DOCUMENT RESUME ED 432 723 INSTITUTION …DOCUMENT RESUME ED 432 723 CS 013 625 TITLE Phonological Awareness: Principles for Instruction and Progress Monitoring. Professional Development

DOCUMENT RESUME

ED 432 723 CS 013 625

TITLE Phonological Awareness: Principles for Instruction andProgress Monitoring. Professional Development Guide.

INSTITUTION Education Service Center Region 13, Austin, TX.; TexasUniv., Austin. Texas Center for Reading and Language Arts.

SPONS AGENCY Department of Education, Washington, DC.; Office ofElementary and Secondary Education (ED), Washington, DC.Goals 2000 Program.; Texas Education Agency, Austin.

PUB DATE 1998-00-00NOTE 62p.; Video not available from EDRS.AVAILABLE FROM Educational Services Center, TAAS Dept., Region XIII, 5701

Springdale Rd., Austin, TX 78723-3675; Tel: 512-919-5344;Fax: 512-926-4406; Web site:http://www.tenet.edu/teks/language arts ($40 includesvideo).

PUB TYPE Guides Non-Classroom (055)EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS Creative Teaching; *Early Reading; Faculty Development;

Group Activities; Instructional Innovation; PrimaryEducation; Program Implementation; *Reading Instruction;Teacher Workshops; Training Methods

IDENTIFIERS *Phonological Awareness; Texas

ABSTRACTContaining four sections of materials for workshop

presenters to teach phonological awareness, this guide assists early readingprogram educators in enhancing the Reading and Language Arts knowledge andskills of Texas students. Section 1, an introduction, defines the purpose ofthe guide and outlines six goals. Section 2, Professional Development,includes speaker's notes and suggestions on how to guide participants throughthe workshop. Section 3, Overheads, contains transparencies with key pointsand activities to accompany the speaker's notes; and section 4, Handouts,includes "Workshop Notes" for participants to take notes from thepresentation, and "Activity Handouts" for group activities. Contains 27references and 7 resources. A video accompanies the guide. (SC)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

This document has been reproduced asreceived from the person or organizationoriginating it.

Minor changes have been made toimprove reproduction quality.

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.

elopment Guide

Phonological Awareness:Principles for Instructionand Progress Monitoring

Texas Center for Reading and Language ArtsCollege of Education, University of Texas at Austin

Texas Education Agency Region XIII Education Service Center

BEST COPY AVAILABLE 2

Guide prepared by:

The Texas Center for'Reading and Language Arts,

College of Education,University of Texas at Austin

Guide designer:Paula Correa

Professional Development Guide

Phonological Awareness: Principles forInstruction & Progress Monitoring

Table of Contents:

1. IntroductionWhat is the Texas Center for Reading and Language Arts? 7Organization and Content of the Guide 8Center Staff and Other Contributors 9

2. Professional DevelopmentPreparing for the Workshop 13Agenda 14Definition of Phonological Awareness 15Research 15Concepts 16Phonological Awareness vs. Phonemic Awareness 16Definition of a Phoneme 17Implications for Teaching 18The TEKS and Phonological Awareness 18Monitoring Progress 19

Blending 20Segmentation 20

Activities for Teaching 21Conclusion: Summing Up 23

3. OverheadsWorkshopTransparenciesTransparency Masters

4. HandoutsWorkshop Notes

S. AppendicesReferences R1Resources R3

3BEST COPY AVAILABLE

1. Introduction

What is the Texas Center forReading and Language Arts ?

The Texas Center for Reading and Language Arts assists K-12educators in enhancing the Reading and Language Arts knowl-edge and skills of Texas students, through implementation ofthe Texas Essential Knowledge and Skills (TEKS).

are the Ce s vitiesAccomplished?

Goal .Toprovideacadre:ofischooklevel specialistsWith expertiseAmphonologicakawareness, wordanalysis;-:fluency:strategiesizand Comprehensionstrategies who areHable::to::: use:I:documentedapproaches.:.to-.:readsng:::and.::language artsinstruction to:::address TEKS' objectives withthdentsi-in grades..KH-3.

