Effective Instruction in the Kindergarten Classroom Day

Effective Instruction in the Kindergarten Classroom Day 1- 2010
Presented by: Diane Bussema Kathryn Catherman KRESA Developed by: Diane Bussema Kathryn Catherman Stephanie Lemmer

Credit: Anita L. Archer, Ph.D. Increasing Active Participation 2007.
MiBLSi Teacher Reading Academy Dynamic Measurement Group

Setting Group Expectations
To make this day the best possible, we need your assistance and participation Please allow others to listen Please turn off cell phones and pagers Please limit sidebar conversations Please do not use e mail Share “air time” Active participation Take care of your own needs Attend to the “Come back together” signal Review: Signal Active participation ACTIVE PARTICIPATION: Partners (1 and 2) Flag your notebook for Active Participation Video Power Teaching

Agenda RTI Data Overview Phonological Awareness Alphabetic Principal
Make I can statements Explain pocket folder and color coordinated handouts Parking Lot

I do one We do one You do one What is RtI ?

Response to Intervention is…..
High Quality Instruction Intervention matched to student need (Differentiation) Data is used to make decisions about instruction A general ed initiative Educators are still having difficulty seeing RtI as a general ed initiative. Brings together Regular, Title One, and Special Education Documents effective educational practices Aligns identification procedures with effective instruction Students come to school with a wide variety of skill, abilities, interests, and varying degrees of proficiency in English. Diverse learners demand instruction that supports their special needs. This differentiated instruction meets the needs of students with reading difficulties, students with disabilities, advanced students, and English-language learners. Using data, teachers can plan appropriate instruction that supports students’ diverse needs. Children come to school at very different skill, ability and language levels. For example kindergarteners: How many of students know abc, know their letter sound, can write their name, count to 20? Then on the other hand how many students can’t write their name, don’t know any letters, can’t sit and listen to a book etc. Differentiated instruction meets the needs of students with reading difficulties, students with disabilities, advanced students, and English-language learners. Data is used to plan appropriate instruction that supports students’ diverse needs.

RtI in your classroom is…
The same end goals or outcomes for all students We may need to modify our teaching : Provide smaller group instruction Reteach concepts Increase active engagement Provide increased feedback I do one We do one You do one Read and write same state standards… Diane-Heart of Good Instruction I do it! We do it! You do it!

RtI in your classroom is NOT
Preferential seating Shortened assignments Suspension Retention Waiting for the psychologist to test a student Waiting for the student to fall far enough behind to be considered a failure

Schoolwide Support: Prevention/Intervention
Intervention: Programs and materials designed to provide intensive support for students who are performing below grade level. Supplemental: Programs and materials designed to support the core program by addressing specific skill areas related to the “big ideas” in reading. Core program: A core program (materials and instruction) is designed to provide instruction on the essential areas of reading for the majority of students within the school. The core program should enable 80% or more of students to attain schoolwide reading goals. Today we will talk about the students in the red zone and how to instruct them in such a way as to accelerate their growth. We cannot forget however, that intensive interventions are most effective when used in a system where a systematic and explicit core program is delivered with integrity. Make sure to use to bring in Tier1, 2, 3 Tier 2 Students who do not achieve benchmarks are provided additional evidence based interventions each day beyond the core program. Students are re-screened every 2-4 weeks to determine whether interventions are resulting in sufficient/accelerated progress toward the goal. (progress monitoring) Tier 3 A small percentage of students require more intense intervention each day beyond the interventions in Tier 2 because they have not shown progress. Progress monitoring should occur every 1-2 weeks. 8

Response to Intervention
A key premise in RtI is the need to ensure that the first tier of reading instruction is adequate, if not exemplary. (Justice, 2006) This is what we are trying to attack: Knowing what to teach when Knowing the Core Standards for your grade level Using you core program to teach these stands How to use your core to meet that need of your students What skills are taught whole group What skills are low priority How to use your core for small group instruciton This is what this series of workshops is designed to do. Your core program provides you with the WHAT you need to teach. It offers very little on the How to teach. We will provide you with specific instructional formats and lesson designs to make your presentation of WHAT you teach more powerful.

Schoolwide Support: Prevention/Intervention
Tier I This is where RtI and differentiated instruction starts! Today we will talk about the students in the red zone and how to instruct them in such a way as to accelerate their growth. We cannot forget however, that intensive interventions are most effective when used in a system where a systematic and explicit core program is delivered with integrity. In Tier one all students receive core instruction using a research based core comprehensive curriculum. All students are screened a minimum of three times per year and compared to identified benchmarks. Grade level and classroom teams use the data to inform instruction, gain feedback regarding the success of the curriculum, determine need for deeper assessment, and identify students who need tier II intervention Turn to your organizer (Frayer Model) Explain your understanding of Tier 1 instruction. Add graphic organizers under g, frayer model under f, notetaking under n 80%-15%-5% Tier I 8

An RtI School… Uses a tiered approach for addressing student needs.
Maximizes the use of regular and special education resources for the benefit of all students. Adopts interventions and instructional practices that are based in scientific research Uses assessment for the purpose of instructional decision making (screening, diagnostic, and progress monitoring).

Work Time Think Pair Share
Describe the current status of RtI in your school to your partner. Fill in the triangle to show how Rti is set up schoolwide in your school.

DATA What Does The Research Tell Us?

