1. Big Ideas in Reading: Phonological Awareness Presented by April Kelley June 6th, 2010 Please sit close to your school team! Please make a name tent that includes your first name and your position on the front side. On the back, write 1 word that describes you that begins with the same sound as your first or last name.

2. Introductions

3. Seasonal Partners

4. Sample Lesson The Bag I’m Taking to Grandmas’s

5. Phonemic Awareness Pre-test

6. Round the Room Survey What do you want to know about phonological awareness? What do you know about phonological awareness?

7. Round the Room Survey Put aside your pencil and paper. When I say, “Go”. Move around the room, sharing your responses from “What do I want to know about phonological awareness?” and listen to the responses of others. Meet as many as possible. When I call “TIME” return to your seat and write as many of the responses as you can remember.

8. Round the Room Survey At your table, pool and extend your lists. Designate one recorder and one reporter.

9. Learning Targets: What You Should Know Definition of phonological awareness & phonemic awareness (PA) Relation of phonological awareness to early reading skills Developmental continuum of phonological awareness skills Which phonological awareness skills are more important and when they should be taught

10. Learning Targets What You Should Be Able to Do Assess phonological awareness and diagnose difficulties Use a developmental continuum to select/design Phonological Awareness instruction Use the NE Language Arts Standards to assess your core reading program and determine appropriate supplemental activities

11. My challenge to you… As we work through today, always think:  What does this mean for me in my classroom?  How might I adapt this for my grade level?

12. Phonological Awareness Involves understanding how the sounds of spoken language can be segmented, combined and manipulated. Is an auditory skill that NEED NOT involve print. Is one strong predictor of children’s later reading success.

13. Phonological Awareness Skills Easiest Hardest

14. Phonological Awareness Continuum Rhyming Alliteration Sentence Segmenting Syllable Blending & Segmenting Onset-Rime Blending & Segmenting Phoneme Blending, Segmenting, & Manipulation Phonemic Awareness

15. Levels of Phonological Awareness Phoneme Segmenting, Blending, and Manipulation Onset-Rime Blending And Segmentation Syllable Blending and Segmenting Sentence Segmenting Alliteration Rhyming Blending phonemes into words, segmenting words into individual phonemes, and manipulating phonemes in spoken words Blending/segmenting the initial consonant or Consonant cluster (onset) with or from the vowel and consonant sounds spoken after it (rime) Blending syllables to say words or segmenting spoken words into syllables Segmenting sentences into spoken words Recognizing or saying words with common initial sounds Matching the ending sounds of words Phonemic Awareness

16. Phonological Awareness Cards Sorting Activity

17. Phonemic Awareness Focus on the individual sounds (or phonemes) in spoken words Phonemes are the smallest units of sound in spoken words /d/ /o/ /g/ 1st phoneme 2nd phoneme 3rd phoneme /sh/ /i/ /p/

18. Phonemic Awareness is… The ability to segment words into sound, blend them back together, and manipulate the sounds to make new words. The understanding that spoken words and syllables are made up of sequences of speech sounds.

19. Phonemic Awareness PA requires the ability to attend to one sound in the context of other sounds in the word. Makes it difficult because sounds overlap and merge in speech. Not necessary to speak and understand speech, but children need to be aware of those small parts to read and spell in an alphabetic language.

20. Pronunciation of Sounds

21. What is a continuous sound? A sound that can be prolonged (stretched out) without distortion Words that begin with continuous sounds are easier to blend n r l sh m v f z (voiced) s(voiceless) all vowels

22. What is a stop sound? A sound that you can not say continuously. d ch b c j h k p g(voiced) t(voiceless)

23. Pronunciation of Sounds As a school team, discuss how your program or curriculum pronounces the sounds. (refer to your teacher’s manuals if necessary) Find ways to be consistent! If you are the only one from your school, head to the back of the room to share out with others.

24. PA Research (that’s valuable to classroom teachers) PA can be taught and learned. PA instruction helps children learn to read. PA instruction helps children learn to spell. PA instruction is most effective when children are taught to manipulate phonemes by using the letters of the alphabet. PA instruction is most effective when it focuses on only one or two types of phoneme manipulation, rather than several types.

25. PA Research (that’s valuable to classroom teachers) Children who begin school with little PA will have trouble acquiring the alphabetic principle which will, in turn, limit their ability to decode words. (Blachman, 1991) PA is teachable and promoted by attention to instructional variables. (Smith, 1995)

26. The best predictor of reading difficulty in kindergarten or first grade is the inability to segment words and syllables into constituent sounds units (phonemic awareness). -Lyon, 1995

27. Good News Evidence indicates that most (80-85%) of children acquire PA by the middle first grade. Research also indicates that 2 of these 3 or 4 students in each classroom who don’t develop PA initially can develop it within a few weeks.

28. #1 Phoneme Analysis Segmenting tasks Students must say individual phonemes in a word or delete an initial or final sound

29. #2 Phoneme Synthesis Blending tasks Student must pronounce a word after hearing the segments (either individually phonemes or onsets and rimes)

30. Performance on both segmenting and blending is highly correlated to the acquisition of early reading skills, although segmenting appears to be a more complex linguistic activity. -Perfetti, Beck, Bell, & Hughes, 1987

31. Seasonal Partners Find your winter partner.

32. Phonemic Awareness Fun How many speech sounds are in played? How many speech sounds are in street? How many speech sounds are in though? What is the 3rd sound in fixed? 4th? Take /m/ away from time. What word do you have left? Take /p/ away from splat. What word?

