Carrie Thomas Beck, Ph.D Coordinator, Oregon Reading First Center Coordinator, Oregon Reading First Center Oregon Reading First Review of Supplemental

Carrie Thomas Beck, Ph.DCarrie Thomas Beck, Ph.D

Coordinator, Oregon Reading First CenterCoordinator, Oregon Reading First Center

Oregon Reading FirstOregon Reading FirstReview of Review of

Supplemental and Intervention Programs:Supplemental and Intervention Programs:Summary by Essential ComponentSummary by Essential Component

Phonemic AwarenessPhonemic Awareness

Thomas-Beck © 2004 2

AcknowledgmentsAcknowledgments

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

Oregon Reading First Supplemental and Intervention

Curriculum Review Panel


Content DevelopmentContent Development

Content developed by:

Carrie Thomas-Beck, Ph. D.

Coordinator, Oregon Reading First Center

Additional support:

Patrick Kennedy-Paine

Katie Tate

University of Oregon


CopyrightCopyright

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.


Schoolwide:

Each & All

Prevention Oriented Scientifically

Based

Results Focused

IBR Foundational Features: IBR Foundational Features: Translating Research into PracticeTranslating Research into Practice


Today’s Focus

IBR Guiding QuestionsIBR Guiding Questions

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?


The objectives of today’s session are to:1. Review items on the Supplemental/

Intervention (S/I) Consumer's Guide for phonemic awareness.

2. Review data on all S/I phonemic awareness programs.

3. Discuss overall strengths and weaknesses found in all S/I phonemic awareness programs.

4. Provide an overview of selected S/I phonemic awareness programs.

Objectives: What You WillObjectives: What You WillLearn and DoLearn and Do


Consumer’s Guide:Consumer’s Guide:Phonemic Awareness ItemsPhonemic Awareness Items

Phonemic Awareness Instruction

GradeRating Criterion

K 1 2 3

Initial Instruction Additional Evidence

1. Teaches skills explicitly. (w) X X

2. Models phonemic awareness tasks andresponses orally and follows withstudents’ production of the task. (w)

X X

3. Progresses from the easier phonemicawareness activities to the more difficult(e.g., isolation, blending, segmentation,and manipulation). (ss)

X X

4. Incorporates letters into phonemicawareness activities. [NRP, pg. 2-41] (w)

X X

5. Makes students’ cognitivemanipulations of sounds overt by usingauditory cues or manipulatives thatsignal the movement of one sound to thenext. (w)

X


Consumer’s Guide:Consumer’s Guide:Phonemic Awareness Items (cont.)Phonemic Awareness Items (cont.)

Phonemic Awareness Instruction

GradeRating Criterion

K 1 2 3

Initial Instruction Additional Evidence

6. Analyzes words at the phoneme level(e.g., working with individual soundswithin words). (ss)

X X

7. In K, focus is on first the initial sound(sat), then on final sound, (sat), andlastly on the medial sound (sat) in words.In grade 1, focus is on phonemes in allpositions. (ss)

X X

8. Focuses beginning phonemic levelinstruction on short words (two to threephonemes; e.g. at, mud, run). (ss)

X

9. Works with increasingly longer wordsand expands beyond consonant-vowel-consonant words (e.g., sun) to morecomplex phonemic structures (consonantblends). (ss)

X

10. Focuses appropriate amount of dailytime on blending, segmenting, andmanipulating tasks until proficient.[NRP, pg. 2-41] (w)

X X


Summary of ResultsSummary of Results

Program Kindergarten FirstGrade

SecondGrade

ThirdGrade

Early Reading Intervention 95% 95%

Road to the Code 80% 80%

Phonemic Awareness in Young Children 75% 75%

Start Up Phonics Kit 65% 65%

Ladders to Literacy 56%

Earobics Literacy Launch (step 1) 53% 53%

Kid Phonics 1 38% 38%

Curious George Reading & Phonics 35% 35%

Reading Explorers Pathfinders Tutoring Kit 23% 23%

Words at Work 20% 20%

First Stories 11%

KidCentered Learning Toolkit: Alphabet Study 10% 10%

Matchword 10% 10%

Pacific Literacy Shared Reading 8% 8%

Pacific Literacy Guided Reading 3% 3%

Kid Phonics 2 22%



Evidence of Sufficient Instructional Evidence of Sufficient Instructional Quality for PA ProgramsQuality for PA Programs

Incorporates letters into phonemic awareness

activities.

Makes students’ cognitive manipulations of

sounds overt by using auditory cues or

manipulatives that signal the movement of one

sound to the next.

Analyzes words at the phoneme level (e.g.,

working with individual sounds within words).


Evidence of Insufficient Instructional Evidence of Insufficient Instructional Quality for PA ProgramsQuality for PA Programs

Focuses appropriate amount of daily time on blending,

segmenting, and manipulating tasks until proficient.

Models phonemic awareness tasks and responses orally

and follows with students’ production of the task.

In K, focus is on first the initial sound, then on final sound,

and lastly on the medial sound in words. In grade 1, focus

is on phonemes in all positions.

In first grade, works with increasingly longer words and

expands beyond consonant-vowel-consonant words to

more complex phonemic structures.


Phonemic Awareness Program Phonemic Awareness Program OverviewOverview

Early Reading Intervention

Road to the Code

Phonemic Awareness in Young

Children


Early Reading Intervention Road to the Code Phonemic Awareness in YoungChildren

PUBLISHER Scott Foresman Paul H. Brookes Paul H. BrookesGRADE K-1 K-1 K-1

GROUP SIZE small group(2-5 students)

small group(4-5 students)

large group

LESSONS 126 lessons*Program divided into 4 parts:•Part 1: Learning Letters and Sounds•Part 2: Segmenting, Blending, andIntegrating•Part 3: Reading Words•Part 4: Reading Sentences andStorybooks* Each lesson is divided into twoparts: PA/Alphabetic Understandingand Spelling/Writing

44 lessonsEach lesson divided into 3 parts:• Say It and Move It (a phonemesegmentation activity)• Letter Name and SoundInstruction• Phonological AwarenessPractice

7 Types of Activities•Listening Games•Rhyming•Words and Sentences•Awareness of Syllables•Initial and Final Sounds•Phonemes•Introducing Letters and Spelling(Total of 51 Activities. Authorsrecommend that activties berepeated often , even as newactivities are being offered.Suggested schedule provided.)

LETTER-SOUNDINSTRUCTION

Yes - integrated. All 26 letter namesand sounds are taught.

8 letter names and sounds areintroduced: a, m, t, i, s, r, b, f

Yes - in later activities. Authorsrecommend that the focus be on: s,m, d, p, t, n, g, b, r, f, l, a, o, i, u, e

TIME 30 minutes5x a week~ 8 months for K1st graders - depends on entry point

15-20 minutes4x a week11 weeks

~ 15 minutesdaily8 months for K8 weeks for 1st graders

COST $1048.95 $49.95 $25.95

Program ComparisonProgram Comparison

Documents

Carrie Thomas Beck, Ph.D Coordinator, Oregon Reading First Center Coordinator, Oregon Reading First Center Oregon Reading First Review of Supplemental