1. http://miblsi.cenmi.org Tier 1 Elementary Strengthening Reading Implementation K Day 3 Insert Trainer Names Phonemic Awareness & Phonics

2. 2 The material for this training was based off the work of… Doug CarnineAnita Archer NRP ReportJohn Hattie Roland GoodRuth Kaminski Linda FarrellMichael Hunter The material for this training day was developed with the efforts of… Sonia LewisMelissa Nantais Tennille WhitmoreCathy Claes Terri MetcalfKelly Tuomikoski Acknowledgements

3. 3 References & Resources Archer, A., & Hughes, C. (2011). Explicit instruction: Effective and efficient teaching. New York: Guilford Press Carnine, D.W., Silbert, J., Kame’ enui, E.J., & Tarver, S.G.(2010). Direct instruction reading (5 th Ed.). Columbus, OH: Pearson DMG (dibels.org) & FCRR (www.fcrr.org) Hattie. J., (2009). Visible Learning. London & NY: Routledge Kosanovich, M., & Verhagen, C. (2012). Building the foundation: A suggested progression of sub-skills to achieve the reading standards: Foundational skills in the common core state standards. Portsmouth, NH: RMC Research Corporation, Center on Instruction National Reading Panel Report (2000) The Simple View of Reading (Gough & Tunmer, 1986)

4. 4 Be Responsible Attend to the “come back together” signal Actively participate Be Respectful Please allow others to listen Please turn off cell phones Please limit sidebar conversations Share “air time” Please refrain from email and internet browsing Be Safe Take care of your own needs Group Expectations

5. 5 To build classroom teachers’ and school leadership teams’ knowledge and skills in the what, why and how of phonemic awareness and phonics so that all students in your school district meet minimum benchmarks related to these critical early literacy skills Purpose of Tier 1 Elementary Strengthening Reading Implementation K-1

6. 6 Days One & Two: Link between the critical early literacy skills, the Common Core State Standards, and DIBELS Next The “What,” Why” & “How” of Phonemic Awareness & Phonics Instruction Embedding Phonemic Awareness and Phonics Instruction and Practice into Daily Routines Day Three: Using an Outcomes Driven Model to Strengthen Whole & Small-Group Instruction Tier 1 Elementary Strengthening Reading Implementation K-1

7. 7 Explain why the explicit and systematic instruction of the big ideas of reading is vital for a successful MTSS framework Review and name the phonemic awareness and phonics instructional routines that should be emphasized during core instruction in the fall, winter, and spring Use an outcomes driven model to strengthen whole and small-group phonemic awareness and phonics core instruction Today’s Outcomes

8. 8 1.0 Big Ideas of Reading, CCSS, & MTSS 2.0Identify & Practice Core (Tier 1) Phonemic Awareness & Phonics Instructional Routines 3.0Use an Outcomes-Driven Model to Guide Whole & Small-Group Core Phonemic Awareness & Phonics Instruction Agenda

9. 9 1.0 Big Ideas of Reading, CCSS, & MTSS

10. 10 The “Big Ideas” of Early Reading Instruction Phonemic Awareness Phonics Fluency Vocabulary Comprehension

11. 11 CCSS Connection Big Ideas of Reading Foundational Skills Phonemic Awareness Phonics Fluency Vocabulary Comprehension Print Concepts Phonological Awareness Phonics & Word Recognition Fluency

12. 12 Print Concepts (RF.K-1.1) Demonstrate understanding of the organization and basic features of print Phonological Awareness (RF.K-1.2) Demonstrate understanding of spoken words, syllables, and sounds (phonemes) Phonics and Word Recognition (RF.K-5.3) Know and apply grade-level phonics and word analysis skills in decoding words Fluency (RF.K-5.4) K – Read emergent-reader text with purpose and understanding 1-5 – Read with sufficient accuracy and fluency to support comprehension Foundational Reading Standards

13. Reading Comprehension Decoding Ability to accurately read familiar words automatically (sight words) and decode unfamiliar words out of context Dependent on: –Phonemic Awareness –AP & Phonics Language Comprehension Ability to understand oral language Dependent on: –Background Knowledge –Social context –Vocabulary –Text/Story Structure –Verbal Reasoning Fluency Ability to read text accurately, at an appropriate rate, with suitable prosody

14. 14 Big Idea of Reading DIBELS Next Indicator(s) CCSS Connection Phonemic Awareness First Sound Fluency (FSF) Phoneme Segmentation Fluency (PSF) RF.K-1.2 Alphabetic Principle & Basic Phonics Advanced Phonics Nonsense Word Fluency (NWF) Correct Letter Sounds (CLS) Whole Words Read (WWR) DIBELS Oral Reading Fluency (DORF) Accuracy RF.K-1.3 RF.1-5.3 Fluency of Connected Text DORF Correct Words per Minute Accuracy RF.1-5.4 Reading Comprehension DORF Correct Words per Minute Retell & Quality of Response Daze RL.1-5.1-3 & 10 RI. 1-5.1-3, 8,10 RL.3-5.1-3 &10 RI. 3-5.1-3, 8,10 Vocabulary * Word Use Fluency RevisedLanguage Strand

15. 15 Interpretation of your DIBELS data is dependent on understanding what the Benchmark Goals mean!