Research on Early Literacy: What Do We Know?
Reading Trajectory for Second-Grade Reader 20 40 60 80 100 140 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 120 * 1s tell 2s as many things as you can 2s add to 1s list. The numbers across the bottom represent the months across the school year. The numbers on the vertical axis represents the numbers of words read correctly on a one minute ORF measure. So ones tell your partners as many things as you notice about this graph of a students progress. Twos add to the list if you can. Big ideas: There is goes upness: our goal improving skill over time Variability-what might cause the variability? Illness, vacation, changes in instruction, different levels of difficulty. There will always be variability in acquisition Frequent monitoring over time gives us a more accurate picture. What if we only look at 2.4,5,6? 2.6,7? The more data points we have, the more we can be confident about our decision. The more we know about a student the better our decision making ability. © 2006, Dynamic Measurement Group 15 15

Middle and Low Trajectories for Second Graders
Words Per Minute 17 Students on a Middle Reading Trajectory 19 Students on a Low Reading Trajectory Grade 2 20 40 60 80 100 120 140 2s tell 1s three things you notice about this data. Picture shows 2 groups of students. Green line trajectories of students in the middle 10% of 2nd grade children. The red lines are the students in the bottom 10% of second grade. Twos identify 3 things that you notice about this picture. Big Ideas: Goes upness in both groups Some flat lines in the bottom group Bottom group ends up where the middle group began, and the bottom gp never catches up to the middle group Remember this is a comparison of the bottom group to middle group, not the high group 16

Reading Trajectories of Low and Middle Readers
Words Per Minute Middle 10% Low 10% Grade 1 Cohort Grade 2 Cohort Grade 3 Cohort Grade 4 Cohort Grade 5 Cohort 1s tell 2s three things you notice about this data. We can see in this slide that the gap just widens. Low readers fall further behind over time. The red line represents the children in the bottom 10% from 1st to 6th grade. The green line represents the performance of children in the middle 10% of children. What do you see? Big Ideas: 1. There is variability in both groups- both go up and down 2. Both groups go up over time 3. Both groups start at the same place 4. The gap between the two groups widens over time Simply going up is not enough. If we want to prevent reading difficulty we need to know how much to the student needs to improve at specific points across time, and we need to intervene at the earliest point where the gap is the smallest 17

40 Words per Minute at the End of First Grade Puts Children on Trajectory to Reading
Year Months 20 40 60 80 100 120 140 When we look at these two groups of students we see that at about the end of first grade is where we see the split between the two groups. If the student is reading 40 words per minute at the end of the year they are likely to stay on course for grade level reading and the green trajectory if not, they are likely to stay on the red trajectory. This is why early intervention is so important. As you know remediation once a child leaves first grade is extremely difficult. Tie in RtI and the importance of monitoring children’s progress in the earliest grades. 18

Summary: What Do We Know?
Reading trajectories are established early. Readers on a low trajectory tend to stay on that trajectory. Students on a low trajectory tend to fall further and further behind. UNLESS… Do a think pair share before this slide: What are the implications of this data? 19

Model for Student Success
Stress the importance of using data to inform instruction as a part of the continuous teaching and learning cycle. TOP=Instruction RIGHT=Continuous assessment LEFT=Data based instructional planning ACTIVE PARTICIPATION: Short Written Responses (Letters, Numbers, Sight words)

Curriculum Based Measures
The benefits of using Curriculum Based Measures Easy Assess skills Computerized Scoring Inexpensive Growth Efficient Sensitive Subtests Reliable and valid Show Progress Monitoring booklets. Guideline: Intensive: Weekly Strategic: Every other week Benchmark: Monthly, unless well above final benchmark criteria Define Curriculum Based Measures: Not embedded tests from core reading program, they are summative measures

Steps for Successful Readers (Roland Good)
Probability: On-Track .81 (n=196) We need to have the odds with us! Fluency with Connected Text (Spring, 3rd) Probability: On-Track .83 (n=246) Fluency with Connected Text (Spring, 2nd) Probability: Catch-Up .06 (n=213) Probability: On-Track .86 (n=138) Fluency with Connected Text (Spring, 1st) Probability: Catch-Up .03 (n=114) Probability: On-Track .64 (n=348) Alphabetic Principle (Winter, 1st) Probability: Catch-Up .22 (n=180) NWF / decoding in place !!!!!! Or won’t be able to ORF Next difficulty –AP but getting into Word Strategies –more sophisticated decoding strategic Phonemic Awareness (Spring, Kdg) Probability: Catch-Up .17 (n=183) Probability of remaining an average reader in fourth grade when an average reader in first grade is .87 Probability of remaining a poor reader at the end of fourth grade when a poor reader at the end of first grade is .88 (Juel, 1988)

Vocabulary Risk Categories Used Prior to Benchmark Time
Status Categories Used At or After Benchmark Time Instructional Level Low Risk Established Benchmark Some Risk (Prevention Mode) Emerging (Remediation Mode) Strategic At Risk Deficit Intensive First let’s talk about the vocabulary of the reports. This table shows the different vocabulary that is used in the reports and when it is used. Note that when we’re talking about Risk categories, our additional support is prevention. When we’re talking about Status categories, our additional support is no longer prevention, we’ve moved to remediation because we’re working on skills that are overdue. The last column refers to the instructional recommendation with regard to intensity. 23

DIBELS REPORTS Histograms & Class Lists
Using DIBELS to the Fullest How to read your reports. How to use the reports to move your instruction forward.

