1. 1 Phonological Awareness: Foundation, Instruction and Intervention Day 2 Bill Barley, Johanna Bauer, Diane Katakowski, Ingrid Snyder

2. 2 At your tables, name the general categories of PA activities/ skills the Yopps addressed in their article. Which categories are represented in your core PA curriculum and intervention materials? Did you read about any PA activities that you haven’t used in the past but will in the future? Did you find any sections in your matrix that are lacking in activities? Homework Review

3. 3 Syllables Words Onset-Rime Phonemes The phonological umbrella Blending Segmenting Manipulation

4. 4 PA Benchmarks Extension AgeSkill DomainDIBELS Benchmark MI GLCE 5Initial consonant isolationEnding Pre-K/ Beginning K: ISF 8+ 5.5Initial consonant isolation mastered; Onset & Rime, initial and final consonant segmentation emerges; Syllable and onset & rime blending emerges Middle K: ISF 25+ PSF 18+ R.WS.00.01: Demonstrate phonemic awareness by the wide range of sound manipulation competencies: sound blending and deletion 6.0Initial, medial, and final phoneme segmentation mastered; Emerging letter-sound correspondence; Emerging initial, medial, and final phoneme blending End K/ Beginning 1 st Grade: PSF 35+ NWF 24+ 6.5Basic CVC letter-sound correspondence mastered; phoneme blending mastered Middle 1 st Grade: NWF 50+ with 15 words recoded R.WS.01.01: Demonstrate phonemic awareness by the wide range of sound manipulation competencies: sound blending and deletion 7.0Segmenting & blending applied to real word reading Ending 1 st Grade/ Beginning 2 nd Grade: ORF 40+ R.WS.02.01: Demonstrate phonemic awareness by the wide range of sound manipulation competencies: sound blending and deletion

5. 5 Scaffolding Table ByYou Do! WithWe Do! ToI Do! ActivityStudentTeacher

6. 6 Scaffolding Activity Read the PA activity description as well as the three variations. Notice which PA skill/ activity is targeted and what the linguistic level of the skill is. At your table, discuss each variation and what level of scaffolding / support it represents (I DO / WE DO / YOU DO). Place each variation in the correct box(es) in the Scaffolding Table.

7. 7 Scaffolding Table Variation #1: Description of the task, then demand prompt (You do it.). ByYou Do! Variation #3: “We do it.” Multiple opportunities for students to do it with the teacher. WithWe Do! Variation #2: Modeling of the task (I do it.) w/o student response. ToI Do! ActivityStudentTeacher Variation #3: Modeling the task (To the students) as a precursor to an eliciting prompt and co-participation. Variation #3: Final prompt = “You do it.” Students by themselves.

8. 8 TIER THREE Intensive, Diagnostic Intervention The slowest responders receive Core Instruction + Individualized Intensive Intervention with frequent progress monitoring and instructional adjustments to ensure acceleration toward grade-level benchmarks. TIER TWO Strategic Instruction / Interventions Slow responders receive Core Instruction + Tier Two supplemental intervention, more frequent progress monitoring and instructional adjustments to ensure acceleration toward grade- level benchmarks. TIER ONE Data-Driven Core Instruction Universal screening, collaborative problem-solving, differentiated instruction, and program evaluation to maximize student achievement of grade-level benchmarks. Scientifically research- based instruction that is matched to student need to promote attainment of grade-level benchmarks Problem Solving occurs at all Tiers of Instruction and involves collaborative, data-based decision making Universal Screening at regular intervals for all students using curriculum-based measurement

9. 9 5. Evaluate Student Response (Progress Monitoring & Outcome Assessments) Monitor & Adjust the Plan. 3. Analyze the Problem (Diagnostic Assessments) Identify Variables that Contribute to the Problem. Develop a Hypothesis. 1. Identify & 2. Clarify the Problem (Screening & Diagnostic Assessments) Define the Problem in Measurable Terms. 4. Develop & Implement a Plan (Goal Setting & Planning) Implement the Intervention with Integrity Instructional Problem Solving Process

10. 10 Problem-Solving in a 3-Tier Framework Level of AnalysisQuestions to Ask and Answer? 1) Grade Level View What elements of Core Instruction are priorities? How effective is each element of your Core Program? Who is learning as expected? Who is not? In what proportions? What is working well? What are our challenges and concerns? 2) Classroom Level View What Big Ideas are priorities this past semester? Who is making growth and who is not? How effective is Core Instruction in maintaining students at benchmark? How effective are strategic and intensive instruction at accelerating students to benchmark? What are learning strengths and challenges (needs) in the classroom? 3) Group and Individual Instructional Planning Who is responding? Who is not? Why? Do we have the right intervention or strategy, at the right time, for the right need, at the right level of intensity ( Torgesen, 1998 )?. How does individual student growth compare to others in the same or similar interventions? Are students likely to reach the benchmark goal without adjusting instruction and intervention?