16. 16 Goals have three critical components: 1.A skill 2.A level of performance 3.A point in time They represent the lowest level of okay for ALL students! Understanding Benchmark Goals Dynamic Measurement Group

17. 17 1.As a predictor: They tell us which students are likely to need more support 2.As a goal: We can use them as meaningful goals for intervention and instruction Benchmark Goals provide a framework for evaluating system goals and outcomes as well as individual student goals and outcomes How we can use Benchmark Goals Dynamic Measurement Group

18. 18 If a student achieves a Benchmark Goal, the odds are in favor of achieving later reading outcomes At or Above Benchmark = 80% to 90% odds of achieving subsequent benchmark goals and important reading outcomes Students should make this progress with continued high quality core instruction Achieving the Benchmark Goal

19. 19 If a student is below a Benchmark Goal, the odds of achieving later reading outcomes decreases Below Benchmark = 40% to 60% odds of achieving subsequent benchmark goals and important reading outcomes Students here are likely to need strategic support to make adequate progress UNLESS WE DO SOMETHING!!! Below the Benchmark Goal

20. 20 If a student is well below a Benchmark Goal, the odds are not in favor of achieving later reading outcomes Well Below Benchmark = 10% to 20% odds of achieving subsequent benchmark goals and important reading outcomes Students here are likely to need intensive support to make adequate progress UNLESS WE DO SOMETHING!!! Well Below the Benchmark Goal

21. 21 MTSS+CCSS+DIBELS= UNLESS!

22. 22 With your partner, brainstorm and craft responses: 1)A mother contacts you about her son's DIBELS scores and asks, “Why is my son being assessed using DIBELS? I thought that the Common Core State Standards were what is most important.” 2)A father emails you that he is very glad his daughter performed above benchmark on the DIBELS assessment and wants to know if this means she could possibly be “gifted.” 3)A new teacher is concerned that several of her students scored Below Benchmark on NWF-CLS and wants to know if you have a good nonsense word list she can send home for practice. Application

23. 23 Multi-Tier System of Supports Data-driven, prevention-based framework for improving learning outcomes for all students through a layered continuum of evidence-based practices & systems

24. 24 Universal Screening Focus on Successful Student Outcomes Continuum of Evidence-Based Instructional Practices (core curriculum to specialized instruction) Focus on Implementation Fidelity Progress Monitoring Problem Solving Model & Data-Based Decision Making (at all levels) Common MTSS Guiding Principles (Adapted from Sugai, 2008)

25. 25 We cannot intervene our way out of a core (tier 1) problem!

26. 26 Explain why the explicit and systematic instruction of the big ideas of reading is vital for a successful MTSS framework Check for Understanding

27. 27 For each grade and time of year, the DIBELS Next measures that correlate highly with later outcomes are combined into a Composite Score Each measure is weighted so that all contribute approximately equally to the Composite Score The Composite Score is highly correlated with a broad range of reading outcomes They are useful to evaluate early literacy skills over time at the system level Composite Score

28. 28 Fall FSF + LNF Winter FSF + LNF + PSF+ NWF-CLS Spring LNF + PSF + NWF-CLS Kindergarten Composite Calculations

29. 29 Now that we have reviewed the Big Ideas of Reading, the CCSS and DIBELS Next benchmarks, let’s complete the first section of the Class Level Analysis Document to examine current student performance and set class level goals Activity

30. 30 2.0 Identify & Practice Core (Tier 1) Phonemic Awareness & Phonics Instructional Routines

31. 31 Review and Discussion of Critical Phonemic Awareness Routines

32. 32 Highly interactive lessons in which the teacher models blending and segmenting phonemes, provides group practice with scaffolded support, and asks individuals to perform the tasks independently Phonemic awareness exercises should be systematic in moving from larger units to smaller units (syllables to onset-rimes to phonemes), aligned with phonics instruction, and include ample initial practice as well as cumulative review and distributed practice Explicit & Systematic Phonemic Awareness Instruction

33. 33 Phonemic Awareness instruction should be: Few in number Explicitly and systematically taught Supported by concrete materials Connected to phonics Reinforced in small groups Phonemic Awareness

34. BlendingSegmenting Words Listen. I – like – hamburgers. Say the sentence. I like hamburgers. Clap after every word you hear in this sentence: I like hamburgers. (Students clap between each word while they repeat) I – like – hamburgers. Syllables (hold hand up) Listen. Put these parts together to make a word: buck…et (drop hand) bucket Listen. Bucket. Let’s clap and say the parts in bucket. buck – et ( Students clap as they say each part.) Onset- rimes (hold hand up) Listen. s--at What word? (drop hand) sat Listen. Let’s clap and say sat in two parts. s--at (Students clap as they say each part.) Phonemes (AKA - Phonemic Awareness) We’re going to play a say-the-word game. I’ll say the sounds, you say the word. (hold hand up) Listen. ssssaaaat What word? (drop hand) sat (Prerequisite/Scaffold Routines) Smooth Segmenting - We’re going to say words slowly. We’ll say a new sound each time I raise a finger. The word is sat. Say it slowly. (Signal each time students are to switch to the next sound.) ssssaaaat Phoneme Isolation – B, M, E Separate Segmenting We’re going to say the sounds in a word. Fist in the air. Put up one finger for each sound. The word is sat. What word? Sat First sound? /sss/ Next sound? /aaa/ Last sound? /t/ (Put up a finger as you say each sound.) What word? sat

35. 35 Continuous Sounds Stop Sounds a e f i l m n o r s u v w y z aaaa eeee ffff iiii llll mmmm nnnn oooo rrrr ssss uuuu vvvv wwww yyyy zzzz fat bet fill sit let mad nut not rat sell cut vet wet yes zoo b c d g h j k p q (kw) t x (ks) big can did got his jet kiss pet quit top fox

