1. K-3 Literacy Institute Session 2 November-December 2011

2. Introduction/Grounding/ Framing the Day 2 Curriculum and Professional Learning

3. Objectives/Outcomes 3 1. Develop a common understanding of the concept of differentiation. 2. Identify, practice, and apply phonemic awareness strategies. 3. Develop learning progressions for instruction of Phonemic Awareness. 4. Develop a lesson to teach Phonemic Awareness. Curriculum and Professional Learning

4. Agenda 4 Curriculum and Professional Learning Introduction/Grounding/Framing the Day Differentiation: Common Language and Understanding Content Review: Phonemic Awareness Strategies and Philosophies Learning Progressions: Phonemic Awareness and Assessment Results Lesson Planning: Phonemic Awareness and Assessment Results Closure: Reflect and Facilitation Tools

5. Grounding: Given an Outline, Fill in Details  Take 3 minutes on your own to list all of the strategies, principles, and information you already know about the five building blocks of reading instruction. 5 Curriculum and Professional Learning

6. Grounding: Given an Outline, Fill in Details  Now in convenient 2s or 3s, share what you have on your Circle Map.  Add information from your partner share. 6 Curriculum and Professional Learning

7. Grounding: Given an Outline, Fill in Details Curriculum and Professional Learning 7  Next, take a few moments to skim Shefelbine’s Framework and the summary of the document, “Put Reading First,” by the National Reading Panel.  As you skim, collaborate with your colleagues to add more information to your Circle Map.

8. Building Blocks of Reading Instruction Curriculum and Professional Learning 8

9. Differentiation 9 Curriculum and Professional Learning

10. Tier 3: Intensive Interventions Intense, durable, assessment-based support for individual students Tier 2: Targeted Group Interventions Rapid response and focused support for students identified as at-risk Tier 1: Universal Support Preventative, proactive support for all students, by all staff, in all settings 10 Curriculum and Professional Learning

11. Anticipation/Reaction Curriculum and Professional Learning 11  On your own, read the statements in the Anticipation/Reaction Guide.  As you read the statements, place a “T” in the left column if the statement is TRUE. Place an “F” in the left column if the statement is FALSE.

12. Differentiation Curriculum and Professional Learning 12  Now, take 5-7 minutes to read the excerpt from Leading and Managing a Differentiated Classroom by Carol Ann Tomlinson and Marcia B. Imbeau  As you read, pay attention to any information that will inform the results of your Anticipation/Reaction Guide.

13. Differentiation Curriculum and Professional Learning 13  After reading, stand up and turn to someone you have not spoken with today. Review your answers in your Anticipation/Reaction Guide. Note any changes based on your reading. Use the column on the right to reflect new learning.

14. Differentiation Curriculum and Professional Learning 14  Using the sentence strip, complete the following sentence frame with your tablemates. “Given that differentiation is a way of thinking about and planning instruction, in my classroom, I plan to….”

15. Section Closure Curriculum and Professional Learning 15  Under outcome #1 on your Reflection Grid, answer the following question: What two things do you plan to do differently in your classroom tomorrow? Be prepared to share!

16. Content Review 16 Curriculum and Professional Learning

17. Phonological Awareness or Phonemic Awareness?  Think-Pair-Share  Is it phonological awareness or phonemic awareness?  Segmenting a sentence into words  Listening to syllables to identify the word  Segmenting sounds into a word  Listening to the ending parts of words to hear if they rhyme  Blending sounds into a word Curriculum and Professional Learning 17

18. Rhyme & Alliteration Curriculum and Professional Learning 18

19. Give One, Take One, Move On  Using the take one give one sheet, list all of the strategies you currently use to teach Phonemic Awareness.  Now, give one strategy with a table mate, and take one strategy from your table mate. 19  Finally, you have 5-7 minutes to move around the room and Give One, Take One, and Move On. Curriculum and Professional Learning

20. 20 Preschool Learning Foundations 2.0 Children develop age-appropriate phonological awareness 2.1 Orally blend and delete words and syllables without the support of pictures or objects. 2.2 Orally blend the onsets, rimes, and phonemes of words and orally delete the onsets of words, with the support of pictures or objects.

