1. Literacy Development in Elementary & Middle School Week 2 Course 05:300:495 Joseph Campisi

2. Assessment of Week 1 – Assigned Reading Please complete the Assessment of the Week 1 Assigned Reading. If you have the article with you or on your laptop please feel free to use it. This will count as part of your participation & reading response grade.

3. Week 2 Phonemic Awareness & Phonics Regardless of the literacy component being used to develop literacy the keys are: – Looking at the standard – Pre-Assessing to determine student ability – Using a curriculum based measurement – Literacy centers should have a specific objective based on the standard – Assessments should be short, often and leveled to determine student progress

4. Literacy Mind Set We are always literacy teachers: – Regardless of the class, content or topic – It is the fidelity of developing literacy that allows for maximum student literacy growth The development of literacy requires a focus on the “Growth Model” (individual student progress as opposed to a cut score on annual test) Quality over quantity with consist data collection Thought of as “FLUID TEACHING” Always use evidence-based/researched materials & techniques

5. Data Collection Data Collection occurs through 2 methods in varying stages: – Formative & Summative – Formative: Pre-assessment, Present-Assessment, & Post-Assessment – Summative: Not often and does not paint a clear enough picture of student growth without the use of frequent formative assessments.

6. Curriculum Based Measurement curriculum based assessment.PDF

7. Assessment Determine benchmarks before implementing the literacy techniques that are to be implemented: – Use the Core Curricular Content Standards as a reference as well as – Developmentally appropriate tasks (this is the variable which should allow you to use data to drive your literacy instruction)

8. Effective Literacy Assessing Components Screening - Designed as a first step in identifying children who may be at high risk for delayed development or academic failure and in need of further diagnosis of their need for special services or additional reading instruction. Screening Diagnostic - Helps teachers plan instruction by providing in-depth information about students' skills and instructional needs. Diagnostic Progress Monitoring - Determines through frequent measurement if students are making adequate progress or need more intervention to achieve grade-level reading outcomes. Progress Monitoring Outcome - Provides a bottom-line evaluation of the effectiveness of the reading program in relation to established performance levels. Outcome

9. Focus on Standards Across the Disciplines Develop “Norms” regarding literacy development & implementation… – Taking into account the “Knowledge of Variance” with regard to classroom distribution of ability levels – – Example: Students struggling with basic phonemes and phonics won’t grasp the life cycle of a butterfly in science class unless literacy is developed during that class as well

10. Knowledge of Variance K – 6 monthsK + 6 months 1 st grade – 1 yr1 st grade + 1 yr 2 nd grade – 1.5 yrs2 nd grade + 1.5 yrs 3 rd grade – 2 yrs3 rd grade + 2 yrs 4 th grade teachers have to prepare for a span of students that are developmentally 2 years below through 2 years above grade level (and the lower end aren’t usually learning disabled)…

11. Phonemic Awareness (PA) the ability to hear and manipulate the sounds in spoken words and the understanding that spoken words and syllables are made up of sequences of speech sounds essential to learning to read in an alphabetic writing system, because letters represent sounds or phonemes. Without phonemic awareness, phonics makes little sense. fundamental to mapping speech to print. If a child cannot hear that "man" and "moon" begin with the same sound or cannot blend the sounds /rrrrrruuuuuunnnnn/ into the word "run", he or she may have great difficulty connecting sounds with their written symbols or blending sounds to make a word. essential to learning to read in an alphabetic writing system. a strong predictor of children who experience early reading success.

12. Distinctions of PA It requires readers to notice how letters represent sounds. It primes readers for print. It gives readers a way to approach sounding out and reading new words. It helps readers understand the alphabetic principle (that the letters in words are systematically represented by sounds). Phonemic awareness is NOT phonics. Phonemic awareness is AUDITORY and does not involve words in print.

13. Complexity of PA Complexity of Phonemic Awareness: Although there are 26 letters in the English language, there are approximately 40 phonemes, or sound units, in the English language. (NOTE: the number of phonemes varies across sources.) Sounds are represented in 250 different spellings (e.g., /f/ as in ph, f, gh, ff). The sound units (phonemes) are not inherently obvious and must be taught. The sounds that make up words are "coarticulated;" that is, they are not distinctly separate from each other.