36. 36 Fall (September – November) Isolate – beg, mid, & end sounds in one-syllable words Blend – one-syllable words Segment – one-syllable words (smooth & separate) FSF Goal: 10 sounds/minute Winter (December – February) Blend – including consonant blends Segment – including consonant blends (smooth & sep) FSF & PSF Goals: 20 sounds/minute Spring (March – May) Blend – 4-5 phoneme words including consonant blends Segment – 4-5 phoneme words including blends (sep) PSF Goal: 40 sounds/minute PA Critical Skills & Core Routines

37. 37 Sequence for Regular Words Word TypeExamples VC and CVC words that begin with a continuous sound it, fan VCC and CVCC words that begin with a continuous sound ask, lamp CVC words that begin with a stop sound cup, tin CVCC words that begin with a stop sound dust, hand CCVC where both initial consonants are continuous snap, fled CCVC where one of the initial sounds is a stop sound crib, skip CCVCC, CCCVC, and CCCVCCclamp, scrap, strict

38. 38 1.My turn. I’ll say the first sound in some words. 2.Listen. Rat. The first sound in rat is /rrrr/. 3.Listen. Sam. The first sound in Sam is /ssss/. 4.Listen. Fill. The first sound in fill is /ffff/. 5.Your turn. Rat. What’s the first sound in rat? (Signal). /rrrr/ 6.Your turn. Sam. What’s the first sound in Sam? (Signal). /ssss/ 7.Your turn. Fill. What’s the first sound in fill? (Signal). /ffff/ Isolate Sounds (Beginning)

39. 39 1.My turn. I’ll say the end sound in some words. 2.Listen. Rat. The last sound in rat is /t/. 3.Listen. Sam. The last sound in Sam is /mmmm/. 4.Listen. Fill. The last sound in fill is /llll/. 5.Your turn. Rat. What’s the last sound in rat? (Signal). /t/ 6.Your turn. Sam. What’s the last sound in Sam? (Signal). /mmmm/ 7.Your turn. Fill. What’s the last sound in fill? (Signal). /llll/ Isolate Sounds (End)

40. 40 1.My turn. I’ll say the middle sound in some words. 2.Listen. Rat. The middle sound in rat is /aaaa/. 3.Listen. Sam. The middle sound in Sam is /aaaa/. 4.Listen. Fill. The middle sound in fill is /iiii/. 5.Your turn. Rat. What’s the middle sound in rat? (Signal). /aaaa/ 6.Your turn. Sam. What’s the middle sound in Sam? (Signal). /aaaa/ 7.Your turn. Fill. What’s the middle sound in fill? (Signal). /iiii/ Isolate Sounds (Middle)

41. 41 Then Mix ‘em Up!

42. 42 1.We’re going to play a say-the-word game. I’ll say the sounds slowly, then you say the word fast. 2.(hold hand up) Listen. ssssaaaat 3.What word? (drop hand) sat 4.(Repeat with 3-4 more words.) 5.(Repeat until firm.) 6.(Give individual turns.) * Remember to hold each continuous sound for one full second and do not stop between the sounds Blending Sounds into Words

43. 43 1.We’re going to say words slowly. We’ll say a new sound each time I raise a finger. 2.The word is sat. Say it slowly. (Signal each time students are to switch to the next sound.) ssssaaaat 3.Again. Get ready. (Signal) ssssaaaat 4. (Repeat with 3-4 more words.) 5. (Repeat until firm.) 6. (Give individual turns.) *Smooth Segmenting

44. 44 1.We’re going to say the sounds in a word. Fist in the air. Put up one finger for each sound. 2.The word is sat. What word? (Signal) sat 3.First sound? /sss/ Next sound? /aaa/ Last sound? /t/ (Put up a finger as you say each sound.) What word? (Signal) sat 4. (Repeat with 3-4 more words.) 5. (Repeat until firm.) 6. (Give individual turns.) Separate Segmenting

45. 45 Blending 1. (hold hand up) Listen. Put these parts together to make a word: buck…et 2. (drop hand) bucket Segmenting 1. Listen. Bucket. Let’s clap and say the parts in bucket. 2. Ready. buck – et (Students clap as they say each part.) Syllables/Parts

46. 46 Elkonin Boxes

47. 47 Connect to PA to Phonics amtamt

48. 48 How did it go in YOUR classroom? 1.What questions do you have about the routines since implementing them? 2.Are there any routines you want modeled? 3.Are there any routines you want to teach the group and receive feedback on? 4.Find your Reflection & Action Plan handout and record which PA routine(s) you feel the most comfortable with and which one(s) you need continued practice Discussion

49. 49 Review and Discussion of Critical Phonics Routines

50. 50 1) Associate letters and sounds 2) Blend sounds/parts to read words 3) Read words to build automaticity 4) Segment and spell words (dictation) 5) Read decodable text Phonics Instruction

51. 51 Highly interactive lessons in which the teacher directly teaches students how to blend sounds to form words, apply what they learn about sounds and letters to spelling words, to keep their eyes on the letters in the word in order to “sound out” the words, and to apply their knowledge of phonics as they read words and decodable text Letter-sound correspondences are taught in a clearly defined and research-based sequence Explicit & Systematic Phonics Instruction

52. 52 Basic phonics skills: Letter-sound correspondences Regular words (short vowels, blends included) *Consonant digraphs Advanced phonics skills: *r-controlled *VCe Two-syllable: *Regular: nap kin High Frequency Irregular Words *May be included in the spring of kindergarten if students are solid in their basic phonics skills Kindergarten Phonics Skills