33. Phonemic Awareness Fun What is driver without the /v/? Say ice backwards. Say teach backwards. Say enough backwards. Write the letter groups that stand for each sound in church. Write the letter groups that stand for each sound in shrink.

34. NE L.A. Standards & Reading Programs Work as a school team. Take the NE Language Arts Standards Or Early Learning Guidelines (Pre-K) Look through your program (using either a scope and sequence or actual lessons) and place a tally mark next to each standard every time it’s taught in the program Complete Activities: PA Reading Program Evaluation for Grades K, 1, and 2-6

35. Find Phonological Awareness Activities to Supplement Your Core Program Use flags to mark your favorites!!!

36. Curriculum Maps Use as a reference to help determine a scope and sequence of PA skills.

37. Sharing of Favorite PA Activities When I say “go”, you’ll find your fall partner You and your partner will pair up with another set of partners (group of 4) Take turns sharing your favorite PA activities

38. Assessing PA Program Assessments DIBELS  Initial Sound Fluency  Phoneme Segmentation Fluency CORE Phonemic Awareness Survey

39. DIBELS Assess the Big Ideas Core Components of Reading (Big Ideas) DIBELS Indicator Phonemic AwarenessInitial Sound Fluency Phoneme Segmentation Fluency Alphabetic Principle and PhonicsNonsense Word Fluency – gr. 1 Oral Reading Fluency – gr. 2 Accuracy and Fluency with Connected Text Oral Reading Fluency ComprehensionCombination of Oral Reading Fluency and Retell Fluency Vocabulary – Oral LanguageWord Use Fluency

40. CORE Phonological Awareness Screening Six Subtests  Detecting rhymes  Counting Syllables  Matching Initial Sounds  Counting Phonemes  Comparing Word Length  Representing Phonemes with Letters

41. CORE Phonological Awareness Screening Group or individual Screening Tool for  K Mid-Year  1st grade Fall  2nd graders not yet reading

42. CORE Phonological Awareness Screening Assessment Find your summer partner and read through the test together.

43. CORE Phonological Awareness Screening Each subtest is worth 5 points 4 points means the corresponding section of the curriculum should be revisited 3 points or less means the corresponding section of the curriculum warrants more serious attention (teach or reteach)

44. CORE Phonological Awareness Screening Students able to match initial sounds will profit from phonics instruction. Students not able to meet any of the benchmarks will benefit from more intense phonemic awareness instruction and language work in general  Intervention of 14 hours (3-4 days/week for 15-20 min./day for about 10 weeks) is all that is needed for K-2 students

45. CORE Phonological Awareness Screening Questions Talk in your school teams about how you might use this screener (or diagnostic assessment) in your school

46. Sample Rhyming Lesson Auditory Cloze Technique

47. Sample Counting Syllables Lesson Sound Marching

48. Sample Matching Initial Sounds Lesson Let’s Pretend

49. Sample Counting Phonemes Lesson Catch It

50. Sample Comparing Word Length Lesson Word Length

51. Sample Representing Phonemes with Letters Lesson This becomes a phonics skill, no longer a phonemic awareness skill.

52. Template for Onset-Rime Blending Instruction Card #4

53. Template for Phoneme Segmentation Instruction Card #5

54. Template for Phoneme Segmentation Instruction Card #6

55. Website to Find Templates http://csi.boisestate.edu/readingfirst/RF _ResourcesForCoaches%28Instruction alRoutineTemplates%29.htm

56. Phonological Awareness Packets

57. Investigate Additional Phonological Awareness Activities Use flags to mark your favorites!!!

58. Effective Classroom Instruction includes: Playful and game-like activities, much like children manipulate the language of songs, chants and rhymes on their own. Rhyming, alliteration, word games, songs and poetry. Activities that promote word play are part of a classroom culture - “roaming around in phonological space.”

59. Critical Feature of Instruction #1 Phonemic Awareness is a critical component of reading instruction but not an entire reading program. It needs to be taught explicitly, but should only be 10-15 minutes per day of your reading instruction block.

60. Critical Feature of Instruction #2 Instruction must focus on… a few types of phonemic awareness for the highest payoff. the 2 critical skills of blending segmentation

61. Critical Feature of Instruction #3 Research has found that you get better results when teaching phonemic awareness to small groups of children rather than an entire class.

62. Critical Feature of Instruction #4 Phonemic awareness needs to be taught explicitly. The instructional program must show children what they are expected to do. Teachers must model skills they want children to perform before the children are asked to demonstrate the skill.

63. Critical Feature of Instruction #5 Teachers increase effectiveness when the manipulation of letters is added to phonemic awareness tasks. Phonemic awareness is an auditory skill, but once children start to become familiar with the concept, teachers can introduce letter tiles or squares and manipulate them to form sounds and words.

64. Phonemic Awareness Pre-test Post-Test

65. Additional Resources

66. Questions??? THANK YOU!!!