14. Important PA Terminology Phoneme: A phoneme is a speech sound. It is the smallest unit of language and has no inherent meaning. Phonemic Awareness: The ability to hear and manipulate the sounds in spoken words, and the understanding that spoken words and syllables are made up of sequences of speech sounds (Yopp, 1992;. Phonemic awareness involves hearing language at the phoneme level. Phonological Awareness: The ability to hear and manipulate the sound structure of language. This is an encompassing term that involves working with the sounds of language at the word, syllable, and phoneme level. Continuous Sound: A sound that can be prolonged (stretched out) without distortion (e.g., r, s, a, m). Onset-Rime: The onset is the part of the word before the vowel; not all words have onsets. The rime is the part of the word including the vowel and what follows it. Segmentation: The separation of words into phonemes.

15. Examples of Phonemes The word "sun" has three phonemes: /s/ /u/ /n/. The table below shows different linguistic units from largest (sentence) to smallest (phoneme). Sentence The sun shone brightly. Word sun Syllable sun, sun-shine, sun-ny Onset-Rime s-un, s-unshine, s-unny Phoneme s-u-n The word "shut" also has three phonemes: /sh/ /u/ /t/.

16. Examples of Phonemic Awareness Skills Blending: What word am I trying to say? Mmmmm...oooooo...p. Segmentation (first sound isolation): What is the first sound in mop? /m/ Segmentation (last sound isolation): What is the last sound in mop? /p/ Segmentation (complete): What are all the sounds you hear in mop? /m/ /o/ /p/

17. What Teachers Should Know & Be Able to Do What Teachers Should KnowWhat Teachers Should Be Able to Do Definition of phonemic awareness (PA). The relation of phonemic awareness to early reading skills. The developmental continuum of phonemic awareness skills. Which phonemic awareness skills are more important and when they should be taught. Features of phonemes and tasks that influence task difficulty. Terminology (phoneme, PA, continuous sound, onset-rime, segmentation). Assess PA and diagnose difficulties. Produce speech sounds accurately. Use a developmental continuum to select/design PA instruction. Select examples according to complexity of skills, phonemes, word types, and learner experience. Model and deliver PA lessons. Link PA to reading and spelling. Evaluate the design of instructional materials. (modified from Moats, 1999

18. PA Development Continuum

19. Identifying Lack of Phonemic Awareness Children lacking phonemic awareness skills cannot: group words with similar and dissimilar sounds (mat, mug, sun) blend and split syllables (f oot) blend sounds into words (m_a_n) segment a word as a sequence of sounds (e.g., fish is made up of three phonemes, /f/, /i/, /sh/) detect and manipulate sounds within words (change r in run to s). (Kame'enui, et. al., 1997;

20. Teaching Strategies & Examples Sound Isolation Example: The first sound in sun is /ssss/. Blending Example: /sss/ - /uuu/ - /nnn/ is sun. Segmenting Example: The sounds in sun are /sss/ - /uuu/ - /nnn/.

21. PA Benchmark for Grade 1 Students Should Demonstrate These Skills by the Middle of First Grade: Sound Isolation Identifies initial sounds in one-syllable words. Identifies final sounds in one-syllable words. Identifies medial sounds in one-syllable words. Sound Blending Blends 3-4 phonemes into a whole word (e.g., /m/ /a/ /n/: man; /s/ /k/ /i/ /p/: skip). Sound Segmentation Segments 3- and 4-phoneme, one-syllable words (e.g., man: /m/ a/ /n/; skip: /s/ /k/ /i/ /p/). Phonological Awareness Benchmark for first grade: 35-45 first sounds per minute by mid-year.

22. Phonics In phonics there is a relationship between letters and sounds in written language. Phonemic awareness is taught in phonics instruction.

23. Phonics Instruction According to Research by the National Reading Panel: There are seven key concepts for phonics instruction. Phonics instruction teaches the relationship between letters and sounds, which help students learn to read and write. Phonics instruction helps students learn and use the alphabetic principles so they understand that there are systematic and predictable relationships between written letters and spoken sounds. Students develop a system for remembering how to read words with phonics instruction.

24. Key Concepts of Phonics Instruction 1.The first key concept is that systematic and explicit phonics instruction is more effective than non-systematic or no phonics instruction. Phonics instruction teaches letter-sound relationships. To hep students practice and apply phonics there are materials they can use such as stories or books that have several words in them that students can decode so that student can learn to use letter-sound relationships. Students also learn to spell words and write stories using letter-sound relationships they are learning from phonics instruction. 2.The second concept is that kindergarten and first grade students word recognition and spelling improves with systematic and explicit phonics instruction. There is a greater chance of success in reading when students are taught phonics instruction early on. A student who is taught phonics instruction early on will most likely have the skills needed to read and write, which allows them more opportunity to focus on comprehending a book or story.