53. 53 Fall (September – November) Letter-Sound Correspondence (intro & discrimination) Sound by Sound & Continuous blending with known letter-sound correspondences – VC/CVC Decodable Text (high scaffolding) Dictation (sound & word) Winter (December – February) Letter-Sound Correspondence (intro & discrimination) Sound by Sound & Continuous blending in one- syllable words including consonant blends Spelling-Focused blending – medial vowels Decodable Text (high/low scaffolding) Dictation (sound & word) NWF Goal: 17 CLS/minute Kdg. Phonics Skills & Routines

54. 54 Spring (March – May) Letter-Sound Correspondence (automaticity) Continuous blending including consonant blends Spelling-Focused blending Medial vowels Consonant digraphs Transition to Sight Word Reading Dictation (word) Decodable Text (high/low scaffolding) NWF Goal: 28 CLS/minute (Introduction to Irregular Words and Irregular Word routines will also be used throughout the year and Whole Word and Loop Loop may be introduced in the Spring) Kdg. Phonics Critical Skills & Routines

55. 55 f 1.When I touch under the letter, you say the sound. Keep saying the sound as long as I touch it. 2.My turn (Point to letter, pause 1-2 seconds. Slide finger under letter. Hold for 1-2 seconds if a continuous sound or for an instant if it is a stop sound.) ffff (remove finger then repeat) 3.Your turn. (Point to letter.) What sound? (Slide finger under the letter. Hold for 1-2 seconds if a continuous sound or for an instant if it is a stop sound.) ffff 4.(Correct errors immediately and repeat until firm.) 5.(Give individual turns.) Introductory Format for Letter-Sound Correspondences

56. 56 a f a d f sf m t 1.When I touch under a letter, you say the sound. Keep saying the sound as long as I touch it. 2.(Point to the first letter, pause 1-2 seconds.) What sound? (Slide finger under letter. Hold for 1-2 seconds if a continuous sound or for an instant if it is a stop sound.) ffff 3.(Teacher either corrects immediately or points to the next letter.) 4.(Repeat until firm.) 5.(Give individual turns.) Discrimination Format for Letter-Sound Correspondences

57. 57 mat tap sad am 1.(Write the first letter on the board.) What sound? (Signal) /mmm/ 2.(Write the second letter on the board.) What sound? (Signal) /aaa/ 3.(Move your finger under the two letters.) Blend it. (Signal) /mmmaaa/ 4.(Write the third letter.) What sound? (Signal) /t/ 5.(Move your finger under the letters.) Blend it. (Signal) /mmmaaat/ 6.What word? (Signal) mat 7.(Repeat with remaining words until firm.) 8.(Give individual turns.) Sound by Sound Blending

58. 58 fit slap last pot 1.(Model) I’m going to sound out this word. When I touch a letter, I’ll say its sound. I’ll keep saying the sound until I touch the next letter. I won’t stop between the sounds. (Slowly slide finger under each letter.) /ffffiiiit/ 2.(Lead & Test) When I touch a letter, say its sound. Keep saying the sound until I touch the next letter. Don’t stop between the sounds. Get ready. (Slowly slide your finger under each letter.) /ffffiiiit/ What word? fit 3.(Repeat with remaining words until firm.) 4.(Give individual turns.) Continuous Blending

59. 59 bit bat fit fad 1. (Underline the letter(s) that make the sound being taught.) 2. (Point to the underlined letters.) What sound? (Signal). /iiii/ 3. (Point to the word.) What word? (Signal) bit 4. (Repeat with remaining words until firm.) 5.(Have students reread the list without the precorrection.) 6. (Give individual turns.) Spelling-Focused Blending

60. 60 math ship tack chat 1. (Underline the letter(s) that make the sound being taught.) 2. (Point to the underlined letters.) What sound? (Signal). /th/ 3. (Point to the word.) What word? (Signal) math 4. (Repeat with remaining words until firm.) 5.(Have students reread the list without the precorrection.) 6. (Give individual turns.) Spelling-Focused Blending

61. 61 was 1.(Point to word.) This is a funny word. The word is was. What word? (Signal) was 2.Listen to me sound out the word. wwwwaaaassss. That’s how we sound out the word but here’s how we say it: was. How do we say it? (Signal) was 3.Now you are going to sound out the word. Get ready. (Signal) wwwwaaaassss. But how do we say the word? (Signal) was 4.(Repeat until firm.) 5.(Give individual turns.) Introductory Format for Irregular Words

62. 62 have 1.This word is have. What word? (Signal) have 2.Spell have. (Signal) h-a-v-e 3.What word did you spell? (Signal) have 4.Yes, have. 5.(Repeat until firm.) 6.(Give individual turns.) Irregular Words

63. 63 1.You are going to read these words the fast way. When I point to a word, sound it out to yourself. When I signal, say the word the fast way.” 2.(Point to the left of the first word, pause 3 seconds.) What word? (Signal) fit 3.(Follow the same procedure with the remaining words.) 4.(Students read all words again with only a 2-second pause.) 5.(Vary order and give individual turns.) Transition to Sight Word Reading fit slap last pot

64. 64 like rope mine note tape 1.An e at the end of a word tells us to say the name of this (pointing to vowel) letter. 2.(Point to like.) Is there an e at the end of this word? (Signal.) Yes 3.(Point to the vowel i.) So do we say the name or the sound of this letter? (Signal.) name 4.What is the name of this letter? (Signal.) i 5.Get ready to tell me the word. (Signal.) like 6.(Repeat until firm.) 7.(Give individual turns.) Introductory Format for Whole Word Blending

