Transcript Differentiating Instruction for Phonemic Awareness, Phonics, and

Differentiating Instruction for
Phonemic Awareness, Phonics, and Word
Recognition
Sharon Walpole
Michael C. McKenna
Agenda
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Who needs this type of instruction?
What data must be gathered?
What planning decisions must be
made?
What are some tricks of the trade?
We are combining
ideas from
Chapters 3 and 4
Remember our plan
What are we trying to teach?
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These children still need to work on learning letter
names and sounds, and they are not yet able to
segment phonemes automatically.
They will work on coordinated activities to
manipulate phonemes, learn new letters and
sounds, and review letters previously taught.
They will work with letters and words during smallgroup time.
How will we know when we’ve
accomplished our goal?
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When children are able to segment and blend sounds
easily, we should change our focus to word recognition and
fluency. In that group, we will continue to work with word
recognition, but we will be using phonics-controlled text for
practice.
Remember that our goal is to make each of our groupings
temporary and targeted.
In our tiered system,
who is likely to need
this type of
differentiated
instruction?
What data can we use
to identify the children?
QuickTime™ and a
TIFF (Uncomp resse d) de com press or
are nee ded to s ee this picture.
DIBELS ISF and LNF
high risk or some risk
QuickTime™ and a
TIFF (Uncomp resse d) de com press or
are nee ded to s ee this picture.
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We KNOW: These children are not on
track for achieving the spring first-grade
ORF goal
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We NEED to know: Which letter names
they need and whether they have been
taught?
Let’s find out
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Give a letter-name inventory (in random
order) to see which letters they need.
Use your phonics scope and sequence to
see whether they’ve had an opportunity to
learn those letters yet!
(For early emergent readers, find out
whether they can sing, say, and finger-point
the alphabet with an alphabet strip.)
DIBELS PSF
high risk or some risk
QuickTime™ and a
TIFF (Uncomp resse d) de com press or
are nee ded to s ee this picture.
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We KNOW: These children are not on
track for achieving the spring-first grade
ORF goal.
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We can FIGURE OUT: Whether they can
segment to onset-rime or phoneme-byphoneme.
Let’s find out
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For children with extremely low scores, use
an informal phonological awareness
screening to see whether they can respond
to syllables or onsets and rimes.
DIBELS NWF
high risk or some risk
QuickTime™ and a
TIFF (Uncomp resse d) de com press or
are nee ded to s ee this picture.

We KNOW: These children are not on
track for achieving the spring first-grade
ORF goal
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We NEED to know: What letter sounds
letter patterns they need to learn and
whether they can blend sounds.
Let’s find out
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Give a letter-sound inventory (in random
order) to see which sounds they need
Use your phonics scope and sequence to
see whether they’ve had an opportunity to
learn those sounds yet!
Let’s find out
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Use your scope and sequence documents
to identify all of the words that you’ve
taught already
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Give a high-frequency word inventory only
for those words.
And one more thing
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Find out whether these children have
concept of word (the ability to finger-point
while pretending to read a memorized text).
You can do this with any poem or text that
you’ve already used often enough that the
children have memorized it, but it must
have at least some two-syllable words.
Now you’re ready!
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Do you have one group or two?
There may be one small group of extremely
weak students, without any real alphabet
knowledge.
Generally, it will be difficult to work with
more than 5 students at a time
Combine all of the items that they don’t
know into one list.
Assessment Data (grouped for all)
PA Level
ABC Level Unknown
Letters
Unknown
Sounds
HighFrequency
Words
Syllable
Sing ABCs
Onset-rime Say ABCs
Phoneme
Track ABCs
Combining these results will provide you a
collection of known and unknown items for
each child; their needs will probably not be
exactly the same.
To make your plan, start with the
letter names and sounds
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Divide them into sets of two (and then you
can add a review letter each day to make
three)
Now choose your Phonemic Awareness
strategy. Read pages 36-47. Think about
whether you have pictures and
manipulatives to use.
Initial Sound Sorting Script
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Today we are going to work with words that have
different beginning sounds. Some of our words
will sound like /b/ bag, /b/ bag, /b/ bag. Say that
with me. /b/ bag. Others will sound like /m/ mit,
/m/ mit, /m/ mit. Say that sound with me. /m/ mit.
The rest of the words we will work with sound like
/r/ rat, /r/ rat, /r/ rat. Say that one with me. /r/ rat.”
Then introduce the first additional picture for the
day. Say, “Does mop start like bag or like mit or
like rat?”
Segmenting and Blending Script
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I’ll say the sounds in a word slowly, then you
say them fast. ffff/iiii/zzzz. Say them fast. Fizz.
mmmm/aaaa/nnnn. Say them fast. Man.
p/iiii/nnnn. Say them fast. Pin.
