Transcript Phonemic Awareness

Effective Instruction in the
Kindergarten Classroom
Day 1- 2010
Presented by:
Diane Bussema
Kathryn Catherman
KRESA
Developed by:
Diane Bussema
Kathryn Catherman
Stephanie Lemmer
Credit:
• Anita L. Archer, Ph.D. Increasing Active
Participation 2007.
• MiBLSi
• Teacher Reading Academy
• Dynamic Measurement Group
Setting Group Expectations
• To make this day the best possible, we need
your assistance and participation
– Please allow others to listen
• Please turn off cell phones and pagers
• Please limit sidebar conversations
• Please do not use e mail
–
–
–
–
Share “air time”
Active participation
Take care of your own needs
Attend to the “Come back together” signal
Agenda
•
•
•
•
•
RTI
Data
Overview
Phonological Awareness
Alphabetic Principal
I do one
We do one
What is RtI ?
You do one
Response to Intervention is…..
• High Quality Instruction
• Intervention matched to student need
(Differentiation)
• Data is used to make decisions about
instruction
• A general ed initiative
RtI in your classroom is…
• The same end goals or outcomes for all students
• We may need to modify our teaching :
 Provide smaller group instruction
 Reteach concepts
I do one
 Increase active engagement
We do one
 Provide increased feedback
You do one
RtI in your classroom is NOT
•
•
•
•
•
•
Preferential seating
Shortened assignments
Suspension
Retention
Waiting for the psychologist to test a student
Waiting for the student to fall far enough
behind to be considered a failure
Schoolwide Support:
Prevention/Intervention
Intervention: Programs and materials designed to
provide intensive support for students who are performing
below grade level.
Supplemental: Programs and materials designed to
support the core program by addressing specific skill areas
related to the “big ideas” in reading.
Core program: A core program (materials and
instruction) is designed to provide instruction on the
essential areas of reading for the majority of students
within the school. The core program should enable 80%
or more of students to attain schoolwide reading goals.
Response to Intervention
A key premise in RtI is the need to ensure that
the first tier of reading instruction is
adequate, if not exemplary. (Justice, 2006)
Schoolwide Support:
Prevention/Intervention
This is where RtI and
differentiated instruction starts!
Tier I
Tier I
An RtI School…
• Uses a tiered approach for addressing student
needs.
• Maximizes the use of regular and special
education resources for the benefit of all
students.
• Adopts interventions and instructional practices
that are based in scientific research
• Uses assessment for the purpose of instructional
decision making (screening, diagnostic, and
progress monitoring).
Work Time
• Think Pair Share
• Describe the current status of RtI in
your school to your partner.
DATA
What Does The Research
Tell Us?
Research on Early Literacy:
What Do We Know?
140
Reading Trajectory for Second-Grade Reader
120
100
80
60
40
20
0
2.1
© 2006, Dynamic
Measurement Group
2.2
2.3
2.4
2.5
15
2.6
2.7
2.8
2.9
Middle and Low Trajectories for
Second Graders
140
17 Students on a Middle
Reading Trajectory
120
100
80
60
40
20
0
2.1
2.2
2.3
2.4
2.5
Grade 2
2.6
2.7
2.8
2.9
19 Students on a Low
Reading Trajectory
Reading Trajectories of Low and Middle
Readers
Grade 1
Cohort
Grade 2
Cohort
Grade 3
Cohort
Grade 5
Cohort
Grade 4
Cohort
Middle
10%
Low 10%
1
2
3
4
5
6
40 Words per Minute at the End of First Grade Puts
Children on Trajectory to Reading
140
120
100
80
60
40
20
0
Year
0 0 0 0 0 0 0 0 0 0 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2
Months
0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5 6 7 8 9
Summary: What Do We Know?
• Reading trajectories are established
early.
• Readers on a low trajectory tend to
stay on that trajectory.
• Students on a low trajectory tend to
fall further and further behind.