65. 65 made sit hope like mad hop 1.Remember, an e at the end of a word tells us to say the name (point to initial vowel) of this letter. 2.(Point to make.) Is there an e at the end of this word? Yes 3.(Point to the vowel letter.) So do we say the name or the sound of this letter? Name 4.What is the name of this letter? (Signal.) a 5.Get ready to tell me the word. (Signal.) made 6.(Repeat with both example/nonexample words.) 7.(Have students reread the list without prompting.) 8.(Repeat until firm.) 9.(Give individual turns.) Discrimination Format for Whole Word Blending

66. 66 rabbit 1.(Draw loops to segment the multisyllabic word into decodable chunks and underline the vowel sounds.) 2.(Point your finger under the first part.) What sound? (Signal). /aaaa/ What part? (Signal). /rab/ 3. (Repeat for remaining parts.) /iiii/ /bit/ 4. (Loop the whole word.) What word? rabbit 5.Make it a real word. rabbit 6.(Repeat with remaining words.) 7.(Give individual turns.) Loop

67. 67 1.Listen. ssss 2.What sound? (Signal) ssss 3.Say the sound to yourself as you write it. Go. 4.(Write the sound on the board or overhead when the majority of students are finished writing the sound.) 5.If your sound does not match mine, cross it out and rewrite it correctly. 6.(Repeat with other sounds.) Sound Dictation

68. 68 1.(Say the word.) sat 2.(Say the word in a sentence.) I sat in a chair. 3.What word? (Signal) sat 4.Fist in the air. Put up one finger for each sound. First sound? /sss/ Next sound? /aaa/ Last sound? /t/ (Put up a finger as you say each sound.) 5.Now say each sound to yourself as you write the word. Go. 6.(Write the word on the board or overhead when the majority of students are finished writing the word.) 7.If your word does not match mine, cross it out and rewrite it correctly. 8. (Repeat with remaining words.) Word Dictation

69. 69 1.We are going to read the story together. Touch the first word in the sentence. 2.Move your finger under the sounds and say the sounds to yourself. (Pause up to 3 seconds) What word? (Signal) (Repeat for remaining words in sentence.) 3.(If students need more wait time than allowed or make an error, go back to the beginning of the sentence.) 4.(Repeat with remaining words/sentences.) 5.(Reread the story and ask a couple of text dependent questions. If in a small-group, call on individual students to read. If in a large group, reread chorally at a moderate rate.) 6.(Have students partner read one page at a time. As they read, walk around and listen to individuals.) Reading Decodables (High Scaffolding)

70. 70 1.Have students whisper read the story independently. Monitor and give feedback. 2.Choral read the story. Pause and signal for students to sound out (in their head) the words containing the targeted sound-symbol correspondences. Focus on accuracy! 3.If students need more wait time than allowed or make an error, go back to the beginning of the sentence. 4.Reread the story, asking text dependent questions. If in a small-group, call on individual students to read. If in a large group, reread chorally. 5.Have students partner read one page at a time. Focus on expression. Monitor and give feedback. Reading Decodables (Less Scaffolding)

71. 71 How did it go in YOUR classroom? 1.What questions do you have about the routines since implementing them? 2.Are there any routines you want modeled? 3.Are there any routines you want to teach the group and receive feedback on? 4.Find your Reflection & Action Plan handout and record which PA routine(s) you feel the most comfortable with and which one(s) you need continued practice Discussion

72. 72 3.0 Use an Outcomes-Driven Model to Guide Whole & Small-Group Core Phonemic Awareness & Phonics Instruction

73. 73 Differentiation during Tier 1 instruction is anchored in core instruction Small skill-based groups result in improved academic achievement Planning Tier 1 Instructional Supports

74. 74 Minimum of 30-45 minutes of whole-group instruction (big ideas of reading) + Minimum of 45-60 minutes of *small-group differentiated instruction (related to core instruction) and **practice stations * Homogeneous scaffolded instruction targeted to students’ specific instructional needs in order to have access to and increase the probability of understanding and demonstrating mastery of the core curriculum ** May be heterogeneous General 90+ Minute Reading Block

75. 75 Emphasis of Big Ideas K1 st 2 nd 3 rd 4 th 5 th Phonemic Awareness Blending & Seg Spelling Dictation Phonics Sounds/ Basic Phonics Advanced Phonics & Multisyllabic Multi- Syllabic & Word Study FluencySounds & Words Words & Connected Text Connected Text VocabularyListeningListening & ReadingReading Comprehension ListeningListening & ReadingReading

76. 76 1)Identify need for support 2)Validate instructional needs 3)Analyze data to plan and implement core whole & small-group instruction 4)Evaluate individual student progress 5)Review overall instructional support Outcomes Driven Model

77. 77 Question(s)Data Identify Which students may need support? Classroom Report Validate Are we confident that the identified students need support? Progress Monitoring Probes, Classroom Performance Plan/ Implement What is the plan of support for each student, including goals and progress monitoring data? Initial Grouping Suggestions, Student booklets, additional diagnostic assessment Evaluate Is the support effective for individual students? Student Progress Monitoring Report Review Have identified students met their goals? Student Progress Monitoring Report & Effectiveness of Instructional Support