11. 11 Phonological Awareness Assessments Screening –Yopp-Singer Test of Phoneme Segmentation –DIBELS Initial Sound Fluency (ISF) Phoneme Segmentation Fluency (PSF) –Consortium On Reading Excellence (CORE) CORE Phoneme Deletion CORE Phonological Segmentation Progress Monitoring –DIBELS Phoneme Segmentation Fluency (PSF) Outcome –District Reading Year-End Expectations Diagnostic –MLPP Phoneme Blending Phoneme Segmentation Hearing and Recording Sounds Oral Reading Record & analysis Writing Sample –Phonological Awareness Test – 2 (Linguisystems, Inc.) –Developmental Reading Assessment (DRA) –Consortium On Reading Excellence (CORE) CORE Phoneme Deletion CORE Phonological Segmentation –Developmental Spelling Inventories Example: Words Their Way –Published assessment package Your District’s Adopted Program Example: Fontas & Pinnell Phonological Awareness Assessment

12. 12 Diagnostic Assessment Activity Knowing what you know about the developmental sequence of phonological awareness skills and activities, look at the given assessments and determine for each: 1.What does this assessment measure (skill and linguistic level)? 2.Why would I give it? 3.What will I do with this data? 4.Which would tell me more information about what to teach tomorrow to students?

13. 13 Diagnostic Assessment Activity Question?MLPP Phoneme Segmentation CORE Phoneme Segmentation What does the assessment measure (skill & linguistic level)? Why would I give it? What will I do with this data? Which assessment provides more information about what to teach tomorrow to students?

14. 14 Case Study: PA Intervention PROBLEM-SOLVING PROCESS: Problem Identification and Clarification –Prioritizing academic concerns –Collecting data for planning strategic instruction –Defining the problem in measurable terms Expected – Observed Performance = Academic Discrepancy Problem analysis –What does the data mean? –What hypotheses do we have regarding student learning? Intervention Planning & Implementation –Linking interventions to data and hypotheses –Setting Goals for student improvement Monitoring, Adjusting and Evaluating –Is it working and what do we do next?

15. 15 Problem Identification Kindergarten May 2007 Student 1 Student 2 Student 3 Student 4 Student 5

16. 16 Problem Clarification What diagnostic data do we need? May 2007 Students

17. 17 Problem Clarification Progress Monitoring Data Goal: PSF 35+ correct phonemes/min segmented by May 2007. Student #1 Aimline Student #1 Trend line

18. 18 Problem Clarification What diagnostic data do we need? May 2007 Students

19. 19 Problem Clarification What diagnostic data do we need? MLPP Student CAP Sight Words Onset / Rime Phoneme Blending Oral Lang H & R Sounds Known Words Running Record #1 18120151810<1 #2 18 871226172 #3 161087142819<1 #4 171488931171 #5 16214224<1

20. 20 Problem Clarification What diagnostic data do we need? Item and Error Analysis

21. 21 Problem Clarification What diagnostic data do we need? Item and Error Analysis q q q

22. 22 Problem Clarification Defining the Problem in Measurable Terms 1.What is the priority target for instruction? ________________________ 2.What is the expected performance of the skill? ________________________ 3.What is the observed performance of the skill? ________________________ 4.What is the academic discrepancy? Expected – Observed = Academic Discrepancy ________ - ________ = _____________

23. 23 Problem Analysis What hypotheses might we make about the reasons why the student is not responding as expected? 1._________________________________ 2._________________________________ 3._________________________________ 4._________________________________

24. 24 Case Study Intervention Planning Based on our analysis of the data: –What would you teach? PA Skill: Linguistic Level: –How would you teach it? Intensity:  Group Size:  Time Allocated: Instructional Strategies and Supports  _________________________

25. 25 Universal PA Intervention Activities and Strategies Rapid Naming of Letters and Sounds Sound discrimination. –Minimal Pairs –Word Sorts Sound Segmentation –Sound Counting and Spelling –Say It and Move it Sound Blending –Guess the Word –End all sound segmenting and manipulation tasks by blending into whole words. Sound manipulation –Phonological recoding with blocks and letters –Sound deletion and substitution

26. 26 Phonological Variables to Consider in Instructional Planning Size of the linguistic unit –word / chunk / phoneme Number of phonemes in the linguistic unit Phoneme position in the linguistic unit Phoneme properties Receptive vs. Expressive tasks

27. 27 Characteristics of Effective PA Intervention (Tier 2 and Tier 3) Brief [10–30 minutes], distributed, frequent lessons Gradually move through the developmental progression of task difficulty Uses direct teaching –Focus on one or two types of phoneme manipulations (NRP) –Model, lead, observe (I do! We do! You do!) –Provides immediate corrective feedback –Touch, move, say – multi-sensory engagement Aligns with comprehensive core curriculum Includes practice with letters –Teach how to manipulate sounds with letters (NRP) Connects PA skills to real text reading and writing

28. 28 Five Components of Effective Instruction: 1.Facilitates student engagement 2.Utilizes explicit delivery techniques 3.Follows a purposeful sequence 4.Incorporates high levels of monitoring students’ understanding of material 5.Fosters mastery learning through frequent, strategic reviews –Dynamic Measurement Group, 2006

29. 29 Instructional Video: Sound Isolation Response Questions 1.What prerequisite skills should students already know to engage in this activity? 2.What components of effective instruction do you observe? 3.What do you notice about student engagement and responsiveness? 4.What PA skills might you choose to teach next?