UNLESS…
Model for Student Success
The benefits of using
Curriculum Based Measures
• Growth
• Efficient
• Sensitive
• Subtests
• Reliable
and valid
•Easy
•Assess skills
•Computerized
Scoring
•Inexpensive
Steps for Successful Readers
(Roland Good)
Probability: On-Track
.81 (n=196) Fluency with
Connected Text
(Spring, 3rd)
Probability: On-Track
We need to
have the odds
with us!
.83 (n=246)
Probability: Catch-Up
Fluency with
Connected Text .06 (n=213)
(Spring, 2nd)
Probability: On-Track
.86 (n=138) Fluency with
Probability: Catch-Up
Connected Text .03 (n=114)
(Spring, 1st)
Probability: On-Track
.64 (n=348)
Phonemic
Awareness
(Spring, Kdg)
Alphabetic
Principle
(Winter, 1st)
Probability: Catch-Up
.22 (n=180)
Probability: Catch-Up
.17 (n=183)
Probability of remaining an average reader in fourth grade
when an average reader in first grade is .87
Probability of remaining a poor reader at the end of fourth grade
when a poor reader at the end of first grade is .88 (Juel, 1988)
Vocabulary
Risk Categories Status Categories Instructional
Used Prior to
Used At or After
Level
Benchmark
Benchmark Time
Time
Low Risk
Established
Benchmark
Some Risk
(Prevention
Mode)
At Risk
(Prevention
Mode)
Emerging
(Remediation
Mode)
Deficit
(Remediation
Mode)
Strategic
Intensive
DIBELS REPORTS
Histograms & Class Lists
Using DIBELS to the Fullest
• How to read your reports.
• How to use the reports to move
your instruction forward.
Histograms
What Decisions?
How are students doing at a given grade level? How
many are at Benchmark? How wide is the spread of
skills? How intensive is the need?
Who?
School Improvement Team and Grade level teachers.
How often?
Three times per year
Legend for Interpreting Histograms
= Low Risk or Established
= Some Risk or Emerging
= At Risk or Deficit
Note: Split bars are used when
the cutoff scores between
categories occur in the middle
of a score range. The number
of students is indicated by the
size of the split part.
From DIBELS Data System, University of Oregon, 2000-2005
Class Lists
What Decisions?
What will be the specific instructional
priorities for each student in the class? How
will students be grouped for differentiation?
How intensive? What will the 90 minute block
include?
Who?
Grade Level Team and Individual Classroom
Teacher
How often?
Three times per year
DIBELS
First Grade Class List
Second Grade Class List
2007/2008
TIER I: CORE CLASS INSTRUCTION
Focus
For all students
Program
Scientific-based reading instruction and curriculum
emphasizing the five critical elements of reading
Grouping
Flexible grouping; all grouping formats used
Time
90 minutes per day or more
Assessment
Benchmark assessment at beginning, middle,
and end of the academic year
Interventionist
General education teacher
Setting
General education classroom
Schoolwide Reading Support:
Prevention/Intervention
Tier 3
Tier 2
This is where RtI and
differentiated instruction starts!
Tier I
Tier 1
Classroom Instruction
The Big Ideas of Reading
• Phonemic Awareness
• Alphabetic Principle
• Fluency
• Vocabulary
• Comprehension
What is a big idea?
• A Big idea is:
- Predictive of reading acquisition and later
reading achievement
- Something we can do something about,
something we can teach
- Something that improves outcomes for
children when we teach it
Components Typically Emphasized
at Each Grade Level
Written
Expression
Comprehension
Skills/Strategies
Passage Fluency
Vocabulary
Advanced
Phonics/Decoding
Basic Phonics
Phonological
Awareness
Grade
K
1
2
3
4
5
6+
Phonemic Awareness
What is it?
• PA is the ability to focus on and
manipulate the phonemes in spoken
words.
• Critical skill: Segmentation and blending
Phonics
What is it?
Based on two parts:
1. Alphabetic Understanding: Letters represent
sounds in words.
2. Phonological Recoding. Letter sounds can be
blended together to make words.
Fluency
What is it?
• Fluent readers can read text with
appropriate rate, accuracy and proper
expression.
