Institute on Beginning Reading II Enhancing Phonological Awareness

Institute on Beginning Reading II Enhancing Phonological Awareness Instruction in Core Reading Instruction For Each Student Assessment For All Students Instruction Goals

Acknowledgments § Oregon Department of Education § Institute for the Development of Educational Achievement, College of Education, University of Oregon § U. S. Department of Education, Office of Special Education Programs Simmons, Harn, & Kame'enui © 2003 2

Content Development Content developed by: Edward J. Kame’enui, Ph. D. Deborah C. Simmons, Ph. D. Professor, College of Education University of Oregon Beth Harn, Ph. D. University of Oregon Michael D. Coyne, Ph. D. University of Connecticut David Chard, Ph. D. University of Oregon Additional support: Patrick Kennedy-Paine Katie Tate University of Oregon Nicole Sherman-Brewer Oregon Reading First Simmons, Harn, & Kame'enui © 2003 3

Copyright § All materials are copy written and should not be reproduced or used without expressed permission of Dr. Edward J. Kame’enui or Dr. Deborah C. Simmons. Selected slides were reproduced from other sources and original references cited. Simmons, Harn, & Kame'enui © 2003 4

IBR Foundational Features: Translating Research into Practice : e d i w l o o Sch & All h c a E Prev entio n Orien ted Res Foc ults use d y l l a c i f i t n e i Sc d Base Simmons, Harn, & Kame'enui © 2003 5

IBR Guiding Questions 1. 2. 3. Today’s Focus 4. 5. 6. Goals: What outcomes do we want for our students in our state, district, and schools? Knowledge: What do we know and what guidance can we gain from scientifically based reading research? Progress Monitoring Assessment: How are we doing? What is our current level of performance as a school? As a grade? As a class? As an individual student? Outcome Assessment: How far do we need to go to reach our goals and outcomes? Core Instruction: What are the critical components that need to be in place to reach our goals? Differentiated Instruction: What more do we need to do and what instructional adjustments need to be made? Simmons, Harn, & Kame'enui © 2003 6

Objectives: What You Will Learn and Do The objectives of today’s session are to: 1. Understand the importance of phonological awareness in core reading instruction. 2. Determine if students are making adequate progress on DIBELS measures. 3. Identify methods to enhance core reading instruction. Simmons, Harn, & Kame'enui © 2003 7

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. Simmons, Harn, & Kame'enui © 2003 8

Phonemic Awareness vs. Phonics: An Important Distinction Phonemic awareness is not phonics. Phonemic awareness

Definitions § Phoneme: A phoneme is a speech sound. It is the smallest unit of language and has no inherent meaning. § 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 level. § Phonemic awareness: The ability to hear and manipulate the sounds in spoken words, and the understanding that spoken words and syllables are made up of sequences of speech sounds (Yopp, 1992, cited in Yopp, 1995). Phonemic awareness involves hearing language at the phoneme level. § Phonics: The process of using the code (sound-symbol relationships) to recognize words. Simmons, Harn, & Kame'enui © 2003 10

What the Research Says About Phonological Awareness (PA) § The best early 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). Simmons, Harn, & Kame'enui © 2003 11

What the Research Says About PA § Phonological awareness is necessary but not sufficient for reading acquisition. § Phonological awareness is teachable and promoted by attention to instructional variables. (Smith, Simmons, & Kame'enui, 1998) “Reading and phonemic awareness are mutually reinforcing: Phonemic awareness is necessary for reading, and reading, in turn, improves phonemic awareness still further. ” (Shaywitz, 2003, pg. 55) Simmons, Harn, & Kame'enui © 2003 12

What the Research Says About PA § The ability to hear and manipulate phonemes plays a causal role in the acquisition of beginning reading skills (Smith, Simmons, & Kame'enui, 1998). § There is considerable evidence that the primary difference between good and poor readers lies in the good reader’s phonological processing ability. § The effects of training phonological awareness and learning to read are mutually supportive. Simmons, Harn, & Kame'enui © 2003 13

Why Phonemic Awareness is Important § PA teaches students to attend to sounds. It primes the connection of sound to print. § PA gives students a way to approach reading new words. § PA helps students understand the alphabetic principle, that letters in words are systematically represented by sounds. Simmons, Harn, & Kame'enui © 2003 14

