Title: Agenda
1Agenda
- Introductions
- What is Phonemic Awareness?
- Why is it important?
- How do I teach it across the tiers?
- How do I assess it?
- Resources
2What is Phonemic Awareness?
3Beginning Reading Core Components-- 5 Big Ideas
- 1. Phonemic Awareness The ability to hear and
manipulate sound in words. - 2. The Alphabetic Principle (phonics and
decoding) The ability to associate sounds with
letters and use these sounds to read words. - 3. Fluency The effortless, automatic ability
to read words in isolation (orthographic reading)
and connected text. - 4. Vocabulary Development The ability to
understand (receptive) and use (expressive) words
to acquire and convey meaning. - 5. Reading Comprehension The complex cognitive
process involving the intentional interaction
between reader and text to extract meaning.
4The Science of Reading
- Teaching Reading IS Rocket Science (Moats, 1999)
- MOST READING FAILURE IS PREVENTABLE. The
evidence suggests that if we employ best
practices, very few children will experience
reading failure (Moats, 2003) - Teaching reading is a job for an expert.
- The majority of teachers underestimate the depth
of preparation and practice needed
5Complex Alphabetic Code
6What Makes a Big Idea a Big Idea?
- A Big Idea is
- Predictive of reading acquisition and later
reading achievement. - Something we can do something about, i.e.,
something we can teach. - Something that improves outcomes for children
if/when we teach it.
7The Science of Reading
8References
- Adams, M.J. (1990). Beginning to read Thinking
and learning about print. - McCardle, P. (2004). The voice of evidence in
reading research. Baltimore, MD Brookes. - National Reading Panel (2000). Teaching children
to read An evidence-based assessment of the
scientific research literature on reading and its
implications for reading instruction.
Washington, DC National Institute of Child
Health and Human Development. - National Research Council (1998). Preventing
reading difficulties in young children,
(Committee on the Prevention of Reading
Difficulties in Young Children C.E. Snow, M.S.
Burns, and P. Griffin, Eds.) Washington, DC
National Academy Press. - Shaywitz, S. (2003). Overcoming dyslexia A
new and complete science-based program for
reading problems at any level. New York, NY
Alfred A. Knopf.
9A Great Place to Start
- www.nationalreadingpanel.org
- One of the more recent and most rigorous reviews
of the research. - Reflects 30 years of government funded and
privately funded research, tens of thousands of
subjects, and hundreds of scientist of various
disciplines have worked to produce hundreds of
well designed studies, the results of which have
converged on major findings that are well
accepted by reading scholars (Moats, 2003 p. 110)
10Focus on Big Ideas
- 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/
- Slide taken from the DIBELS Essential
Workshop Dynamic Measurement Group
11Phonemic Awareness
- Is phonemic awareness the same thing as
phonological awareness? - Is phonemic awareness the same thing as phonics?
If you can do it with your eyes closed, it is
phonemic awareness!
- Slide taken from the DIBELS Essential
Workshop Dynamic Measurement Group, 2006
12Some Vocabulary
- Phonetics the inventory of speech sounds
- Phonology the use of phonemes in words
- Phonics sound-symbol associations
- Orthography the spelling system
- Morphology the meaningful parts of words
- Semantics word or phrase meanings
- Syntax the rules of sentence structure
- Pragmatics the rules of social language use
and the organization of discourse
13The Ph Words
- Phonetics
- Phonemic awareness
- Phonological Awareness
- Phonics
The common root, phon, pertains to speech sounds.
14Phonological Awareness Development Continuum
Taken from the Big Ideas in Beginning Reading
website http//reading.uoregon.edu
15Examples of phonological awareness skills
- Sound and Word discrimination What word
doesn't belong with the others "cat", "mat",
"bat", "ran"? "ran" - Rhyming What word rhymes with "cat"? bat
- Syllable splitting The onset of "cat" is /k/,
the rime is /at/. - Blending What word is made up of the sounds
/k/ /a/ /t/? "cat" - Phonemic segmentation What are the sounds in
"cat"? /k/ /a/ /t/ - Phoneme deletion What is "cat" without the
/k/? "at" - Phoneme manipulation What word would you have
if you changed the /t/ in cat to an /n/? "can"
Taken from the Big Ideas in Beginning Reading
website http//reading.uoregon.edu
16Exercise Your Phonological Skill
- 1. Syllable counting
- 2. Rhyme recognition
- 3. Word pronunciation
- 4. Odd word out
- 5. Phoneme matching
- 6. Initial phoneme isolation
- 7. Phoneme blending
- 8. Phoneme segmentation
- 9. Phoneme deletion
- 10. Phoneme sequence identification
17Why is Phonological Awareness so Important in
Preschool and Kindergarten?
