1. SIS Training 10-19-2011

2.  Build sufficient background knowledge in phonemic awareness and phonics to support the coaching of K-2 teachers in the effective use of Scott Foresman by:  Tracing instruction in the 5 Big Ideas using Unit & Weekly Planner and Daily Lessons  Examining effective instructional techniques  Learning Enhancement ( Tier II) instructional routines and procedures

3.  Read article  Choose quote that resonates with you.  Whole group sharing

4.  “Students who are not reading at grade level by the end of first grade have a 1 in 8 chance of ever catching up to grade level without extraordinary and costly intervention.” Juel, 1988, 1994

5.  Phonemic Awareness  Phonics  Fluency  Vocabulary  Text Comprehension

6. + PA - PA + Phonics - Phonics + Vocabulary - Vocabulary - Comprehension + Comprehension + Wide reading - Little reading - Reading + Reading Matthew Effect

7. Copyright © 2006 Ashlock Consulting Inc. Module 1 (K-3) All rights reserved. 7 Stages of Reading Development PRE-ALPHABETIC or PRE-LITERATE Pre-k PARTIAL or EARLY ALPHABETIC cat fog pet rim Late k to early grade 1 FULL or LATE ALPHABETIC street rake sing turn Late grade 1 to early grade 2 CONSOLIDATED ALPHABETIC or ORTHOGRAPHIC un-re-li-a-ble un-reli-able Late grade 2 Grade 3+ Ehri 1995, Moats 2000

8. Organization of Teacher Manual Activity What is located on pp. 4-5(K) or pp. 10d-10e (1 st )? What is located on pp. 6-9 (K) or pp. 10f-10i (1 st ) What is located behind the Differentiated Instruction Tab at the back of the TE? What does the red “T” signify? ( Use Weekly Planner) Looking at each day of instruction, are the 5 big ideas included? (Use Weekly Planner) Copyright © 2006 Ashlock Consulting Inc. Module 1 (K-3) All rights reserved. 8

9. Copyright © 2006 Ashlock Consulting Inc. Module 1 (K-3) All rights reserved. 9 Text Types DescriptionsPrimary Purposes Other Purposes Decodable80% of words have previously taught sound spellings Apply phonics skills on connected texts High frequency words, Fluency LeveledLeveled by readabilityComprehension, Vocabulary, connect to theme High frequency words, phonics skills, Fluency AuthenticLiterature, trade books, anthology Comprehension, Vocabulary, connect to theme High frequency words, Fluency

10. Why Scott Foresman Enhancements? Copyright © 2006 Ashlock Consulting Inc. Module 1 (K-3) All rights reserved. 10 1.Provide instructional guidance that is more explicit. 2.Provide multiple exposures and more opportunities for practice. 3.Prioritize teaching the Big 5 Ideas in Scott Foresman

11. Five Big Ideas in Reading Instruction Phonemic Awareness Phonics Fluency Vocabulary Text Comprehension

12. ©Ashlock Consulting, 2006  Concept of word-comparison and segmentation  Rhyme-recognition and production  Syllable-blending, segmentation, deletion  Onset-Rime-blending, segmentation  Phoneme-matching/isolation, blending segmentation, deletion, manipulation

13. 13 Copyright © 2006 Ashlock Consulting Inc. Module 3 (K-1) All rights reserved. Significance of Phonemic Awareness The best predictor of reading difficulty in kindergarten or first grade is the inability to segment words and syllables into constituent sound units (phonemic awareness). Lyon 1995 Poor phonemic awareness at four to six years of age is predictive of reading difficulties throughout the elementary years. Torgesen and Burgess 1998 More advanced forms of phonemic awareness (such as the ability to segment words into component sounds) are more predictive of reading ability than simpler forms (such as being able to detect rhymes). Nation and Hulme 1997

14. 14 Copyright © 2006 Ashlock Consulting Inc. Module 3 (K-1) All rights reserved. Clear and Explicit Phonological Awareness Instruction Recognize and state the purpose of the activity. Scaffold instruction using hand signals and/or manipulatives. Do not write the words on the board. Elicit whole-group responses. Provide sufficient repetition.

15.  Activity:  Work with a partner.  Find a phonemic awareness lesson in Scott Foresman.  Evaluate it using the criteria on the previous slide as a checklist.

16.  Template Introduction  Cards # 6 – Phoneme Segmentation  Model  Practice

17.  Phonemic Awareness  Phonics  Fluency  Vocabulary  Text Comprehension

18.  Explicitly teaching students to convert spellings into sounds and then to blend the sounds to form recognizable words.  Converging research has found that effective readers use their phonics knowledge to decode through the entire word.

19.  Unison Oral Responding  Signaling  Pacing  Monitoring  Correcting Errors and Teaching to Mastery Carnine, Silbert, Kame’enui, Tarver, 2004

21.  Practice with a partner the introduction of a sound spelling incorporating effective instructional techniques ( Examples 2)

22.  Model - Card #7 Sound Spelling Review  Practice - Work in groups of 2  Alternate role of student and teacher

23.  Build sufficient background knowledge in phonemic awareness and phonics to support the coaching of K-2 teachers in the effective use of Scott Foresman by:  Tracing instruction in the 5 Big Ideas using Unit & Weekly Planner and Daily Lessons  Examining effective instructional techniques  Learning Enhancement ( Tier II) instructional routines and procedures Talk at your table. How will the information shared today support you in your coaching?