30. 30 5 Components of Effective Instruction 1. Facilitate Student Engagement Multiple opportunities for student interaction and participation Pacing –Relatively brisk, with slower pace when introducing new skills building to brisk pace when reviewing previously learned skills –As students review skills, adjust pacing to allow students to answer questions at a rate of 6-8 per minute –Dynamic Measurement Group, 2006

31. 31 5 Components of Effective Instruction 2. Explicit Delivery Techniques Explicit Instruction involves actively demonstrating procedures to students, making the steps of a skill salient/ transparent to a student –One example is: I do (Model), We do (Lead), You do (Test) Model- Teacher models skill while students observe Lead- Teacher leads students in practicing the skill Test- Teacher has students apply the newly learned skill on their own –Dynamic Measurement Group, 2006

32. 32 5 Components of Effective Instruction 3. Purposeful Sequence Every lesson incorporates a sequence: –Reviewing previously learned information –Introducing new content –Reviewing newly learned content and tying to real reading and writing skills –Dynamic Measurement Group, 2006

33. 33 5 Components of Effective Instruction 4. Monitoring Students’ Understanding Providing Corrective Feedback Pre-correction Choral Responding Partner Responding Group Correction

34. 34 Instructional Video: Sound Segmentation Response Questions 1.What prerequisite skills should students already know to engage in this activity? 2.What components of effective instruction do you observe? 3.What do you notice about student engagement and responsiveness? 4.What PA skills might you choose to teach next?

35. 35 Sample Lesson Sequence: PA and Alphabetic Principle Skills Rapid Naming- CVC words (5 min) PA Skill Practice- blending activity with CVC words; focus on medial short vowels (10 min) PA Skill Practice with Letters- Phonological Recoding with letters: discriminate and segment CVC words; focus on medial short vowels (5 min) Text Reading- carry-over target CVC words and short vowels to authentic text reading out loud (10 min)

36. 36 Carousel Activity: Road to the Code Benita Blachman, et al. Say It and Move It Letter Name and Sound Phonological Awareness Practice Game

37. 37 Carousel Activity Reflection What did you notice about your experience? Active Engagement Strategies? (Think about Say-It-and-Move-It) Think-pair-share, chorale responding, round robin responding Sequence of Lessons? Consider: Size of the linguistic unit, number of phonemes, phoneme position, phoneme properties, …

38. 38 Case Study Intervention Planning Based on our analysis of the data: –What would you teach? PA Skill: Linguistic Level: –How would you teach it? Intensity:  Group Size:  Time Allocated: Instructional Strategies and Supports  _________________________

39. 39 Goal Setting and Progress Monitoring Based on the PA Developmental Sequence and current level of the student, what is the goal for PA instruction?  Set a goal.  ________________________  Choose a criterion measure & schedule.  ________________________  Chart and draw an aimline.  Enter the baseline score, target score and connect.

40. 40 Goal Setting and Progress Monitoring Goal: _________________________________ by January 2008. September October November December January

41. 41 Goal Setting and Progress Monitoring Goal: PSF 35+ correct phonemes/min segmented by January 2008. September October November December January Student #1 Aimline

42. 42 Goal Setting and Progress Monitoring Goal: NWF 50+ correct letter-sound sequences/min + 15 whole words recoded by January 2008. Student #1 NWF Aimline Whole Words Recoded Aimline

43. 43 Goal Setting and Progress Monitoring Goal: Hearing and Recording Sounds 30-36 correct sound-letter correspondences by January 2008. September October November December January Student #1 Aimline

44. 44 5 Components of Effective Instruction 5. Frequent, Strategic Reviews Progress Monitoring Evaluation of the match between instruction and student need Adjusting instruction / intervention to optimize student response

45. 45 Scheduling Tier 2 & Tier 3 PA Intervention For one sample classroom schedule: –Where could Tier 1 PA instruction take place? –Where could Tier 2 PA intervention take place? –Where could Tier 3 PA intervention take place? For interventions being provided by someone other than the classroom teacher, when could teacher-interventionist communication take place?

46. 46 Linking PA Skills to Reading & Writing Skills PA SKILLREADING/ WRITING LINK Rhyming Blending Segmenting

47. 47 Linking PA Skills to Reading & Writing Skills PA SKILLREADING/ WRITING LINK Rhyming Words that rhyme have the same ending sounds; rhymes make up word families, which helps us solve or spell new words by analogy. Blending Words are made up of sounds. When we hear separate sounds out loud, we can push them together in our brains to form a spoken word. This is how we decode new words when we read. Segmenting Words are made up of sounds. We need to hear all the sounds in a word so that we can attach the right letters and letter combinations to the sounds when we spell a new word.

48. 48 Linking PA Skills to Reading & Writing Activities Teacher / Interventionist language should be the same to ensure carry-over of PA skills to real reading & writing activities Intervention focus should be explicitly linked to core classroom activities Core classroom activities should be explicitly linked to intervention focus