• Fluency=automaticity
The Matthew Effect
(Stanovich, 2000)
Exposed to
1,800,000 words
per year
Exposed to
282,000 words
per year
Exposed to
8,000 words
per year
< 1 minute
4.6 minutes
20 minutes
Time spent reading each day
Statistics derived from Shaywitz, S. (2003). Overcoming dyslexia. New York:
Alfred A. Knopf.
Vocabulary
What is it?
• A person’s ability to store word meanings
in their lexicon.
• A reader must be able to access words
and their meanings on both a receptive
and expressive level.
Importance of Vocabulary
• Vocabulary Gap
Children enter schools with different levels
of vocabulary
– Meaningful Differences (Hart & Risley, 1995)
Words heard
per hour
Words heard
in a 100-hour
week
Words heard
in a 5,200
hour year
3 years
Poverty
620
62,000
3 million
10 million
Working Class
1,250
125,000
6 million
20 million
Professional
2,150
215,000
11 million
30 million
Comprehension
What is it?
• The essence of reading (Durkin, 93)
• An active process that engages the reader
by requiring them to intentionally think and
interact with the text in order to make
meaning. (NRP)
Work Time
• Quick Write – list the big ideas of literacy and
one interesting fact!
• Share with your partner!
*Exit Slip
Phonemic Awareness
What is 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
(sound) level.
When Should Phonological Awareness
be Taught?
• Preschool
– Listening, alliteration, rhyming sound
games
• Kindergarten
– First sounds, blending and segmenting
sounds
• First grade and above
– Should be established
Components Typically Emphasized
at Each Grade Level
Written
Expression
Comprehension
Skills/Strategies
Passage Fluency
Vocabulary
Advanced
Phonics/Decoding
Basic Phonics
Phonological
Awareness
Grade
K
1
2
3
4
5
6+
Phonological Awareness
rhyme, alliteration, sentence, word, onset-rime, phoneme awareness
Phoneme Awareness
Ability to hear, identify, and manipulate individual speech sounds
Phoneme Segmentation
scat = /s/ /k/ /ă/ /t/
Orthography
Letters and letter
patterns
+
Phoneme Blending
/s/ /k/ /ă/ /t/ = scat
Phonics
Rhyme & Alliteration
• Books
• Concrete objects
• Activities
 Learning Center – Florida Center for Reading
Research http://www.fcrr.org/index.htm
 Teaching Reading Sourcebook-Core Literacy
Library, Arena Press
Alliteration Activities
• I’ll say three words you tell me which words begin with
the same sound: garden, girl, share (garden, girl)
• I‘ll say a word you tell me 2 more words that begin
with the same sound as pet.
• Let’s make a sentence about big brown bears using two
more words that begin with the /b/ sound.
Big Brown Bears buy berries.
Sentence Segmentation
• Claps or Finger The cat sees a dog.
• The teacher slowly says a sentence:
“We are going to lunch”
Children take one step, hop, skip for each word in the
sentence.
• I’m going to say a sentence: Ethan gave me the book.
(Children echo the sentence pointing to or moving a
manipulative as they say each word:
Ethan…gave…me…the…book.)
How many words are in the sentence ?
( Children count the manipulatives and say: There are five
words in the sentence.)
Syllables
•
Bippity, bibbity bumble bee, tell me what
your name should be.
1. Clap it
2. Whisper it
3. Silent
Phonemic Awareness in Young Children by Marilyn
Marilyn Jager Adams
Onsets and Rimes
Sound Blocks
1. The teacher gives children two plain blocks.
2. The blocks are placed in a row.
3. The teacher says: “When I want to say tap in two
parts, I touch the blocks like this.” (Touch the
first block and say “/t/”; touch the second block
and say “-ap”)
4. The teacher says other words that end in “-ap.”
5. The children touch the blocks as they say the
words in two parts.
Work Time
Using Your Basal Strategically
1. Using your TE find the Big Idea- Phonological
Awareness .
2. Map out the skills that are taught each day during the
theme.
3. Do the students already have this skill (data) ? Can
this be a quick review ?
4. Which students do not have the PA skill taught from
the basal ?
5. Focus explicit instruction with these students in small
group.
