Collaboration for Effective Educator Development, Accountability and Reform H325A Overview of the Essential Components of Reading Instruction K–5 Part 3.1: Introduction

A special thanks to the Meadows Center for Preventing Education Risk at the University of Texas at Austin for permission to use and adapt material from a module created by the Higher Education Collaborative: Foundations of Reading Instruction. ©2009 University of Texas System/Texas Education Agency H325A Overview of the Essential Components of Reading Instruction K–5 Part 3.1: Introduction

What do you know? Write your name on the Handout. This will not be graded. This will help me plan to meet your needs. This will demonstrate what you have learned in this module. Work silently and do your best!

Lean, Look, and Whisper Find a partner. Decide who is Partner A and Partner B. Lean, Look, and Whisper – Introduce yourselves – Discuss for one minute: What should a teacher directly teach a student when teaching reading?

What Should Teachers Teach? With your partner, write one thing teachers should directly teach students about reading Place your responses on the sticky board

Module Objective Implementation of evidence-based instruction to teach all students including: Students from poverty Students with disabilities Students who are English language learners (ELLS) Students who struggle learning to read

Big Ideas & Questions 1.What is the idea? Why is it important? What does the research say? 2.What should students know and be able to do at each grade level? 3.How do we assess what students know and the progress they are making?

Big Ideas & Questions, cont. 4.How do we teach the big idea effectively and efficiently? 5.How do we develop instructional plans that incorporate state standards, assessment data, and evidence-based instructional strategies? 6.What do we do if students aren’t learning the big idea?

Module Outcomes 1.Design instruction for all students 2.Differentiate instruction 3.Use assessment data to inform instruction; form groups; monitor progress 4.Incorporate standards & evidence-based practices

Major Reports

National Reading Panel Elements of Reading Instruction 1.Phonemic Awareness 2.Phonics 3.Fluency 4.Vocabulary 5.Text Comprehension National Reading Panel Report, 2000

Phonemic Awareness The awareness of the speech sounds in words The ability to: – manipulate the sounds – segment phonemes – blend phonemes Phonemes are the smallest units of sound Ehri, 2000; Snow, Burns & Griffin, 1998; National Early Literacy Panel, 2008; National Reading Panel, 2000

Phonics Alphabetic Principle An awareness of letters and that letters represent sounds Phonics=graphophonemic relationships or sound-symbol relationships Ehri, 2002; Honig et al., 2008

Fluency The ability to read accurately, at an appropriate rate, with prosody and comprehension. Kuhn, Schwanenflugel, & Meisinger, 2010; Rasinski, Reutzel, Chard, & Thompson, 2011; Hudson, Lane & Pullen, 2005.

Vocabulary Word Study to Increase…. Word Knowledge Word Consciousness Words for Life Academic Words Necessary for reading comprehension Graves, 2006;

Comprehension Making meaning of text Good readers apply strategies before, during, and after reading, including: Activate prior knowledge Set a purpose for reading Monitor their understanding Use fix-up strategies Paraphrase and summarize Coyne, Zipoli, Chard, Fagella-Luby, Ruby, Santoro et al. 2009; Duke & Pearson, 2002; Pressley, 2001

The Reading Rope

Tier 1 Core Reading Instruction All students included Uninterrupted time Small, flexible groups Data informs instruction

Scaffolding Instruction Small group instruction Task presented in smaller units More time More models More practice with feedback More explicit More systematic More progress monitoring Archer & Hughes, 2011; U. of Texas,2009; Rosenshine, 2012

Core Instruction Where it all begins!!!