78. 78 Dynamic Measurement Group Outcomes-Driven Model

79. 79 1.Which students are below or well below the benchmark goal for the DIBELS Composite Score? 2.Which students are below or well below the benchmark goal on one or more of the DIBELS Next Measures at this time of year? 3.Are there any other students you are concerned about (e.g., those just above the cutoff, those who perform inconsistently in class)? 1) Identify

80. 80 Dynamic Measurement Group Outcomes-Driven Model

81. 81 1.Are we reasonably confident the student needs instructional support? –Rule out reasons for unexpected performance: bad day, task confusion, ill, shy, error in administration or data entry 2.What data can be used to validate need? –Repeat DIBELS Next assessments using progress monitoring problems –In class performance and results from other formative and summative assessments 2) Validate

82. 82 Examine data to determine if any students needs external validatingExamine data to determine if any students needs external validating Write those names under “Needs Validating” on Reflection & Action planWrite those names under “Needs Validating” on Reflection & Action plan This should happen PRIOR to sorting students into instructional groups Activity

83. 83 Dynamic Measurement Group Outcomes-Driven Model

84. 84 Instructional Grouping Sheets are based on two key indicators that relate to the critical skills BOY – Beginning of Year MOY – Middle of Year EOY – End of Year 3) Plan & Implement BOYMOYEOY FSF Composite PSF NWF CLS PSF NWF CLS

85. 85 1.Do a large number of students in the class fall in any of the instructional grouping recommendations other than group 1? 2.If yes, which group(s)? 3.What is the instructional focus for the group(s)? 4.Is the number large enough to consider supplementing core instruction to address the corresponding skills? Use Grouping Sheets to Inform Whole-Group Instructional Needs

86. 86 Instructional groupings should be dynamic and flexible May need additional info for placement and/or revise groups based on other data Large groups should be subdivided Students in the same group may not have the same instructional needs – thinking and problem solving are required! Did they not meet benchmark because they were inaccurate or because they were accurate but slow? Should divide into two subgroups based on these factors Use Grouping Sheets to Inform Small-Group Instruction

87. 87 A helpful tip is to analyze response patterns from student booklets FSF PSF NWF May need further diagnostic assessment like DIBELS DEEP Especially for those students who need Tier 2/3 supports in order to plan instruction matched to specific needs Use Benchmark Booklets to Inform Small-Group Instruction

88. 88 Says beginning consonant plus vowel Says beginning consonant blend Says beginning consonant blend plus vowel Substitutes name of letter for first sound Makes multiple random errors Common FSF Response Patterns

89. 89 Repeats word Makes random errors Says initial sound only Says onset time Does not segment blends Add sounds Makes specific errors on consistent sounds Common PSF Response Patterns

90. 90 Says correct sounds out of order Makes random errors Says correct sound, does not recode Says correct sounds, recodes out of order Says correct sounds, recodes with incorrect sounds Says correct sounds and correctly recodes Doesn’t track correctly Tries to turn nonsense words into real words Makes consistent errors on specific letter sounds Common NWF Response Patterns

91. 91 If using a scientifically based core curriculum, examine the supplemental resources for enrichment and reteaching when planning small-group differentiated instruction Check to ensure the critical skills are being targeted in the lessons Examine lessons to see if they need to be intensified through the use of explicit instructional routines Core Program Materials

92. 92 Need to also examine: How much time is small group instruction? How frequent is instruction? How explicit is instruction? Is instruction systematic? Are there frequent opportunities for students responses and feedback? Instructional Delivery

93. 93 1.Transfer names from Initial Grouping sheets to the Small-Group column (split if groups are large and/or based on accurate but slow vs inaccurate skills) 2.Highlight skills in the Focus of Instruction column to target for the next week during small- group instruction 3.Examine next set of slides and revisit core routines for instructional material suggestions and then highlight what you will use in the Instructional Materials column for small-group instruction 4.Write in other resources you have that you plan to use under Instructional Materials Planning Activity

94. 94 Phonemic Awareness Phonological awareness blending, isolating, and segmenting (see above) First (last, middle) sound picture sounds Extra scaffolding for making phonemic awareness concrete Phonics Heavily scaffolded sound by sound, continuous (on next slide) and spelling- focused blending *In addition to pre/reteaching of current skills in a smaller group with guidance and feedback) *Supplemental Routines

95. 95 1.Everybody, touch the big ball of the arrow for the first word. Students touch ball of first arrow. 2.We are going to sound out the word. When I clap, touch the first little dot and say the sound above it. Keep saying it until I clap again, then move your finger and say the next sound. Don’t stop between sounds. 3.Get ready. (Pause for 1 second, then clap.) Students say sound while pointing to the dot under the first letter. (After 1 second, teacher claps for next sound, and so on.) Students continue to say the sounds without stopping between them while moving their finger to the next dot. 4.What word? (Signal) Students say the word at a normal rate while sliding their finger along the arrow. 5.Touch the big ball of the next arrow. (Teacher repeats routine for remainder of words.) Blending on Worksheets

96. 96 What are my other students doing while I am teaching a small-group?