Goal 2: To enhanCe the: knowledge, ski1.1s, andpractices- leaChei-suse.:td implement the TEKSreadinganct language artS..objectiVes -with secondlanguage. learners.

:Goal; To.. enhanCe the knowledge,.:skills, andPrattideS -teaChers:use40irnplerriehtthel-EKSreading and langlanguage ar objectives: withstudents in grades.: K .5. -J,W.hb:;'are.'-experiencingdifficulty: in readinTand-:language arts.

Goal enhance-ithe.::knoWledge,...skills, and::-:practices,teachers.:use::to::implemen the :TEKSreading objectives with

:,students'in grades'643;.focusing:onCOntent areareading' nstrUctiOn::

Goal S: To disseminate information generated by theTexas Centerfor.:Fleading and Language Artsusing.current technology and media..

al .6: To communicate :the .goals, activities., andaccomplishments: of the:ICenter toprofesSionalsand::bthertomthunitVmemberS:

Texas CenterforReadingand Language Arts

Literacy LabsBoth school-based and university-based labs served as models foruniversities and school districts.

Professional DevelopmentGuides and Videos

These guides are designed toprovide educators across the

state with materials and plans forprofessional development in

reading and language arts, and tointroduce the TEKS.

Reading LiaisonsEducation Service Center ReadingLiaisons work collaboratively with

Center personnel to engage in andprovide professional development

on the TEKS.

School PartnershipsCollaborative relationships with

schools that assist in thedevelopment of materials,

curriculum guides, andproduct development.

Phonological Awareness: Principles for Instruction and Progress Monitoring

5

0

Organization & Content of the Guide

The guide contains four sections of materials and a video forpresenters to teach the Phonological Awareness. Section 2(Professional Development), includes speaker's notes andsuggestions on how to guide participants through the workshop.Section 3 (Overheads), contains transparencies containing keypoints and activities to accompany your speaker's notes; Section4 (Handouts) includes "Workshop Notes" for participants to takenotes from the presentation, and "Activity Handouts" for groupactivities; Section 5 (Appendices) provides a list of referencesand further readings on Phonological Awareness and, lastly, thevideo "Phonological Awareness: Principles for Instruction andProgress Monitoring" to provide an understanding ofphonological awareness research.


6

Texas Education Agency

Mike MosesCommissioner of Education

Felipe AlanisDeputy Commissioner

Progams and Instruction

Ann SmiskoAssociate Commissioner,Curriculum, Assessment

and Technology

Robin GilchristAssistant Commissioner for

Statewide Reading Initiatives

David D. AndersonCoordinator, Curriculum andProfessional Development

Sharon O'NealDirector of English Language

Arts and Reading

Catherine DavisAssistant Director of Reading

Reading Liaisons and AdvisorsEducation Service Centers

Region I, Edinburg Angie LehmannRegion II, Corpus Christi Mary Kureska

Region III, Victoria Lynne MummeRegion IV, Houston Kathy HelmRegion V, Beaumont Vicky GoreRegion VI, Huntsville Gene JollyRegion VII, Kilgore Alice Reader

Region VIII, Mt. Pleasant Gwen SmithRegion IX, Wichita Falls Kris Reid

Region X, Richardson Nancy SlaughterRegion XI, Ft. Worth Bettye Kuehler

Region XII, Waco Joan BerryRegion XIII, Austin Mari Lester

Region XIV, Abilene Susan AndersonRegion XV, San Angelo Susan KerbowRegion XV, San Angelo Jody JohnsonRegion XV, San Angelo Elaine HowardRegion XVI, Amarillo Wanda DoughtenRegion XVII, Lubbock Maria Gamble

Region XVIII, Midland Carolyn JohnsonRegion XVIII, Midland Perrie WhalenRegion XIX, El Paso Michele Dawson

