Presentation on theme: "K-PALS Presented by: Jennifer Eaglin October 28, 2013."— Presentation transcript:
K-PALS Presented by: Jennifer Eaglin October 28, 2013
Norms To make this day the best possible, I need your assistance and participation Be Responsible –Attend to the “Come back together” signal –Active participation…Please ask questions/Or use Parking Lot –Take care of your own needs Be Respectful Please allow others to listen Please turn off cell phones Please refrain from emailing and private browsing
Agenda for K-PALS 1.Overview of the Big 5 for Literacy 2.Rationale and benefits of using PALS 3.Introduction to K-PALS 4.Practice activities with partners 5.Implementation Tips 3
Exit Outcomes By the end of this session you will be able to, –Discuss the research and rationale for using PALS strategies –Understanding of the Big 5 in literacy –Implement PALS at your grade level
Five Big Ideas Identified by the National Reading Panel (NRP) Phonemic Awareness Alphabetic Principle Fluency Vocabulary Comprehension
The “big idea” behind PALS K-PALS specifically addresses Phonemic Awareness and the Alphabetic Principle First Grade PALS specifically addresses Phonemic Awareness, Alphabetic Principle, Fluency and Comprehension
Rationale and Benefits of Peer Assisted Learning Strategies PALS improves –Word identification (e.g., D. Fuchs et al., 1997) –Reading comprehension (e.g, L. Fuchs et al., 1999) –Social acceptance (D. Fuchs et al., 2002) –Task engagement (Locke & Fuchs, 1995) –Fluency (e.g., Simmons et al., 1994) –Interest in reading (L. Fuchs et al., 1999)
Rationale and Benefits of Peer Assisted Learning Strategies Consistent academic & behavioral gains by PALS students compared to controls using rigorous experimental methods Considered a “best practice” by U.S. Dept. of Education
Rationale and Benefits of Peer Assisted Learning Strategies Students in kindergarten benefit from phonemic awareness and alphabetic principle and word recognition K-PALS promotes early reading skills in Kindergarten students, including those with disabilities.K-PALS Certain instructional features boost academic performance (e.g. Swanson, 1999) These features include: –Explicit practice & skill modeling –Immediate, corrective feedback –Small-group work
An Important Part of Explicit Instruction I do! We do! Y’all do one! You do one! From: Dr. Anita Archer
PALS Materials: Kindergarten/First Grade Teacher Materials – Overhead/Data Projector – Transparencies or photo copies -Partner chart -Rules – K-PALS Manual – Marker – Timer Student Materials – K-PALS folder -scorecard -game sheet – Pencil – Books of various reading levels – A Speed Game Incentives Bag 19
KPALS-Student Games Name Game Rhyme Time First Sound Say the Word Last Sound Stretch It
K-PALS Scope & Sequence Game SheetsWeeks PlayedGames Played 1-151-5Name Game Rhyme Time First Sound 16-306-10Name Game Say the Words First Sounds 31-4511-15Name Game Say the Word Last Sound 46-6016-20Name Game Stretch It Last Sound K-PALS is conducted for 20 minute sessions, three days a week for about 20 weeks
K-PALS Training Page 10 You will teach students to play the first 3 K-PALS games Name Game, Rhyme Time, & First Sound (P. 19 in book) Using Game Sheets 1-3 Use the 6 fully scripted lesson plans provided Need about 6, 15-25 minute training sessions Model the rules, activities, correction procedures in whole group format Teacher serves as the coach and students as the reader Gradually individual students get to practice being the coach and the rest of the class the reader Eventually students start working in pairs while the teacher monitors and provides corrective feedback
K-PALS Routines Name Game- Game Sheets 1-60 Steps 1.Coach: “What Letter?” 2.Reader: “m” 3.Switch jobs 4.Reader marks 5 points; Coach fills in smiley face Correction Procedure 1.Tell: That letter is________ 2.Ask: What letter? 3.Start Again: Start the line again
K-PALS Routines Rhyme Time-Game Sheets 1-15 Steps 1.Coach: says the two words (pictures) and then asks “Do these rhyme?” 2.Reader: yes or no 3.Switch Jobs 4.Readers marks 5 points; Coach fills in smiley face Correction Procedure 1.Tell: No.____does not rhyme with____ 2.Ask: Do these rhyme? 3.Start Again: Start the Line Again
K-PALS Routines First Sound Game-Sheets 1-30 Steps 1.Coach: says the word (picture) and asks, “What’s the first sound?” 2.Reader: says sound 3.Switch jobs 4.Reader marks 5 points; Coach fills in smiley face Correction Procedure 1.Tell: No. The first sound is ___ 2.Ask: What’s the first sound? 3.Start Again: Start the line again.
K-PALS Routines Say the Word-Game See p. 90 of manual for details and Game Plan 7 where it is introduced Oral Teacher Directed Activity at Game Sheet 7 Becomes a student game on Game Sheet 16 Slowly segment a word, phoneme by phoneme, raising fingers as cues (Finger Spelling) Then ask student to “Say the word” Coaches hold sheet so Readers do not see pictures Do not switch jobs for this game.
K-PALS Routines Last Sound See p. 121 of manual for details and Game Plan 22 where it is introduced Oral Teacher Directed Activity at Game Sheet 22 Becomes a student game on Game Sheet 31 Say a word and ask, “What is the last sound in the word____?”
K-PALS Routines Stretch-It See p. 146 of manual for details and Game Plan 37 where it is introduced Oral Teacher Directed Activity at Game Sheet 37 Becomes a student game on Game Sheet 46 Say word, “Stretch the word_____. Hold up one finger at a time to lead students (keeping them together)
K-PALS Routines Letter-Sounds Correspondence See p. 146 of manual for details and Game Plans 37- 60 for where introduced Introduce same time as Stretch-It Never becomes a student game Use letter cards See progression Eventually, “What Sound?” Stretch continuous sounds (hold finger down) Keep stop sounds short (tap finger)
K-PALS Routines Sounding Out Words See p. 166 in manual for details and Game Plan 46 for where introduced Never becomes a student game Use Word Cards
Let’s Play Games After you have taught Lessons 1-6 Do Game Plan #7 (5 minute Teacher Game) Next: Student Game Sheet- Game Sheet #7 You will be the Reader… I will be the Coach Let’s PLAY!
When you teach you learn. ~Author Unknown Works Cited. Lemmer, Stephanie. “PALS K-1.” Ingham Intermediate School District. Ingham Intermediate School District. 8 Mar. 2010. Powerpoint file. Mathes, Ph.D., Patricia G., et al. PALS First Grade Peer- Assisted Literacy Strategies. Longmont: Sopris West, 2001. Print.
K PALS If you have any questions or need assistance with K PALS, please contact me at: –Jennifer Eaglin email@example.com