Why Phonemic Awareness is Difficult § There are 26 letters in the English language. § Though the number of phonemes vary across sources, there approximately 40 phonemes. § Sounds are represented in 250 different spellings (e. g. , /f/ as in ph, f, gh, ff). § Phonemes are coarticulated, thus logical “sound units” are not readily apparent and must be taught. § No “white spaces” between letters, syllables, or words Simmons, Harn, & Kame'enui © 2003 15

What Skills Does PA Include? Phonological Awareness Development Continuum § Word comparison § Rhyming § Sentence segmentation § Syllable segmentation & blending § Onset-rime blending and segmentation ü Blending & segmenting individual phonemes ü Phoneme deletion & manipulation (Modified from O'Connor, Notari-Syverson, & Vadasy, (1998). ü High Priority Skills Simmons, Harn, & Kame'enui © 2003 16

What Skills Does PA Include? Levels of Linguistic Units • • • Sentences: The sun shone brightly. Word: sun Syllables: sun, sun-shine, sun-ny Onset-rime: /s/ /un/; /s/ /unshine/, /s/ /unny/ Phoneme: /s/ /u/ /n/; /s/ /u/ /n/ /sh/ /i/ /ne/ Simmons, Harn, & Kame'enui © 2003 17

What Skills Does PA Include? Word & Sound Comparison Examples § I’ll say two words, tell me if they are same or different (sun, sun; tan, ran; fit, bit) § I’ll say two sounds, tell me if they are the same or different (/m/, /s/; /f/, /f/; /r/, /r/; /k/ , /l/) § I’ll say three words, tell me the one that is different (sun, hat, sun; fat, hat) § I’ll say three sounds, tell me the one that is different (/s/, /m/; /l/, /t/) Simmons, Harn, & Kame'enui © 2003 18

What Skills Does PA Include? Sentence Segmentation Examples §I’ll clap the parts in this sentence: The (clap) boy(clap) went(clap) home(clap). §I’ll tap the parts in this sentence: She (tap) likes(tap) fat(tap) brown(tap) dogs(tap). §I’ll move a marker for each word. Say a 3 -5 word sentence and move a marker as you say each word. Simmons, Harn, & Kame'enui © 2003 19

What Skills Does PA Include? Syllable Segmentation Examples § I’ll clap the parts in “football”: Foot (clap) ball (clap) § I’ll tap the parts in these words: ba(tap) by(tap) snow(tap) di-no-saur (tap after each syllable) § I’ll hold up 1 finger for each part in these words: big (hold up 1 finger) ba-na-na (hold up 1 finger as you say each syllable) Simmons, Harn, & Kame'enui © 2003 20

What Skills Does PA Include? Onset-Rime Blending & Segmenting Examples Blending Sounds Segmenting Words Teacher Says: Student Says: r-un f-ast sw-im spl-ash run fast swim splash run r-un fast f-ast swim sw-im splash spl-ash Simmons, Harn, & Kame'enui © 2003 21

What Skills Does PA Include? Phoneme Level Blending & Segmenting Examples Blending I’ll say the sounds, you tell me the whole word. • /f/ /a/ /n/ - fan • /s/ /i/ /t/ - sit • /s/ /l/ /e/ /d/ - sled • /t/ /r/ /ee/ - tree • /c/ /r/ /a/ /sh/ - crash Segmenting I’ll say the word, you tell me the sounds in the word. • Fan - /f/ /a/ /n/ • Sit - /s/ /i/ /t/ • Sled - /s/ /l/ /e/ /d/ • Tree - /t/ /r/ /ee/ • Crash - /c/ /r/ /a/ /sh/ Simmons, Harn, & Kame'enui © 2003 22

What Skills Does PA Include? Phoneme Level Deletion & Substitution Examples • • Deletion Say cat. Now say cat without the /c/. Say fan. Now say fan without the /n/. • • • Substitution Say cat. Change the first sound in cat to /s/. What’s the new word? Say fan. Change the /n/ to /t/. What’s the new word? Say sick. Change the /i/ to /o/. What’s the new word? Simmons, Harn, & Kame'enui © 2003 23

