Transcript Phonics for Reading

October 10, 2013
4:30 – 7:30
Patti Mashak - Haslett Public Schools
Intervention Specialist
[email protected]
Welcome to
Phonics for Reading Training
Objectives
• Provide a comprehensive overview of the
Phonics for Reading Program - Levels 1, 2
and 3
• Provide participants with the knowledge
and know how to implement this
program as soon as tomorrow!
Phonics for Reading
Acknowledgements: Anita Archer, James Flood, Diane Lapp,
Linda Lungren
Pricing
Student Workbook
Pack of 5 $39.95 (7.99 each)
Teacher Guide $14.95
Curriculum Associates
http://www.curriculumassociates.com/products/detail.aspx?t
itle=PhonicsReading#ordernow
What Is Phonics for Reading?
Supplemental - Field Tested
Research Based Program
• Teaches phonics skills normally learned in grades
1-3 (1st and 2nd Level) and grades 1-4 (3rd Level).
• Uses explicit, teacher-directed instruction.
• Teaches the word recognition and comprehension
skills usually mastered in grades K-2.
Unique Features
• Respectful of multiage learners
• Multisyllabic words
• Font sizes
• Pictures
• All independent practice activities require
reading words in context rather than
matching pictures to words or adding letters
to words.
When to Use
 Tier 2 and Tier 3 Intervention - Title Program
 Supplemental instruction for first and second
grade students who are on grade level
 Instruction for ELL students and adults new to the
English Language
 Appropriate to be used in general and special
education, summer school programs and in tutorial
sessions.
How is the Program Delivered?
 All lessons are Teacher Directed & include
Independent Practice Activities
 30-40 min. Teacher Directed Instruction
(scripted)
 15 min. Independent Practice
 Lessons may be taught in one session or more
 3 x’s week minimum - 5 x’s week ideally
Program Delivery
• Teacher Directed Instruction
Phonics requires a direct, systematic teaching
method for instructing
• Letter sound relationships
• Decoding Rules
• Specific strategies for pronouncing one
syllable and multisyllabic words
Program Delivery = Win Win
 Students and teachers benefit from consistent,
teacher directed lessons. Structure of lessons is
similar allowing:
 Students to focus on content rather than on
teaching procedures being used.
 Teachers to focus attention on students’
responses, providing immediate feedback
and correction as needed.
Components
 Teacher Guide
 Introduction (EXCELLENT)
 Lessons
Procedures
 Directions
 Student Responses
 Lesson Objectives
 Additional Materials
 Answer Key
 Word Lists
 Letters of Progress
 Scope and Sequence
 Placement Test
 Review of Research
 Student Workbook
 Lessons (user friendly -

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
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follows along with teacher
directed instruction)
Independent Practice
Activities
Words Lists
Stories (Levels 2 & 3 have
word count numbers on
the left)
Independent Practice
Activities
Three Levels - How Many Lessons?
First Level
30 Lessons
Second Level
32 Lessons
Third Level
36 Lessons
Condensed Contents
 First Level - 30 Lessons
 Short vowels,
consonants,
consonant blends, and
digraphs
 Sentences and stories
Condensed Contents
 Second Level - 32 Lessons
 Vowel combinations,
r-controlled vowel
sounds, common
endings, and CVCe
words
 Stories now include
word count numbers
Condensed Contents
 Third Level - 36 Lessons
 Vowel/letter
combinations, common
prefixes and suffixes,
minor consonant sounds
for c and g, and minor
vowel combinations
 Stories include word
count numbers
Questions so Far?
Student Determination
and Placement
Data, Data, Data
Determination Decisions
 Review school screening data.
 DIBELS or AIMSweb
 NWF Letter Sounds and Whole Words
Read
 ORF - Correct Words Read - Accuracy
 Phonics Screener
Placement Decisions
Administer Phonics for Reading Placement Test
*Short, individually administered word test.
*Phonics for Reading Level 1 assumes students
know consonant sounds.
Placement Test
Materials:
Copy of Placement Test Student Form
Copies of Placement Test Recording Form
Procedure:
1. Start with Subtest A
2. Ask student to read aloud the words in each line
3. Mark words read incorrectly
4. If student takes more than 5 seconds to read a word, direct
the student to read the next word
5. At the end of each box, compare points earned with the
continuation rule, moving forward until student no longer
scores at or above the cutoff score for correct word parts.
*Discontinue Rule: If student makes four consecutive errors,
terminate subtest.
Placement Test Scoring
Correct word parts –
 Most decodable chunks or word parts are
the same as syllables. Count the syllables:



gingerbread = 3
sagebrush = 2
understood - 3
margin = 2
come = 1
airplane = 2
Placement Test Scoring
 However, if the sound is taught in the
program as a single word part, it is worth just
one point. For example, the suffix -able is
taught as a single decodable chunk and if
read correctly would be worth one point

