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Anchor Day 3 Summer 18

Day 3 (AM)

Foundational Literacy: Why English is Hard

Foundational Literacy: the ability to read words and bring meaning to text. 
Session Focus Question:  How can we unpack and understand the patterns of our language to be able to make meaning out of words?
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The Morning began with a gallery walk of the Cordel and the Moonshot Mindful Routine: Activity to Unite, Disengage Stress, Connect and Commit.


  • Understand how the brain maps sounds to print to make meaning

  • Learn direct, explicit and multisensory strategies to be able to teaching spelling, read and spell words

  • Know that reading doesn’t just happen - we have to build a brain that reads

"The training that we have received is invaluable - thank you very much!"

- Participant Feedback

Multisensory Strategies to Teach Phonics

Elkonin Boxes

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Participants used Starbursts as manipulatives to map phonemes to graphemes. 


Six Syllable Types

Using the Clover strategy, participants learned the 6 syllable types.

Syllable Type Scavenger Hunt

Participants went on a scavenger hunt to find candy that represent all six syllable types.

"I can't believe I have been teaching for 14 years and never knew any of this." 

- Participant Feedback

Strategies from the Front Line


Jody Houston, Speech Pathologist and Interventionist at Fellsmere Elementary, presented several strategies to teach site words, high frequency words and irregularly spelled words. Strategies included multisensory pathways, review and reinforcement and connecting to curriculum.


A Moonshot Talk with Liz Remington: Building a Reading Brain

Liz Remington discusses word reading development which includes Orthographic processing, Phonological processing, meaning processing and context processing.

  1. Key Idea: Reading never just happens. We build a brain that reads.

  2. Key Idea: We are data hunters and gatherers.

    • We are pattern seeking and respond to repetition & novelty.

  3. Explicit instruction accelerates the process.

  4. Poor readers have impairments in one or more of these systems.

2019 Copy of Wed AM - Module #5 - DO NOT

Eye Tracking Exercise

In pairs, attendees took turns reading passages while being observed by their partner through a small hole. One passage was accurate and one had errors. This exercise demonstrates how we use orthographic code to process what we read.

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Spot and Dot

Fran McDonough (pictured) and Leslie Connelly, took participants through the "Spot and Dot" strategy to help students separate syllables and find patterns in our words.

Key Idea #1: Reading never just happens, we build a brain that reads.

As teachers, how do we support this process?

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Day 3 (PM)

Foundational Literacy:What's in a Word?

Foundational Literacy: the ability to read words and bring meaning to text. 
Session Focus Question:  How do we develop the ability to play with words and construct sentences such that it becomes automatic and we can bring meaning to text?


  • Learn direct, explicit, and multisensory strategies to play with words - deconstruct and reconstruct 

  • Understand how spelling supports reading

  • What is morphology and why is it important?

  • Embed grammar instruction using a mentor text to help students understand how to create logical, meaningful sentences

I came into this week hoping to expand my skills in teaching to better enable my students to learn. I am leaving the week prepared to make this school year the best ever. - Participant Feeback

Moonshot Talk with Liz Remington: What's in a Word?

The History of the English Language

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Liz Remington explains the evolution of our language using volunteers from the audience. She demonstrates through historical reference why our language is an amalgamation of many cultural influences.

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Orthographic processing : the ability to accurately form, store and retrieve spelling patterns.  


Orthographic Knowledge: the ability to store letter patterns and strings of letters and know what is allowable and not. 


Orthographic retrieval: the ability to recall letters and patterns in reading and writing. 

Key Idea #1: Word Study Matters. Students need opportunities to explore structure and meaning in words.

Key Idea #2: Morphology is the smallest unit of meaning.

Playing With Words

Word Detectives

Leslie Connelly and Fran McDonough took participants through a structured word inquiry process to help students decode words.

Using a Word Matrix and Word Sums, students are able to make their decoding visible.

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Word Webs

The more a student knows about a word, the faster the word can be decoded, retrieved and comprehended. 

                                                                                             -Maryanne Wolf


Using MIM (Many Interesting Meanings) and MIC (Many Interesting Connections), participants learned how to construct word webs to help students expand their understanding of word meaning.

Pictures from Day 3

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