School Improvement Team and Grade level teachers.
Histograms What Decisions? How are students doing at a given grade level? How many are at Benchmark? How wide is the spread of skills? How intensive is the need? Who? School Improvement Team and Grade level teachers. How often? Three times per year Fix turn into ?’s

Legend for Interpreting Histograms
Note: Split bars are used when the cutoff scores between categories occur in the middle of a score range. The number of students is indicated by the size of the split part. = Low Risk or Established = Some Risk or Emerging = At Risk or Deficit And here’s an example of that… Split bars are used when the cutoff scores between categories occur in the middle of a score range. The number of students is indicated by the size of the split part. About how many students are in the Some Risk range? (15-16 or so) From DIBELS Data System, University of Oregon, 26

Grade Level Team and Individual Classroom Teacher
Class Lists What Decisions? What will be the specific instructional priorities for each student in the class? How will students be grouped for differentiation? How intensive? What will the 90 minute block include? Who? Grade Level Team and Individual Classroom Teacher How often? Three times per year

DIBELS First Grade Class List

Second Grade Class List 2007/2008
When DIBELS Next is implemented

TIER I: CORE CLASS INSTRUCTION
Focus For all students Scientific-based reading instruction and curriculum emphasizing the five critical elements of reading Program Grouping Flexible grouping; all grouping formats used Time 90 minutes per day or more Benchmark assessment at beginning, middle, and end of the academic year Assessment A well taught core will reduce the number of children needing additional instruction. Helping you identifying the most important tasks and schedule instruction so that priority topics are covered daily How to overtly and clearly teach specific skills How to provide extra practice when new material is being introduced too quickly How to provide carefully controlled vocabulary or syntax during instruction Interventionist General education teacher Setting General education classroom

Schoolwide Reading Support: Prevention/Intervention
Tier I Tier 2 Tier 3 This is where RtI and differentiated instruction starts! Today we will talk about the students in the red zone and how to instruct them in such a way as to accelerate their growth. We cannot forget however, that intensive interventions are most effective when used in a system where a systematic and explicit core program is delivered with integrity. In Tier one all students receive core instruction using a research based core comprehensive curriculum. All students are screened a minimum of three times per year and compared to identified benchmarks. Grade level and classroom teams use the data to inform instruction, gain feedback regarding the success of the curriculum, determine need for deeper assessment, and identify students who need tier II intervention Turn to your organizer (Frayer Model) Explain your understanding of Tier 1 instruction. Add graphic organizers under g, frayer model under f, notetaking under n Tier 1 Classroom Instruction 8

The Big Ideas of Reading
Phonemic Awareness Alphabetic Principle Fluency Vocabulary Comprehension Learning to read requires a combination of skills Phonemic awarenss-the ability to notice, think about and work with the individual sounds in spoken words Phonics-understanding the relationship between letters (graphemes ) of written language and individual sounds (phonemes) of spoken language Vocabulary- words we must know to commnicate effectively Fluency-ability to read text accurately and quickly Comprehension-gaining understanding and meaning from text

What is a big idea? A Big idea is:
- Predictive of reading acquisition and later reading achievement - Something we can do something about, something we can teach - Something that improves outcomes for children when we teach it

Components Typically Emphasized at Each Grade Level
Written Expression Comprehension Skills/Strategies Passage Fluency Vocabulary Advanced Phonics/Decoding Basic Phonics Phonological Awareness Grade K 1 2 3 4 5 6+ Provide opportunities for participants to discuss the fact that while the skills in Phonological Awareness are typically taught and mastered in K and grade 1, instruction in this skill may be necessary for those older students who do not have a solid foundation in these skills. Difficulties in mastering phonology may be due to congenital brain dysfunction or abnormalities or due to a lack of exposure and instruction in these skills during the early grades. All students, however, must have a firm foundation in phonological awareness before they are able to best take advantage of instruction in reading and spelling.

Phonemic Awareness What is it?
PA is the ability to focus on and manipulate the phonemes in spoken words. Critical skill: Segmentation and blending You can do it with your eyes closed. Impacts spelling. Elementary: Taught in a progression of simple to complex skills. Isolation: initial, final, medial Categorization Blending Segmentation Deletion/substitution Adolescent Literacy Phonemic Awareness is not directly taught to adolescents. Students that lack the skill of blending and segmenting words have a more difficult time with word attack skills for multisyllabic words. Application to spelling: lack of PA will impair ability to spell. Should be brought to grade level as soon as possible in kdg. Once a child can segment 35 phonemes in 1” there is no advantage to being able to go faster. Once the skill is mastered it can easily be maintained through phonics.

Phonics What is it? Based on two parts:
1. Alphabetic Understanding: Letters represent sounds in words. 2. Phonological Recoding. Letter sounds can be blended together to make words. Synthetic phonics Elementary Goal of all phonics programs is to provide students with necessary knowledge to use the alphabetic code so they can progress normally in learning to read and comprehending written language. Phonics elements should be taught explicitly and systematically. Recommended by NRP greatest effect size in the research

Fluency What is it? Fluent readers can read text with appropriate rate, accuracy and proper expression. Fluency=automaticity Stays consistent through out the grades Repeated reading using instructional level text Guided oral reading Echo reading Peer assisted reading Must have time doing repeated reading at the instructional level. SSR and DEAR is not effective Large amounts of this in adolescent literacy is a waste of time Lack of automaticity hinders comprehension. When the reader is spending too much time figuring out unknown words their cognitive process can not focus on comprehension. Rich get Richer: Matthew Effect

The Matthew Effect (Stanovich, 2000)
LETRS Module 4 Presenter's Kit 4/15/2017 The Matthew Effect (Stanovich, 2000) Exposed to 1,800,000 words per year 282,000 words per year 8,000 words < 1 minute 4.6 minutes 20 minutes • Review with participants the devastating effects of lack of exposure to print over time. (The Matthew Effect refers to the biblical passage, where “the rich get richer, and the poor get poorer.”) • When students do not decode well, are not motivated to read often, and/or come from an environment that does not value literature, they are likely to read less often. This lack of exposure to print creates a cycle; they are not exposed to many new words through text and do not learn the meanings of new words at the necessary rate to keep up with their peers. • As a consequence, students who do not read daily have a decrease in their vocabulary knowledge over time, which affects their language comprehension abilities. Stanovich, K. E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York: The Guilford Press. Variation in Amount of Independent Reading Minutes Per Day Words Read Per Year ,358,000 ,823,000 ,146,000 ,000 ,000 ,000 ,000 ,000 ,000 ,000 Anderson, Wilson, and Fielding (1988) Time spent reading each day Statistics derived from Shaywitz, S. (2003). Overcoming dyslexia. New York: Alfred A. Knopf.

