Deborah Simmons, Hank Fien and Nicole Sherman Brewer Oregon Reading First Center Oregon Reading First Review of Supplemental and Intervention Programs: Summary by Essential Component Phonics

Acknowledgments  Oregon Department of Education  Institute for the Development of Educational Achievement, College of Education, University of Oregon  U.S. Department of Education, Office of Special Education Programs  Oregon Reading First Supplemental and Intervention Curriculum Review Panel

Content Development Content developed by: Deborah Simmons, Ph. D. Professor, College of Education University of Oregon Hank Fien Oregon Reading First Regional Consultant University of Oregon Nicole Sherman-Brewer Oregon Reading First Regional Consultant University of Oregon Additional support: Patrick Kennedy-Paine Katie Tate University of Oregon

Copyright  All materials are copy written and should not be reproduced or used without expressed permission of Dr. Edward J. Kame’enui or Dr. Deborah C. Simmons. Selected slides were reproduced from other sources and original references cited.

Schoolwide: Each & All Prevention Oriented Scientifically Based Results Focused IBR Foundational Features: Translating Research into Practice

Today’s Focus IBR Guiding Questions 1.Goals: What outcomes do we want for our students in our state, district, and schools? 2.Knowledge: What do we know and what guidance can we gain from scientifically based reading research? 3.Progress Monitoring Assessment: How are we doing? What is our current level of performance as a school? As a grade? As a class? As an individual student? 4.Outcome Assessment: How far do we need to go to reach our goals and outcomes? 5.Core Instruction: What are the critical components that need to be in place to reach our goals? 6.Differentiated Instruction: What more do we need to do and what instructional adjustments need to be made?

The objectives of today’s session are to: Review items on the Supplemental/ Intervention (S/I) Consumer's Guide for phonics. Review data on all S/I phonics programs. Discuss overall strengths and weaknesses found in all S/I phonics programs. Provide an overview of selected S/I phonics programs. Objectives: What You Will Learn and Do

Consumer’s Guide: Phonics: Decoding

Consumer’s Guide: Phonics: Decoding (cont.)

Consumer’s Guide: Phonics: Irregular Words

Summary of Results

Evidence for the following instructional criteria were documented in many of the programs reviewed: Evidence of Sufficient Instructional Quality for Phonics Programs NumberCriterion 4. Models instruction at each of the fundamental stages. 8. Provides teacher guided practice in controlled word lists and connected text. 13. Uses structural analysis judiciously to support word recognition strategies. 1.(IW) Selects words that have high utility and are used frequently in grade-appropriate literature and informational text.

Evidence of Insufficient Instructional Quality for Phonics Programs NumberCriterion 9. Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit. 10. Teaches students to process larger, highly represented patterns to increase fluency in word recognition. 11. Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text. 4.(IW) Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. Evidence for the following instructional criteria were documented in many of the programs reviewed:

Phonics Program Overview  Touchphonics  Early Reading Intervention  Headsprout

Phonics Program Overview Early Reading InterventionTouchphonicsHeadsprout PUBLISHERScott ForesmanEducators Publishing ServiceYriondo GRADEK-1K-3K-2 GROUP SIZEsmall group (2-5 students) Individual or small group (1-3) Classroom Version (Magtiles) Individual LESSONS126 lessons* Program divided into 4 parts: Part 1: Learning Letters and Sounds Part 2: Segmenting, Blending, and Integrating Part 3: Reading Words Part 4: Reading Sentences and Storybooks * Each lesson is divided into two parts: PA/Alphabetic Understanding and Spelling/Writing 77 Prepared Lesson Plans Pattern-Based rather than rule based Program divided into 9 parts: Build the word 2. Touch and sound the units 3. Blend the sounds into a word 4. Cover and spell the word 5. Cover and write the word 6. Change the word/ Shake and Make 7. Read the word in isolation 8. Read the word in print 9. Write the word in print 80 online, interactive lessons 70 “ ready to read ” stories More details to come. IRREGULAR WORD INSTRUCTION Yes- Begin Lesson 94 Each lesson introduces 1 new word and reviews 2 previously introduced irregular words. Yes- Lessons 2-39 Each lesson introduces 1-2 new words and reviews 2-3 previously introduced words. Yes TIME30 minutes 5x a week ~ 8 months for K 1st graders - depends on entry point 20 minutes-Building, spelling and writing words 5 minutes- Reading text matched with word patterns in the lesson 5 minutes- Writing and spelling original work Online Lessons are minutes COST$ $