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Teacher Directed PALS

Paths to Achieving Literacy Success

Fall 2017

miblsi.org

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AcknowledgmentsTeacher Directed PALS

materials and procedures were created by:

Patricia G. MathesJill Howard Allor

Joseph K. TorgesenShelley H. Allen

And validated with the support of:

Davidson County Public Schools

Leon County Public SchoolsFlorida State University

Vanderbilt University

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Purpose and Intended Outcomes• Understand how Teacher Directed PALS directly

connects to the science of teaching reading

• Use data to identify appropriate use of the programas well as program placement

• Understand the why and what of each lesson component

• Prepare for implementation by engaging in program delivery practice

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Let’s Make the Most of our TimeBe responsible• Attend to the “Come back together” signal• Actively participateBe Respectful• Please allow others to listen

• Please turn off cell phone and pagers• Please limit sidebar conversations

• Share “air time”• Please refrain from email and Internet browsingBe Safe• Take care of your own needs

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Agenda1.0 The Science of Teaching Reading

2.0 Program Details

3.0 Part 1: Sounds and WordsWhat, Why + Practice

4.0 Helpful Enhancements and Resources

5.0 Part 2: Story Sharing

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Pause for Partnering

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The Reading Process

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1.0 The Science of Teaching ReadingTeacher Directed PALS Connection

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Simple View of ReadingA formula introduced by Gough & Tunmer in 1986

This graphis shows The Simple View of Reading.There are three important findings from the research behind the simple view of reading.1.Reading comprehension results from skills and knowledge that can be broken into two distinct and identifiable categories: decoding and language comprehension.*Decoding is defined as: efficient word recognition – this goes beyond the traditional def. of decoding as the ability to sound out words based on phonics rules. It includes fast/accurate reading of familiar and unfamiliar words in both lists and connected texts.*Language Comp is defined as: the ability to derive meaning from spoken words when they are part of sentences or other discourse. They encompass receptive vocabulary, grammatical understanding, and discourse comprehension.2.All reading difficulties fall into one of three general types: poor at language comprehension, poor at decoding, or both.3.Both decoding and language comprehension abilities are necessary for reading and both must be strong. Strength in one area cannot compensate for a deficit in the other area.

Decoding X Language comprehesnion = Reading Comprehension

Word-level reading and oral language comprehension are relatively independent

abilities. Gough, 1986

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Simple View of Reading: Decoding

the decoding skills represented by the right side of the Simple View of Reading equation. The progress of skills includes print concepts, phonological awareness, phonics and word recognition, word knowledge, and fluency. Print concepts is defined as the understanding of the organization and basic features of print. Phonological awareness is defined as demonstrating the understanding of spoken words, syllables and sounds (phonemes). Phonics and word recognition is defined as the ability to know and apply grade level phonics and word analysis skill in decoding words. Word Knowledge or Sight Vocabulary is defined as instant and effortless access to all, or almost all, words read. Fluency is defined as reading with sufficient accuracy and rate to support comprehension. This graphic is represented as a stair step to show how each skill builds on the next.

Gough, 1986: Kilpatrick, 2015

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Simple View of Reading: LanguageInferential Language

Skills

Narrative Language

Skills

Academic Vocabulary

BackgroundKnowledge

Ability to discuss topics

beyond the immediate

context

Ability to clearly relate a

series of events

Ability to comprehend

and use words

Possesses general and topic-specific background knowledge

Gough, 1986

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Do Students Own The Skill?

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Changing Emphasis of Big Ideas

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Phonics Development

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Moving From Acquisition to Accuracy • You will be assigned one

slide to practice• First you will read the

talking points for the information on the slide

• Then you will practice explaining the slide in your own words with others who have the same slide

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Activity 1.1• Read through the notes for your assigned slide –

feel free to take notes based on what was just presented to you

• Move to your assigned group to discuss the slide and talking points with others assigned the same slide

• Partner up and take turns practicing / explaining the slide to a partner in your group – this is your first practice

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Activity 1.2First Rotation:

• When prompted find someone with the other slide

• Take turns presenting your slide to each other

Second Rotation:

• When prompted find someone with the other slide


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Activity 1.3• When prompted find someone with the other

slide who you have not practiced with already


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2.0 Program DetailsOverview: What and When

