1. Webinar 1 August 27, 2013

2. Judith.halasek@education.ky.gov Read to Achieve Coordinator Kentucky Department of Education 19 th floor 500 Mero Street Frankfort, KY 40601 502-564-4970 ext. 4101

3. Webinar Agenda Role of RTA Teachers Yearly Requirements Phonemic Awareness

4. #1 Role of the RTA Teacher

5. Role of RTA Teachers Identify students needing intervention Use a diagnostic assessment to target specific need Plan individualized intervention instruction Monitor the progress of each student Collect, analyze and interpret assessment data Submit program reports to KDE View quarterly webcasts and participate in other professional learning

6. Assessment Administer a universal screener to determine students who will benefit from intervention. Administer a diagnostic assessment to determine the targeted need.

7. Plan Instruction Plan intensive individualized instruction using the RTA grant-approved program. Grant-approved Read to Achieve Programs may not be changed or replaced but amendments may be submitted for review asking to supplement the current program.

8. Read to Achieve: Reading Diagnostic & Intervention Grant AMENDMENTS 2013-2014 District Name:_________________________________________________________________ School Name:_________________________________________________________________ Principal Name:_________________________________________________________________ RTA Teacher:_________________________________________________________________ Date Submitted: _____________________________________________________________________

9. Monitor Progress Consistently monitor the progress of each student on the skills being taught. Craft instruction based upon the results of the progress monitoring.

10. Share Data

11. Participate in Professional Learning Participate in quarterly webcasts at 2 p.m. ET August 27, 2013 November 19, 2013 February 25, 2014 April 22, 2014 Attendance at the annual conference of the Kentucky Reading Association is encouraged but not required. (Oct. 17-19)

12. kyreading.org 2013 Annual Conference October 17-19, 2013 Hyatt Regency Hotel Lexington, KY

13. readingrecovery.org 2014 National Reading Recovery & K-6 Classroom Literacy Conference February 1-4, 2014 Columbus, Ohio

14. Submit Program Evaluations to KDE Program Evaluation Reports are due September 15, 2013 January 15, 2014 May 15, 2014 and can be found on Survey Monkey.

15. What is my school number? On the KDE homepage, click on School Report Cards under the INITIATIVES section. In the purple box, type 2012-2013, the name of your district, the name of your school and click VIEW CARD. Your six digit school code will be in the light blue box on the right side of the page.

16. Record and Submit Attendance Keep attendance beginning the first day of intervention instruction Record the date a child exits or moves Note what plan was made for a child after exiting Submit attendance recorded from the beginning of school until the end of December by January 15 Submit attendance recorded from the beginning of school until the end of December by May 15

17. Need Help? www.education.ky.gov Search for RTA on the Kentucky Department of Education website where all forms, updates, and program information is available.

18. One of the most compelling and well-established findings in the research on beginning reading is the important relationship between phonemic awareness and reading acquisition. (Kame’enue, et. Al., 1997)

19. What is Phonemic Awareness? The ability to hear, identify, and manipulate individual sounds phonemes in spoken words.

20. Why is Phonemic Awareness Important? It improves students’ word reading and comprehension. It helps students learn to spell.

21. Stages of Phonemic Awareness Early stage– use ears Intermediate stage – hear sounds and represent them with letters Final stage - draw a box for every letter in a word. This occurs when the child can hear most of the sounds and find letters to record those sounds.

22. Signs of Phonemic Awareness recognizing which words in a set of words start with the same sound isolating and saying the first or last sound in a word combining or blending the separate sounds in a word in order to say the word breaking up or segmenting a word into its separate sounds.

23. Examples of Phonemic Awareness Skills What word am I trying to say? Tttt-ooooo-p. What is the first sound in top? What is the last sound in top? What are all the sounds you hear in top?

24. Distinctive Sounds banging on tableopening drawer blowing a whistlepouring a liquid rubbing handscoughing eating an applecrumpling paper chewinghammering writing with a pencilsnapping fingers

25. folding paperclicking with tongue cutting with scissorsstamping scratchingslamming a book smashing crackersstirring with a spoon turning on a computer walking tearing paperchewing gum eating iceapplauding ringing a bellblowing nose

26. Variations With the children's eyes closed, make a series of sounds. Then repeat the sequence, but omit one of the sounds. The children must identify the sound that has been omitted from the second sequence. Invite the children to make sounds for their classmates to guess. These games offer good opportunities to review, exercise, and evaluate children's use of ordinal terms, such as first, second, third, middle, last.

27. Use familiar stories or poems to develop the ability to attend to differences in what students expect to hear and what they actually hear.

28. Reverse Words Birthday happy to you Around ring the rosies Substitute WordsTwinkle, twinkle orange star Mary had a furry lamb Swap Word OrderJingle bells, jingle bells, jingle way the all Old MacDonald farm a had Swap Word PartsDumpty Humpty wall on a sat There was an old lady who fallowed a swy Switch order of eventsGoldilocks broke the chair and then sat on it

29. Detection of Syllables

30. VARIATIONS Ask the children to hold two fingers horizontally under their chins, so they can feel the chin drop for each syllable. Do this activity to a rhythmic chant, such as Bippity, bippity bumble bee, Tell me what your name should be. (Point to a child; that child responds by giving his name. Class repeats name out loud. Continue with one of the following: clapping it, whispering it, or saying it silently)

31. INITIAL SOUNDS

32. VARIATIONS Spread out pictures from two different sets, asking the children to identify the name and initial phoneme of each picture and to sort them into two piles accordingly. Matching Game - Pass picture cards of objects or animals to the children, naming each picture and placing it face down on the table or carpet. Children take turns flipping pairs of pictures right side up and deciding if the initial sounds of the pictures' names are the same. If the initial sounds match, the child selects another pair; otherwise, another child takes a turn.

33. TAKE A SOUND AWAY

34. VARIATIONS Help the children notice that the initial sound makes a big difference in the words' meanings by asking them to use each word in a sentence. Call the children to line up by naming their first names without the initial sound (e.g., [J]-onathon). The children have to figure out whose name has been called and what sound is missing. You may want to save blends until later, such as (St) ephanie.

35. TWO SOUND WORDS daybeebowboo hayfeedoejay piepeamowtwo knee shoe

36. ANALYSIS ACTIVITY Choose a picture card. Say the two phonemes slowly. Place two different colored blocks under the picture. Move each box (left to right) as the word is said. Have students repeat with their own blocks.

37. SYNTHESIS GAME Choose a picture card and lay it face down in front of student. Name the picture phoneme by phoneme (e.g., t…o) as you move the blocks under the picture as you say the sounds. Children repeat the phonemes as they move the blocks increasing their speed until they can identify the picture.

38. SYNTHESIZE WORDS FROM SEPARATE PHONEMES

39. WORDS FOR SYNTHESIS ACTIVITY apecheesemoosesoap beandeskpanstool bookdogpeastump bowdresspentie breadeelphonetrain brickglassshoetruck broomiceskate

40. Attendance Code judith.halasek@education.ky.gov

41. Resources Adams Marilyn Jager, Ph.D., Foorman, Barbara R. Ph.D., Lundberg, IngvarPh.D., & Beeler, Terri Ed.D. Phonemic Awareness in Young Children: A Classroom Curriculum: Brookes Publishing Clay, Marie M. (2005) Literacy Lessons Designed for Individuals: Heinemann Education Marzano, Robert (2002) What Works in Schools Translating Research into Action: Association for Supervision & Curriculum Development