Transcript Strategies Phonemic Awareness

RtI Day #3
“Deepening
the Tool Box”
Monroe #1 BOCES
December 8 & 11, 2008
Kelly Endres, SETRC
Christina Ecklund,
Professional Development
Coordinator/Instructional
Specialist
Why are Strategies Used?
• Reading makes more sense for struggling
readers when strategies are taught
explicitly, allowing students to apply the
strategies in a structured setting and they
are provided immediate corrective
feedback.
Good readers use strategies
naturally and strategies
become effortless skills.
Why are Strategies Used?
• The use of strategies provides struggling
readers tools to utilize in order to become
proficient readers.
• Strategies make reading more fun.
How Do I Teach a Strategy?
The Steps for Teaching Explicitly
1. Clear explanation of the task.
2. Breaks the task into small, sequenced
steps.
3. Embedded practice with each step for
mastery.
4. Explicit, immediate, corrective feedback.
Scaffolding Instruction
1. Break the skill down into a series of
developmental steps.
2. Each step is taught, practiced, and applied.
3. Makes complex tasks manageable.
4. Systematic instruction follows a sequence from
the basic element and progresses to more
advanced elements.
Simple
Easy
Complex
Difficult
Scaffolding
Teacher
 Occurs across the curriculum.
 More support for new concepts, tasks, and
strategies.
Content
 Simpler concepts and skills to more
challenging concepts and skills.
Scaffolding, cont.
Task
 Student proceeds from easier to more difficult.
Material
 Variety of materials to guide student thinking.
What is an Intervention?
“Interventions are specific strategies adopted
to help students make progress toward
academic or behavioral goals.”
- Jim Wright, RTI Toolkit, p. 89
Increasing the Odds of Successful Interventions
• Identifying the underlying reasons for poor
school performance.
• Selecting one or more research-based
strategies.
• Creating teacher friendly scripts.
• Assessing the intensity of the intervention.
• Selecting one method to measure the
quality of the teacher’s
intervention follow-through.
credit Jim Wright, RTI Toolkit, p. 90
RtI and Literacy…
Reading Readiness skills help prepare learners for
the task of reading. The particular skills they
need to learn will depend on their previous
experience with and exposure to
reading. Reading readiness skills need to be
taught in a context which gives the expectation
that reading is for meaning. The learners need to
hear stories read aloud and
observe that reading and writing
are useful and meaningful.
Connections
“The structure of oral language is the basis of
phonological awareness. The structure of written
language is based on oral language. A
reciprocal relationship exists among all three
areas: as one area develops, there is a general
increase in the other areas.”
“Building Early Literacy and Language Skills”
p. 5
Literacy Development
Oral Language
Phonological Awareness
Written Language
Phonological Awareness Continuum
Deletion
Blending
Isolation
Phonemic
Awareness
Addition
Segmenting
Substitution
Phonemes
Identification
Initial and Final
Sounds
Categorization
Awareness of
Syllables
Words and Sentences
Alliteration
Rhyming
Listening
Phonological Awareness
• Phonological Awareness is the
understanding of the sound structure of
language and involves working with the
sounds of language at the word level,
syllabic level, and phoneme level.
• Phonemic Awareness is the most
advanced skill on the
developmental continuum of
phonological skills.
Phonemic Awareness
The ability to:
• “recognize that a spoken word consists of
a sequence of individual sounds." (Ball and
Blachman, 1991)
• “manipulate individual sounds in the
speech stream." (Yopp, 1988)
Why Phonemic Awareness Instruction?
Research has shown that:
• “Toward the goal of efficient and effective
reading instructions, explicit training of
phonemic awareness is invaluable.”
(Adams, 1990)
Tool Box Additions: Strategies for
Building Phonemic Awareness
Early strategies: Rhyming & Alliteration
– Having children participate in:
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•
•
•
Saying rhymes
Finger plays
Jingles
Songs
Goal: many repetitions allows children to learn the
words, feel the rhythm, sense the pattern of
verses hence enhancing
language structure and
phonological awareness.
Tool Box Additions: Strategies for
Building Phonemic Awareness
Early Strategies, cont.
• Teaching individual sounds
– Sound Categorization by Rhyme and Initial
Sound
– Matching words that rhyme
– Producing rhyming words
Strategies Phonemic Awareness
•
•
•
•
“Say-It-Move-It”
Elkonin Boxes
Alphabet Arcs
Segmenting words into sounds
Strategies Phonemic Awareness
Rhyme Recognition:
• It is easier to recognize rhyming words
than it is to generate rhyming words.