Reviewing Curriculum Maps § Review the curriculum map for your grade to answer the following questions: § What are the high priority skills for the next 3 months? _______________ § What other skills may be necessary to teach before the high priority skills? ___________________________ § What skills do you predict to be difficult for some children? _____________ Simmons, Harn, & Kame'enui © 2003 24

Kindergarten Curriculum Map Simmons, Harn, & Kame'enui © 2003 25

First Grade Curriculum Map Simmons, Harn, & Kame'enui © 2003 26

Next Section: Objective 2 Objectives of today’s session: 1. Understand the importance of phonological awareness in core reading instruction. 2. Determine if students are making adequate progress on DIBELS measures. 3. Identify methods to enhance core reading instruction. Simmons, Harn, & Kame'enui © 2003 27

Making Adequate Progress in PA § § To evaluate how students are responding to instruction, each DIBELS measure has an established goal. DIBELS uses three levels to describe learner performance: Established Emerging Deficit Simmons, Harn, & Kame'enui © 2003 28

DIBELS Three Levels § Established: Student has met or exceeded the benchmark value for the measure. § Implication: Current instructional program is meeting the child's needs. § Emerging: Student is at-risk for not meeting the next critical benchmark. § Implication: Modify instructional program and monitor performance more often (1 -2 x month) § Deficit: Student is at significant risk of not meeting the next critical benchmark without significant changes to the instructional program. § Implication: Modify instructional program significantly and monitor performance more often (2 -3 x month) Simmons, Harn, & Kame'enui © 2003 29

Using DIBELS to Assess PA § DIBELS are sensitive to changes in student performance § Short-duration: Each measure is brief and permits frequent monitoring without detracting from instructional time. § Sensitive: Each measure is designed to detect small units of growth. § Repeatable: Each measure has 20 alternate forms for monitoring progress. Simmons, Harn, & Kame'enui © 2003 30

Using DIBELS to Assess PA § Each measure is designed to assess accuracy and fluency § Accuracy: How well does the child perform the skill? § Fluency: How easily or quickly does the child perform the skill? § The best way to gather this information is to use the student booklets and examine responses to the task. Simmons, Harn, & Kame'enui © 2003 31

Using DIBELS to Assess PA DIBELS measures used to assess PA: § Initial Sounds Fluency (ISF) for Kindergarten § How Well? 25 § By When? Middle of Kindergarten § Interim performance predictive of the later goal: 8 at the beginning of Kindergarten § Phonemic Segmentation Fluency (PSF) for 1 st Grade § How Well? 35 § By When? Beginning of First Grade Simmons, Harn, & Kame'enui © 2003 32

Assessing Accuracy & Fluency With ISF Examine Student Booklets for Patterns § How well does the child perform the skill? § Performance on recognition items (Which picture begins with…) § Are they consistent? § Performance on production items (“What sound does pig begin with? ”) § § Can they isolate initial sounds? How easily and quickly does the child perform the skill? § Time necessary for accomplishing the measure is indicative of the student’s level of fluency. Simmons, Harn, & Kame'enui © 2003 33

Assessing PA with ISF: Timmy ISF = 60 x Number Correct Seconds § How well is Timmy isolating first sounds? § Recognition: Accurate § Production: Inconsistent § 30 = § He does not need much time to think for the correct answer § He is fluent and met the mid-year goal 60 x 13 26 § 30 How easily can he perform the skill? Instructional implication? § Move on to more complex PA skills Simmons, Harn, & Kame'enui © 2003 34

Assessing PA with ISF: Mary ISF = 60 x Number Correct Seconds § How well is Mary isolating first sounds? § Recognition: inconsistent § Production: can’t do it § 9= How easily can she perform the skill? § Needs time to answer questions § She is at-risk for not meeting the mid-year goal 60 x 7 45 § Instructional implication? § Need to increase instructional intensity Simmons, Harn, & Kame'enui © 2003 35

Assessing Accuracy & Fluency With PSF § Examine Student Booklets for Patterns How well does the child perform the skill? § Accuracy § Skill Example word “chips” Initial Sound Onset rime Partial segmentation Complete Student Response /ch/ /ips/ /ch/ /i/ /p/ /s/ Simmons, Harn, & Kame'enui © 2003 36