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WHAT is Teacher Directed PALS? • Lessons primarily focus on the acquisition of basic

phonics skills while reviewing phonemic awareness• The program is taught directly by a teacher, a parent

volunteer or a paraprofessional, and provides scripted lessons for use with small groups of 1 to 3 students

• Program consists of 57 lessons to get struggling readers “up and running” focusing on the most critical skills of beginning reading

• Intended to be taught in 20 to 35 minute session at least 3 days per week

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Two Main Components Part 1: Sounds and Words

• focuses on phonemic awareness, letter-sound correspondence and decoding

Part 2: Story Sharing• focuses on fluency and basic comprehension skills

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Activity 2.1

• Discuss with your partner how Part 1 and Part 2 of Teacher Directed PALS fit with the Simple View of Reading

• Review Lesson 1, Lesson 16 and Lesson 37 in your Teacher Directed PALs manual. As you do so, discuss with your partner where the program fits with the Emphasis of Big Ideas for PA , Phonics and Fluency

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When to use TD PALS

Consider the Emphasis of Big Ideas• Phoneme segmentation is reviewed but not

directly taught• Letter sound associations are introduced,

reviewed and blended to read words• Practice is provided at the sound, word and

text level

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Did You Say…It aligns with skills that we want to develop by the middle of kindergarten?• It would review segmentation and support

students that were struggling with the development of their basic phonics skills.

Most likely used as an intervention in the middle of kindergarten, beginning of first grade and with older students struggling to blend sounds to read words.

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DIBELS Data “Look Fors”

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DIBELS Data• In Kindergarten MOY:

• Look for low NWF-CLS and/or errors in NWF

• In First Grade BOY/MOY/EOY: • Look for low NWF-CLS and/or errors in NWF OR

• Look for students with good NWF-CLS but that have not progressed to blending letter sounds to read words in first grade or have errors in doing so

• In Second Grade BOY/PM: • Look for low NWF-CLS and/or errors in NWF OR

• Look for students with good NWF-CLS but that have not progressed to blending letter sounds to read words in first grade or have errors in doing so

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Let’s Look: Initial Grouping Suggestions

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Let’s Look: NWF-CLS

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Another Look…

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Same Score, Same Need?

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Sounds and Words Placement Test

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Activity 2.2

• Examine DIBELS data set and determine if Teacher Directed PALS is an appropriate option

• Examine Placement Tests and create small groups for intervention

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Who would you pick for intervention?

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Thinking Through Placement

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Program - Need to Know & ReviewInstruction in sounds includes:

• Stop vs. Continuous Sounds• Voiced vs. Unvoiced• Pronunciation

• how to accurately say the sounds

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Continuous vs. Stop Sounds

• Continuous sounds: sounds can be made until a person runs out of breath without distorting the sound

• Examples: /s/, /m/, /a/

• Stop sounds: sounds produced with one short push of breath

• If a stop sound is held, the sound will be distorted

• Examples: /b/, /g/, /t/

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Continuous vs. Stop Sounds, cont.Continuous Stop

/f//l//m//n//r//s//v//w//y//z/All vowel sounds (name and sound)

/b//d//g//h//j//k//p//t/

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Voiced vs. Unvoiced Sounds

• Voiced sounds: spoken with the “voice box” turned on or resonating

• Unvoiced sounds: spoken with the “voice box” turned off, like a whisper

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Sound Pronunciation Guidance

Iowa Reading Research Center

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Activity 2.3

As we watch the video of the correct pronunciation of sounds, make each sound after the

demonstrator

VIDEO(https://www.youtube.com/watch?v=Ch7lGykVwgs)

https://www.youtube.com/watch?v=Ch7lGykVwgs

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SOUND PRACTICELocate page 14 in your manual. Review information on pronouncing soundsLocate the Sound Pronunciation Sheet in your workbookPartner 1 practice making the voiced/unvoiced and continuous/stop sounds. Partner 2 provide feedback Switch and continue until time runs out

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Correcting Errors(Page 59 in Manual)

Tell, Ask, Start Again• Stretching errors • Blending errors • Misread Words During Passage Reading

It is important that you repeat the items in an activity until ALL of the students can individually respond to all of the items, with NO errors.

