1. Leading to Reading: Explicit Instruction in Phonological Awareness May 16, 2015 Saturday Conference Tricia Grinsell, Kindergarten Teacher Toni Rader, Professional Learning Coordinator tlrader@washoeschools.net

2. Introductions: Nifty Names Create a new name for yourself and then introduce yourself to the group. –Think of an adjective that describes you and that begins with the same sound as the initial sound in your name (example: Tremendous Tracy) –When it is your turn, share your new name and the grade level you teach with the group.

3. Learning Outcomes & Goals Understand the difference between phonological awareness, phonemic awareness, and phonics. Understand how and why phonological awareness activities support children’s reading development. Experience activities that support the seven stages of phonological awareness.

4. Saturday CAFÉ Working Agreements –Collaborate with fellow educators –Align new learning with your practice –Focus on today’s learning –Engage fully in order to Elevate your practice

6. Why Teach Phonological Awareness? It can be difficult for some students to learn. It is a predictor of reading success. It can be learned through explicit instruction strategies.

7. Phonological Awareness Stages Image source: http://www.olli.decal.ga.gov/course/phonological-awarenesshttp://www.olli.decal.ga.gov/course/phonological-awareness

8. Phonological Awareness Continuum Image source: http://www.readingfirst.virginia.edu/prof_dev/phonemic_awareness/introduction.html http://www.readingfirst.virginia.edu/prof_dev/phonemic_awareness/introduction.html

9. Benchmarks Preschool – Match rhymes, beginning sound sorts Early Kindergarten – Generate rhyming words Middle Kindergarten – Beginning/final sound sorts, segment initial/final sounds Late Kindergarten – Segment/blend CV and CVC words Early First Grade – Segment/blend sounds in words with consonant blends

10. Intervention Identification of students Types of activities Length of intervention (5-18 hours) Targets

11. Research At your table: The facilitator will assign a section of the article to your group. Silently read the assigned section of the article. As you read, identify some important aspects of the research. Then discuss the information with your group members. Be prepared to share 3-4 highlights from your table’s section of the article. (1 min./table)

12. Phonological Awareness Stages 1.ListeningListening 2.RhymingRhyming 3.AlliterationAlliteration 4.SentencesSentences 5.SyllablesSyllables 6.Onset-RimeOnset-Rime 7.PhonemesPhonemes

13. Teaching Phonological Awareness Explicitly Instructional Intent Timing, Sequence, and Grouping Individualized Approach to Instruction Opportunities for Practice Teaching with or without Letters Home-School Connection

14. Providing Effective Instruction & Intervention Gain Students’ Attention Teach, Don’t Test –Model only –Model – Lead –Model – Lead – Test –Model - Test Sequence Instructional Tasks and Stimuli Respond to Errors

15. 3-2-1 Closure –3 new facts or ideas that you learned about –2 things that you are still wondering about –1 way that you will implement this in your classroom next week

16. References Please see notes section of this slide.