21. A Continuum of Difficulty 21 Sentence Segmentation Syllables Onset Rime Phonemic Awareness Less Complex More Complex (Chard & Dickson, 1999) Rhyme & Alliteration Curriculum and Professional Learning

22. Why Phonemic Awareness? The best predictor of reading success is phoneme awareness demonstrated by phoneme counting or segmentation. Hulme et al., 2002 22 Curriculum and Professional Learning

23. Phonemic Awareness Involves 23  Blending  Putting sounds back into words  Segmenting  Pulling apart spoken words into sounds  Manipulating  Adding, deleting, and substituting sounds Add /s/ to the beginning of pin Delete /t/ at the beginning of trap Substitute /ĭ/ in lip with /ă/ Curriculum and Professional Learning

24. Sounds of the English Language  Turn to your partner and share which sounds were the hardest for you?  Which sounds are the hardest for your students?  Review Consonant sounds  Review Vowel sounds Curriculum and Professional Learning 24

25. Blendable Sounds  Continuous sounds  Sounds that can be produced for several seconds without distortion  /f/, /l/, /m/, /n/, /r/, /s/, /v/, /w/, /y/, /z/  Stop sounds  Sounds that can be produced for only an instant before distortion occurs  /b/, /d/, /g/, /h/, /j/, /k/, /p/, /t/ Curriculum and Professional Learning 25

26. Effective PA Strategies  Use Elkonin boxes  Use markers  Use mirrors  Use TPR  Clapping, tapping  Use music, chants, and nursery rhymes 26 Curriculum and Professional Learning

27. Using Chants If you think you know this word, shout it out! If you think you know this word, shout it out! If you think you know this word, Then tell me what you've heard, If you think you know this word, shout it out! 27 Curriculum and Professional Learning

28. Let’s Practice 28 3.Student TWO repeats the sounds while moving a chip into each box, then says the word quickly. 4.Reverse roles and continue until all pictures are named and segmented.  Students will orally segment words using counters and Elkonin boxes. 1.Place the picture cards face up in the stack. 2.Working in pairs, student ONE selects the top card, names the picture, and orally segments the sounds. Curriculum and Professional Learning

29. Effective Phonemic Awareness Instruction  Larger units before smaller units  Continuous sounds before stop sounds  Auditory blending before segmenting  Blending and segmenting before manipulation  Isolating initial phonemes in words before isolating final or medial sounds  Proximity and small groups  Review and practice with feedback  Oral before written language 29 Curriculum and Professional Learning

30. Phonemic Awareness Practice Let’s review the examples of practice activities in your binders. 30 Curriculum and Professional Learning

31. Grouping for Instruction  Teach phonological awareness, especially phonemic awareness, in small groups  Research indicates that small-group instruction is more effective than one-on-one and whole-group instruction (proximity)  Small-group instruction is more effective because students benefit from listening to their peers and having more opportunities to participate National Reading Panel, 2000 Curriculum and Professional Learning 31

32. Amount of Instruction  Kindergarten  10-15 min. per day everyday  First grade  7-10 min per day everyday  Second and Third grade  For those that need it -1 5 min. per day, three or four times a week 32 Curriculum and Professional Learning

33. English Language Learners  Capitalize on native language ability  Teach blending, segmenting, and manipulating individual phonemes in syllables (for Spanish speakers)  Accept oral approximations  Focus on words (pictures) students already know Curriculum and Professional Learning 33

34. Routines and Procedures  Partner Share  What are your expectations for student behavior during phonemic awareness instruction?  CHAMPS  Voice level  Eyes and ears  Movement and participation 34 Curriculum and Professional Learning