Assessing Accuracy & Fluency With PSF § When analyzing student performance, look for patterns of performance: § Patterns Correct? § Specific sounds correct (e. g. stop vs. continuous, blends, length). § Pattern of Errors? § Specific sounds incorrect (e. g. , stop vs. continuous), vowels, blends. § Make sure to rule out articulation, hearing difficulties, or having a bad minute! Simmons, Harn, & Kame'enui © 2003 37

Assessing Accuracy & Fluency With PSF § How easily and quickly does the child perform the skill? § How many words were administered? § A score of 25 sounds per minute in 8 words is an indication of a higher level of skill (full segmentation) than 25 sounds in 16 words (onset-rime). Simmons, Harn, & Kame'enui © 2003 38

Assessing PA with PSF: Sam § How well is Sam segmenting phonemes? § Can perform at the individual phoneme level § How easily can he perform the skill? § His skill is established! § Instructional implication? § Move on to alphabetic principle and strategically integrate continued practice on phonological awareness Simmons, Harn, & Kame'enui © 2003 39

Assessing PA with PSF: Sally § How well is Sally segmenting phonemes? § Cannot segment words § How easily can she perform the skill? § Her skill has yet to develop § Instructional implication? § Start at the beginning and teach with intensity so she can catch-up with her peers. Simmons, Harn, & Kame'enui © 2003 40

Application Activity § Work in small groups to complete two additional PSF case scenarios

Next Section: Objective 3 The goals and objectives of today’s session are to: 1. Understand the importance of phonological awareness in core reading instruction. 2. Determine if students are making adequate progress on DIBELS measures. 3. Identify methods to enhance core reading instruction. Simmons, Harn, & Kame'enui © 2003 42

Two Ways to Enhance Core Instruction What we teach: Design 1. 2. § Sequence § Task factors § Curriculum maps How we teach: Delivery a) Demonstrate explicit steps and strategies b) Model multiple examples c) Provide multiple opportunities to practice d) Structure ample review and opportunities for learning Simmons, Harn, & Kame'enui © 2003 43

Design: What We Teach Using the curriculum map, write down the skills that should be the instructional focus from now until mid-year. ______________________________________ Simmons, Harn, & Kame'enui © 2003 44

Design: How Should PA Skills Be Sequenced? Using the curriculum map, write down the skills that should be the instructional focus from now until mid-year. ______________________ Simmons, Harn, & Kame'enui © 2003 45

Task Factors that Influence Difficulty Features of Phonemes Easier Continuous Harder Stop Position of Phoneme Easier Harder first last middle Length of word Easier Harder Shorter Longer (modified from Torgesen and Mathes, 1998) Simmons, Harn, & Kame'enui © 2003 46

Difficulty (continued) Task Easier Sound comparison Easier compound words Harder blending segmenting Linguistic Unit

Sequencing Suggestions to Enhance Student Learning Research indicates that materials that follow the following principles enhance learning for all students: 1. Progress from easier activities to more difficult (rhyming, sound matching, blending, segmenting, etc. ). 2. Schedule more instructional time on segmenting then other skills. 3. Start with larger linguistic units (i. e. , words and syllables) and proceed to smaller linguistic units (i. e. , phonemes). 4. Begin with short words (2 -3 phonemes: at, mud, run). (Smith, Simmons, & Kame’enui, 1998) Simmons, Harn, & Kame'enui © 2003 48

Sequencing Suggestions to Enhance Student Learning (cont. ) 5. Focus first on initial (sat), then final (sat), and lastly the medial sound (sat) in words. 6. Introduce continuous sounds (e. g. , m, r, s) before stop sounds (t, b, k). 7. Provide brief instructional sessions. Significant gains in phonemic awareness are often made in 15 -20 minutes of daily instruction. (Smith, Simmons, & Kame’enui, 1998) Simmons, Harn, & Kame'enui © 2003 49

Example Continuous Sounds Words that begin with continuous sounds are easier to blend. •

Example Stop Sounds • • t p k g d ch h • •

Application Activity § Arrange the following phonologic activities in order from easiest (1) to hardest (5): Difficulty Level PA Skill Phoneme deletion and manipulation Sentence segmentation Onset-rime blending and segmentation Word comparison Blending & segmenting individual phonemes Highlight the two high priority skills. Simmons, Harn, & Kame'enui © 2003 52

