1. Assessing Students with Reading Deficits Presented by: Marcia Atwood
Introduce myself
Survey grade levels

2. TODAY’S OBJECTIVES We will be able to:
define terms related to phonemic awareness and phonics
understand the importance of teaching phonemic awareness and phonics
assess students with reading difficulties
Marcia-read today’s objectives and have everyone find a buddy who has the same color life saver

3. Test Your Knowledge!
Administer survey.
Go over answers 7-11

4. How Did You Do on the Survey?
/i/ (long i)
3 phonemes
3 graphemes
Both a consonant blend and a digraph
44 phonemes in English
18 vowel phonemes
Melissa go over 1-6

5. How Did You Do on the Survey?
7. Phonemic awareness is the study of the speech sounds in language. Phonics is the systematic relationship between speech sounds and spellings.
8. Open and v-c-e are the most common syllable
patterns that spell long vowel sounds.
9. sun set fro zen re peat
10. zebra arena pilot
11. knee quite hedge

6. So, why is phonics important to teach explicitly?
READING PROFICIENCY IN THE U.S.
Each year millions of students enter 4th grade without reading proficiency.
In 2007 almost 6.2 million young people dropped out of HS.
Melissa: have participants refer to this chart and take volunteers. Highlight how students in district fit into these categories

7. Why teach decoding?
One of the most important skills young students develop is strong decoding, an important factor in achieving reading comprehension (Gough and Tunmer, 1986).

8. BLUEPRINT FOR IMPROVED RESULTS FOR STUDENTS WITH DISABILITIES
s/2015-memos/blueprint-for-improved-results- for-students-with-disabilities.html
Seven research and evidence-based core principles and practices for all students with disabilities

9. Today’s Guiding Principles
Teachers design, provide, and assess the effectiveness of specially-designed instruction to provide students with disabilities with access to participate and progress in the general education curriculum.
Teachers provide research-based instructional teaching and learning strategies and supports for students with disabilities.

10. Quick View - Define Each Term
Phoneme
Grapheme
Digraphs
Phonics
Closed Syllable
Vowel Phonemes
Blends
Trigraphs
Look at pages graphemes and phonemes, etc.
Arlene explains 1-5 (phoneme, grapheme, digraphs, trigraphs, phonics, closed syllable (p.2&3 of handout)
Melissa explains vowel phonemes and blends (p.4&6)

11. each phoneme is related to a letter or a letter combination
speech sounds
each phoneme is related to a letter or a letter combination

12. Grapheme
a letter or a letter combination that spells a sound
The word chip has 3 phonemes and 3 graphemes. The first phoneme is /ch/. We spell /ch/ with the grapheme ch.
/ch/ /i/ /p/

13. Digraph two letters together that spell one speech sound
There are 6 common digraphs: ch ck sh th wh ph
“Check” has 3 graphemes: /ch/ /e/ /ck/

14. Closed Syllable
A syllable with one vowel, followed by one or more consonants, usually with a short vowel sound
Examples:
cup
wish
dog if

15. Blends Two phonemes together making two different sounds
Can be in the beginning or end of a word
Examples of two sound initial blends are:
flood, clip, glad, from
Examples of two sound final blends are:
milk, rink, ramp, sent

16. Turn and Talk
Give one example of a digraph, a closed syllable, and a blend

17. Think:
What assessments are you currently using that help you determine your students’ decoding skills?

18. Share with a partner

19. Decodable vs Sight Words
dot vs see
tack vs they
pond vs one

20. Sight Words
Sight words are words that readers can recognize instantly and effortlessly.
These words can be decodable or non-decodable.
They are sometimes referred to as high frequency words.

21. Decoding
“Decoding is the process of translating print into speech by rapidly matching a letter or combination of letters (graphemes) to their sounds (phonemes) and recognizing the patterns that make syllables and words.”
Unfortunately about 30% of students don’t access this part of the brain that decodes easily, so they must be taught explicitly how to decode through phonics instruction.

22. Really Great Reading https://www.reallygreatreading.com/
DIAGNOSTIC DECODING SURVEYS
Beginning
Advanced

23. Diagnostic Surveys from Really Great Reading
Pre-Decoding
Foundational
Beginning
Advanced

24. Beginning Decoding Survey
To be given in mid first grade or struggling students grades 2-12
High frequency words and decodable words with short vowels & the most common consonant sounds (basic digraphs and blends)

25. Advanced Decoding Survey
Assesses a student’s ability to read one- syllable and more advanced vowel patterns including
long vowels
variant vowels
r-controlled vowels
Multisyllabic words
ALWAYS administer the Beginning Survey regardless of the student’s age
Review diagnostic survey form

26. Can you catch all the errors?
turn and talk
p.29 Handout “Let’s Score Together”

27. Criterion-Referenced Benchmarks
Handout Page 32

28. Summary Directions Pink Handout Read Summary to Self
Work with a partner. You will complete the Beginning and Advanced Decoding Surveys together.
One partner will be the “student” first. The other partner will be the “teacher”.
Read all of the directions then go back and have participants work through each step.

29. Administering the Surveys
Teacher will use the Beginning Survey Recording Form and the student will look at the Words and Sentences to Read form AND the Pink Sample Scoring Form. After the Teacher gives the instructions, the Student will read the words according to the Sample Student. Take a minute to look at the pink sheet.

30. Take a minute to score recording form together

31. Administer the Advanced Decoding Survey
1. Reverse Roles
2. Teacher will use the Advances Survey Recording Form and the student will look at the Words and Sentences to Read form AND the Pink Sample Scoring Form. After the Teacher gives the instructions, the Student will read the words according to the Sample Student. Take a minute to look at the pink sheet for ADVANCED.

32. Take a minute to score recording form together

33. According to your Criterion-Referenced Benchmarks how did the 3rd grade student perform?
Discuss with partner….

34. TODAY’S OBJECTIVES We will be able to:
define terms related to phonemic awareness and phonics
understand the importance of teaching phonemic awareness and phonics
assess students with reading difficulties
Marcia-read today’s objectives and have everyone find a buddy who has the same color life saver

35. It has been a pleasure!
Questions?
Marcia Atwood