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Mastery FocusedThe KEY to accelerating reading growth is to

hold students to mastery on each Lesson Sheet every day. Students will NOT always achieve

mastery of a lesson in one session

If even ONE student in the group does not achieve 100% mastery of a section of the lesson, the group should repeatthat section at the beginning of the next Teacher Directed PALS session.

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Mastery Monitoring FormIntended to:

• Help you keep track of how students are progressing

• Provide feedback to students and to help keep them motivated

Copy one per group from manual page 87

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3.0 Part 1: Sounds and Words

What, Why and LOTS of Practice

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Part 1: Sounds and Words• Identify letter sound correspondences

automatically• Understand that words are constructed of

individual sounds• Blend sounds together to sound out words• Recognize sight words• Integrate phonological knowledge into the act

of reading

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Sounds and Words Lesson Design• 57 lessons empirically validated for Teacher

Directed PALS Sounds and Words• Based on Direct Instruction principles and the

work of Carnine, Silbert, and Kame’enui• Each lesson sheet includes nine core features

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Activity 3.1

Review the critical design feature on your sheet

When prompted, Mingle and Find 1-9 - Greet a friend - Higher Number Shares- Lower Number Shares- Check it off - Find the next until you have heard all nine

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Part 1: Sounds and Words OverviewLetters Sounds• Activity 1 and 3 done twice in lessons 1-36Hearing Sounds• Activity 2 ONLY in lessons 1-36Sounding Out• Activity 4

• Lessons 1-36 sound by sound blending• Lesson 37 sounding out by “chunks”

Sight Word Reading• Activity 5 throughout the programPassage Reading• Activity 6 (starting in lesson 3) • Skills taught in activities 1-5 are presented in sentence or passage format

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Activity Format 1-15Activity 1: Letter SoundsNew Sounds Introduction• Model• Group Practice• Individual Practice (two to three)Cumulative Letter-Sound Review• Group Practice • Individual Practice (two to three)

Activity 2: Hearing Sounds• Group Practice• Individual Practice (two to three)

Activity 3: Letter Sounds• Group Practice • Individual Practice (two to three)

Activity 4: Sounding Out• Group Practice• Individual Practice (two to three)

Activity 5: Sight WordsNew Word Introduction• Model• Group Practice• Individual Practice (two to three)Cumulative Review• Group Practice • Individual Practice (two to three)

Activity 6: Passage Reading• Group Practice- Sounding out and

Reading it• Group Practice- Chorally Reading • Individual Practice - Sentences

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Activity Format 16-36

Activity 1: Letter SoundsNew Sounds Introduction• Model• Group Practice• Individual Practice (two to three)Cumulative Letter-Sound Review• Group Practice • Individual Practice (two to three)

Activity 2: Hearing Sounds• Group Practice• Individual Practice (two to three)

Activity 3: Letter Sounds• Group Practice • Individual Practice (two to three)

*Activity 4: Sounding OutSound it Out• Group PracticeReading the Words Fast• Group Practice• Individual Practice (several words each)


Activity 6: Passage Reading (no sounding out)• Group Practice- word by word • Group Practice- Chorally Reading • Individual Practice - Sentences

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Activity 37-57Activity 1: Letter SoundsNew Sounds Introduction• Model• Group Practice• Individual Practice (two to three)Cumulative Letter-Sound Review• Group Practice • Individual Practice (two to three)

Activity 2: Sounding OutSound it Out- CHUNKING• Group PracticeReading the Words Fast• Group Practice• Individual Practice (several words each)

No more Hearing Sounds or Second Round of Letter Sound

Practice


Activity 4: Passage Reading(no sounding out)

• Group Practice- word by word• Group Practice- Chorally Reading • Individual Practice - Sentences

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Activity 3.2Take a minute to locate the teacher scripts for lessons and tab them

• Lesson 1-15 page 61

• Lessons 16-36 page 70

• Lessons 37-57 page 79

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Letter Sounds: Why

“Letter-sound knowledge is prerequisite to effective word identification. A primary difference between good and poor readers is the ability to

use letter-sound correspondence to identify words (Juel, 1991).”

