1. Good morning! Big 5 of Reading Please go to learn.esu10.org

2. Learner Objectives for Day 1 Define and appropriately use the “phon” words. Respond to a range of phonological tasks. Know why explicit teaching of phonological skill is important. Understand the typical progression of phonological skill development. p. 5

3. Jigsaw Activity Aces-Phonemes - p. 22 Aces-Consonant Phoneme Classifications - p. 24 Kings-Vowel Phoneme Classifications - p. 26 Queens-Sound/Spellings - p. 28 Jacks-Syllables - p. 36 Jacks-Onset-Rime - p. 38 Tens- Morphemes - p. 42

5. YOUR TURN!

6. Phonological Awareness word awareness onset-rime awareness syllable awareness phoneme awareness ttp

7. Rhyme & Alliteration Sentence Segmentation Syllable Blending & Segmenting Onset-Rime Blending & Segmenting Phoneme Segmenting & Blending Phonological Awareness

8. Knowledge of the structure of oral language. Awareness that language is composed of sounds and the understanding of the relationship of those sounds foundation for decoding words using the alphabetic principle

9. Phonological Awareness is NOT NOT the same as phonics NOT linked to print (but should be as soon as possible) NOT only rhyming NOT only phonemic awareness NOT only for kindergarten

10. Types of PA Tasks Sound and word discrimination Rhyming Syllable splitting Phoneme Blending Phoneme Segmentation Phoneme deletion Phoneme manipulation

11. Age 3 Recitation of rhymes Rhyming by pattern Alliteration Age 4 Syllable counting (50% of children by age 4) Age 5 Syllable counting (90% of children by age 5) Age 6 Initial consonant matching Blending 2-3 phonemes Counting phonemes (70% of children by age 6) Rhyme identification Onset-rime division Age 7 Blending 3 phonemes Segmentation of 3-4 phonemes (blends) Phonetic spelling Phoneme deletion Age 8 Consonant cluster segmentation Deletion within clusters Source: Straight Talk About Reading, Susan L. Hall and Louisa C. Moats, Ed.D Skills mastered by …

12. Phonological Awareness word awareness onset-rime awareness syllable awareness phoneme awareness

14. PHONEMIC AWARENESS The ability to hear and manipulate sounds in spoken words and the understanding that spoken words and syllables are made up of sequences of speech sounds. (Yopp, 1992)

15. Effective Phonemic Awareness Instruction Explicit Systematic Small Groups Time Focused Concrete Engaging Correct Pronunciation

16. Practice With a Partner! Pronunciation Guide p. 35 in textbook

17. Phonemic Awareness Research Says: “The best early predictor of reading difficulty in kindergarten or first grade is the inability to segment words and syllables into constituent sound units (phonemic awareness).” (Lyon, 1995)

18. What Does Research Say About Phonemic Awareness Instruction? Phonemic awareness instruction is most effective when children are taught to manipulate phonemes by using the letters of the alphabet. Phonemic awareness instruction is most effective when it focuses on only one or two types of phoneme manipulation, rather than several types. Source: Put Reading First

19. What Does Research Say About Phonemic Awareness Instruction? Phonemic awareness can be taught and learned. Phonemic awareness instruction helps children learn to read. Phonemic awareness instruction helps children learn to spell. Source: Put Reading First

20. 1. Work in pairs 2. Choose one of the four options from the chart to use in response to the reading. 3. Read “Why Phonological Awareness Is Important for Reading and Spelling” by Louisa Moats and Carol Tolman 4. Record your responses on a piece of chart paper and be prepared to share with the whole group.

