1. 1 Teaching Phonics Alphabetic Principle Alphabetic Understanding – Automaticity with the Code

2. Reflection: Why is explicit teaching with opportunities for using language important to meet the needs of diverse learners? What are some ways we have learned to explicitly teach and use language in class so far? 2

3. Content Objective Given student assessment data on a phonics skills assessment, teacher candidates will plan a week of phonics instruction using effective principles of sequencing and teaching phonics instruction (as described in Carnine et al. and class notes) – (This will be assessed on the decoding assignment rather than on a class quiz) 3

4. Language Objective Given a week’s worth of phonics lesson plans, teacher candidates will deliver a sample phonics lesson using effective instructional delivery elements (as described in the Teaching Reading Sourcebook; Carnine et al.; and class notes) – (This will be assessed by modeling a lesson in class rather than on a quiz) 4

5. 5 What do we teach? Why is it important? How do we know if students know it? What do we do to teach it? How do we know if students learned it? What do we do if students did/didn’t learn it? State Standards & IEP Goals => Lesson Objectives Screening & Formative Assessment Effective Teaching Strategies Mastery Measurement & Progress Monitoring Collaboration & Teaming to Intensify Instruction Student Success

6. What do we teach? Accessing State Standards Go to Oregon Department of Education’s homepage http://www.ode.state.or.us/search/results/?id=53 – Click on Standards by Design – Click on what you need Step 1: choose your format (probably Standards Only) Step 2: choose your subjects: English Language Arts Next Step 3: choose your gradelevel You may also print the Common Core Standards, which were adopted 2010, and will be assessed starting in 2013 6

7. What do we teach? Common Core State Standards Identify a facilitator, note taker, & time keeper Review the Common Core State Standards for your grade level. – Assign each person to one or more questions below to share with your small group: Why were the Common Core Standards Adopted? What are CCR Anchor Standards? What are grade specific standards? Where are Reading Foundation Skills Standards found? What information do you need to know to “Read the Document” 7

8. What do we teach? Why is it important? As a group, discuss: – What is it important for students to know and be able to do at your grade level with regard to phonemic awareness/phonological awareness and phonics skills? – Be prepared for each person to share out your answer to this question in mixed grade level teams 8

9. What should kids be able to DO by the end of Kindergarten? First Grade? Big Ideas in Beginning Reading Curriculum Maps http://reading.uoregon.edu/appendices/maps.ph p

12. How do we know if students know it? Phonics Assessment – Divide into groups Beginning Phonics Assessment (Carnine et al., p. 297) Primary Phonics Assessment (Carnine et al., p. 303) CORE Phonics Survey (RAMM, p. 41) CORE Spanish Phonics Survey (RAMM, p. 53) 12

13. How do we know if students know it? Examine your assessment & discuss as a group: – How do you administer & score your assessment? – What does your assessment tell you about what students already know and need to learn? – How can you use this information to plan instruction? Be prepared to share in a jigsaw the information your group discussed 13

14. What do we do to teach Phonemic Awareness? -Model (my turn) -Lead (our turn) -Test (your turn) Telescoping (Blending) Format (Table 5.1 p.39) Segmenting Format (Table 5.2, p. 41) Auditory skill

15. Guidelines for Auditory Skills Teach first few months until mastery: – Segmenting, Blending, Rhyming, Initial Sound, Phoneme Manipulation Select words that will be in early sounding out exercises Sequence – vc  cvc  cvcc  ccvc  ccvcc

16. My Turn, Our Turn, Your Turn MODEL LEAD TEST Use Segmenting Format (Table 5.3, p. 43) Partner Teach words in the format (sad, me, fit)

17. What do we do to teach Phonics/Alphabetic Understanding? Explicitly teach –Beginning phonics: letter-sound correspondences and blending –Later phonics: common letter combinations, affixes, and multisyllabic word reading strategies

18. Teaching Alphabetic Understanding Scaffold the Instruction (errorless learning) –Read and practice first in isolation... then in words... then in connected text –Begin with most common, high frequency items –Teach one item at a time with intensive practice- then continue cumulative and distributed practice daily

19. Teaching Alphabetic Understanding Teach letter / sound correspondences –Introduce New Sound Introductory Format 7.3 (p. 68) –Practice and Review Discrimination Format 7.4 (p. 70)

20. Introductory Format d Introducing Letter-Sound Correspondence Format 7.3 1.When I touch under the letter, you say the sound. Keep saying the sound for as long as I touch it. 2.My turn. (Model) 3.Get ready, what sound? (Test) 4.Test students individually

21. Discrimination Format d a s it d f m d Practice and Review Letter-Sound Correspondences Format 7.4 When I touch under a letter, you say the sound. Keep saying it as long as I touch it. Get ready, what sound? Use alternating pattern for reviewing all sounds Test with individual turns

22. Corrective Feedback Immediate, neutral, modeled – That sound is /d/. What sound? Repeated positive practice – Use alternating pattern or – Part firm (go back to the beginning or several tasks prior).