Application Activity §Circle the continuous sounds and slash the stop sounds: p e v

How We Teach: Modifications to Enhance Core Instruction § Our curriculum review indicates that many programs need the following instructional enhancements: 1. 2. 3. 4. Demonstrate explicit steps and strategies Model multiple examples Provide multiple opportunities to practice Structure ample review and opportunities for learning Simmons, Harn, & Kame'enui © 2003 54

Demonstrate Explicit Steps & Strategies § Model all steps or strategies necessary to complete the task successfully. § Factors that affect student learning: § Clear and concise teacher wording § Modeling and showing before asking § Providing feedback Simmons, Harn, & Kame'enui © 2003 55

Demonstrate Explicit Steps & Strategies § § Blending Sounds Example: “I am going to say the sounds in a word and show you how to put the sounds together. Listen to the sounds and how I blend them to make a word: /mmm/ /aaa/ /p/: map. I’ll do another one: /sss/ /iii/ /t/: sit. ” Example: Listen, /m/ /a/ /p/, what’s the word? Simmons, Harn, & Kame'enui © 2003 56

Model Multiple Examples § Multiple models and examples should be provided before asking students to display the skill. Instructional Objective: Teaching First Sound Example: Teacher lays down 2 pictures that each have the first sound of /m/ and says “My turn to say the first sound in man, /mmm/. The first sound in man is /mmm/. Everyone, say the first sound in man, /mmm/. ” Example: Teacher lays down 2 pictures that each begin with /m/ and says “Who can tell me the first sound in these pictures? ” Simmons, Harn, & Kame'enui © 2003 57

Provide Multiple Opportunities to Practice § Opportunities to practice a skill is a powerful predictor of student learning (Howell & Nolet, 2001). § Provides timely feedback to student understanding. § Methods to increase opportunities to practice include: choral responding, small group instruction, providing individual turns. Simmons, Harn, & Kame'enui © 2003 58

Provide Multiple Opportunities to Practice Instructional Objective: Initial Sound § Example: We are going to listen for the /sss/ sound like the /sss/ in sun, sip, and Sal. For which sound will we listen? (pause). Yes, /sss/. I am going to say some words, if it begins with /sss/ say /sss/. Listen for /sss/, moon (pause), sit (pause), slide (pause), cat (pause), top (pause), soap (pause), man (pause). § Example: We are going to listen for the /s/ sound like in sun, sip, and Sal. Which sound? (pause). Yes, /s/. I am going to say some words, if it begins with /s/, raise your hand. § Students don’t produce the sound! Simmons, Harn, & Kame'enui © 2003 59

Structure Ample Review and Opportunities for Learning § Provide students systematic opportunities to review previously learned skills. § The practice needs to be sufficient, distributed across time, and cumulative § Look to your scope and sequence to determine if it is built into your program Simmons, Harn, & Kame'enui © 2003 60

Building in Review and Opportunities to Learn: Sample Scope and Sequence Unit New PA Skill & Focus 1 2 3 4 5 6 Rhyming Beginning sounds Initial sounds (s, m, r) Blending Onset and rime; Segmenting onset and rime; Initial sounds (t, b, n) Blending and segmenting; Initial sounds (h, v, c) Blending short “a” words Blending phonemes Initial sounds (p, g, f) Blending and segmenting phonemes Initial sounds (l, k, q) Blending short “a” words Review Skills Initial sounds (s, m, r) Initial sounds (t, b, n, s, m, r) Blending Onset and rime; Initial sounds (t, b, n, s, m, h, v, c) Blending short “a” words; Initial sounds (t, b, n, s, m, r, v, c, p, g, f) Blending short “a” and “i” words; Initial sounds (t, b, n, s, m, r, h, v, c, p, g, f, l, k, q) Simmons, Harn, & Kame'enui © 2003 61

Building in Review and Opportunities to Learn: Sample Scope and Sequence Unit New PA Skill & Focus 1 Listen to Sounds Recognizing rhyming words Listen for beginning sounds Blending onset and rimes Blending syllables Identifying rhyming words Listen for ending sounds Blending syllables Listen for middle sounds Listen for beginning and ending sounds Listen for beginning and middle sounds Blending sounds Review Skills Not explicitly stated Skills taught within the first Unit (5 weeks) of Kindergarten. How does this match up with the curriculum maps? Simmons, Harn, & Kame'enui © 2003 62