21. Amount of Instruction All StudentsKindergarten1 st Grade Phonological instruction About 10-15 minutes/per day About 10 minutes/per day for first three months of school InterventionKindergarten1 st GradeGrades 2 and above Additional 15 minutes/per day, three –four times/per week, for about 10 weeks An additional 15 minutes/per day, three-four times/per week, for as long as needed About 15 minutes/per day, three-four times/per week, for as long as needed

22. HOW? Phonemic Awareness

23. EFFECTIVE INSTRUCTION Explicit Systematic Instruction – I DO; WE DO; YOU DO (Model; Prompt; Practice) – Unison responses/signals – Brisk pace – Sequential teaching of skills Multiple opportunities for students to respond and practice Immediate corrective feedback Ongoing progress monitoring

24. Model – I DO IT Teacher performs Students watch Prompt – WE DO IT Teacher performs Students perform Practice – YOU DO IT Teacher watches Students perform Explicit Instruction

25. “The first sound in man is /mmm/. Everyone, say the first sound in man, /mmm/. What is the first sound in man? /mmm/” “Man starts with the same sound as the first sound in mountain, mop, moon and Miranda. Does anyone know other words that begin with the same sound as man?”

26. Areas of Instruction Isolation Identify Categorization Blending Segmentation Deletion Addition Substitution

27. Phoneme Isolation

28. Phoneme Identity

29. Phoneme Categorization

30. Phoneme Blending*

31. Blending When children are first learning, use: continuous sounds short words in teaching pictures when possible materials that reduce memory load and to represent sounds

32. Phoneme Segmentation*

33. Use Elkonin or Sound Boxes

34. Phoneme Addition

35. Phoneme Deletion

37. Lesson Plan Template Explicit instruction Organizer for small groups

38. PA Materials/Programs 1.Progress from easy to difficult 2.Focus on segmenting and blending 3.Start with larger linguistic units (words) and move to smaller (sounds) 4.Begin with shorter words v-c or c-v-c

39. PA Materials/Programs 5.Focus first on initial, final and lastly medial sounds 6. Introduce continuous before stop sounds 7.Add letter-sound correspondence instruction to PA interventions after children demonstrate early PA. 8.Provide brief instructional sessions. Only need about 9-12 weeks. Act w/manuals

40. Literacy Work Stations A literacy work station is an area where students work alone or interact with one another, using instructional materials to explore and expand their literacy. Diller, 2003

41. Literacy Work Stations vs. Traditional Work Stations Materials are taught and used for instruction first. Stations remain set up all year. Stations are used for meaningful independent work. Materials are differentiated. Teacher meets with small flexible groups. Traditional Work Stations New materials without being taught. Materials are shown how to use once. Centers were used at the completion of work. All students do the same activities. Small groups did the same tasks. Literacy Work Stations

42. Grow Work Stations from Whole Group Instruction

43. Gradual Release of Responsibility I DOWE DO YOU DO

44. Principles for Teaching Literacy Work Stations 1.Focus on practice and purpose 2.Link to your teaching 3.Slow down to speed up 4.Balance process and product 5.Less is more. 6.Use novelty 7.Simplify

45. Benefits of Literacy Work Stations Provides students with meaningful literacy practice activities Meets the individual instructional needs of all students. Provides students opportunities to work independently on their reading skills. It is fun and engaging for students.

46. Evaluating Work Stations Does the literacy station activity address one of the “Big Five”? How does the literacy activity employ effective and efficient means to reach a “Big Five” goal? Does the activity provide meaningful practice for students and support what is taught? Are their things that could be changed or added to the activity to make it more meaningful?

47. Types of Assessments Teacher Observation Student Created Products Checklists-learning log, audit cards Student Conferences Rubrics Portfolios Anecdotal Records Student Self Assessments

49. Daily 5 http://www.thedailycafe.com Read to Self Read to Someone Work on Writing Listen to Reading Spelling/Word Work

50. Summary Phoneme awareness is necessary, but not sufficient. Phoneme awareness can be directly taught. Phoneme awareness does not require extensive teaching time. Phoneme awareness should be assessed in kindergarten. Focus majority of instruction on blending and segmenting sounds.

51. Looking Ahead………  Phonological Awareness Sharing State the objective of the lesson/literacy work station Materials needed Resources Model the activity with your small group Debrief to discuss the effectiveness of the lesson and/or enhancements

52. Phoneme Matching Objective: The student will match initial sounds in words. Materials: set of domino picture cards Activity: 1.Scatter dominos face up 2.Student takes one and names both pics 3.Finds another domino with a pic that has same initial sound as one on the original and connects them 4.When all dominoes are connected, game over.