Vocabulary What is it? A person’s ability to store word meanings in their lexicon. A reader must be able to access words and their meanings on both a receptive and expressive level. Explicit instruction and Read Alouds are appropriate at all grade levels. Best Practices include: High-Quality Classroom Language Reading Aloud to Students Explicit Vocabulary Instruction Word-Learning Strategies Wide Independent Reading Elementary: Most instruction occurs through explicit instruction and Read Alouds Adolescent Level: Instruction occurs through explicit instruction Lack of vocabulary impedes comprehension because students are reading to learn. It is also cruel because the text level used being at the 4th grade takes a major shifts from a predictable to a more complex text. The demands of the text become much greater. Instruction needs to include morphology so that the students have a strategy to help figure out the meaning of unknown words. When we say expressive we are meaning speaking and writing.

Importance of Vocabulary
Vocabulary Gap Children enter schools with different levels of vocabulary Meaningful Differences (Hart & Risley, 1995) Words heard per hour Words heard in a 100-hour week Words heard in a 5,200 hour year 3 years Poverty 620 62,000 3 million 10 million Working Class 1,250 125,000 6 million 20 million Professional 2,150 215,000 11 million 30 million Remove? Good quick research/data

Comprehension What is it?
The essence of reading (Durkin, 93) An active process that engages the reader by requiring them to intentionally think and interact with the text in order to make meaning. (NRP) This requires prior knowledge, vocabulary and strategies.

Work Time Quick Write – list the big ideas of literacy and one interesting fact! Share with your partner! *Exit Slip Write your 5 spelling words before you walk out for lunch.

Phonemic Awareness The first big idea

What is Phonological Awareness?
The ability to hear and manipulate the sound structure of language. This is an encompassing term that involves working with the sounds of language at the word, syllable, and phoneme (sound) level. Easy to remember- “ You can do it in the dark” no print

When Should Phonological Awareness be Taught?
Preschool Listening, alliteration, rhyming sound games Kindergarten First sounds, blending and segmenting sounds First grade and above Should be established

Components Typically Emphasized at Each Grade Level
Written Expression Comprehension Skills/Strategies Passage Fluency Vocabulary Advanced Phonics/Decoding Basic Phonics Phonological Awareness Grade K 1 2 3 4 5 6+ Provide opportunities for participants to discuss the fact that while the skills in Phonological Awareness are typically taught and mastered in K and grade 1, instruction in this skill may be necessary for those older students who do not have a solid foundation in these skills. All students, however, must have a firm foundation in phonological awareness before they are able to best take advantage of instruction in reading and spelling. Active Participation: Partners Partner #1 tell partner #2 what you are responsible to teach in kindergarten. #2 do you agree If time discuss which one you feel is most important for this time of year and what the needs of your own students

Phonological Awareness
rhyme, alliteration, sentence, word, onset-rime, phoneme awareness Phoneme Awareness Ability to hear, identify, and manipulate individual speech sounds Here is an graphic example of how this all fits together. Phoneme Segmentation scat = /s/ /k/ /ă/ /t/ Orthography Letters and letter patterns + Phoneme Blending /s/ /k/ /ă/ /t/ = scat Phonics

Make copy for participants

Rhyme & Alliteration Books Concrete objects Activities
Learning Center – Florida Center for Reading Research Teaching Reading Sourcebook-Core Literacy Library, Arena Press The recognition of rhyme may be the entry point to phonemic awareness Bryant 1990 Rhyme Recognition Memory Match FCRR Demo : Doc Camera -Rhyme Game

Alliteration Activities
I’ll say three words you tell me which words begin with the same sound: garden, girl, share (garden, girl) I‘ll say a word you tell me 2 more words that begin with the same sound as pet. Let’s make a sentence about big brown bears using two more words that begin with the /b/ sound. Big Brown Bears buy berries. Ethan at 2 years thought he was so cool “ Two Toots of the Tussie” Example 1 I Do IT I’ll say ….snail ball sun We Do It I’ll say …. apple moon mouse You Do It --would be individual checking Example 2 My turn pet…… pumpkin…..purple Example 3 Do with your partner

Sentence Segmentation
Claps or Finger The cat sees a dog. The teacher slowly says a sentence: “We are going to lunch” Children take one step, hop, skip for each word in the sentence. I’m going to say a sentence: Ethan gave me the book. (Children echo the sentence pointing to or moving a manipulative as they say each word: Ethan…gave…me…the…book.) How many words are in the sentence ? ( Children count the manipulatives and say: There are five words in the sentence.) Demo 3rd bullet on the Doc camera using bingo chips

Syllables Bippity, bibbity bumble bee, tell me what your name should be. Clap it Whisper it Silent Phonemic Awareness in Young Children by Marilyn Marilyn Jager Adams Excellent book for preschool & kindergarten for children that are low in PA. Active Participation : Choral read and do the clap, repeat with whisper, and repeat silent-watching heads nod.

Onsets and Rimes Sound Blocks
The teacher gives children two plain blocks. The blocks are placed in a row. The teacher says: “When I want to say tap in two parts, I touch the blocks like this.” (Touch the first block and say “/t/”; touch the second block and say “-ap”) The teacher says other words that end in “-ap.” The children touch the blocks as they say the words in two parts. Remind – It is a PA activity Onset initial consonant or consonant cluster of the word Rime vowel and consonants that follow the onset /k/ /at/ this is a harder skill for students As children develop PA , they learn to recognize words in sentences and syllables in words. They also learn to divide one-syllable works into onsets and rimes. Model using the Doc camera

Work Time Using Your Basal Strategically
Using your TE find the Big Idea- Phonological Awareness . Map out the skills that are taught each day during the theme. Do the students already have this skill (data) ? Can this be a quick review ? Which students do not have the PA skill taught from the basal ? Focus explicit instruction with these students in small group. Using the basal to where your students are at Designed for average Sticky notes # 2 demonstrate –Doc camera & basal Focus explicit instruction with these students in small group.