23. Be Strategic Sequencing Guidelines for Introducing Sounds Lower case before upper case Most common sound initially Separate visually similar letters Separate auditorily similar sounds Introduce most useful letters before less useful A a G g R r e, r, t / j, v, x, m/n h/n/r e/c g/j f/v b/d/p g (get) < g (gin)

24. Guidelines for Letter Sound Correspondence Introduce most common sound for each letter every 2 - 3 days Provide discrimination practice with mastered sounds – 6-8 sounds daily – Review most recent sounds daily for 2 weeks – Review vowels daily

25. Teaching Alphabetic Understanding Teach sounding out words (segmenting & blending) –Model, lead, test sounding out words Introductory format 9.1 (p. 89) –Sounding out words in lists Discrimination format 9.2 (p. 92)

26. Teaching Blending Sounding Out Words in Lists sad fast raft not tan Format 9.2 1.“You’re going to sound out each word. After you sound out the word, you’ll say it fast.” 2.“Sound it out. Get Ready. What word?” 3.Repeat with remaining words. 4.Test with individual turns.

27. Guidelines for Sounding out Regular Words Begin when students have mastered 4-6 sounds. Introduce with format 9.1 using 2 words. Then use discrimination format (9.2) increasing to 5-7 minutes of instruction daily. Select regular words with mastered sounds only. Sequence vc  cvc  cvcc  ccvc  ccvcc Select words that will be in early passage reading exercises.

28. Group Activity (3-4 per group) Teach sounds (Table 7.4) Teach sounding out words (Table 9.2) –Write these words on a piece of paper: sun let ham past 1.First person teach sounds 2.Next person teach sounding out 3.Repeat –Non-DI teachers - no errors –DI teachers - do error corrections

29. Debrief Activity Teaching sounds - critical behaviors –signaling –modeling –brisk pacing –monitoring Teaching sounding out - critical behaviors not pausing between sounds correct pronunciation Correcting errors. confusion errors pronunciation signal

30. 30 BIG IDEAS in Beginning Reading Automaticity with the Code “Quality of fluency; implies automatic level of response with various tasks, such as speed of retrieving the sound for a specific letter.” http://idea.uoregon.edu/~ncite/documents/techrep/tech21.html relating sounds and symbols of the alphabetic code accurately and efficiently

31. 31 Teaching Automaticity Sight Word Reading sad fast raft not tan Format 9.5 - Practice Format (p. 99) 1.“You’re 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 word - give 3 sec. pause. What word?” Repeat with remaining words. 3.Point to word - give 2 sec. pause. What word?” Repeat with remaining words. 4.Test with individual turns.

32. 32 Corrective Feedback Immediate, neutral, modeled, then prompt the strategy – That word is raft. What word? – Sound it out. What word? Repeated positive practice – Part firm (go back to the beginning or list or several words prior).

33. 33 Guidelines for Sight Word Reading Begin after students can sound out 4 cvc words with no errors (Format 9.4, 9.5) Same list as sounding out list (only mastered sounds and word types) Read list two times to develop automaticity: – 1st reading with 3 seconds of think time – 2nd reading with 2 seconds of think time Increase word list to 15 daily

34. 34 Irregular Words Any word the student does not have a strategy for decoding. Words that are irregular change as the student learns more decoding strategies. Some word will always be irregular. – said, was, come, aisle, fatigue Beginning readers need a strategy for learning irregular words.

35. 35 Introductory Format for Irregular Words (9.6 p. 105 ) w a s 1.“This is a funny word. The word is ‘was’. What word?” 2.“Listen to me sound it out. That’s how we sound out the word. But here’s how we say the it: ‘was’. How do we say it?” 3.“Now you’re going to sound out was. Get ready. But how do we say the word?” 4.Give individual turns.