25. Phonics Key Concepts cont’d 3. The third concept is to improve student reading comprehension there needs to be systematic and explicit phonics instruction. For students to comprehend what they are reading they need to read words with little effort. the earlier phonics instruction begins the better off students will be at comprehension.. 4. The fourth concepts is that students from various social and economic levels need systematic and explicit phonics instruction. Students from any socioeconomic level can learn through phonics instruction. Phonics instruction can benefit all students. 5. The fifth concept is that students who are having difficulty learning to read and who are at risk for developing future reading problems need systematic and explicit phonics instruction. Phonics instruction can help prevent reading difficulties. Students who may be at risk can benefit because it helps students overcome difficulties in reading. Phonics instruction can help words become automatic so they learn to read accurately and quickly.

26. Phonic Key Concepts cont’d 6. The sixth concept is that when introduced early on systematic and explicit phonics instruction can be effective. Young students can develop phonics skills when instruction is age or grade level appropriate. This could be instruction in letter shapes, letter names, phonemic awareness, and letter-sound relationships. 7. The last concept of phonics instruction is that it is not a complete reading program. Students need a solid knowledge in alphabet engaging phonemic awareness activities, and listening to stories or informational text as it is read to them. Students should read text silently and out loud, as well as write letters, words, messages,and stories. Phonics instruction should be added to a reading program to help students learn to read.

27. Examples of Phonics Activities examples of phonics literacy centers.PDF

28. Teaching Phonics PHONICS AND THE OLDER LEARNER (could be 2 nd, 3 rd grade or higher) When teaching older students, explain they must: Learn to read using explicit phonics; Unlearn ineffective strategies. IF READERS DO NOT HAVE EXPLICIT PHONICS STRATEGIES… A solid foundation of skills for success must be laid and faulty strategies replaced. Old strategies of guessing, substitution, etc., may be hard to unlearn, but critical for success. Patience is CRITICAL!

29. Phonics Instructional Methods & Approaches Analogy phonics : Teaching students unfamiliar words by analogy to known words (e.g., recognizing that the rime segment of an unfamiliar word is identical to that of a familiar word, and then blending the known rime with the new word onset, such as reading brick by recognizing that -ick is contained in the known word kick, or reading stump by analogy to jump). Analytic phonics: Teaching students to analyze letter-sound relations in previously learned words to avoid pronouncing sounds in isolation. Embedded phonics: Teaching students phonics skills by embedding phonics instruction in text reading, a more implicit approach that relies to some extent on incidental learning. Phonics through spelling: Teaching students to segment words into phonemes and to select letters for those phonemes (i.e., teaching students to spell words phonemically). Synthetic phonics: Teaching students explicitly to convert letters into sounds (phonemes) and then blend the sounds to form recognizable words.

30. Phonics Research The NRP analysis indicated that systematic phonics instruction is ready for implementation in the classroom. Findings of the Panel regarding the effectiveness of explicit, systematic phonics instruction were derived from studies conducted in many classrooms with typical classroom teachers and typical American or English-speaking students from a variety of backgrounds and socioeconomic levels. Thus, the results of the analysis are indicative of what can be accomplished when explicit, systematic phonics programs are implemented in today's classrooms. Systematic phonics instruction has been used widely over a long period of time with positive results, and a variety of systematic phonics programs have proven effective with children of different ages, abilities, and socioeconomic backgrounds.

31. Scenario Create 3 to 5 literacy centers that could be implemented after you have already completed your 20 minute mini-lesson revolving around phonemic awareness and phonics for your 3 rd grade class. Each center should be designed for 15 to 20 minute rotations. Your pre-assessment indicated that this class has 5 students on a 1 st grade literacy level, 10 students on-grade level in literacy & 5 students on a fifth grade literacy level. Integrate any topic you wish that involves a topic from science or social studies. List how you will (flexible) group the students. List the objective and assessment for each center.

32. Mini-Lesson Introduction or Literacy Center Assessment min-lesson introduction or center assessment.pptx

33. Exit Card/Assessment Please complete the exit card/assessment. This will count towards the participation portion of your grade.