SIS Training10-19-2011

Build sufficient background knowledge in phonemic awareness and phonics to support the coaching of K-2 teachers in the effective use of Scott Foresman by: Tracing instruction in the 5 Big Ideas using

Unit & Weekly Planner and Daily Lessons Examining effective instructional techniques Learning Enhancement ( Tier II) instructional

routines and procedures

Read article

Choose quote that resonates with you.

Whole group sharing

“Students who are not reading at grade level by the end of first grade have a 1 in 8 chance of ever catching up to grade level without extraordinary and costly intervention.” Juel, 1988, 1994

Phonemic AwarenessPhonicsFluencyVocabularyText Comprehension

+ PA

- PA

+ Phonics

- Phonics

+ Vocabulary

- Vocabulary

- Comprehension

+ Comprehension

+ Wide reading

- Little reading

- Reading

+ Reading

Matthew Effect

Copyright © 2006 Ashlock Consulting Inc. Module 1 (K-3)All rights reserved.

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Stages of Reading Development

PRE-ALPHABETIC or PRE-LITERATE

Pre-k

PARTIAL or EARLY ALPHABETIC

cat fog

pet rim

Late k toearly grade 1

FULL or LATE ALPHABETIC

street rake

sing turn

Late grade 1 to early grade 2

CONSOLIDATED ALPHABETIC or ORTHOGRAPHIC

un-re-li-a-ble

un-reli-able

Late grade 2

Grade 3+

Ehri 1995, Moats 2000

Organization of Teacher Manual Activity

• What is located on pp. 4-5(K) or pp. 10d-10e (1st)?

• What is located on pp. 6-9 (K) or pp. 10f-10i (1st)

• What is located behind the Differentiated Instruction Tab at the back of the TE?

• What does the red “T” signify? ( Use Weekly Planner) • Looking at each day of instruction, are the 5 big ideas

included? (Use Weekly Planner)

Copyright © 2006 Ashlock Consulting Inc. Module 1 (K-3)All rights reserved.

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Copyright © 2006 Ashlock Consulting Inc. Module 1 (K-3)All rights reserved.

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Text Types

Text Types

Descriptions Primary Purposes

Other Purposes

Decodable 80% of words have previously taught sound spellings

Apply phonics skills on connected texts

High frequency words, Fluency

Leveled Leveled by readability Comprehension, Vocabulary, connect to theme

High frequency words, phonics skills, Fluency

Authentic Literature, trade books, anthology

Comprehension, Vocabulary, connect to theme

High frequency words, Fluency

Why Scott Foresman Enhancements?

Copyright © 2006 Ashlock Consulting Inc. Module 1 (K-3)All rights reserved.

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1. Provide instructional guidance that is more explicit.

2. Provide multiple exposures and more opportunities for practice.

3. Prioritize teaching the Big 5 Ideas in Scott Foresman

Five Big Ideas in Reading Instruction

•Phonemic Awareness•Phonics• Fluency• Vocabulary• Text Comprehension

©Ashlock Consulting, 2006

Concept of word-comparison and segmentation

Rhyme-recognition and production

Syllable-blending, segmentation, deletion

Onset-Rime-blending, segmentation

Phoneme-matching/isolation, blending segmentation, deletion, manipulation

13Copyright © 2006 Ashlock Consulting Inc. Module 3 (K-1)All rights reserved.

Significance of Phonemic Awareness

The best predictor of reading difficulty in kindergarten or first grade is the inability to segment words and syllables into constituent sound units (phonemic awareness).

Lyon 1995

Poor phonemic awareness at four to six years of age is predictive of reading difficulties throughout the elementary years.

Torgesen and Burgess 1998

More advanced forms of phonemic awareness (such as the ability to segment words into component sounds) are more predictive of reading ability than simpler forms (such as being able to detect rhymes).

Nation and Hulme 1997

14Copyright © 2006 Ashlock Consulting Inc. Module 3 (K-1)All rights reserved.

Clear and Explicit Phonological Awareness

Instruction

• Recognize and state the purpose of the activity.

• Scaffold instruction using hand signals and/or manipulatives.

• Do not write the words on the board.

• Elicit whole-group responses.

• Provide sufficient repetition.

Activity: Work with a partner.

Find a phonemic awareness lesson in Scott Foresman.

Evaluate it using the criteria on the previous slide as a checklist.

Template Introduction

Cards # 6 – Phoneme Segmentation

Model

Practice

Phonemic AwarenessPhonicsFluencyVocabularyText Comprehension

Explicitly teaching students to convert spellings into sounds and then to blend the sounds to form recognizable words.

Converging research has found that effective readers use their phonics knowledge to decode through the entire word.

Unison Oral Responding

Signaling

Pacing

Monitoring

Correcting Errors and Teaching to

MasteryCarnine, Silbert, Kame’enui, Tarver, 2004

Practice with a partner the introduction of a sound spelling incorporating effective instructional techniques ( Examples 2)

Model - Card #7 Sound Spelling Review

Practice - Work in groups of 2

Alternate role of student and teacher

Build sufficient background knowledge in phonemic awareness and phonics to support the coaching of K-2 teachers in the effective use of Scott Foresman by: Tracing instruction in the 5 Big Ideas using Unit

& Weekly Planner and Daily Lessons Examining effective instructional techniques Learning Enhancement ( Tier II) instructional

routines and procedures

Talk at your table. How will the information shared today support you in your coaching?