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Associating Letters & Sounds

” ….a student requires dozens or even hundreds of exposures to letters and their corresponding names and sounds before they

become permanently stored and automatically accessible.”

– Kilpatrick p. 271, 2015

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Activity 1 and 3: Letter SoundsKey Points: • “New Sound” box• Students must say the sound immediately or it is considered

an error• Done twice in lesson 1-36 to ensure students are developing

complete automaticity in letter-sound correspondences• Hold continuous sounds for 2 seconds, move off stop sounds

quickly• Move to independent practice when group successfully says

ALL sounds correctly• During individual practice, if two or more mistakes occur,

make corrections and repeat all the sounds with the group

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Activity 1, Lesson 3

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Activity 3.3

• Partner 1: Teach Lesson 16, activity 1 to partner 2


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Hearing Sounds: WhyTeaching blending and segmenting is necessary to lay the ground work for beginning word reading exercises in which children sound out words. National Reading Panel identified the auditory skills of rhyming, blending and segmenting as the critical pre-reading skills. As a general rule, auditory exercises should include words and sounds that students will be asked to decode in the near future.

(Carnine, Silbert, Kame’enui and Tarver, 2010)

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The Three Phases of Word Reading Development depend on their Phonological Counterparts

(Ehri, 2005; Kilpatrick, 2015)

Chart to describe the stages of phonological awareness and their link to word reading development. Early phonological awareness supports learning letters and associated letter sounds. Basic phonemic awareness supports the development of phonic development. Advanced phonemic awareness supports the development of automatic word reading.

Kilpatrick, 2015

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Activity 2: Hearing Sounds• Included in lesson 1-36• Practice NOT acquisition of phonemic

awareness• Finger cueing used to control student pacing

(p. 50)

• Students should not say the next sound until you raise your next finger

• Teacher does NOT say sounds with students

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Activity 2 Lesson 3Hearing Sounds

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Activity 3.4

• Partner 2: Teach lesson 16, activity 2 to partner 1

• Partner 1: Teach lesson 36 activity 2 to partner 2

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Activity 3.5

• Number off around your table starting with #17

• Review the corresponding lesson in your manual for activities 1, 2 and 3

• Stand and deliver your lesson for activities 1, 2 and 3 in your manual at your table group

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Sounding Out: Why• “Good readers must have a strategy to phonologically recode

words” (Ehri, 1991; NRP, 2000;).• “During the alphabetic phase, readers must have lots of

practice phonologically recoding the same words to become familiar with spelling patterns” (Ehri, 1991).

• “Successful Readers…rely primarily on the letters in the word rather than context or pictures to identify familiar and unfamiliar words; process virtually every letter; use letter-sound correspondences to identify words; have a reliable strategy for decoding words; read words for a sufficient number of times for words to become automatic” (Hasbrouck, 1998).

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Activity 4: Sounding Out• Lesson 1-16

• Blending practice

• Lesson 16-36• Blending practice followed by whole word reading practice

• Lesson 37+• Approach words by syllable units within words and read the

whole word

• Single syllable words are read as whole words

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Lesson 3, Activity 4

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Activity 3.6


• Partner 2: Teach Lesson 36 Activity 4 to partner 1

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Activity 3.7

• Return to the Lesson from your previous Stand and Deliver Practice

• Review the corresponding lesson in your manual for activities 1- 4

• Stand and Deliver your lesson for activities 1- 4 in our manual at your table group

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Sight Words: WhyThe manner in which irregular words are introduced in

a reading program can be an important factor in determining whether students develop confusion regarding how to apply word attack strategies.

If irregular words are introduced before a child knows most letter-sound correspondences or letter names, the

child is not likely to use a strategy of looking at the letters in a left to right direction and attending to all the

letter in the word.

Carnine, et al. 2010

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Activity 5: Sight WordsIn the Program: Two part instructional routine• New word• Cumulative review

Approaches to Consider: • See it, Say it (Routine in TD PALS) • Say it, Spell it, Say it• Sound it Out, Make it a Real Word

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Be My Students: Lesson 3

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Activity 3.8

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Activity 3.9



• Stand and Deliver your lesson for activities 1- 5 in your manual at your table group

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Passage Reading: Why The science of reading confirms that the use of

decodable text is necessary to build the automatic systems in the word-form region of

the brain that lead to fluent reading. When children are given text for which they do not

know the phonetic code, they develop an over-reliance on context usage, sometimes knowing a

word one day yet forgetting it the next.

