august 2014. 500 mero street, 19 th floor –cpt frankfort, kentucky 40601 502-564-4970 ext. 4171
TRANSCRIPT
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Read to Achieve
August 2014
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Create a signature including your school, district and position.
Big CreekCarr CreekClear Creek Cox’s CreekMill CreekPaces CreekSilver CreekTates CreekTygart Creek
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AgendaGrant Compliance
•Roles and responsibilities• Intervention Tab
Phonological Awareness
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Education.ky.govType RTA resources in the search box•Attendance•Grant Compliance•Laws and Regulations•Newsletters•Webinars
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RTA was established in 2005 by the Kentucky General Assembly to ensure all students read proficiently by the end of the primary grades.
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KRS 158.305Local districts shall implement a comprehensive response to intervention system for kindergarten through grade 3 that includes universal screening and diagnostic assessments to determine individual student needs and baseline performance.
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RTA Approved ProgramsK-1
• Early Intervention in Reading (EIR)• Reading Recovery/Comprehensive Intervention Model (CIM)• Reading mastery (for English Learners)
2-3• Early Intervention in Reading (EIR)• Comprehensive Intervention Model (CIM)• Peer Assisted learning Strategies• Cooperative Integrated Reading and Composition (CIRC)• Reading Mastery (for English Learners)
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Professional Learning is a requirement for RTA teachers.
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Webcast Dates
•November 18•February 24•April 28
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kyreading.org
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Progress monitoring probes may be created by the teacher.
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Progress monitor on the targeted need.
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Students should be aware of goals and progress.
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Found in Infinite CampusIntervention Tab
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Education.ky.gov Type “RTA Attendance” in the search box.
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Intervention Tab Instructions
Log into Inifinte CampusGo to the student information sectionClick on the PLP tabGo to “general”Click on intervention in the top right hand cornerClick on “new status”
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2226 Reading Mastery
2205 EIR2228 Reading Recovery4403 CIM
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Intervention material – vendor program #5Intervention Staff – certified teacher #1Delivery location – on siteDelivery method – in personFrequency - daily
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Type Infinite Campus Intervention Tab in the search box
http://mediaportal.education.ky.gov
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Reading Standards: Foundational Skills
KindergartenDemonstrate understanding of spoken words, syllables, and sounds (phonemes).• Recognize and produce rhyming words.• Count, pronounce, blend, and segment
syllables in spoken words.• Blend and segment onsets and rimes of
single-syllable spoken words.• Isolate and pronounce the initial, medial
vowel, and final sounds (phonemes) in three-phoneme(consonant-vowel-consonant, or CVC) words.
• Add or substitute individual sounds (phonemes)in simple, one-syllable words to make new words.
First GradeDemonstrate understanding of spoken words, syllables, and sounds (phonemes)• Distinguish long from short vowel sounds
in spoken single-syllable words.• Orally produce single-syllable words by
blending sounds (phonemes), including consonant blends.
• Isolate and pronounce initial, medial vowel, and final sounds (phonemes), in spoken single-syllable words.
• Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).
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Path to Phonological Awareness
•Awareness of spoken words•Syllables•Onset and Rime•Individual sounds within a word
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Phonological Awareness is oral in nature.
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RhymingJump rope rhymes, nursery rhymes, songs, poetry
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Rhymes with Student Names
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VariationUse the same rhyme playing Duck, Duck Goose.
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Clap Syllables
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Onset and Rime
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Onset and rime
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Have the student say the sounds slowly, blending them as the turtle moves.
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Enola Layton Bourbon Central Elementary
Say it like a ghost
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What’s the last sound that you hear?That you hear?That you hear?What’s the last sound that you hear?In the word______________?
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Identify beginning and ending sounds
•Can (Slap knees, clap hands)•Can (Slap knees, clap hands•/n/, /n/, can (snap three times)
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Identifying Beginning and Ending Sounds
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Sound Matching
•Bat•Ball•Box•Bike
•Cap•Car•Can•Check
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Look for items that begin or end with a certain letter.
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Push the Sounds
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To the tune of Twinkle, Twinkle Little Star
We listen, listen, loud and clear,What’s the first sound that we hear?
Mary, mower, middle, Max,What’s the first sound that you hear?
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Segmenting Sounds
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Manipulating Sounds
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Use the resources in your building for reinforcement.
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Resources• Brummitt-Yale, Joelle, Phonemic Awareness vs. Phonological Awareness
http://www.k12reader.com/phonemic-awareness-vs-phonological-awareness/ • Clay, Marie M. (2005) Literacy Lessons Designed for Individuals Part Two Teaching
Procedures Heinemann• Fitzpatrick, Jo (1997) Phonemic Awareness Playing with Sounds to Strengthen
beginning Reading Skills Creative Teaching Press • Konza, Deslea (2011) Phonological Awareness http
://www.decd.sa.gov.au/literacy/files/links/UtRP_1_2_v2.pdf • Miller, Debbie, Moss, Barbara (2013) No More Independent Reading without
Support Heinemann• http://reading.uoregon.edu/big_ideas/pa/pa_what.php • Trehearne, Miriam P., (2003) Comprehensive Literacy Resource for Kindergarten
Teachers, ETA Cuisenaire• Wendling, Barbara J., Mather, Nancy (2009) Essentials of Evidence-Based
Academic Interventions John Wiley and Sons