Let’s say the sounds in the word fizz slowly. /ffff/
/iiii/ /zzzz/. I hear three sounds in fizz. Let’s say
the sounds in man. /mmmm/ /aaaa/ /nnnn/. I
hear three sounds in man. Say the sounds in
pin. /p/ /iiii/ /nnnn/. I hear three sounds in pin.
Say-it-and-move-it Script
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Line up your markers on your arrow, and get your finger
ready to say it and move it. I’ll say a word. You say my
word slowly. Then you say it and move it.
Say-it-and-move-it Script
ffffffffff
Say-it-and-move-it Script
ffffffffff
Say-it-and-move-it Script
iiiiiiiiiii
Say-it-and-move-it Script
iiiiiiiiiii
Say-it-and-move-it Script
zzzzzzz
Say-it-and-move-it Script
zzzzzzz
Move to Word Recognition
Instruction
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For your very weakest children, you’ll need
to teach letter names and sounds; read
pages 56-58.
You can also teach them high-frequency
words.
Choose your Strategies
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Read pages 58 to 67. Sounding and
blending is appropriate for students who
know at least a few letter sounds (including
at least one vowel). Letter patterns are for
students who can already sound and blend.
Decoding by analogy is too hard for this
group!
Letter-Name and Letter-Sound Script
“The name of this letter is ___. What name?” (Students
respond chorally.) “The sound of this letter is ____. What
sound?” (Students respond chorally.) For new letters,
some additional instruction might be useful. “Here is a
new letter. Watch me write it.” The teacher demonstrates,
verbalizing the strokes. “Now you write it with me” (in the
air or on dry-erase boards). “The name of this letter is
____. What name?” (Students respond chorally.) “The
sound of this letter is ____. What sound?” (Students
respond chorally.)
Sounding and Blending Script
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We are going to start today by sounding and
blending some words. The way that you do that
is to look at each letter, say each sound out loud
and then say them fast to make a word. “Listen
to me. /p/ /i/ /g/ pig. Now you try: /p/ /i/ /g/ pig.
When you come to a word that you don’t know
you can sound and blend it.
Letter Patterns Script
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Today we will work on reading and spelling three vowel
patterns. The /at/ pattern is the sound at the end of the
word cat. It is spelled a-t. The /et/ pattern is the sound at
the end of the word pet. It is spelled e-t. The /it/ pattern
is the sound at the end of the word sit. It is spelled i-t.”
“First I want you to listen to words and tell me whether
they sound like cat, pet, or sit.”
“Let’s look at the spellings for all of the words that sound
like cat. Notice that words with the /at/ sound have the
a-t pattern. You can use that pattern when you read or
spell a-t words.”
High-Frequency Word Script
Today we are going to learn to read and spell some
really useful words. The first word is from. Say
that word. Now watch me count the sounds in
from. /f/ /r/ /u/ /m/. We hear four sounds. Say the
sounds with me. Now watch me spell the word
from. The first sound we hear in from is /f/, and it
is spelled with the letter f. The second sound we
hear in from is /r/, and it is spelled with the letter r.
The third sound we hear in from is /u/, and it is
spelled with the letter o. The last sound we hear
in from is /m/, and it is spelled with the letter m.
High-Frequency Word Script (cont.)
Three of the letters and sounds in from are
easy to remember. The only one that is
tricky is the o. Remember that in the word
from, the /u/ sound is spelled with the
letter o. If you remember that, you can
easily read and spell from.
Gather all of your materials
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Word lists, word cards, Elkonin boxes,
teaching scripts, white boards, notebooks –
everything you need
(Use books with word lists in them; it’s
faster)
Remember that our goal is that you plan for
three weeks at a time
The very weakest group*
3 minutes
3 minutes
Sing, say, and track the alphabet with
an alphabet strip
Initial sound picture sorting for S, R
3 minutes
Letter names and sounds: S, R, A
3 minutes
High-frequency words: the, an
3 minutes
Finger-point a memorized text
*Minute allocations are simply an example based on a 15-minute session.
A more typical group*
5 minutes
Say-it-and-move-it
5 minutes
Sounding and blending
5 minutes
High-frequency words
Use the
same words
for both
activities!
*Minute allocations are simply an example based on a 15-minute session.
A more advanced group*
3 minutes
Segmenting and Blending
8 minutes
Letter Patterns
4 minutes
High-frequency words
Use the
same words
for both
activities!
*Minute allocations are simply an example based on a 15-minute session.
Try it out!
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Remember that we are hoping for a cycle,
with teacher reflection. Your goal is to
move this group into a word recognition
and fluency group, but you’ve got to be
successful here first.
At the end of the three weeks, you can use
data collected as part of the instruction to
inform your next moves.