18Why PA Is So Important
- "One of the most compelling and well-established
findings in the research on beginning reading is
the important relationship between phonemic
awareness and reading acquisition." (Kame'enui,
et. al., 1997) - "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).
Taken from the Big Ideas in Beginning Reading
website http//reading.uoregon.edu
19Why PA Is So Important
- The National Reading Panel concluded that
- . . . teaching children to manipulate
phonemesin words was highly effective under a
variety of teaching conditions with a variety of
learners across a range of grade and age levels
and that teaching phoneme awareness (PA) to
children significantly improves their reading
more than instruction that lacks any attention to
PA.
20Phonological Awareness
- Children who begin school with little
phonological awareness have trouble acquiring
alphabetic coding skills and thus have difficulty
recognizing words. - - Stanovich, 2000, p. 393
21Importance of PA--Starting in Preschool
- Children who are particularly likely to have
difficulty learning to read in the primary grades
are those who begin school with less prior
knowledge and skill in certain domain, most
notably letter knowledge, phonological
sensitivity, familiarity with the basic purposes
and mechanisms of reading, and language ability. -
- National Research Council (1998 p. 137)
22Phonological Awareness and the Ohio Standards
- Early Learning Content Standards
- Phonological and Phonemic Awareness
- 1. Identify matching sounds and recognize rhymes
in familiar stories, poems, songs and words - 2. Hear sounds in words by isolating the
syllables of a word using snapping, clapping, or
rhythmic movement - 3. Differentiate between sounds that are the same
and different - Academic Content Standards K-12 English Language
Arts
23Phonological and Phonemic Awareness and the Ohio
Standards
- Academic Content Standards K-12 English Language
Arts Grade Level Indicators - Kindergarten
- Identify and complete rhyming words and patterns
- Distinguish the number of syllables in words by
using rhythmic clapping, snapping, or counting - Hear and say the separate phonemes in words
24How do I teach Phonological Awareness across the
Tiers?How do I assess Phonological Awareness
across the Tiers?
25Ohio Integrated Systems Model for Academic and
Behavior Supports
Academic System
Decisions about tiers of support are data-based
26Development of PA begins in Preschool
- Development of phonological awareness plays a
critical role in learning to read and development
typically begins by around age 3 and improves
gradually over many years. - Studies demonstrate that PA skills can be
taught in preschool and when taught have a
significant impact on childrens skills. - Brady et al. 1994, Byrne and Fielding-Barnsley,
1995, Abecedarian Project, Wallach Wallach,
1979
27Phonological Awareness Is Teachable
- Opportunities to play with language result in the
development of phonological awareness (Bryant,
Bradley, Maclean, Crossland, 1989 Yopp, 1992) - Adults can create opportunities for children to
learn phonological awareness (Byrne
Fielding-Barnsley, 1991 Lundberg, Frost,
Peterson, 1988)
28Phonological Awareness Development Continuum
Taken from the Big Ideas in Beginning Reading
website http//reading.uoregon.edu
29PA Benchmarks Between Ages 49
30General PrinciplesTeaching PA
- Brief 1015 minutes, distributed, frequent
lessons. - Two to three activities within a lesson.
- Gradually move through the developmental
progression of task difficulty. - Know where your students are and progress
- gradually to more difficult tasks
- Oral production of sounds and words is critical.
31General PrinciplesTeaching PA
- Use manipulatives fingers, body movements,
tangibles, etc. - Model, lead, observe (I do one, we do one, you
do one!). - Give immediate corrective feedback.
- Make sure you get to segmenting and blending
activities!!! - Transition to letters as appropriate.