Video Example: Teaching PA; Segmenting § § Video Clip Evaluate the present lesson according to the following criteria: Rating the Lesson Demonstrates explicit steps and strategies Models multiple examples Provides multiple opportunities to practice How well do you feel the lesson will meet the needs of the students? These students were identified as intensive at the beginning of Kindergarten and received additional instructional support. Simmons, Harn, & Kame'enui © 2003 63

Evaluating A Lesson K Example: Isolating First Sound § Listen for Beginning Sounds: Tell children to listen for the beginning sounds as you say the words. § § Listen for the beginning sound: bear, baby, boy. Say the words with me: bear, baby, boy. I hear the /b/ sound at the beginning of bear, baby, boy. Say the sound: /b/. Ask children to listen to the words, repeat the words, and name the sound they hear at the beginning of the words. Continue using the following: map, mouse, mad; sat, sun, sock; cat, cap, carrot; rope, run, rug; tip, top, tap. Simmons, Harn, & Kame'enui © 2003 64

Evaluating the Effectiveness of the Lesson Follow the steps below to evaluate the lesson. Rating the Lesson Underline the “instructional language” and evaluate how well it demonstrates explicit steps and strategies Models multiple examples (Number of models provided: ____ ) Provides multiple opportunities to practice (Number of opportunities for students to practice: _______ ) How well do you feel the lesson will meet the needs of all students? Simmons, Harn, & Kame'enui © 2003 65

Fix-Up for the Lesson § § What skill is being taught: ______ Is it a high priority skill? Yes No Areas Targeted for Enhancement Criteria How to Enhance Explicit steps & strategies Number of modeled examples Opportunities to practice Make more explicit Add at least 1 more model Increase student production of initial sound Simmons, Harn, & Kame'enui © 2003 66

Fixed-Up Lesson ts? n e m e c it n c i a l h p x e En e r o. Isolating First Sound m K Example: e g c i n t i c d a r r o p w l o r t e e d s h o e c i t m i a l n Tell children to listen u t na §ad. Listen Sounds: e te fordi. Beginning r o o i t p p d o § M for the a f osounds as you say the words. n beginning r a e d b de um d n A e § th §d. Listen for the beginning sound. The beginning sound e l b u in bear, baby, boy is /b/. What sound? /b/. Say the § Do § words with me: bear, baby, boy. The /b/ sound is at the beginning of bear, baby, boy. Say the beginning sound: /b/. The beginning sound in map, mouse, mad is /m/. What sound? /m/. Say the words with me: map, mouse, mad. The /m/ sound is at the beginning of map, mouse, mad. Say the beginning sound: /m/. Simmons, Harn, & Kame'enui © 2003 67

Evaluating A Lesson Kindergarten Example: Blending and Segmenting Onset & Rime § Read “My Baby Teddy Bear” on page 38 of the student book. Then play a guessing game. “I’ll say some sounds. You put them together to make words from the poem: /b/. . /ear/ (bear); /f/. . /ur/ (fur); /n/. . /eed/ (need). § Now have students create a word. Have them separate the beginning sound from the rest of the word, and then they ask the rest of the class to blend the word. Simmons, Harn, & Kame'enui © 2003 68

Evaluating the Effectiveness of the Lesson Follow the steps below to evaluate the lesson. Rating the Lesson Underline the “instructional language” and evaluate how well it demonstrates explicit steps and strategies Models multiple examples (Number of models provided: ____ ) Provides multiple opportunities to practice (Number of opportunities for students to practice: _______ ) How well do you feel the lesson will meet the needs of all students? Simmons, Harn, & Kame'enui © 2003 69

Fix-Up for the Lesson § § What skill is being taught: ______ Is it a high priority skill? Yes No Areas Targeted for Enhancement Criteria How to Enhance Explicit steps & strategies Number of modeled examples Opportunities to practice Make more explicit Add at least 2 models Increase student production of the skill Simmons, Harn, & Kame'enui © 2003 70

