1. Title I Preschool Meeting
RED LION AREA
SCHOOL DISTRICT
Title I Preschool Meeting
Amy Jackson and Kimberly Allen
Please sign in!
April 30, 2014

2. Welcome and Introductions
Introduce presenters only. Attendees can introduce themselves in small groups.

3. Purpose for our partnership
CHILDREN
STRENGTHENING TIES
Title I
Mutual benefits
Networking
College and Career Ready

4. Language and Literacy Development
Pennsylvania Standards
1.1.2 Word Recognition Skills
1.1.5 Fluency
1.3.4 Literary Devices
1.6.2 Listening Skills

5. Phonemic Awareness
Phonemic awareness is not phonics. P.A. is focused on the spoken language. It does not involve print. Students get to hear the language and play with the sounds.

6. What do you currently do?
Nursery Rhyme Groups – Introduce yourself to the group

7. Phonemic Awareness Book
Used in RLASD Kindergarten and First grade classrooms
Daily activities to address 10 areas of phonemic awareness
35 weeks of instruction

8. Phonemic Awareness Book
Complete as a whole group
Fast paced
Can be repeated for struggling students
Motions can be added
Keep it fun!

9. Sample Week

10. Letter Naming Only time letters are shown Singing ABC’s forward
Using ABC cards/chart
Naming letters with ABC cards
Singing ABC’s backward with tracking
Idea – Sing ABC’s to a different tune while pointing to chart – Mary Had a Little Lamb

11. Rhyming Hearing and repeating rhyming words Asking: Do they rhyme?
Words are taken from the weekly nursery rhyme.
Skills progress from hearing and repeating to recognizing.
Example-
week 1- T: cow, how S: cow how
Week 17 – T see, no S: thumbs up or down if rhyme/not
Week 35 – Peter, cheater

12. Onset Fluency Isolating the beginning sound
Hearing and repeating the onset
Consonants
Short vowels
Onset fluency deals with isolating or chopping off the beginning sound of words.
Skills progress from words beginning with consonants to short vowels

13. Blending Compound Words Syllables Onset/Rime (Beginning and End)
Two Phonemes (Sounds)
Three Phonemes
Blending is putting sounds together to make words.
Hand motion = two fists for the each part then put the fists together when blending
Progress from
Compound Words – T: out-side, outside S: out-side, outside
Syllables – T: Kit-ten, kitten S: Kit-ten kitten
Onset/Rime – T: p – eep, peep S: p-eep, peep
Blending two phonemes – T: l-o, low S: l-o, low
Blending three phonemes – T: p-e-g, peg S: p-e-g, peg

14. Identifying Medial and Final Sounds
Medial sounds = middle of word
Start with Final Sounds
Add Medial Sounds
Mixed Skills
Final sound easier to hear, so start with this one.
Hand motion idea = move hand in front of body then “flash out” at end sound
Medial sounds are tricky. Use roller coaster hand motion to help id the medial sound
Week 1 = T: sheep, /p/ S: sheep, /p/
Week 17 = T: cat, /a/ S: cat, /c/

15. Segmenting Compound Words Syllables Onset/Rime (Beginning and End)
Two Phonemes (Sounds)
Three Phonemes
Segmenting is breaking words apart.
Hand motion idea = two fists together, break them apart as you say each part
Compound words = T: anyone, any-one S: anyone, any-one
Syllables = T: jungle, jun-gle S: jungle, jun-gle
Onset/Rime = T: knife, n S: knife, n
Two phonemes = T: go, /g/ /o/, S: go, /g/ /o/
Three phonemes = T: dog, /d/ /o/ /g/ S: dog, /d/ /o/ /g/ Hand motion = chopping on arm or in front of body

16. Adding Phonemes Compound Words Syllables
Onset/Rime (Beginning and End)
Two Phonemes (Sounds)
Starting with a word and adding another part to it to make a new word.
Hand motion idea = put one fist in front of your body for the first part. Then put the next fist out for the second part. Put fists together when blended.
Progression of skills:
Compound Words T: some S: some T: add one to the end and the word is? S: someone
Syllables T: mud S: mud T: add /e/ to the end and the word is? S: muddy
Onset/Rime T: ed S: ed T: add /r/ to the beginning and the word is S: red
Two phonemes T: /e/ S: /e/ T: Add /h/ at the beginning and the word is?

17. Deleting Phonemes Compound Words Syllables
Onset/Rime (Beginning and End)
Two Phonemes (Sounds)
Hand motion idea = put two fists together say word. Remove one fist when you say “without *”
Compound Words = T: outside S: outside T: without /side/ and the word is? S: out
Syllables = T: colder S: colder T: without /er/ and the word is? S cold
Onset/Rime = T: dot S: dot T: without /d/ and the sound is? S /ot
Two Phonemes = T: me S: me T: without /m/ and the sound is? /e/

18. Substituting Requires students to delete phonemes and add new ones
Starts in the middle of the year
Onset
Final Sound
Very difficult skill b/c students have to hold multiple sources of information in their head.
Hand motion idea = put two fists together say word. Remove one fist when you say “change __ to ___ *” and quickly return it in front of body to say new word
Onset = T: big S: big T: Change the /b/ to /p/ and the word is? S: pig
Final Sound = T: pill S: pill T: Change the /l/ to /t/ and the word is? S: pit

19. Language Awareness Repeating sentences from nursery rhymes
Separating sentences into individual spoken words
Each day you add another line from the nursery rhyme
Ideas – Clapping each word in the sentence, hopping for each word, counting the number of words in sentences.

20. Optional Center Activity
Nursery rhymes
Language activities
Suggestions on how to include the nursery rhyme and language activities for a different station daily.

21. Heggerty Video

22. Music and Movement
Brain research = simultaneous, multisensory teaching
Best songs
Motions
Repetitive
Silly
The more senses involved all at once, the better you retain information.
If it sticks in your head and drives your crazy, it’s probably the right song!

23. Music and Movement 10% of what we hear we retain
30% of what we hear and see we retain
40% of what we hear, see and say we retain
70%-100% of what we hear, see, say and do we retain

24. Heidi’s Songs

25. Segmenting – Hop the Hoops!

26. Nursery Rhymes – What does the research say?
Learning nursery rhymes helps students become on level readers.
Nursery rhyme knowledge is linked to reading and spelling success.
Language activities are needed to develop listening and expressive skills
Research suggests that hearing, learning, and reciting Mother Goose nursery rhymes can help young children take the first steps toward becoming proficient readers. (Sadlier-Oxford, 2000)
There is a strong link between the nursery rhyme knowledge of Pre-K children and their future success in reading and spelling (MacLean, Bryant, and Bradley, 1987)
Beginning in pre-school and continuing through the primary grades, schools must include language activities that develop listening and expressive skills. (California State University, 1995)
Share the nursery rhyme examples from the internet (listed on agenda)

27. “Research consistently demonstrates that the more children know about language and literacy before they begin formal schooling, the better equipped they are to succeed in reading.”
Burns, Griffin and Snow (1999)
This quote reminds us of the importance of exposing students to literacy as soon as possible.
We hope that you can use a few of these tools with the students in your care. It will make a big difference when they start school.

28. Take Away 3 Things you learned tonight 2 Phonemic awareness skills
1 Activity you can do tomorrow
Meet in groups by preschools

29. Survey