Shaywitz and B. Shaywitz, “Reading Disability and the Brain,” Educational Leadership, 61, no. 6 (2004): 6–11.

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Passage ReadingLesson 1-15Students sound out each word and then re-read it. Students then practice re-reading it multiple times.

Lesson 16-57Students are asked to read the sentences without sounding out the words first. Sounding out in text is only used if an error occurs.

Wait time per word may initially be 3 seconds per word but as you approach lesson 57 that should decrease to 1 word per second.

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Activity 6 Lesson 3

Sam sat at the mat.

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Activity 6 Lesson 24The mill was on the hill. Gill ran the mill. The mill was a doll mill. Gill’s last doll was ill. The mill was still. Is the doll still ill?

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Activity 4 Lesson 37

Chet is a runner and Nell is a swimmer. Chet is a better runner than Nell, but she is a better swimmer than Chet.

Chet helps Nell run. Nell helps Chet swim. They are pals.

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• Partner 1: Teach Lesson 16 activity 6 to partner 2

• Partner 2: Teach Lesson 36 activity 6 to partner 1

Activity 3.10

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Putting It All Together(https://www.youtube.com/watch?v=oKi_4lR_ioQ)

https://www.youtube.com/watch?v=oKi_4lR_ioQ

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• As you watch, capture:

• Overall good practices

• Missed opportunities

• Questions you have

Activity 3.11

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Activity 3.12



• Stand and Deliver your lesson for activities 1- 6 in your manual at your table group

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4.0 Helpful Enhancements and Resources

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Components of an Explicit PhonicsLesson

• Phonemic Awareness Warm-Up• Introduction/Practice Letter Sound

Correspondences• Word Reading• Decodable Text• Dictation

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DictationReverse the Lesson: • Teach Letter Formation and practice writing

the letter while making the sound• You say the sound, they write the letter• You say the word, they stretch and write the

word• You say the sentence, they write the words

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Lesson Enhancement Example

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Let’s Practice

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Activity 4.1• Turn to the back of your workbook

• Utilize one of the lesson sheets to practice reversing the lesson with your partner

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5.0 Part 2: Story SharingWhat, Why, When and With What

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Purpose• Opportunity to stretch students oral language skills

while expanding their critical thinking skills• Teaches or solidifies concepts of print• Builds foundational skill of comprehension of

restating information• Retell provides an opportunity for students to

practice organizing information sequentially• Teaches students to preview and think about text

selections

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Remember: Simple View of ReadingA formula introduced by Gough & Tunmer in 1986

This graphs shows The Simple View of Reading.There are three important findings from the research behind the simple view of reading.1.Reading comprehension results from skills and knowledge that can be broken into two distinct and identifiable categories: decoding and language comprehension.*Decoding is defined as: efficient word recognition – this goes beyond the traditional def. of decoding as the ability to sound out words based on phonics rules. It includes fast/accurate reading of familiar and unfamiliar words in both lists and connected texts.*Language Comp is defined as: the ability to derive meaning from spoken words when they are part of sentences or other discourse. They encompass receptive vocabulary, grammatical understanding, and discourse comprehension.2.All reading difficulties fall into one of three general types: poor at language comprehension, poor at decoding, or both.3.Both decoding and language comprehension abilities are necessary for reading and both must be strong. Strength in one area cannot compensate for a deficit in the other area.

Decoding X Language comprehension= Reading Comprehension

Word-level reading and oral language comprehension are relatively independent

abilities. Gough, 1986

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Activities in Part 2: Story Sharing• Pretend Read

• Predict what will happen on each page of the story, based on the pictures

• Read Aloud• Echo Reading• Chorally Reading• Independent Reading

• Retell• What did you learn first? • What did you learn next?

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Questions…

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Stay Connected MIBLSI Content Specialists

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Teacher Directed PALS - miblsi.org · recognition, word knowledge, and fluency. ... accuracy and rate to support comprehension. ... slide to practice

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