97. 97 Dependent on resources (parent volunteers, paraprofessionals, etc.) Practice Stations that review, reinforce, or extend previously taught skills (must teach and model procedures for practice stations) Partner work Independent work Florida Center for Reading Research http://www.fcrr.org/Curriculum/studentCenter Activities.shtm http://www.fcrr.org/Curriculum/studentCenter Activities.shtm Ideas & Resources

98. 98 Write/build words with rimes at (bat, cat) in (bin, fin) Sorting words or pictures /a/ and /e/ words or /ai/ and /ay/ words Pictures into groups with the same vowel sound Highlight and/or write words with targeted phonics skills in decodable Elkonin Boxes with letter sounds See picture/segment sounds Word-Work/Practice Stations

99. 99 Dynamic Measurement Group Outcomes-Driven Model

100. 100 Monitoring student progress towards the instructional objectives and goals is the most effective and efficient way to determine if the instructional plan is working to improve student outcomes Progress monitoring assessments should be sensitive to student growth over time so teachers make data-based decisions about the effectiveness of instruction and rate of student learning 4) Evaluate Student Progress

101. 101 Discuss the following with you partner: 1)Are you currently using progress monitoring within your school? 2)If so, how? 3)How does progress monitoring data get used in your school? 4)What issues are you currently experiencing? Discussion

102. 102 1)Select students for progress monitoring 2)Determine which DIBELS Next progress monitoring probes to use 3)Set appropriate goal(s) 4)Determine frequency of progress monitoring 5)Evaluate progress toward goal and modify instruction as needed Steps for Progress Monitoring

103. 103 Those who scored below or well below the benchmark goal are candidates for progress monitoring If there are a large number of students below the benchmark, work on improving core instruction and carefully select the students who will be monitored (given current resources and time available) Select Students for Progress Monitoring

104. 104 Using your Classroom Report, review students who are in need of instructional support and determine who are in need of progress monitoringUsing your Classroom Report, review students who are in need of instructional support and determine who are in need of progress monitoring Share your rationale with your partnerShare your rationale with your partner List their names on your Reflection & Action PlanList their names on your Reflection & Action Plan Activity

105. 105 Progress monitoring materials need to be sensitive to growth Not too easy Not too difficult Generally, progress monitor with the materials that match the lowest basic early literacy skill that the student has not yet mastered Determine which DIBELS Progress Monitoring Probes to Use

106. 106 Jessica is a kindergarten student in the winter of Kindergarten: What should be used for progress monitoring? Composite 79 Well Below Benchmark CLS 11 Below Benchmark PSF 28 Benchmark FSF 30 Benchmark Activity

107. 107 Dynamic Measurement Group Outcomes-Driven Model

108. 108 5) Review Overall Instructional Support How Effective is our Core Instruction? A Core Program is effective if it: Meets the needs of at least 80-90% of all students in kindergarten At least 95% of students in the Low Risk range maintain their Low Risk status throughout the school year

109. 109 Please put the following tasks in the correct sequence: a)Determine who, how often, when, and what skills should be progress monitored b)Complete initial instructional grouping sheets c)Identify students who may be at risk d)Review overall instructional effectiveness of instruction twice per year in the winter and spring e)Validate scores, retest if needed f)Teach core instruction (whole & small group) g)Decide if and how to supplement whole- group core instruction h)Plan for small-group instruction i)Evaluate PM data, adjust instruction if needed Review

110. 110 End of Day Evaluation

111. 111 2-Part Evaluation Retrospective Self Assessment Feedback on the Session... both using the responders

112. 112 Rate your knowledge / skills / competence for the following items this afternoon at 3:20 p.m.

113. 113 Scale for the Retrospective Self Assessment Questions 4: I am confident that I know it and I can apply it to my context. 3: I am confident that I know it, but am unclear on how to apply it to my context. 2: I need more information and examples to know it better. 1: I have more questions than answers.

114. 114 1. I can explain why strong core reading instruction is integral within a multi-tier system of supports. 4: I am confident that I know it and I can apply it to my context. 3: I am confident that I know it, but am unclear on how to apply it to my context. 2: I need more information and examples to know it better. 1: I have more questions than answers. Rate your knowledge / skills / competence for the following items this afternoon at 3:20 p.m.

115. 115 2. I can name the phonemic awareness and phonics instructional routines that should be emphasized during core instruction in the fall, winter, and spring. 4: I am confident that I know it and I can apply it to my context. 3: I am confident that I know it, but am unclear on how to apply it to my context. 2: I need more information and examples to know it better. 1: I have more questions than answers. Rate your knowledge / skills / competence for the following items this afternoon at 3:20 p.m.

116. 116 3. I can describe the five steps in an outcomes-driven model. 4: I am confident that I know it and I can apply it to my context. 3: I am confident that I know it, but am unclear on how to apply it to my context. 2: I need more information and examples to know it better. 1: I have more questions than answers. Rate your knowledge / skills / competence for the following items this afternoon at 3:20 p.m.

117. 117 4. I have the tools to use an outcomes- driven model to guide and inform my core reading instruction. 4: I am confident that I know it and I can apply it to my context. 3: I am confident that I know it, but am unclear on how to apply it to my context. 2: I need more information and examples to know it better. 1: I have more questions than answers. Rate your knowledge / skills / competence for the following items this afternoon at 3:20 p.m.

118. 118 Rate your knowledge / skills / competence for the following items this morning at 9:00 a.m.

119. 119 1. I can explain why strong core reading instruction is integral within a multi-tier system of supports. 4: I am confident that I know it and I can apply it to my context. 3: I am confident that I know it, but am unclear on how to apply it to my context. 2: I need more information and examples to know it better. 1: I have more questions than answers. Rate your knowledge / skills / competence for the following items this morning at 9:00 a.m.

120. 120 2. I can name the phonemic awareness and phonics instructional routines that should be emphasized during core instruction in the fall, winter, and spring. 4: I am confident that I know it and I can apply it to my context. 3: I am confident that I know it, but am unclear on how to apply it to my context. 2: I need more information and examples to know it better. 1: I have more questions than answers. Rate your knowledge / skills / competence for the following items this morning at 9:00 a.m.