Phonological Awareness
rhyme, alliteration, sentence, word, onset-rime, phoneme awareness
Phoneme Awareness
Ability to hear, identify, and manipulate individual speech sounds
Phoneme Segmentation
scat = /s/ /k/ /ă/ /t/
Orthography
Letters and letter
patterns
+
Phoneme Blending
/s/ /k/ /ă/ /t/ = scat
Phonics
Phonemic Awareness
The awareness and understanding of the sound
structure of our language
Understanding that
spoken words are made
up of sequences of
individual speech
sounds
“cat” is composed of the
sounds /k/ /a/ /t/
Phonemic Awareness
•
•
•
•
“cat” begins with the sound ____.”
“cat” ends with the sound ____.”
“cat” with a /h/ at the beginning becomes “____.”
“hat” with a /m/ at the end becomes “____.”
What We Know from Research
• Phonemic awareness gives students a way to
approach reading new words.
• Phonemic awareness helps all children to read.
• Phonemic awareness instruction is most effective
when children are taught to use letters to
represent phonemes.
• Phonemic awareness helps preschoolers,
kindergarteners, and first graders learn to spell.
Why Phonemic Awareness is Difficult
Phonemic Awareness
• Direct and explicit
• Brief (5-7 minutes)
• Fast paced and lively
so that all students
are engaged
• Oral and auditory
Explicit and Systematic
• Explicit instruction refers to lessons in which
concepts are clearly explained and skills are
clearly modeled.
• Systematic instruction in a logical sequence,
where newly introduced skills are built on
existing skills, and tasks are arranged from
simplest to complex.
An Important Model
I do one
We do one
You do one
Phoneme Segmentation Fluency (PSF)
bad
/b/ /a/ /d/
lock
/l/ /o/ /k/
______/6
that
/TH/ /a/ /t/
pick
/p/ /i/ /k/
______/6
mine
/m/ /ie/ /n/
noise /n/ /oi/ /z/
______/6
coat
/k/ /oa/ /t/
spin
/s/ /p/ /i/ /n/
______/7
meet
/m/ /ea/ /t/
ran
/r/ /a/ /n/
______/6
wild
/w/ /ie/ /l/ /d/
dawn /d/ /o/ /n/
______/7
woke
/w/ /oa/ /k/
sign
/s/ /ie/ /n/
______/6
fat
/f/ /a/ /t/
wait
/w/ /ai/ /t/
______/6
side
/s/ /ie/ /d/
yell
/y/ /e/ /l/
______/6
jet
/j/ /e/ /t/
of
/o/ /v/
______/5
land
/l/ /a/ /n/ /d/
wheel /w/ /ea/ /l/
______/7
beach
/b/ /ea/ /ch/
globe /g/ /l/ /oa/ /b/
______/7
Total ______/75
Examiner says a
word; student says
the sounds in the
word.
Score: Number of
correct sound
segments student
says in 1 minute.
Phonemic Awareness
1. I’ll Say the Sounds
2. Say It and Move It
3. Elkonian –Sound Boxes
4. Fist
I’ll Say the Sound
• Blending Sounds into Words
1. We’re going to play a say-the-word game. I’ll say the
sounds. You say the word.
2. Listen. aaaammmmm
3. What word? am
4. (Repeat with other words.)
5. (If time permits, check individual students.)
(Practice: man, sat, ship, trap)
Work Time
Using Your Basal Strategically
1. With your partner, use your Basal TE, to find
ten words from the PA section.
2. Practice with your partner blending these
words using the technique I’ll Say the Sound.
3. Be ready to share with your best example.
Say-It-and-Move-It
This is listening and sound
counting not letter
recognition
Model how to use 1 finger
and how to sweep
Say-It-and-Move-It
Work Time
Using Your Basal Strategically
1. Find ten words from your basal that would be
appropriate to use for a Say-It-and-Move-It
activity.
2. With your partner, practice doing at least five
words each.
3. Be prepared to share how you might use this
in your classroom when you go back.
Sound Boxes
Work Time
Using Your Basal Strategically
1. Find ten words from your basal that would be
appropriate to use for the sound boxes
activity.
2. With your partner, practice doing at least five
words each.
3. By table go to the overhead/document
camera and teach a lesson to your table .Your
table will be your students.
