1. C LOCK HOUR I NFORMATION No clock hours are offered for tonight’s training alone. If you “saved” your clock hour forms from the 1 st intervention training (at a school building), you can add tonight’s training. Make sure to include that training date as well as tonight’s. The total clock hours will be 5 The fee will be $5

2. P HONEMIC A WARENESS I NTERVENTIONS

3. Reading Intervention Materials Training Matrix

4. L EARNING TARGETS I know why phonemic awareness is important. I can choose from a menu of material to find phonemic awareness activities. I know which activities promote phonemic awareness development in children.

5. W HAT IS P HONEMIC A WARENESS ? Phonemic Awareness is something you can do in the dark. Is a primary indicator of early reading success Is acquired through a continuum of skills Needs to be taught explicitly first, then in context National Reading Panel, 2000 and Snow, et al, 1998 Helps students understand that spoken language is made up of separate words, words are made up of syllables, and words can be broken down into separate sounds, Helps students read and spell words, Helps students grasp how the alphabetic system works, Helps students move from sounds to letters (preparation for phonics instruction).

6. W HY TEACH PHONEMIC AWARENESS ? Helps children learn to read Help children learn to spell Facilitates children’s learning of the alphabetic principle by drawing their attention to the sounds that are related to individual letters.

7. H OW D O W E T EACH P HONEMIC A WARENESS ? Manipulate phonemes by using the letters of the alphabet. Focus on only one or two types of phoneme manipulation, rather than several types. Skill learning takes place prior and during reading instruction.

8. H OW WE TEACH P HONEMIC A WARENESS Blending Segmentation Phoneme Counting Phoneme Deletion What rhymes with cat ? What word is this …/sh/ /oe/? How many sounds are in the word box? What sounds do you hear in bus? What is left if the /t/ sound were taken from cart? Rhyming

9. T EMPLATES

10. J OE T ORGESEN, P H.D., D IRECTOR OF THE F LORIDA C ENTER FOR R EADING R ESEARCH Instruction must be made more powerful for students at risk for reading difficulties. More powerful instruction means: Clear and more detailed explanations More systematic instructional sequences More opportunities for guided practice More opportunities for error correction and feedback Working Memory and Automaticity—when you are working on fluency of any sort, you are laying structures to improve comprehension!

11. E FFECTIVE I NSTRUCTIONAL T ECHNIQUES Unison choral response Signaling Pacing Monitoring Correcting errors and teaching to mastery All designed to eliminate teacher talk and increase student response!

12. T EMPLATES FOCUSING ON P HONEMIC A WARENESS Template 5 Template 6

13. R OAD TO THE C ODE

14. W HAT IS R OAD TO THE C ODE ? Series of activities in 44 lessons Can be used with heterogeneous or homogeneous groups Helps students develop the awareness that spoken words can be segmented into phonemes. Teacher judgment determines the pace of the lessons: if your kids need more time, take more time. Each lesson takes between 15 and 20 minutes. Road to the Code should not replace your Read Well instruction.

15. G ETTING STARTED Review the lessons and read the introduction Some lessons don’t include directions. They are routine at this point, so directions are included in earlier lessons. Each lesson has 3 parts 1. Say it and move it 2. Letter names and letter sounds 3. Activity to reinforce phonological awareness If you need to shorten a lesson, leave out steps 2 or 3, but keep Say it and Move it for every lesson. Read teacher notes (located on left hand side of each lesson)

16. P REPARE MATERIALS BEFORE THE LESSON Disks, tiles, cubes, blocks, or buttons for say it and move it Puppet (Fix it activities) Fishing pole (or stick with string) for Let’s Fish activity Paper bags for Post it Activities Letter picture cards (at the back of the book)

17. O THER THINGS TO KNOW Program uses short vowels /a/ as in apple /i/ as in igloo /o/ as in octopus /u/ as in umbrella /e/ as in edge Letters between slanted lines tell you it’s the sound. Letters underlined tell you it’s the letter name. When you see sentences in bold, it tells you suggested dialogue with students.

18. MANIPULATIVES Teach students how to use manipulatives Use one finger to move objects Store manipulatives on the picture portion of the Say it and Move it sheet.

19. R OAD TO THE C ODE L ESSON Model Say it and move it Elkonin cards

20. R OAD TO THE C ODE L ESSON Your turn Say it and move it /a/ Am It Fit Lit Elkonin cards

21. P HONEMIC A WARENESS IN Y OUNG C HILDREN

22. C OMPONENTS OF P HONEMIC A WARENESS IN Y OUNG C HILDREN This program uses games to promote phonemic development. Listening Games Rhyming Games Words and Sentences Awareness of Syllables Initial and Final Sounds Phonemes Introducing Letters and Spelling

23. C OMPONENTS OF P HONEMIC A WARENESS IN Y OUNG C HILDREN Phonemic challenges are presented in gradual step by step progression. New challenges building on those previously used User friendly Lesson components Objectives Explanations Any cautions Assessment In the back Will help you identify students with phonological needs Assess how students are progressing with the program

24. C OMPONENTS OF P HONEMIC A WARENESS IN Y OUNG C HILDREN Common American English Consonants and Vowels (pg 133) Suggested Kindergarten Pacing guide (pg 137) Suggested 1 st grade Pacing guide (pg 145) Calendar to track lessons in the pacing guide Bibliography of rhyming stories

25. SIPPS B EGINNING

26. P HONEMIC A WARENESS IN SIPPS B EGINNING The essential section in SIPPS that focuses on Phonemic Awareness is Phoneme Play. Phoneme Play is at the beginning of each lesson

27. P HONEME P LAY Oral Blending of Syllables and Words Model Your Turn “Put them together” e/raser Pa/per Black/board Win/dow Pen/cil Class/room

28. P HONEME P LAY Phoneme Recognition Model Your Turn “Say /s/ when you hear /sss/.” Song Mud Look Mess Sick Him Wet

29. E XIT S LIP Please reflect on tonight’s learning targets as you fill out the exit slip. I know why phonemic awareness is important. I can choose from a menu of material to find phonemic awareness activities. I know which activities promote phonemic awareness development in children.