Phonological Awareness
rhyme, alliteration, sentence, word, onset-rime, phoneme awareness Phoneme Awareness Ability to hear, identify, and manipulate individual speech sounds Now let’s take a closer look at the more difficult skill of hearing, identifying, and manipulating individual speech sounds. Phoneme Segmentation scat = /s/ /k/ /ă/ /t/ Orthography Letters and letter patterns + Phoneme Blending /s/ /k/ /ă/ /t/ = scat Phonics

Phonemic Awareness The awareness and understanding of the sound structure of our language Understanding that spoken words are made up of sequences of individual speech sounds “cat” is composed of the sounds /k/ /a/ /t/

Phonemic Awareness “cat” begins with the sound ____.”
“cat” ends with the sound ____.” “cat” with a /h/ at the beginning becomes “____.” “hat” with a /m/ at the end becomes “____.” It involves blending, segmenting, manipulating

What We Know from Research
Phonemic awareness gives students a way to approach reading new words. Phonemic awareness helps all children to read. Phonemic awareness instruction is most effective when children are taught to use letters to represent phonemes. Phonemic awareness helps preschoolers, kindergarteners, and first graders learn to spell. Active Participation : Physical “Pick up your pencil “ Underline in the first bullet : new words second bullet : all third bullet: star the whole things– so important to teach it this way fourth bullet : spell

Why Phonemic Awareness is Difficult
Phonemes or speech sounds There are 26 letters in the English language and approximately 40 phonemes. Sounds are represented in 250 different spelligns /f/ ph, gh, ff

Phonemic Awareness Direct and explicit Brief (5-7 minutes)
Fast paced and lively so that all students are engaged Oral and auditory Phonemic awareness is a critical part of early literacy development and is a powerful predictor of early reading success. Therefore, there is a heavy emphasis on it in the early grades, especially kindergarten and first grade. <CLICK> Students need direct and explicit instruction on identifying, segmenting, and manipulating sounds in spoken language. <CLICK> Phonemic awareness instruction need not take a great amount of classroom time. Usually 5-7 minutes per day is sufficient for students to master the concept presented in each day’s lesson. <CLICK> Teaching phonemic awareness is fast paced and lively so that all students are engaged in the activity. <CLICK> Phonemic awareness instruction is oral and auditory. Many core reading programs use puppets and hand gestures as part of instruction. <CLICK> Phonemic awareness is NOT an endless guessing game where students try to guess sounds in words. It involves directly teaching students how to identify and manipulate sounds in spoken words. <CLICK> Phonemic awareness is NOT phonics. When letters are used, it becomes a phonics lesson. However, the core reading program connects phonemic awareness to phonics instruction in most lessons because research indicates that teaching phonemic awareness along with letter-sound relationships produces better results. <CLICK> Since phonemic awareness involves manipulating oral language, flashcards and worksheets are NOT appropriate ways to practice. <CLICK> The teacher should NOT do all of the talking during phonemic awareness lessons. Students need to speak and manipulate sounds in order to become proficient.

Explicit and Systematic
Explicit instruction refers to lessons in which concepts are clearly explained and skills are clearly modeled. Systematic instruction in a logical sequence, where newly introduced skills are built on existing skills, and tasks are arranged from simplest to complex. Explicit--- the heart of good instruction Systematic– good basals should do this for you More at risk…. The more you have to be explicit and systematic

An Important Model I do one We do one You do one
The heart of good instruction

Phoneme Segmentation Fluency (PSF)
Examiner says a word; student says the sounds in the word. Score: Number of correct sound segments student says in 1 minute.

Phonemic Awareness I’ll Say the Sounds Say It and Move It
3. Elkonian –Sound Boxes 4. Fist RtI---Quality Initial Instruction in the Classroom--- saves interventions- Four activities that strengthen PA– can be in addition to a basal What does your data show ? The amount of usage will depend on the time of year and what your data shows for your students ---what does your data say

I’ll Say the Sound Blending Sounds into Words
1. We’re going to play a say-the-word game. I’ll say the sounds. You say the word. 2. Listen. aaaammmmm 3. What word? am 4. (Repeat with other words.) 5. (If time permits, check individual students.) (Practice: man, sat, ship, trap) No Tweaking! I do We do You do

With your partner, use your Basal TE, to find ten words from the PA section. Practice with your partner blending these words using the technique I’ll Say the Sound. Be ready to share with your best example. No tweaking  this is the way we want this done. Think theme body parts, beach Basal, voc 5 min 5 min practice Kathryn & I will come around

Say-It-and-Move-It This is listening and sound counting not letter recognition Model how to use 1 finger and how to sweep Very important-otherwise some students begin to “mess around”

Say-It-and-Move-It Model using the Doc camera
I use the Road to the Code book teacher notes on pg 4 Note the really important top of page 5…” move disk below the think black line…. Always building left to right. Pulling straight down Stop sounds bdpt not elongated hot sounds Continuous a, m Model 1. /a/ one sound Now I’m going to sweep the disk back to the _______ . In your notes write a routine you could follow for modeling for your students.

Find ten words from your basal that would be appropriate to use for a Say-It-and-Move-It activity. With your partner, practice doing at least five words each. Be prepared to share how you might use this in your classroom when you go back.

