 - 64-75; 8 - 206-213
·basal reading programs that focus on wholeword or meaningbased activities and do not include instruction in blending / There are many entries that expand on basic word knowledge/meaning.
Teacher’s Editions:K - 204 - 207; 1 - 75a; 142-143; 2 - 122-125; 3 - 64-75; 4 - 120-121; 5 - 72- 73; 6 - 47; 7 - 46-47; 8 - 228
·sightword programs that teach a sight-word vocabulary before teaching the alphabetic principle. / Scott Foresman develops the alphabetic principle – understanding that written letters represent spoken sounds. High frequency words are also introduced.
Teacher’s Editions:K - 240; 1 - 187; 2 - 78-79; 3 - 56-57; 4 - 154; 5 - 16; 6 - 130; 7 - 78; 8 - 192
What else should I look for in programs of phonics instruction?
What kinds of reading practice materials should I look for?
Programs should demonstrate that phonics is a means to an end by allowing enough time for children to put their phonics knowledge to use in reading and writing. Programs should provide reading and writing activities that allow children to practice using phonics. Practice materials should include stories with decodable words and materials for use in writing. [Note: Research does not validate any particular percentage of text decodability.] / There are a variety and multitude of reading and writing activities, as well as practice materials through short stories.
Teacher’s Editions:K - 288-291; 1 - 189; 2 - 88-99; 3 - 216-227; 4 - 198-199; 5 - 23; 6 - 137; 7 - 80-83; 8 - 202-205
Is phonemic instruction more effective when students are taught individually, in small groups, or in whole classes?
Teachers should determine group size based on the needs of their students and the number of adults working with them.
[The National Reading Panel Report indicates that all three delivery systems are effective.] / Scott Foresman follows the directive from the National Reading Panel Report which states that group size should be determined by the teacher in relationship to the needs of the students.
Teacher’s Editions:K - 322; 1 - 210-211; 2 - 107; 3 - 206-207, 210-211; 4 - 198-199; 5 - 22-23; 6 - 137; 7 - 126-129; 8 - 216-219
READING FIRST / SCOTT FORESMAN ESL
QUESTIONS YOU MAY HAVE ABOUT PHONEMIC INSTRUCTION, cont.
Doesn’t phonics instruction get in the way of reading comprehension?
No, it does not. Systematic phonics instruction increases children's ability to comprehend. Automaticity (automatic word recognition) enables readers to focus on the meaning of the text. / Scott Foresman provides systematic phonics instruction and instructional practices that will help children develop automaticity. Children are learning and using the decoding skills and high-frequency words they must know to become automatic at recognizing words and thus focus on the meaning of the text.Teacher’s Editions:K - 334-335; 1 - 164-175; 2 - 150-151; 3 - 208-209; 4 - 192; 5 - 76; 6 - 133; 7 - 118-121; 8 - 116
Does phonics instruction slow down the progress of some children?
No, it does not. Phonics instruction contributes to growth in most children. Teachers should work with flexible groups and pace instruction to maximize student progress. / Scott Foresman allows teachers to work with flexible groups by providing activities and text suitable for children at varying ability levels.
Teacher’s Editions:K - 335; 1 - 176; 2 - 146-147; 3 - 206-207; 4 - 198-199; 5 - 104-105; 6 - 152; 7 - 120-121; 8 - 188-189
How does systematic and explicit phonics instruction affect spelling?
Systematic phonics instruction improves spelling among kindergartners and first graders, but not among older readers. Reading First suggests that spelling for older children is more a matter of combining word parts than of using lettersounds. / Scott Foresman provides spelling instruction throughout the texts and in conjunction with the activity books.
Teacher’s Editions:K - 204-207; 1 - 178-179; 2 - 6; 3 - 49, 212-213; 4 - 181; 5 - 176-177; 6 - 52; 7 - 190; 8 - 140-147