32 Taken from the Big Ideas in Beginning Reading
website http//reading.uoregon.edu
33Phonological Awareness in Tier 1
- During small group time--differentiated
instruction - Systematic and explicit instruction
- Brief (not the whole small group time)
- Creating a Classroom Environment that Supports
Phonological Awareness - Reinforce through books, songs, games, and
stories - Teaching families about the importance of
phonological awareness and things they can do at
home.
34Differentiated Small Group Instruction
- Skill based groups
- Phonological Instruction is brief part of the
group time - Focus on 1 or 2 PA skills at a time
- Mastery criteria to move on
- Use of effective instructional techniques
- Explicit Systematic Instruction
- Explicit does not mean drill-like activities, but
rather engaging, meaningful, fun activities that
help children actively attend to the phonological
structure of language - Systematic Following a clear scope and sequence
where you move on to developmentally more
difficult tasks as children are ready.
35Creating a Classroom Environment That Supports
Phonological Awareness
- Storybook Reading
- Choose books that contain rhyming words,
alliteration, alphabet - While reading try having the children
- Clap syllables of new words
- Insert rhyming words
- Insert repetitions (e.g., Trip, Trap, Trip,
Trap in Three Billy Goats Gruff)
36Creating a Classroom Environment That Supports
Phonological Awareness
- Nursery Rhymes, Jingles, Poems, Finger Plays
- Have a conversation about how words sound the
same what it means for words to rhyme - Select poems rhymes that actually do contain
rhyming words (e.g., This Little Piggy DOES NOT
contain true rhymes) - Select poems rhymes with the rhyming words in
close proximity (e.g., One, two, buckle my shoe)
37Creating a Classroom Environment That Supports
Phonological Awareness
- Other Natural Opportunities
- Circle time activities (e.g., weather what
rhymes with rain?) - Children hear the names of their classmates
frequently play games with names (e.g., have
children pretend all of their names begin with
/b/) - Pay attention to conversation during centers and
use all opportunities to point out rhymes,
beginning sounds, etc. - Try to do rhyming activities orally because
writing words that sound the same, but look
different can be confusing to children
38What Does Phonological Awareness Look Like in
Preschool and Kindergarten?
- FUN!!!
- Poems, songs, and nursery rhymes
- Language awareness games
- Rhythmic activities
- Phonological games and activities structured by
the teacher - Patterned and other predictable texts
39Assessing Phonological Awareness--Tier 1
- Assessing your curriculum and instructional
practices. - Assessing your students.
40Tools For Analyzing Tier 1 Supports for
Phonological Awareness
- Curriculum Maps
- Consumers Guides for Core and Supplemental
Programs - PET
- Your DIBELS Data
41Curriculum Maps
- Phonemic awareness skills can be taught in a
particular sequence that maximizes student
understanding and instructional efficiency.
Phonemic awareness is only taught in kindergarten
and first grade. By the end of first grade,
students should have a firm grasp of phonemic
awareness. - Curriculum maps list specific skills that relate
to each big idea. Each skill can be taught during
at an optimal time during the school year.
Taken from the Big Ideas in Beginning Reading
website http//reading.uoregon.edu
42(No Transcript)
43Consumers Guidehttp//reading.uoregon.edu/append
ices/resources.php
- Consumer's Guide to Evaluating a Core Reading
Program Grades K - 3 A Critical Elements
Analysis.
44Examining Program Content
- The Consumers Guide provides a common metric
for evaluating - Scope of review and prioritization of skills
- Quality and nature of the delivery of instruction
45Examining Scope of Review Prioritization
- The reading programs scope and sequence should
provide evidence of breadth and depth of coverage
on essential skills. - High Priority Items in Kindergarten
46High Priority Items Grade 1 Phonics Instruction
47Planning Evaluation Toolhttp//reading.uoregon.
edu/appendices/resources.php
- The Planning and Evaluation Tool (PET) is
designed to help schools take stock of their
strengths and areas of improvement in developing
a schoolwide beginning reading plan. - The items and criteria in the PET represent the
ideal conditions and total to 100 points. - Score should reflect how you are currently doing
as a school in your instructional practices. This
tool is designed to assist in your planning and
implementation.