Sound Boxes Elkonin boxes Page 79 in Road to the Code Teach routine
Arrow-sound draw arrow at bottom left to right Demo: using various 3-4 phoneme –old workbook pages with pictures work well Baggie of samples

Find ten words from your basal that would be appropriate to use for the sound boxes activity. With your partner, practice doing at least five words each. By table go to the overhead/document camera and teach a lesson to your table .Your table will be your students. Gather all the OH and doc camera we can Be prepared to share how you might use this in your classroom when you go back.

Fist Segmenting Words into Sounds - Separate Segmenting
1. We’re going to say the sounds in a word. 2. Fist in the air. Put up one finger for each sound. 3. The word is sat. What word? sat 4. First sound? /sss/ Next sound? /aaa/ Last sound? /t/ 5. (If time permits, check individual students.) (Practice: fan, fast, shop, with) Practice with partner

With your partner create a list of ten words from your basal that would be appropriate for segmenting at this time of year for your students. Practice with your partner Be ready to share with your best example. No tweaking  this is the way we want this done. Think theme body parts, beach Basal, voc 5 min 5 min practice Kathryn & I will come around

Explicit and Systematic PA Instruction
During a lesson, target only one type of PA, such as blending or segmenting. Begin with easier activities and progress to more difficult ones. Model each activity. As soon as possible, help children make the connection between letters and sounds to read and spell words. Explicit--This is why scripting of lessons is used. Underline easier start with 2 phoneme words, to 3 phoneme words, 4 phoneme words Model correct procedure heart Give teachers 5 letters s, m, p, t, a see how many words they can write in 30 secs sam, map, mat, mats, sat, stamp, past, pat, pats, tap, tam, taps, am, as, amp, amps etc Get a big bang for your buck-get visual attached asap and start reading and writing these Review Few in number Explicitly modeled Supported by concrete materials or gestures At risk need more explicit training Incorporate pa into spelling dictation.

RTI/Differentiation- Reteach in Small Groups
I do one We do one You do one Provide opportunities to practice PA with teacher support and guidance. Integrate practice in PA throughout the curriculum and the school day. Ongoing practice

Check your basal if you have one.

In Summary I’ll Say the Sounds Say It and Move It
3. Elkonian –Sound Boxes 4. Fist Quality Initial Instruction in the Classroom--- saves interventions----what does your data say

Some teaching call this decoding some call it phonics later grades call it word work
Alphabetic Principle

Alphabetic Principal Phonics

p s a v m Alphabetic Principle Based on two parts:
Alphabetic Understanding. Letters represent sounds in words p s a v m Now you are putting the sounds to the letter

a m p Alphabetic Principle
Phonological Recoding. Letter sounds can be blended together and knowledge of letter -sound associations can be used to read/decode words. a m p

When Should the Alphabetic Principle be Taught?
Preschool Familiarity with alphabet Kindergarten Letter sounds, beginning blending First grade Letter sounds, blends and decodes simple words fluently, reads grade level material accurately Change familiarity to mastery

Why Alphabetic Principle?
Letter-sound knowledge is prerequisite to word identification. A primary difference between good and poor readers is the ability to use letter-sound correspondences to decode words. Letter-sound knowledge can be taught. Teaching the alphabetic principle leads to gains in reading acquisition/achievement.

LETRS Module 7 CD-ROM Presenter's Kit
What Kind of Phonics? 4/15/2017 What is “systematic”? preplanned skill sequence progresses from easier to more difficult (scaffolding) What is “explicit”? The teacher: explains and models gives guided practice watches and gives corrective feedback plans extended practice on skills, as needed by individuals applies skill to reading words, sentences, books • With participants, outline these seven principles of systematic and explicit instruction that guide students through the patterns and connections between spoken and written language. 1. Teacher models (“I do one”). 2. Teacher gives guided practice to students (“We do one”). 3. Students try (“Now you do one”). 4. Teacher gives corrective feedback. 5. Teacher allows time for independent practice. 6. Teacher provides continual review and application of what has been taught. 7. Teacher evaluates what students have learned (not satisfied with simply having taught the lesson). To Summarize: • Percentage of time to devote to alphabetic, phonics, and word-study components: ‣ 40% of instructional time in first grade. ‣ 20% of instructional time in second grade. Effective lessons in systematic, explicit phonics also: ‣ Provide continual review and application of what has been taught. ‣ Evaluate what the student has learned. • It’s important to not simply assume that what you have just taught was learned; rather, evaluate if it was actually learned.

Explicit and Systematic Instruction
Teach frequently-used letters and sounds Introduce only a few letter-sound correspondences at a time Model and present each individual letter and its most common sound. Begin with letter-sound correspondences that can be combined to make words children can decode, read, and understand.

Effective Teachers Vary Time and Emphasis on Phonics
LETRS Module 7 CD-ROM Presenter's Kit 4/15/2017 Effective Teachers Vary Time and Emphasis on Phonics Teachers rated as most effective overall. Spent more time on foundational skills Especially when students’ entry-level skills were low Varied the emphasis of their instruction, according to the needs of their students. • Review with participants that the University of Texas research data also showed that teachers who were rated as being the most effective overall: 1. Varied the emphasis of their instruction according to the needs of their students. 2. Spent more time teaching foundational skills, especially when students’ entry-level skills were low. In Summary: • There was no uniform prescription for achieving instructional “balance”: ‣ The amount of instructional time spent on the components varied with teachers’ skills and needs of the students in phonological, orthographic, word meaning, and contextual language domains. • All components of reading are important from the beginning but must be given appropriate emphasis so that critical skills are mastered. • Teachers must design reading instruction to accommodate stages of reading development and the component skills most important at each point on the developmental continuumAccording to research conducted through the University of Texas, .