Fist
• Segmenting Words into Sounds - Separate
Segmenting
1.
2.
3.
4.
We’re going to say the sounds in a word.
Fist in the air. Put up one finger for each sound.
The word is sat. What word? sat
First sound? /sss/ Next sound? /aaa/ Last
sound? /t/
5. (If time permits, check individual students.)
(Practice: fan, fast, shop, with)
Work Time
Using Your Basal Strategically
1. With your partner create a list of ten words
from your basal that would be appropriate
for segmenting at this time of year for your
students.
2. Practice with your partner
3. Be ready to share with your best example.
Explicit and Systematic PA Instruction
• During a lesson, target only one type of PA,
such as blending or segmenting.
• Begin with easier activities and progress to
more difficult ones.
• Model each activity.
• As soon as possible, help children make the
connection between letters and sounds to
read and spell words.
RTI/Differentiation- Reteach in
Small Groups
I do one
We do one
• Provide opportunities to practice PA
with teacher support and guidance.
• Integrate practice in PA throughout the
curriculum and the school day.
You do one
In Summary
1. I’ll Say the Sounds
2. Say It and Move It
3. Elkonian –Sound Boxes
4. Fist
Alphabetic Principle
Alphabetic Principal
Phonics
Alphabetic Principle
Based on two parts:
– Alphabetic Understanding. Letters represent
sounds in words
p
Alphabetic Principle
– Phonological Recoding. Letter sounds can
be blended together and knowledge of
letter -sound associations can be used to
read/decode words.
p
When Should the Alphabetic Principle
be Taught?
• Preschool
– Familiarity with alphabet
• Kindergarten
– Familiarity with alphabet
– Letter sounds, beginning blending
• First grade
– Letter sounds, blends and decodes simple words
fluently, reads grade level material accurately
Why Alphabetic Principle?
• Letter-sound knowledge is prerequisite to word
identification.
• A primary difference between good and poor
readers is the ability to use letter-sound
correspondences to decode words.
• Letter-sound knowledge can be taught.
• Teaching the alphabetic principle leads to gains in
reading acquisition/achievement.
What Kind of Phonics?
What is “systematic”?
• preplanned skill sequence
• progresses from easier to more difficult (scaffolding)
What is “explicit”?
The teacher:
• explains and models
• gives guided practice
• watches and gives corrective feedback
• plans extended practice on skills, as
needed by individuals
• applies skill to reading words, sentences, books
Explicit and Systematic Instruction
 Teach frequently-used letters and sounds
 Introduce only a few letter-sound correspondences at a
time
 Model and present each individual letter and its most
common sound.
 Begin with letter-sound correspondences that can be
combined to make words children can decode, read,
and understand.
Effective Teachers
Vary Time and Emphasis on Phonics
• Teachers rated as most effective overall.
– Spent more time on foundational skills
• Especially when students’ entry-level skills
were low
– Varied the emphasis of their instruction,
according to the needs of their students.
Structure of English
• Phoneme: a speech sound that combines with
others in a language system to make words;
English has 40-44 phonemes.
• Consonant Phonemes: there are about 25
consonant phonemes.
• Vowel Phonemes: there are about 18 vowel
phonemes.
Teaching Letter Names
P
I do one
We do one
You do one
Point to the card and say: This is the letter P. It has
a straight line down and then goes up and around.
With your finger, trace the letter from top to
bottom and then back up and around. Say: This is
the letter P. What is the name of this letter ?

Repeat procedure with at least two other
examples, pointing to the letter and tracing the
lines.
Alphabet Names and Forms
Alphabet Arc (Neuhaus Education Center) helps students learn letter
recognition and sequencing.
While teaching a new phoneme, reinforce the letter names and forms
so the student can associate the sound with its letter.