Fixed-Up Lesson ? s t n e m e it c c i n l a p Enh more ex efrom our c i t § “I’ll say someinsounds that make words c g a r p d l r l o i t er o k s w s e r i e t e i h poem. You put the sounds together to make h t h n c c f u a t a o e r t e o t ls p s and e e p d d o o a f from the poem. I’ll show you how to do it. o m e r s § M words o e n w b espo s t m d u e n r word/b/. . /ear/ is bear. Listen d d e p Listen to the sounds, h A u t o ple § r d g e s g a usi/b/. . /ear/ n ed sim is bear. What word? Let’s try e r c again, n by nerat §I ge another, listen to the sounds /n/. . /eed/ is need. § What word? Your turn to put the sounds together to make a word. Listen to the sounds, /f/. . /ur/. What word? ” Repeat activity with the same words in a different order and other short common words getting all students to participate. Simmons, Harn, & Kame'enui © 2003 71

Evaluating A Lesson 1 st Grade Example: Blending & Segmenting § § In a pocket chart, place picture cards for blue, flag, pig, globe, top, plug, and sled face down. Tell the children that you are thinking of a picture name. Explain that you will say the sounds in the picture name, and that they should blend the sounds to figure out the word. Say: /s/ /l/ /e/ /d/. Have children repeat, blend the sounds, and raise their hands when they know the word. Show picture when they say it together. Simmons, Harn, & Kame'enui © 2003 72

Evaluating the Effectiveness of the Lesson Follow the steps below to evaluate the lesson. Rating the Lesson Underline the “instructional language” and evaluate how well it demonstrates explicit steps and strategies Models multiple examples (Number of models provided: ____ ) Provides multiple opportunities to practice (Number of opportunities for students to practice: _______ ) How well do you feel the lesson will meet the needs of all students? Simmons, Harn, & Kame'enui © 2003 73

Fix-Up for the Lesson § § What skill is being taught: ______ Is it a high priority skill? Yes No Areas Targeted for Enhancement Criteria How to Enhance Explicit steps & strategies Number of modeled examples Opportunities to practice Make more explicit Provide at least 2 direct models Increase student production of the skill Simmons, Harn, & Kame'enui © 2003 74

Fixed-Up Lesson ? ts en it m c e i l c p n x a e h e n r E o m g in d t r n o e w st m Segmenting ill Blending er Example: g k 1 Grade & h e s c s f a o o t te r s l e e i e d s d a o e m § Ma d r 2 o d w e l id I am going e v d § Say, to say the sounds of one of our o o r m l § P picture iawords t i ) and I want you to put the sounds n d i e l e s d a p vs. to make the word. I’ll show you how to do § Mtogether o t , . e. (i it. Listen to the sounds /t/ /o/ /p/ is top (turn card). § Say the sounds in top with me /t/ /o/ /p/. Here’s another, listen to the sounds: /s/ /l/ /e/ /d/ is sled (turn card). Say the sounds in sled with me /s/ /l/ /e/ /d/. Your turn to put sounds together to name the picture card Continue with other picture cards. Have children repeat sounds, blend the sounds, and raise their hands when they know the word. Show picture when they say it together. Simmons, Harn, & Kame'enui © 2003 75

Application Activity § Using the following lesson, evaluate according to the table below and identify 2 areas for enhancements. § Areas for enhancements: __________________________________ Rating the Lesson Underline the “instructional language” and evaluate how well it demonstrates explicit steps and strategies Models multiple examples (Number of models provided: ____ ) Provides multiple opportunities to practice (Number of opportunities for students to practice: _______ ) How well do you feel the lesson will meet the needs of all students? Simmons, Harn, & Kame'enui © 2003 76

Enhancing the Lesson § § 1 st Grade Example: Blending Display in random order the picture cards can, cot, den, dig, hat, jam, and six Say “Listen as I say the sounds in a picture name. Raise your hand when you know which picture card I name. Say: /k/ /o/ /t/. ” When most hands are up, tell children to blend the word with you. Then say it together naturally. “Say this with me: /k/ /o/ /t/…cot. ” Continue with remaining picture cards. Simmons, Harn, & Kame'enui © 2003 77

Evaluating A Lesson in Your Core Program § Using your adopted core reading materials, identify an initial lesson teaching phonological awareness and complete the included Breakout Activity. § What things do you want to follow-up on within your team reading meetings? Simmons, Harn, & Kame'enui © 2003 78