• When children’s rhyme has been
established, you can move to activities that
involve children in generating rhymes.
Strategies Phonemic Awareness
Recognizing Rhyme:
• Rhyming words sound the same at the
end. Look and book are rhyming words,
too. But not all words are rhyming words.
Dog and door do not rhyme because dog
ends with /og/ and door ends with /or/.
Strategies Phonemic Awareness
Recognizing Rhyme, continued:
• I will say some words. You tell me if the
words rhyme:
* sand-hand
*box-fox
* hug-bug
*miss-tag
*door-wish
*clock-rock
Strategies Phonemic Awareness
Recognizing Rhyme-Oddity Task
• Remember that rhyming words sound the same
at the end. Wing, sing, and thing are rhyming
words. They end with /ing/. I will say four words.
Three of them rhyme, and one does not. I want
you to tell me which word does not rhyme.
If I said bug-rug-hug-feet, you
would say feet.” Feet is the
word the doesn’t rhyme. Feet
ends with /eat/. All of the other
words end with /ug/.
Strategies Phonemic Awareness
Recognizing Rhyme-Oddity Task,
continued:
• band-sand-stand-hop
• cat-hat-pig-sat
• tag-way-bag-wag
• like-rose-nose-toes
Strategies Phonemic Awareness
Producing Rhymes
– I saw a fox hiding in a ______.
Alliteration Nonsense Sequences
– /t/--tee, tie, toe, tum
Producing Alliteration
– Burt buys ______ .
Strategies Phonemic Awareness
Sentence Segmenting
– Say a sentence. Clap for each word.
• Terrell plays.
• Bill plays ball.
Syllable Blending
– Pup…pet (puppet)
* pan…da (panda)
Strategies Phonemic Awareness
Syllable Segmenting
– Say names, clap the syllables.
• Tim, clap once
• Jessica, clap three syllables (Jes-si-ca)
Segmentation of Onset and Rime
– Say two words. You say them after me. Tell
me the sound that’s taken away from the first
word to get the second word.
*farm…arm /f/
*near…ear /n/
Strategies Phonemic Awareness
Phoneme Blending:
– I’m thinking of:
• a color. Its name is /r/…/e/…/d/.
• a fruit. Its name is /p/…/l/…/u/…/m/.
Phoneme Segmentation
- up…up…/u/…/p/
- my…my…./m/…/ie/
- show…show…/sh/…/oa/
Strategies Phonemic Awareness
Phoneme Isolation, Auditory:
– What word do you get when you add:
• /b/ to the beginning of lock?
• /d/ to the beginning of rag?
Deleting Phonemes
- Say stop without /s/.
- Say frog without /r/.
Strategies Phonemic Awareness
Substituting Phonemes
– Identify what sound is different.
- Well - shell
- paste – pest
- tent – tend
Switching Phonemes
– Identify which sounds switch position.
- drain – rained
- clay – lake
- chin - inch
Strategies Phonemic Awareness
Phoneme Isolation (Visual)
– Note: after phonemes have been
introduced auditorially, they need to be
connected with the visual cues of the
letters and then this becomes a phonics
activity.
Strategies Phonemic Awareness
Phoneme Isolation (Visual), continued:
– What is the name of this letter?
– We need to know the sounds of letters to
read words.
– Today you will learn the sound for this
letter. The sound for the letter ___ is /___/.
You say the sound for letter ___. The
sound is /___/. Yes, letter ____
says /___/.
Strategies Phonemic Awareness
Blind Sort
• (adapted from Words Their Way Bear,
Templeton, Invernizzi, Johnson, 1996)
• Children isolate and classify beginning,
middle and ending sounds in spoken
words.
Strategies Phonemic Awareness
Blind Sort, cont.
• Teacher says, "Today you are going to
listen to some words with two different
beginning (or middle, or ending) sounds. If
I say a word that starts with the /t/ sound,
you say /t/. If I say a word that starts with
sound /s/, you say /s/. Listen.
I say seal, you say /s/. I say
toe, you say /t/."
Strategies Phonemic Awareness
Blind Sort, continued
• The teacher says the next word, "sun" the
children say "/s/." The teacher says, "tent,"
the children say, "/t/."
