Instructio n Goals Assessment For Each Studen t For All Student s Institute on Beginning Institute on Beginning Reading II Reading II Enhancing Phonological Enhancing Phonological Awareness Instruction in Core Awareness Instruction in Core Reading Instruction Reading Instruction
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Instruction
GoalsAssessment
For Each
Student
For All Students
Institute on Beginning Reading IIInstitute on Beginning Reading II
Enhancing Phonological Awareness Enhancing Phonological Awareness Instruction in Core Reading InstructionInstruction in Core Reading Instruction
Edward J. Kame’enui, Ph. D. Deborah C. Simmons, Ph. D.Professor, College of Education Professor, College of EducationUniversity of Oregon University of Oregon
Beth Harn, Ph.D. Michael D. Coyne, Ph. D. University of Oregon University of Connecticut
David Chard, Ph. D.University of Oregon
Additional support:
Patrick Kennedy-PaineKatie Tate Nicole Sherman-Brewer University of Oregon Oregon Reading First
1. Goals: What outcomes do we want for our students in our state, district, and schools?
2. Knowledge: What do we know and what guidance can we gain from scientifically based reading research?
3. 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?
4. Outcome Assessment: How far do we need to go to reach our goals and outcomes?
5. Core Instruction: What are the critical components that need to be in place to reach our goals?
6. Differentiated Instruction: What more do we need to do and what instructional adjustments need to be made?
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.
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).
What the Research Says About What the Research Says About Phonological Awareness (PA)Phonological Awareness (PA)
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
Using the curriculum map, write down the skills that should be the instructional focus from now until mid-year.___________________________________________________________________________
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.”
Multiple models and examples should be provided before asking students to display the skill.
Instructional Objective: Teaching First SoundExample: 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?”
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!
Provide Multiple Opportunities to Provide Multiple Opportunities to PracticePractice
Listen to SoundsRecognizing rhyming wordsListen for beginning soundsBlending onset and rimesBlending syllablesIdentifying rhyming wordsListen for ending soundsBlending syllablesListen for middle soundsListen for beginning and ending soundsListen for beginning and middle soundsBlending sounds
Not explicitly stated
Skills taught within the first Unit (5 weeks) of Kindergarten. How does this match up with the curriculum maps?
Building in Review and Opportunities to Building in Review and Opportunities to Learn: Sample Scope and SequenceLearn: Sample Scope and Sequence
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.
Listen for Beginning Sounds: Tell children to listen for the beginning sounds as you say the words.
Listen for the beginning sound. The beginning sound in bear, baby, boy is /b/. What sound? /b/. Say the 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/.
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.
“I’ll say some sounds that make words from our poem. You put the sounds together to make words from the poem. I’ll show you how to do it. Listen to the sounds, /b/ ../ear/ is bear. Listen again, /b/../ear/ is bear. What word? Let’s try 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.
1st 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.
Say, I am going to say the sounds of one of our picture words and I want you to put the sounds together to make the word. I’ll show you how to do 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.
1st 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.