36. 36 Guidelines for Irregular Words Begin when students can sight read cvc words at rate of 1 every 3 seconds Select high frequency words that will be in reading passages Introduce 1 word daily for 3-4 days After students learn letter names, use the spell letter strategy (see modified introductory format on page 106)

37. 37 Modified Introductory Format for Irregular Words (p. 106) giant ghost pour weigh 1.“This word is giant. What word?” 2.“Spell giant.” 3.“What word did you spell?” 4.“Yes, giant.” 5.Repeat with remaining words. 6.Go back to the top of the list and read the fast way. “Let’s see if you can remember all those words. What word?” 7.Give individual turns.

38. 38 Teaching Automaticity, Accuracy, & Fluency Passage Reading (12.4, p. 153) Sam the Rat Sam was a rat. Sam was tan. Sam ran to a raft. The raft was not fast. The raft was last. Sam was sad.

39. 39 Guidelines for Passage Reading Begin when students can sound out 5 words in a list with no more than 1 error Begin by sounding out each word in the sentence (12.2) Read passage again using sight word strategy (12.4 and 12.5) Begin with 2 - 4 word passages; increase length Use decodable (controlled passages) - only words made up of sounds, word types, and irregular words that students know. Read the passage first for decoding, then for comprehension.

40. 40 Oral Comprehension Activities Question asking with a focus on: – Literal and inferential – Questions asked soon after information is provided in the passage. 1. (Lit) What kind of animal is Sam? (a rat) 2. (Lit) What color is Sam? (tan) 3. (Lit) Where did Sam go? (on a raft; on lake/water) 4. (Inf.) Why was Sam sad? (his raft was not fast; he lost a race; he came in last)

41. 41 Teaching Automaticity, Accuracy, & Fluency Passage Reading (12.5) Sam the Rat Sam was a rat.  Sam was tan.  Sam ran to a raft. The raft was not fast.  The raft was last. Sam was sad. 

42. 42 Guidelines for Comprehension Activities Begin with literal questions, directly stated (right there). Ask the question immediately after the information is given. Increase interval between where the information is given and question (end of paragraph, end of story) Ask literal questions not directly stated (think and search). Design inferential questions indirectly stated or that have to be induced from relationships (author and me) Ask questions in which background knowledge is required to answer the question (on my own).

43. 43 Beginning Reading Lesson Phonological Awareness – Auditory Skills Alphabetic understanding – Letter Sound Correspondence – Blending (sounding out regular words) Automaticity – Sight word reading; Irregular words – Passage Reading (accuracy & fluency) Comprehension Activities

44. 44 Lesson Planning for Alphabetic Understanding See pages (Figure 9.1 p. 88) Students have learned the following sounds – a, m, t, s, i, f, d, r, o, g, h, l Students have learned these word types – VC and CVC Page 88: Sample lessons 31-34 – Lesson 31: New sound /u/ is introduced Most recently introduced

45. 45 Lesson Planning Guidelines Introduce new sound /u/ – Introduce new sounds for 2 days (L31-32) – Model with Introductory Format (7.3) New sound is cumulatively reviewed with other mastered sounds – Review new sound beginning on the 2nd day (L. 32) – Use Discrimination Format (7.4) – Review daily for 2 weeks

46. 46 Lesson Planning Guidelines New sound is practiced in word list exercises – Begin after sound is practiced in isolation for 3 lessons (L. 34) – Include new sound in approximately 1/3-1/2 words in the list for next 3 days or until mastered. – Use Discrimination Format for Sounding Out Words in Lists (9.2) – Followed by Practice Format for Sight-Reading Words in Lists (9.4) Next sound can be introduced when previous sound moves to word list exercises (L. 34)

47. 47 Lesson Planning - Your turn Plan Lesson 35 Phonemic awareness warm-up – Some words students will read in the lesson Letter-Sound Introduced: c Letter Sound Discrimination – 6-8 sounds including 2 most recent sounds – new sound daily for 2 weeks Word List Sounding Out – 6 words – VC and CVC – Include new word type CVCC – 1/3-1/2 words contain most recent sound (u)

48. 48 K-1 Curriculum Explicit and systematic Thematic units Decodable text through duet reading strategy Introduces upper/lower case together

49. 49 Reading Mastery Instruction (DI) in Kindergarten Look for… – Phonemic Awareness Activities – Alphabetic Understanding Activities – Activities to develop Automaticity