PET
487 Elements of the PET
- Goals/Objectives/Priorities
- Assessment
- Instructional Programs and Materials
- Instructional Time
- Differentiated Instruction/Grouping/Scheduling
- Administration/Organization/Communication
- Professional Development
49PET-R Sample
50Example RB Programs for Teaching PA
- Phonemic Awareness in Young Children
- Ladders to Literacy
- Road to the Code
- Both can be done in whole group, small group,
transition times, or individually. - Could be used in Tier 1 or Tier 2
51Finding Research Based Phonological Awareness
Programs
- Think about the match with your core, ease of
implementation, cost, research base, skills
targeted - Oregon Reading First http//oregonreadingfirst.u
oregon.edu - Consumer's Guide to Reviewing Core and
Supplemental Programs - Review of many programs
- Florida Center for Reading Research
www.fcrr.org - Reviews a number of programs
- Look at the research base carefully!
52Phonological Awareness in Young Children (PAYC)
- Authors Adams, Foorman, Lundber, Beeler (1998)
- Who is it for? Intended for use with
kindergarten, 1st grade, and special education
children - Publisher Brookes
- Cost 24.95 (plus cost of various materials)
- Program supplemental reading and language
curriculum to complement any pre-reading program - Suggestions for kindergarten (8 months, 15
minutes per day) and 1st grade (8 weeks, 12
minutes per day) classroom schedules - Fun activities and game based lessons for the
whole group or a small group
53PAYC
- What is taught
- 1. Oral language skills
- 2. Print awareness skills
- 3. Phonological awareness skills rhyming,
beginning and ending sounds, segmenting, and
blending - 4. Letter sound correspondence
- Nice features
- Easy to pick up and do
- Whole class and small group
- Fun and engaging activities
- Not so nice features
- Effective instructional components not build in
- Requires a strong instructor.
54Ladders to Literacy PreschoolLadders to Literacy
Kindergarten
- Authors OConnor, Notari-Syverson, Vadasy
(1998) - Who is it for? Intended for use with PreK,
kindergarten, 1st grade, and special education
children. - Publisher Brookes
- Cost 50 (plus cost of various materials)
- Program also a supplemental reading and
language curriculum to complement any pre-reading
program - Suggestions for kindergarten and 1st grade
(classroom schedules - Fun activities and game based lessons for the
whole group or a small group
55Ladders to Literacy
- What is Taught
- 1. Oral Language Skill
- 2. Print Awareness Skills
- 3. Phonological Awareness Skills Rhyming,
Beginning and Ending Sounds, Segmenting, and
Blending - Nice Features
- Easy to pick up and do
- Whole class and small group
- Fun and engaging activities
- Inclusive
- Suggestions for providing different levels of
assistance for children with different needs. - Suggestions for home activities
- Not So Nice Features
- Effective instructional components not build in
- Requires a strong instructor
56Road to the Code
- Authors Blachman, Ball, Black, Tangel (2000)
- Who is it for? Intended for use with
Kindergarten, 1st Grade, Special Education
children who are not yet reading - Publisher Brookes
- Cost 50 (plus cost of making materials)
- Prerequisite Skills Needed
- Instruction begins with segmenting at the phoneme
level. Authors suggest children need to be able
to segment sentences into words, words into
syllables, and other easier PA skills - Program
- Small group
- 11 weeks with 4, 15-20 minute lessons per week
57Road to the Code
- Each lesson has 3 parts Say-It-and-Move-It,
Letter Name and Sound Instruction, PA Practice - Skills Taught
- Phonological Awareness (rhyme, segmenting,
blending) - Letter Names and Sounds
- Sounding out simple words
- Nice Features
- Clear sequence of activities
- Scripted to include effective instruction
- Lots of review and practice of skills
- Good for children who need more intensive
instruction - Overall, fun/engaging activities
- Not So Nice Features
- Teaches segmenting using one activity over and
overkids got tired of it! - Does not teach early PA skills
58Assessing Your Students
- Adopting a school-wide assessment system.
- Using curriculum based assessments.
- Using data to guide instructional decision making.
59A Schoolwide Assessment System
- Reliable and valid indicators of skills highly
associated with early reading success - Provide vital signs of growth and development
- Sensitive to small changes over time
- Simple, quick, cost effective measures that are
easily repeatable for continuous progress
monitoring
60Why DIBELS?