121. 121 3. I can describe the five steps in an outcomes-driven model. 4: I am confident that I know it and I can apply it to my context. 3: I am confident that I know it, but am unclear on how to apply it to my context. 2: I need more information and examples to know it better. 1: I have more questions than answers. Rate your knowledge / skills / competence for the following items this morning at 9:00 a.m.

122. 122 4. I have the tools to use an outcomes- driven model to guide and inform my core reading instruction. 4: I am confident that I know it and I can apply it to my context. 3: I am confident that I know it, but am unclear on how to apply it to my context. 2: I need more information and examples to know it better. 1: I have more questions than answers. Rate your knowledge / skills / competence for the following items this morning at 9:00 a.m.

123. 123 Feedback on the Session

124. 124 1. Today’s learning was a valuable use of my time. 4: Strongly Agree 3: Agree 2: Disagree 1: Strongly Disagree Data will help MiBLSi and presenters know whether the day was valuable to participants and a good investment of the resources invested.

125. 125 2. I am leaving with tools and strategies to successfully complete the next steps (assignments, communication, activities) that were identified in today’s session. 4: Strongly Agree 3: Agree 2: Disagree 1: Strongly Disagree Data will help MiBLSi and presenters gauge whether the training/session is likely to result in implementation / application of the information.

126. 126 3. The content included clearly defined outcomes for the day. 4: Strongly Agree 3: Agree 2: Disagree 1: Strongly Disagree Data will help MiBLSi and presenters know when the session goals need to be made clearer in the content or provided more clearly by the presenter(s).

127. 127 4. The content and activities are well aligned with the goals and priorities of my District. 4: Strongly Agree 3: Agree 2: Disagree 1: Strongly Disagree Data will help MiBLSi and presenters to know if there was a good match between the session content and district goals/ priorities/ needs.

128. 128 5. The trainer(s) presented the content in such a way that promoted active engagement, opportunities for processing, and time for participants to work together. 4: Strongly Agree 3: Agree 2: Disagree 1: Strongly Disagree Data will help MiBLSi and presenter(s) know whether the presenter(s) needs to use more strategies for active engagement and whether the content needs to facilitate this better.

129. 129 6. The pacing and amount of material presented were appropriate for the time allocated. 4: Strongly Agree 3: Agree 2: Disagree 1: Strongly Disagree Data will help MiBLSi and presenters know how to adjust pacing and amount of content provided in the future.

130. 130 7. The materials for the day facilitated my learning. 4: Strongly Agree 3: Agree 2: Disagree 1: Strongly Disagree Data will help MiBLSi and presenters know whether the quality, number, and organization of materials and handouts was appropriate.

131. 131 8. The training space was acceptable for learning (comfortable temperature, good working space, functional technology). 4: Strongly Agree 3: Agree 2: Disagree 1: Strongly Disagree Data will help MiBLSi make future decisions about training/ conference space reservations, room design, available technology.

132. 132 Please take a moment to provide written feedback. Forms are provided at the back of your participant workbook. The most valuable part of this session was... This session could be improved if...

133. 133

134. 134 STATEMENT OF COMPLIANCE WITH FEDERAL LAW The Michigan Department of Education (MDE) complies with all federal laws and regulations prohibiting discrimination, and with all requirements of the U.S. Department of Education (USED). STATEMENT OF FUNDING This document was produced and distributed through an Individuals with Disabilities Education Act (IDEA) Mandated Activities Project (MAP) for the Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi) awarded by the Michigan Department of Education (MDE). The opinions expressed herein do not necessarily reflect the position or policy of the MDE, Michigan State Board of Education (SBE) or the U.S. Department of Education (USED), and no endorsement is inferred. This document is in the public domain and may be copied for further distribution when proper credit is given. COMPLIANCE WITH TITLE IX Title IX of the Education Amendments of 1972 is the landmark federal law that bans sex discrimination in schools, whether it is in curricular, extra-curricular or athletic activities. Title IX states: “No person in the U.S. shall, on the basis of sex be excluded from participation in, or denied the benefits of, or be subject to discrimination under any educational program or activity receiving federal aid.” The Michigan Department of Education (MDE) is in compliance with Title IX of the Education Amendments of 1972, as amended, 20 U.S.C. 1681 et seq. (Title IX), and its implementing regulation, at 34 C.F.R. Part 106, which prohibits discrimination based on sex. The MDE, as a recipient of federal financial assistance from the U.S. Department of Education (USED), is subject to the provisions of Title IX. The MDE does not discriminate based on gender in employment or in any educational program or activity that it operates. For inquiries and complaints regarding Title IX, contact: Ms. Norma Tims, Office of Career and Technical Education, Michigan Department of Education, Hannah Building, 608 West Allegan, P.O. Box 30008, Lansing, MI 48909. State Board of Education John C. Austin, President Casandra E. Ulbrich, Vice President Nancy Danhof, Secretary Marianne Yared McGuire, Treasurer Richard Zeile, NASBE Delegate Kathleen N. Straus Daniel Varner Eileen Lappin Weiser Ex-Officio Rick Snyder, Governor Michael P. Flanagan, Superintendent of Public Instruction

135. 135 Lunch Time Activity Using your Reflection & Action Plan handout, discuss with your table partners: Which phonemic awareness & phonics routines you feel the most comfortable with Which routines you need more practice with Consider asking a colleague to be your “accountability buddy” and set up a time to practice in the next seven days