Structure of English Phoneme: a speech sound that combines with others in a language system to make words; English has phonemes. Consonant Phonemes: there are about 25 consonant phonemes. Vowel Phonemes: there are about 18 vowel phonemes. Consonant phonemes : 18 are a single sound /d/ /t/ 7 are represented by 2 letters /ch/ /sh/ /th/think /Th/ this /hw/ what /ng/ /zh/ television Vowel Phoneme a,e,i,o,u used singly and in combination including r controlled about 18 Copy and paste in pag 23 from CORE

Continuous sounds Stop sounds

Other chart Blank chart Page 36 LETRS Draw mouth pictures Pg. 27 CORE

P Teaching Letter Names
I do one We do one You do one P Point to the card and say: This is the letter P. It has a straight line down and then goes up and around. With your finger, trace the letter from top to bottom and then back up and around. Say: This is the letter P. What is the name of this letter ? Repeat procedure with at least two other examples, pointing to the letter and tracing the lines. Display an alphabet card/ basal for the upper case P .Point to the card I do one You do one you do one you do one

Alphabet Names and Forms
LETRS Module 7 CD-ROM Presenter's Kit 4/15/2017 Alphabet Names and Forms ABCDEFGHIJKLMNOPQRSTUVWXYZ Alphabet Arc (Neuhaus Education Center) helps students learn letter recognition and sequencing. While teaching a new phoneme, reinforce the letter names and forms so the student can associate the sound with its letter. • Explain to participants that research shows that fluency at naming letters along with phonemic awareness are the two strongest predictors of early reading achievement. Many letter names contain the sounds that they represent. Fluency Is Key ‣ It’s not just whether a child knows the alphabet, but rather how automatically he or she can name letters that counts. ‣ Lower-level processes must be automatic to free up attention for higher-level processing. At this point in our lesson, we are NOT directly working on fluency of letter-naming, a skill that is assumed to be present before teaching phonics. For more information on techniques for teaching letter names, see Chapter 4 in Judith Birsh’s (1999) book, Multisensory Teaching of Basic Language Skills. ‣ Chapter 4 was written by Kay Allen (Executive Director, Neuhaus Education Center in Houston) and Marilyn Beckwith. ‣ This chapter gives activities using the Alphabet Arc for developing a child’s letter recognition, naming, and sequencing skills. • When we teach a lesson to introduce a new phoneme, we will connect the phoneme to the letter. LIMIT THE SET OF LETTERS YOU ARE TEACHING. THESE LETTERS SHOULD BE THE SAME SET OF LETTERS YOU ARE TEACHING WITH THE LETTER CARDS. Birsh, J. (Ed.) (1999). Multisensory teaching of basic language skills. Baltimore: Paul Brookes Publishing. So how do we help children learn the letter names and sounds Alphabet Mats and Alphabet Arcs help children learn letter names and the sequence of letters in the alphabet

Alphabet Arc

Letter Characteristics
Shapes that are visually similar B-D, B-P, E-F, F-P, G-O,K-X, M-N, M-W, O-Q,O-U,P-R,U-V, V-Y b-d, b-p, b-q, d-g, d-q, e-a, g-q, g-y, i-j,i-l,k-x, m-n, n-c, n-h, p-q, u-v, u-w, u-y, w-m, y-v Cc, Kk, Pp, Ss, Uu, Vv, Ww, Xx, Zz, The characteristics of letters can affect the students’ learning of letter names 1st bullet----Letters whose form shares 50 % or more strokes 2nd bullet---Letters whose overall form is id or similar when rotated, flipped, or reversed 3rd bulletLetter pair whose forms are almost id in upper and lower Uppercase letters tend to be learned before lowercase Last group especially likely to be confused When introducing a

Write out the sounds included within each of the following letter names
A /a/ B /b/ /e/ C D E F G H I J K L M N O P Q R S T U V W X Y Z The Novice Alphabetic Phase, Letter Names and Letter Sounds Activity Use this with participants who are hearing Linea Enhri’s stages of reading development for the first time, and/or with those who are unsure of the sounds of the English language; it provides practice with sound segmentation and works best with slides #30 and 31, p. 36–37, The Novice Alphabetic Phase. Provide a Letter Names and Letter Sounds Activities Handout for each participant with each of the letters of the alphabet listed (Found in Handout File of Presenter’s Kit Module 1 CD-ROM). You may use the following PowerPoint slides to follow along with them. Ask participants to work individually or in pairs to list the sounds within each letter’s name. The first two are already done.

How did you do? A /a/ B /b/ /e/ C /s/ /e/ D /d/, /e/ E /e/ F /e/ /f/
G /j/ /e/ H /a/ /ch/ I / i/ J /j/ /a/ K /k/ / a/ L /e/ /l/ M /e/ /m/ N /e/ /n/ O /o/ P /p/ /e/ Q /k/ /y/ /oo/ R /ar/ S /e/ /s/ T /t/ /e/ U /y/ /oo/ V /v/,/e/ W /d/ /u/ /b/ /l/ /y/ /oo/ X /e/ /k/ /s/ Y /w/ / i/ Z /z/ /e/ Have participants check their answers. Initial sounds in letter names print b on board what is the name ? Yes b Listen as I say b a sound at a time /b/ /e/ Now you say it one sound at a time /b/ /e/ .The sound the letter b stands for is the first sound in it name /b/ How can you remember the sounds (It’s the first sound in the letter name)

Letter Knowledge The learning of letter sounds is quite different from the learning of letter shapes and names. Students need more time to learn the sounds of some letters than others. (Treiman and Kessler 2003) Names and shapes largely arbitrary –no choice but to memorize the links between letter shapes and names. One way is to help young students learn and recall letter shapes is through handwriting practice. The names of the letters contain the sound that the letter represents The name of the letter b contains /b/ other letters that may be easier d, j, k, p, t, v, z CORE pg 88 Only 2 that totally don’t h & w ----y is considered because it stands for long/i/ Pg 94 therefore the common practice of sopending the same amount of insturctional time on each letter—letter of the week approach –may not be effective learn b as opposed to w