- Research-based (what does this mean?)
- Efficient
- Looks at growth across time, lets you know
quickly if something is or is not working - Relates to our standards and high-stakes tests
- Data-based decision making
- Powerful
61How DIBELS Assesses PA
62Benchmark Assessment - Kindergarten
- Benchmark assessment materials are organized to
provide 3 direct measures of phonological
awareness per year for all children. Typical
Assessment Schedule - Beginning ISF in September, October, or November
- Middle ISF and PSF in December, January, or
February - End PSF in March, April, May, or June
63ISF Target Age Range
- Initial Sound Fluency works well for most
4-year-old children through the middle of
kindergarten. It may be appropriate for
monitoring the progress of older children with
low phonological awareness skills. The benchmark
goal is 25 to 35 in the middle of kindergarten.
Below 10 in the middle of kindergarten is
indicates need for intensive instructional
support.
64Demo
- This is a mouse, flowers, pillow, letters (point
to each picture while saying its name). - Mouse begins with the sound /m/ (point to the
mouse). Listen /m/, mouse. Which one begins
with the sounds /fl/?
65PSF Target Age Range
- Phoneme Segmentation Fluency works well for most
children from winter of kindergarten through
spring of first grade. It may be appropriate for
monitoring the progress of older children with
low phonological awareness skills. - The benchmark goal is 35 to 45 correct phonemes
per minute in the spring of kindergarten and fall
of first grade. Students scoring below 10 in the
spring of kindergarten and fall of first grade
may need intensive instructional support to
achieve benchmark goals.
66Verbal Directions
- 1. Place examiner probe on clipboard and position
so that student cannot see what you record. - 2. Say these specific directions to the student
- I am going to say a word. After I say it, you
tell me all the sounds in the word. So, if I
say, Sam, you would say /s/ /a/ /m/. Lets try
one. (one second pause) Tell me the sounds in
mop. - "OK. Here is your first word."
67Using Data to Guide Instructional Decision Making
- Making Decisions About
- Effectiveness of curriculum and instruction
- Are we getting 80 of our students to benchmarks?
- DIBELS Summary of Effectiveness Report
- Creation of small groups
- Who needs what skills?
- Movement in the curriculum
- Curriculum mastery or need for review
- Need for Tier 2 Supports
- Who needs additional supports?
- What type of supports?
- What skills are needed?
68Tier II Targeted Interventions
- Who receives targeted interventions?
- Students who are not making sufficient progress
with core instruction and are at risk for not
reaching future benchmarks - Characteristics of targeted interventions
- Explicit and systematic instruction in specific
skill(s) using scientifically-based program - Implemented in flexible, homogeneous small groups
- In addition to core instruction
- Increased progress monitoring to determine if the
intervention is effective, needs to be modified,
faded - Decision rules regarding when to fad support and
when to increase support (Tier 3)
69Kindergarten Students Initial Sound Fluency
Weekly Progress Monitoring Graph
70Tier II Intervention Structures
- Automatic system set up
- Additional services should compliment/support
classroom instructioncoordination of services is
KEY! - Provided in an inclusive manner
- Training of persons implementing the intervention
and plan for support - Consistent implementation
- Frequency of implementation
- Fidelity of implementation
- Consistent and reliable progress monitoring that
is graphed with student - Communication with family
71Defining Intervention
- Interventions are intended to bring students up
to level as fast as possible by providing
thorough coverage of the component(s) of reading
identified as below level. - Interventions should be research-based and
provide increased opportunities for modeling,
practice, and feedback.
72Tier 2 Interventions for Phonological Awareness
- Might be the only piece that is needed, might be
one of many pieces that is needed. - PA is still done in brief, explicit, and
systematic instruction and focuses on the skills
the child needs.
73Decision Rules ExamplesKindergarten
- All students at-risk for a particular skill
data validation phase and possible daily
intervention group assignment. Progress Monitored
once a week. - All students some-risk for a particular skill
consideration for possible daily intervention
group assignment OR bi-weekly intervention
assignment OR PALS Tier 1. Progress monitored
once a week - once a month. - Tier 2 Intervention Groups (beginning of KG)
- Vocabulary Letters (2) --10 minutes
- Vocabulary PA (3) --15 minutes
- Vocabulary PA Letters (4)
- How could a teacher manage this in a class of 22?!