Alphabet Arc
Letter Characteristics
• Shapes that are visually similar
 B-D, B-P, E-F, F-P, G-O,K-X, M-N, M-W, O-Q,OU,P-R,U-V, V-Y
b-d, b-p, b-q, d-g, d-q, e-a, g-q, g-y, i-j,i-l,k-x,
m-n, n-c, n-h, p-q, u-v, u-w, u-y, w-m, y-v
Cc, Kk, Pp, Ss, Uu, Vv, Ww, Xx, Zz,
Write out the sounds included within
each of the following letter names
A /a/
D
G
J
M
P
S
V
Y
B
E
H
K
N
Q
T
W
Z
/b/ /e/
C
F
I
L
O
R
U
X
How did you do?
A
D
G
J
M
P
S
V
X
/a/
/d/ /e/
/j/ /e/
/j/ /a/
/e/ /m/
/p/ /e/
/e/ /s/
/v/,/e/
/e/ /k/ /s/
,
B /b/ /e/
C /s/ /e/
E /e/
F /e/ /f/
H /a/ /ch/
I / i/
K /k/ / a/
L /e/ /l/
N /e/ /n/
O /o/
Q /k/ /y/ /oo/ R /ar/
T /t/ /e/
U /y/ /oo/
W /d/ /u/ /b/ /l/ /y/ /oo/
Y /w/ / i/
Z /z/ /e/
Letter Knowledge
The learning of letter sounds is quite different
from the learning of letter shapes and names.
Students need more time to learn the sounds
of some letters than others.
(Treiman and Kessler 2003)
Letter-Sound Associations - How?
Alphabet Chart
• Alphabet Chart
• Vowel Chart
Letter Combinations
Consonant blends
Consonant digraphs
Vowel combinations
Pocket Charts
Letter Sound Practice
• Alphabet books provide an excellent
opportunity for students to hear, say, and see
the alphabet. ( Not explicit )
• ABC Charts
• DVD’s
• Computer Programs
Using a T Graph
Sorting /m/ & /s/ Sounds
• There are many ways of using a T graph.
• First demonstrate on an overhead to the
whole class.
• Next identify students that need further
instruction and pull back for small group.
• Finally as a review use as seat work or in a
center . (this is not a coloring time)
• This activity could also be a Closed or Open
Sort.
Work Time
Sorting with T graph
• Look at basal to see what sounds are being
taught-use last weeks sounds to provide
additional practice with the sounds
• With your partner think of other sorting
activities that you could possibly use before or
after this sort
• Be ready to share an idea
Letter Naming- Automaticity
P
m
S
t
o
M
s
a
o
t
T
M
P
T
m
A
P
M
s
a
Decoding of Regular Words
• As soon as sounds are learned,
incorporate the sounds into words.
• Model blending of sounds into words.
• Provide an adequate amount of practice
on decoding words.
Sound by Sound Blending
1.
ra t
2.
4.
3.
5.
1.
2.
3.
4.
5.
6.
Write r and say /r/.
Write a and say /a/.
Slide fingers under ra and say /ra/.
Write t and say /t/.
Slide finders under rat and say /rat/.
Say “The word is rat.” and use it in a sentence.
Work Time
Using Your Basal Strategically
1. Create a list of 20 words using the sounds you have
already taught in your basal.
2. Watch Video: Blending Routines
 Sound- by- sound
3. With your partner design a lesson to instruct your
students on blending routines.
4. Be ready to demonstrate your lesson to the group
1.Decodable Book
• Blending and decoding the sounds in words
Decodable Books
Majority of the words are :
 linked to phonics instruction using
sound/spelling
 spelling patterns that have been taught
 some previously taught irregular sight
words, including high frequency words
1.Letter Boxes
2.
Sight words
• Sight words are words that are recognized
immediately, whether it is a regular or
irregular word.
• The ultimate goal is for all words, regular and
irregular, to be read automatically with little
effort.
Increasing Sight Words
• Index cards
• Read and reread text that contain the words,
decodable text
• Write sentences
• Word Walls
Irregular Words
Contain some letters that do not
represent their most commonly used
sounds
Tend to be high frequency words that
students encounter often in their reading
and writing
Can be partially decoded
Increasing Sight Words
• Dictation
• By writing
Letter-Sound Associations
Review
• Provide explicit instruction to introduce
letter-sound associations.
• Teach letter-sound associations to a high level
of mastery.
• Provide cumulative review.
- Eternal Review