• Teacher says word, students state
beginning (or ending, or middle) sound.
Strategies Phonemic Awareness
Blind Sort, continued:
• Closure: Teacher calls on individuals and whole
group to isolate given sounds. To check for
generalization, see if children can isolate sounds
other than the sounds practiced in the lesson.
• The blind sort is part of a sorting continuum in
which students classify written words and
pictures according to letter patterns and sounds.
Children can use word cards to
sort by beginning or ending
sounds or by some pattern within
the word.
Strategies Phonemic Awareness
Picture Sort
– (adapted from Words Their Way Bear,
Templeton, Invernizzi, Johnson, 1996).
• Children will classify pictures according to
their beginning, ending or middle sound.
Strategies Phonemic Awareness
Picture Sort, continued
• Materials: Sets of pictures beginning or ending with 2
different sounds and a letter card for each sound that the
child will look for in the sort (You’ll need enough so that
each child or group of 2 has a set. It is most efficient to
have the pictures in baggies, precut and ready to go).
• It is best to begin with only 2 letters, which look and
sound different from each other. Pictures for consonants
and consonant blends and long and
short vowels are provided in Words
Their Way, (1996). Teachers and
children can also make these picture
cards using clip art or magazine
pictures.
Strategies Phonemic Awareness
Picture Sort, continued:
• Review the pictures with the class to make sure each
child knows what each picture is supposed to be. Place
the two letter cards depicting the sounds of the sort at the
top of a pocket chart. Say the name of the picture, place
it under the right sound. For example, two goes under /t/,
sink goes under /s/. Model the placement of several
pictures.
• The teacher holds up the next picture, "What is this?"
The children reply in unison and the
teacher asks where the card should be
placed. The children reply and the
teacher places the card under the
appropriate letter. This should be
repeated until the task is very clear.
Strategies Phonemic Awareness
Picture Sort, continued:
• The children (either independently or in groups of 2) sit
on the floor or at desks with their bag of pictures. They
place letter cards at the top of the desk in 2 columns. In
the beginning, some teachers provide a folder with the
letters already fixed at the top. The children sort the
pictures into 2 columns according to the sound for which
they are searching.
• Closure: The teacher asks individuals and the whole
group where additional pictures not
contained in the student sort, should go
on the pocket chart. For example, the
teacher asks, "Where would I put tie?"
The children reply in unison, "under /t/."
Tool Box Additions: Strategies for
Building Phonemic Awareness
PA, Blending Strategies:
– Syllables
• Stress patterns (cowboy, hot dog)
• 2-3 syllable words (ham-mer, te-le-phone)
• 4-5+ syllable words (un-be-liev-able)
– Listening & clapping syllables
• Continuous vs. stop sounds
Final Thoughts to Ponder on PA…
Research indicates that a child’s level of
phonemic awareness is one of the best
predictors of success in reading.
The essential skills of PA are blending and
segmenting phonemes. Building these
skills should be the goal of instruction.
A program of systematic instruction can
help children develop the PA
critical to making sense of
written language.
References/Credit
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Honig, Diamond, Gutlohn. (2000). Teaching Reading Sourcebook. Arena
Press, Novato, CA.
Kame’enu, E., Harn, B., Chard, D., Simmons, D., and Coyne, M. (2003).
Enhancing Vocabulary Instruction in Core Reading Instruction. © 2003.
Montgomery, J. K. (2007). Evidence based practices influencing vocabulary
interventions. Rochester, NY.
Montgomery, J. K. (2007). The Bridge of vocabulary. Bloomington, MN:
AGS Pearson Assessments.
Kuhn, M. (2005). Helping students become accurate, expressive readers:
Fluency instruction for small groups. The Reading Teacher, 58(4), 338-345.
References/Credit
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Montgomery, J. K. (2007). The Bridge of vocabulary. Bloomington, MN:
AGS Pearson Assessments.
Paulson, L., Noble, L., Jepson, S., van den Pol, R. (2001). Building early
literacy and language skills. Longmont, CO: Sopris West.
Pikulski, J.J., & Chard, D.J. (2005). Fluency: Bridge between decoding and
reading comprehension. The Reading Teacher, 58,(6), 510-519.
Rasinski, T.V. (2003). The fluent reader: Oral reading strategies for building
word recognition, fluency, and comprehension. New York: Scholastic.