35. HM Reading Tool Kit 35 Curriculum and Professional Learning

36. Phonemic Awareness Acquiring phonemic awareness is a means rather then an end. Phonemic awareness is not acquired for its own sake but rather for its value in helping children understand and use the alphabetic system to read and write. 36 Curriculum and Professional Learning

37. Reflection Grid X  Complete the phonemic awareness portion of the grid.  What “aha’s” did you make?  How might phonemic awareness look differently in your classroom? 37 Curriculum and Professional Learning

38. Learning Progressions 38 Curriculum and Professional Learning

39. Written Curriculum Taught Curriculum Assessed Curriculum The Learned Curriculum Aligned Instructional System 39 Curriculum and Professional Learning 39

40. Learning Progressions Curriculum and Professional Learning 40  Read the excerpts about learning progressions.  As you read, highlight or underline key words and phrases that explain learning progressions and how they are useful in planning and assessment.

41. Articulated Learning Progressions Reading Curriculum Timeline  Review your grade level.  Review the previous grade level.  Review the grade following yours. What did you notice about the instructional continuum? 41

42. Learning Progressions 42 Enabling Knowledge Sub Skills Conceptual Understanding Mastery of Grade-Level Standard

43. Example 43 Orally blend words without the support of pictures or objects. (compound words) Orally blend syllables without the support of pictures or objects. Delete words without the support of pictures or objects (compound words) 2.1 Orally blend and delete words and syllables without the support of pictures or objects.

44. Example 44 Blend onsets & rimes with the support of pictures or objects (1 syllable words) Blend phonemes of words (words with 2-3 phonemes) Delete the onsets of words (words with 1-2 syllables ) 2.2 - Orally blend the onsets, rimes, and phonemes of words and orally delete the onsets of words, with the support of pictures or objects.

45. Learning Progression Development Curriculum and Professional Learning 45 Work with your grade-level colleagues.  Use the curriculum guide and your assessment data to determine which standard you are going to develop learning progressions for.

46. Learning Progression Development Curriculum and Professional Learning 46  Use the worksheet to develop your learning progressions.  Scribe your standard and your learning progression on the poster paper provided.

47. Gallery Walk Curriculum and Professional Learning 47

48. Reflection Grid X  How will Learning Progressions help you in your planning? 48 Curriculum and Professional Learning

49. Lesson Planning 49 Curriculum and Professional Learning

50. Foundations for Classrooms ClosureAssessment Objectives Instruction Aligned to Objective

51. Lesson Planning Curriculum and Professional Learning 51  Using the Learning Progressions that you just developed and your DIBELS/BAS data, begin planning lessons to address those objectives.  Use the strategies from today, or any other planning materials you have brought.

52. Lesson Planning Curriculum and Professional Learning 52 Given that you are teaching for mastery, your lesson should answer the following questions aligned to Classroom Foundations…  What will students know, understand, be able to do? (Objective)  How do instructional activities align to objectives? (Instruction aligned to objective)  How do you close your lesson? (Closure)  How do you determine if students are “getting it?” How do you monitor and adjust? Other questions to consider in your lesson planning…  How does your data influence your lesson planning?  Is this lesson aimed for whole group, small group, etc.?  Is this lesson developed as a “first teach” or a “re-teach?”

53. Lesson Sharing Curriculum and Professional Learning 53  In your collaborative groups, designate a representative to share a one-minute summary of your lesson.

54. Reflection Grid X  How did you incorporate today’s content in your lesson planning? 54 Curriculum and Professional Learning

55. Next Steps Curriculum and Professional Learning 55  Teach the lesson(s) you developed today.  Be prepared to reflect on how it went in the next session.  Try the planning processes learned today in your Accountable Communities.

56. Language Arts K-6 Website Curriculum and Professional Learning 56 http://www.fresnounified.org/dept/CPL/langk6/de fault.aspx

57. Closure Curriculum and Professional Learning 57  Complete the 3-2-1 Summary.  Complete the FUSD Professional Learning Feedback form.

58. Building Blocks of Reading Instruction Curriculum and Professional Learning 58

59. Thank You!