c lock hour i nformation no clock hours are offered for tonight’s training alone. if you...

CLOCK HOUR INFORMATION

No clock hours are offered for tonight’s training alone.

If you “saved” your clock hour forms from the 1st intervention training (at a school building), you can add tonight’s training. Make sure to include that training date as well as

tonight’s. The total clock hours will be 5 The fee will be $5

PHONEMIC AWARENESS INTERVENTIONS

All Staff: Diagnosing and identifying Reading Problems

Using the Diagnostic Tool/I've Dibeled Now What?

Phonemic Awareness

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Reading Intervention Materials Training Matrix

LEARNING TARGETS

I know why phonemic awareness is important.

I can choose from a menu of material to find phonemic awareness activities.

I know which activities promote phonemic awareness development in children.

WHAT IS PHONEMIC AWARENESS? Phonemic Awareness is something you can do in

the dark. Is a primary indicator of early reading success Is acquired through a continuum of skills Needs to be taught explicitly first, then in context

National Reading Panel, 2000 and Snow, et al, 1998 Helps students understand that spoken language is

made up of separate words, words are made up of syllables, and words can be broken down into separate sounds,

Helps students read and spell words, Helps students grasp how the alphabetic system

works, Helps students move from sounds to letters

(preparation for phonics instruction).

WHY TEACH PHONEMIC AWARENESS? Helps children learn to read

Help children learn to spell

Facilitates children’s learning of the alphabetic principle by drawing their attention to the sounds that are related to individual letters.

HOW DO WE TEACH PHONEMIC AWARENESS? Manipulate phonemes by using the letters of the

alphabet. Focus on only one or two types of phoneme

manipulation, rather than several types. Skill learning takes place prior and during reading

instruction.

HOW WE TEACH PHONEMIC AWARENESS

Blending

Segmentation

Phoneme Counting

Phoneme Deletion

What rhymes with cat?

What word is this …/sh/ /oe/?

How many sounds are in the word box?

What sounds do you hearin bus?

What is left if the /t/ sound were taken from cart?

Rhyming

TEMPLATES

JOE TORGESEN, PH.D., DIRECTOR OF THE FLORIDA CENTER FOR READING RESEARCH

Instruction must be made more powerful for students at risk for reading difficulties. More powerful instruction means: Clear and more detailed explanations More systematic instructional sequences More opportunities for guided practice More opportunities for error correction and feedback

Working Memory and Automaticity—when you are working on fluency of any sort, you are laying structures to improve comprehension!

EFFECTIVE INSTRUCTIONAL TECHNIQUES Unison choral response Signaling Pacing Monitoring Correcting errors and teaching to

mastery

All designed to eliminate teacher talk and increase student response!

TEMPLATES FOCUSING ON PHONEMIC AWARENESS

Template 5 Template 6

ROAD TO THE CODE

WHAT IS ROAD TO THE CODE?

Series of activities in 44 lessons Can be used with heterogeneous or

homogeneous groups Helps students develop the awareness that

spoken words can be segmented into phonemes. Teacher judgment determines the pace of the

lessons: if your kids need more time, take more time.

Each lesson takes between 15 and 20 minutes.

Road to the Code should not replace your Read Well instruction.

GETTING STARTED

Review the lessons and read the introduction Some lessons don’t include directions. They

are routine at this point, so directions are included in earlier lessons.

Each lesson has 3 parts1. Say it and move it2. Letter names and letter sounds3. Activity to reinforce phonological awareness

If you need to shorten a lesson, leave out steps 2 or 3, but keep Say it and Move it for every lesson.

Read teacher notes (located on left hand side of each lesson)

PREPARE MATERIALS BEFORE THE LESSON

Disks, tiles, cubes, blocks, or buttons for say it and move it

Puppet (Fix it activities) Fishing pole (or stick with string) for Let’s Fish

activity Paper bags for Post it Activities Letter picture cards (at the back of the book)

OTHER THINGS TO KNOW

Program uses short vowels /a/ as in apple /i/ as in igloo /o/ as in octopus /u/ as in umbrella /e/ as in edge

Letters between slanted lines tell you it’s the sound.

Letters underlined tell you it’s the letter name.

When you see sentences in bold, it tells you suggested dialogue with students.

MANIPULATIVES

Teach students how to use manipulatives Use one finger to move objects Store manipulatives on the picture portion of the

Say it and Move it sheet.

ROAD TO THE CODE LESSON

Model Say it and move it Elkonin cards

ROAD TO THE CODE LESSON

Your turn Say it and move it

/a/ Am It Fit Lit

Elkonin cards

PHONEMIC AWARENESS IN YOUNG CHILDREN

COMPONENTS OF PHONEMIC AWARENESS IN YOUNG CHILDREN

This program uses games to promote phonemic development. Listening Games Rhyming Games Words and Sentences Awareness of Syllables Initial and Final Sounds Phonemes Introducing Letters and Spelling

COMPONENTS OF PHONEMIC AWARENESS IN YOUNG CHILDREN

Phonemic challenges are presented in gradual step by step progression.

New challenges building on those previously used User friendly Lesson components

Objectives Explanations Any cautions

Assessment In the back Will help you identify students with phonological

needs Assess how students are progressing with the

program

COMPONENTS OF PHONEMIC AWARENESS IN YOUNG CHILDREN

Common American English Consonants and Vowels (pg 133)

Suggested Kindergarten Pacing guide (pg 137)

Suggested 1st grade Pacing guide (pg 145) Calendar to track lessons in the pacing guide Bibliography of rhyming stories

SIPPS BEGINNING

PHONEMIC AWARENESS IN SIPPS BEGINNING

The essential section in SIPPS that focuses on Phonemic Awareness is Phoneme Play.

Phoneme Play is at the beginning of each lesson

PHONEME PLAY

Oral Blending of Syllables and Words Model Your Turn “Put them together”

e/raser Pa/per Black/board Win/dow Pen/cil Class/room

PHONEME PLAY

Phoneme Recognition Model Your Turn “Say /s/ when you hear /sss/.”

Song Mud Look Mess Sick Him Wet

EXIT SLIP

Please reflect on tonight’s learning targets as you fill out the exit slip. I know why phonemic awareness is important. I can choose from a menu of material to find

phonemic awareness activities. I know which activities promote phonemic

awareness development in children.