Review & Reflect With your partner…. 1.Explain the five essential components of reading instruction 2.Create questions about each component

Essential Components of Reading Instruction K–5 Part 3.2: Phonological and Phonemic Awareness

The ability to hear, identify, and manipulate individual sounds– phonemes–in spoken words Part of the phonological awareness “umbrella” Al Otaiba, Kosanovich, & Torgesen,2012;Ehri, 2001; Torgesen & Mathes, 2000; Uhry, 2011

PA begins with listening ©2009 University of Texas System/Texas Education Agency

Phonological Awareness Continuum ©2009 University of Texas System/Texas Education Agency

Another View of the Phonological Awareness Continuum ©2009 University of Texas System/Texas Education Agency

Phonological Awareness Continuum As you watch, note: Activities for each level PA in Spanish The connection of sounds to letters

PA Continuum Student has difficulty…. 1.Blending phonemes into a whole word 2.Telling which word is different 3.Identifying medial sound 4.Substituting individual sounds

English Phonemes 26 letters 44 phonemes 98 phoneme-grapheme associations. Vaughn & Linan-Thompson, 2004

Phonemes ©2009 University of Texas System/Texas Education Agency

Important points about phonemic awareness Ability to blend and segment phonemes predicts reading skills PA can be taught PA helps with spelling Direct, explicit instruction is essential for students Foorman & Torgesen, 2001; Brady, 2011

More points about PA… PA instruction should be paired with letters as soon as students and segment and blend three phoneme words minutes of PA instruction a day is sufficient for most K-1 students Ehri et al., 2001;Ehri & Roberts, 2006; Foorman & Torgesen, 2001

Mouth Pictures Letters plus mouth pictures illustrating articulation improved learning Mouth with closed lips: /b/ /p/ /m/ Teeth touching lower lip: /f/ /v/ Mouth open & lips rounded: /o/ Ehri, 2014

Phonological, Phonemic, Phonics Partner A: phonological awareness and phonics? Partner B: phonemic awareness and phonological awareness? Create “elevator” explanation of phonemic awareness

Common Core State Standards Foundational Skills–Kdg 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Recognize and produce rhyming words. b. Count, pronounce, blend, and segment syllables in spoken words. c. Blend and segment onsets and rimes of single- syllable spoken words. d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonent-vowel-consonent, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.) e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

Common Core State Standards Foundational Skills–Grade 1 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). a. Distinguish long from short vowel sounds in spoken single-syllable words. b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Practice & Application Instructional Sequence I Do (teacher models) We Do (teacher and students) You Do (students)

Say It and Move it Say It and Move It Blachman, Ball, Black, & Tangel, 2000

Manipulating Phonemes Elision & Substitution

Grab a Group A fun way to practice identifying phonemes after students understand the concept. Remember, this is a listening activity. Always have students repeat the words and orally segment the words.

PA Activity Cards What concept is addressed? On the continuum, what concepts should precede the one on the card? ©2002 University of Texas System/Texas Education Agency

Phoneme Mapping fast crash met truck Adapted from the work of: Berninger et al., 1998; Ehri, 1998; Moats, 2004

Challenges With your partner, discuss the challenges you anticipate some students may have with phonemic awareness. For each challenge, list ways you could scaffold instruction. You have 5 minutes.

Differentiation How would you plan for students who have difficulty: Paying attention Articulating sounds Hearing Performing movements

More Indicators of Risk Difficulty with inventive or emergent spelling Difficulty following finger-point reading

Assessment & Progress Monitoring Nonsense Words hoj vif dec juf Source: DIBELS Next Phoneme Segmentation Fluency duck /d/ /u/ /k/ tip /t/ /i/ /p/ hung /h/ /u/ /ng/ your /y/ /or/

Practice with Sounds Listen to the way sounds are pronounced Practice saying the sounds with your partners; watch their mouth as they say the sounds. Remember, do not add “uh” to the sounds!

In Action Partner A: Note what facets of phonological awareness are taught Partner B: Note how the teacher reinforces the learning All: Note how the teacher differentiates the instruction

Application Assignment Review the materials at: Grades K & 1: Phonemic Awareness Teach the activity to a young student Reflect: What worked? What will I do differently next time? How can I differentiate the instruction?

Assessment 1.Complete the quiz independently 2.In a small group, discuss your answers and reach a consensus 3.Submit one quiz with the names of group members