preventable = 3 /pre/ /vent/ /able/
** The Placement Test Recording Form will tell
you how many decodable chunks there are in
each word.
Let’s Practice
1.
2.
3.
4.
5.
Find a partner - decide who will be the teacher & who will
be the student (Jessica)
Teacher will ask student to read from the Student Form and
will score responses on the Recording Form
Student reads words from student script, pretending to be
Jessica
Teacher scores Jessica’s responses - slashing words or word
parts read incorrectly
Teacher compares number of word parts earned in first box
to the cut score to determine if student should stop or
continue with the next box. Continue until student scores
fall below cut score.
* Trade roles and follow same procedure for next student (Sam)
Placement Procedures
Transfer student information from Recording Form
to the Individual Student Record form
The placement level will be the lowest level at
which the student did not meet 80% criterion.
Rank students from lowest to highest performance
on the Group Record form
Use the Group Record to form instructional groups.
*Students have to be at 80% to go on to next level
even if scores are 78%, 85%, 65% - place student at
the first 78% score level.
Instructional Grouping All Levels
 Small group up to 10 students (lowest performing
students should be in the smallest groups)
 Can be delivered by teachers and well trained
paraprofessionals
 Lessons take about 40 to 50 minutes
 Teacher directed ~ 30-40 minutes
 Independent work ~ 15 minutes
 Lessons can be divided and delivered over two
days or all in one day
Let’s Practice Grouping
Students into the Appropriate
Levels
Physical Set-Up
 Students need to be seated:
 In close proximity to teacher and visuals
 Facing teacher at all times
 Where there is a minimum of distractions
All Levels
1. Teach lessons in order presented
2. Follow the lesson script using exact wording
3. Lesson Delivery Key
 Sentences with regular or bold type are what you say
 Sentences in parentheses are what you do
 Sentences in italics are expected student answers
All Levels Con’t.
4. Pronouncing Sounds
 Letters between the slanted lines are read as
letter sounds
/a/ = a as in apple

/ā/ = a as in ate
Repeated letters between lines
/mmm/ = hold sound for one second
All Levels Con’t.
5. Correcting Student Sound and Word Errors
 Immediately model the correct
pronunciation
 Have student(s) repeat the sound or word
 If possible at the end of the activity, recheck
the student on the sound or word
All Levels Optional
6. Fluency Practice - Repeated Reading Practice
 Teacher timed readings
 Paired timed readings (switch books)
 Graph correct words per minute
All Levels Optional Con’t.
7. Keeping Students Interested and Motivated
 Use engagement strategies such as partner reading,
choral reading and answering, using thumbs up 


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lessons do a great job of keeping students engaged
Share reading graphs with students after timed
readings
Have student set reading goals (words per minute)
Timed Word List Reading
Team Timings
Cross-Out
I’m Thinking of a Word
Preparation for Practice
Your Turn!
Please Read Introduction Pages
Activities Included in First Level
 New Sounds
 New Words
 Sound Drill
 Review Words
 Blending Sounds (oral
 Sight Words
activity lessons 1-16)
 Segmenting Words
into Sounds (lessons
17-30)
 Word Practice (lessons
1-4)
 Challenge Words
 Sentences and Stories
 Spelling
 Practice Activities
 Work Check
 Checking Up
Sounds
a
f
k
p
u
z
b
g
l
q
v
c
h
m
r
w
d
i
n
s
x
e
j
o
t
y
Pronunciation of Sounds
Take a Listen!
http://www.youtube.com/watch?v=Ch7lGykVwgs
Let’s Practice
I Do
We Do
You Do
Partner Practice
 Decide who will be the teacher first
 Begin teaching Lesson 7 from the First Level
 Remember:
 Follow the lesson script using exact wording
 Lesson Delivery Key



Sentences with regular or bold type are what you say
Sentences in parentheses are what you do
Sentences in italics are expected student answers
Checking Up - How did it go?
 Did you follow the script exactly?
 Did you use the correction procedure with
fidelity?
 Did it feel clunky or was it smooth sailing?
 Other comments?
 Were thoughts of, “This is so scripted and
predictable. I can see myself and maybe my
students getting bored quickly?”
Activities Included in Second Level
 New Sound (not in every
lesson)
 Word Endings
 Sound Drill
 Sight Words
 Blending Sounds (oral
activity lessons 1-6)
 Sentences and Stories
 Segmenting Words into
 Practice Activities
Sounds (lessons 7-12)
 New Words
 Review Words
 Challenge Words
 Spelling
 Work Check
 Checking Up (every
third lesson beginning
with lesson 3)
Activities Included in Third Level
 New Sound (not in
every lesson)
 Sound Drill
 New Words
 Challenge Words
 Word Parts
 Words with Word Parts
 Sight Words
 Passages
 Spelling
 Practice Activities
 Work Check
 Checking Up (every
third lesson beginning
with lesson 3)
Measuring Student Growth
Assessments
 Placement test before beginning program -
baseline data
 Checking Up (every third lesson) - progress
monitor data
 Placement test at the completion of a level
Tips
 Set rules and procedures for your group
 Consider your physical set-up before you begin
- you want close proximity of students and
visuals
 Have Sound Drills and Review Words prepared
before each lesson - 8 1/2 x 11 paper, chart
paper, etc.
 Be sure students hold continuous sounds and
are “quick and quiet” with stop sounds
Tips Con’t.
 Insist on accuracy before moving on - sound drills,
word reading, spelling (handwriting), etc.
 Teach every lesson with fidelity - schedule Fidelity
Checks
 Teach every lesson with energy, provide specific
feedback, and encourage students to use what
they’re learning with you in their classroom and
while reading always
Resources
 Remember: Introduction and the back of your
teacher edition are both helpful resources
 Email me any time at:
[email protected]
 Website:
http://oregonreadingfirst.uoregon.edu/inst_addtl_tools.html
http://www.curriculumassociates.com/products/detail.aspx?titl
e=PhonicsReading#ordernow)
Questions - Comments?
Thank you for coming this
evening and for being such
willing participants!