Letter-Sound Associations - How? Alphabet Chart
Vowel Chart Be my choir /a/ long /a/ letter sound letter name

Letter Combinations Consonant blends Consonant digraphs
Vowel combinations Consonant blends are the combined sounds of 2 or 3 consonants. Each letter retains its common sound. Students learn how to blend the sounds together, rather than learning one new sound. bl in the word blue spl in splate the ft in left and the nt in ant A consonant digraph is a combination of consonants that represent one unique sound such a sh in the word shop Vowel combinations ( or vowel pairs) are two adjacent vowels in the same syllable that represent a single speech sound. Ea meat Oy boy Ow how The vowel pair ou soup, could, and shout. The generalization that the first vowel is usually long and the second vowel is silent is only reliable approximately half of the time. On paper write blend cons diagraphs vowel combinations --give example and then handout %

Pocket Charts Handout 6 TRA

Letter Sound Practice Alphabet books provide an excellent opportunity for students to hear, say, and see the alphabet. ( Not explicit ) ABC Charts DVD’s Computer Programs Not explicit- informal Singing, reciting alphabet rhymes, playing alphabet games Need to do however is it going to fix your high at risk ?

Using a T Graph Sorting /m/ & /s/ Sounds
There are many ways of using a T graph. First demonstrate on an overhead to the whole class. Next identify students that need further instruction and pull back for small group. Finally as a review use as seat work or in a center . (this is not a coloring time) This activity could also be a Closed or Open Sort.

Work Time Sorting with T graph
Look at basal to see what sounds are being taught-use last weeks sounds to provide additional practice with the sounds With your partner think of other sorting activities that you could possibly use before or after this sort Be ready to share an idea Cut only the pictures that go with sounds you will be using

Letter Naming- Automaticity
P M T A m s S a t o Children generally learn the upper case letters first because they are more distinguishable then lower case. However it is the lower case that we need for reading. Sing abc song Corrective feedback -incorrect model correct say name then what is the name of this leter tap under the letter as students respond-then back up 2 letters and continue Let’s all practice saying the names of the letters together. When I tap under the letter, I want everyone to say the letter name aloud. Whole group , small group, 1-1

Decoding of Regular Words
As soon as sounds are learned, incorporate the sounds into words. Model blending of sounds into words. Provide an adequate amount of practice on decoding words. A few consonants and vowel --

Sound by Sound Blending
LETRS Module 7 CD-ROM Presenter's Kit 4/15/2017 Sound by Sound Blending r a t 1. 2. 4. 3. 5. Write r and say /r/. Write a and say /a/. Slide fingers under ra and say /ra/. Write t and say /t/. Slide finders under rat and say /rat/. Say “The word is rat.” and use it in a sentence. • Additive blending can be used with students who need support in remembering the sounds that are blended to make a word. Follow the steps to illustrate this blending technique. • You may choose to use the overhead in the Overhead Masters folder of the LETRS Module 7 Presenter’s Kit to illustrate this technique as you work through additive blending. The overhead is more realistic, as you can start with a blank page. Show video CORE

Create a list of 20 words using the sounds you have already taught in your basal. 2. Watch Video: Blending Routines Sound- by- sound With your partner design a lesson to instruct your students on blending routines. 4. Be ready to demonstrate your lesson to the group Check what vowel and letters are introduced by now. MAKE SURE TO HAVE THEM SHARE OUT

1.Decodable Book Blending and decoding the sounds in words
Kathryn PSF to ORF Using printed HM booklets

Decodable Books Majority of the words are :
linked to phonics instruction using sound/spelling spelling patterns that have been taught some previously taught irregular sight words, including high frequency words These short books or passages provide beginning reader with opportunities to apply what they are learning and to build automaticity, confidence, and fluency. Reading this type of text is an intervening step between students’ acquisition of phonics knowledge and their ability to read authentic literature. Should be comprehensible Think about—what you have already introduced

1.Letter Boxes Used the Elkonin box activities to develop phonemic awareness, students segment words into sounds using chips to represent the sounds. Elkonin boxes can be also used to help bridge connections between phonemes and graphemes. Spelling Writing Demo sounding as a review Demo the change to letters : CvC CVC e like, make CVVC boat, sleep

Sight words Sight words are words that are recognized immediately, whether it is a regular or irregular word. The ultimate goal is for all words, regular and irregular, to be read automatically with little effort. Commonly occurring : Dolch list Frequent words in literature: Fry Irregular words : red, heart, tricky

Increasing Sight Words
Index cards Read and reread text that contain the words, decodable text Write sentences Word Walls Handout 14 TRA Decodable books Resources A-Z Genie Books

Irregular Words Contain some letters that do not represent their most commonly used sounds Tend to be high frequency words that students encounter often in their reading and writing Can be partially decoded regular words tend to be high frequency words that students encounter often in their reading and writing like have and was Most irregular words, the consonants offer sufficient support so the words can be partially decoded ex said from Pg 72 LETRS Words such as said, they, was, done, of, and the are often called sight words. They are treated as wholes rather than sound blending. Well designed programs introduce them a few at a time, and children practice them daily until the words are learned for both reading and spelling. They are called “Tricky” words “heart” words “red” hearts Memory Trace-Kathryn Pg 16 TRA

Increasing Sight Words
Dictation By writing Think Pair Share Whip around pass

Letter-Sound Associations Review
Provide explicit instruction to introduce letter-sound associations. Teach letter-sound associations to a high level of mastery. Provide cumulative review. - Eternal Review P remember how we taught the letter P. Remember alphabet books are not explicit instruction, but implicit.

Effective Instruction in the Kindergarten Classroom Day

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