74Making Sure Tier 2 Supports are Appropriate,
Strong, and Documented
- Appropriate
- Tier 1 Supports are in place (Research Based Core
appropriately Supplemented) - Tier 2 Supports are connected to the core,
addressing this childs skill needs,
research-based, inclusive, culturally responsive,
done by trained educators - Strong
- Done Frequently (Planned and Implemented)
- Plans
- Attendance of Child and Instructor
- Done with Integrity
- Includes Progress Monitoring
- Frequency of data collection
- Correct datainstructional level
- Documentation
- How do you know intervention was done?
(INTERVENTION REPORT) - How do you know what progress the child made?
(GRAPH) - See Examples of Paperwork
75Case Example of Kindergarten Child
Tier 3
Goal 25 by mid Jan.
76Tier 2 Decision Rules
- When children met their goals across 2
consecutive assessment sessions, a team (teacher,
parent, possibly others involved) met to decide
if the child would move out of Tier 2 or if
continued support was needed. - If childs data was consistently below aim line
(3 point rule used) child may move to Tier 3.
77Tier III Individualized, Intensive Intervention
- Who receives intensive interventions?
- Students who do not make adequate progress with
targeted supports - Characteristics of intensive interventions
- Instruction includes systematic, explicit
instruction using scientifically-based programs
and strategies - Increased opportunities to practice through
increased time and/or decreased group size - More frequent progress monitoring
- Highly skilled interventionists
78Tier 3 Individual Collaborative Problem Solving
- Use of the Collaborative Problem Solving
Research Based 5 step process (written down) for
individual child. - The Team is created around the child based on who
is involved and the concerns that are seen.
Parent and Childs teacher are always on the
team. - PA may be the only concern, or one of many.
79Case Example of Kindergarten Child
Tier 3
Goal 25 by mid Jan.
80Where Do Children with Special Needs Fit In?
- Everywhere!
- Involved in all Tiers
- Inclusion is part of the model
- Prevents unnecessary special education placement,
uses intervention data to guide decision-making
(before and during special education placement) - Gives teachers the tools to make it work
81Web Resources
- www.reading.uoregon.edu The BIG Ideas in
Beginning Reading - www.interventioncentral.org Intervention Central
- http//oregonreadingfirst.uoregon.edu Oregon
Reading First - www.fcrr.org Florida Center for Reading Research
- www.swoserrc.org Southwest Ohio Special Education
Regional Resource Center - www.whatworks.ed.gov What Works Clearinghouse
- www.texasreading.org Texas Center for Reading
and Language Arts
82Additional Key References
- Armbruster, B.B., Lehr,F, Osborn, J. (2001)
Putting Reading First The Research Building
Blocks for Teaching Children to Read. Jessup, MD
National Institute for Literacy. - Baker, S. K., Simmons, D. C., Kameenui, E.J.
(1998). Vocabulary Acquisition Research Bases.
In D. C. Simmons E. J. Kameenui (Eds.) What
Research Tells Us About Children With Diverse
Learning Needs (pp. 183-218). Mahwah, NJ
Lawrence Erlbaum Associates - Implementing the Prekindergarten Curriculum
Guidelines for Language and Early Literacy Part
2 Early Literacy. (2004) Retrieved from Texas
Center for Reading and Language Arts
www.texasreading.org - Moats, L. (2003) LETERS Language Essentials
for Teachers of Reading and Spelling Longmont,
CO Sopris West. - National Reading Panel (2000). Teaching
Children to Read An Evidence-Based Assessment of
the Scientific Research Literature on Reading and
Its Implications for Reading Instruction. Reports
of the subgroup. Bethesda, MD National Institute
of Child Health and Human Development, National
Institutes of Health. - Vaughn, S. Linan-Thompson, S. (2004)
Research-Based Methods of Reading Instruction
Grades K-3. Alexandria, VA Association for
Supervision and Curriculum Development. -
83How to Contact Me
- Amy Murdoch murdoch_a_at_swoserrc.org