Region XX, San Antonio Candace Anderson

Texas Center for Reading& Language Arts

Susan BarnesGeorge BlancoKatrina Blodgett

Diane BryantDavid Chard

Maggie ColemanPaula CorreaCathy Davis

Bonnie M. ElliottRobin GilchristPhilip B. Gough

Michael GuerreroAllison HamffDianne Hess

Peggy Hickman-DavisMarty Hougen

June JaapSharon Jackson

Cami JonesMarilyn KameenMarcel LeJeuneChris Lemons

Shari LevyRobert Linne

Sharon O'NealLorie Ochoa

Alba OrtizJean OsbornPaul RestaRita RicardoBobby Rigg

Phyllis RobertsonTerry Ross

Maria SeidnerKris Sloan

Martha SmithKathy Stewart

Sylvia Linnan-ThompsonBrenda Tyler

Sharon VaughnNicole Ugel

Cheryl WilkinsonJo Worthy

Terry Zimmerman


7

ofessionalDevelopment


s) 1. L.

Preparing for the Workshop

The purpose of this workshop is to provide an understanding ofphonological awareness research, methods for teaching, andprogress monitoring that is aligned with the Texas EssentialKnowledge and Skills (TEKS).

.MateriaLgIrlandouts (Section 4):;Pictures of words for Activity 3Pencils/overhead marker

EquipmentOverhead projectorVCR and monitor

Room ArrangementThis workshop is presented in lecture form. Activitieswill be held in large groups. All participants will needto see .the screen for projection..


9

Introduction

AsOverhead #1 to communi-

: cafe of: your: pre-''sensation.

participants arrive oise

Agenda

Use Overhead #2 toprovide an organizedglance of the Phono-Tog ica I Awarenessworkshop. and the,top7ics .tobe.CoVe'red:

0

Overhead #1

Texas Center for Reading and Language Arts,College of Education at the University of Texas at Austin


Overhead #2



Overhead #3

.11,11.n.z.C.Ata

PhonologicalAwareness

WHAT is it?

Involves understanding thedifferent ways in which spokenlanguage can be broken down

and manipulated.

Overhead #4

Sham CartaReading4...yap Aria Phonological

Awareness

WHY is it Important?

Research

Acquisition of phonological awareness is animportant factor in learning to read and spell.

This collection of skills can be taught prior toand during reading instruction.

Teaching these skills will improve reading andspelling abilities.

Phonological awareness will facilitatechildren's learning of the alphabetic principleby drawing their attention to the sounds thatare related to individual letters.

Definition ofPhonological Awareness

Use Overheadii#3i:tdli'de:.fine Phonological-Aware-ness

Explain thatitiscomprisedof several concepts de-tailed in this workshop,and that it does not involveprint

What the ResearchTells Us

Using Overhead #4, reviewtheturrentlresearchyBaffigsBlachman,....1991;Byrne,,Fielding:Borosley,:. 1993,Ltherman:::&:::Shankweder,

985' NRC-.:1998)-.,

Although eipOS0e to litera-tureandlevefof intelligenceare important for overalldevelOPiiiefirthey: are :

:prediotive:iof:: read suc-Cess ,thari:phcnologice

,Emphaeiie::that,,phonologialpetter .:. .

:;:predlotor':ofi:reading:isuo7:cessAhari:::Whati.Ohildrerii:;know.:'aboutietters;i:orhowoften they were read to, orSES status.


PhonologicalAwareness Concepts

Use Overhead #5 to hugtratalthelealadfOifficulty:i:,of phonologicalness.

Tell particiOantathatmbenchildren are having difficulty with a:::task',HthaiH!should take instructionbaCki'toiaidess: complexactivity

PhonologicalAwareness vs.Phonemic Awareness

. . . . . .,:tiee Over:head 46 A° ëx

plain the importance ofphonemic avyareneS4,i14:.teach phonological'

1:: ::awareness.

::Ramincliiparticipantaithatdoing phonological tasks(e:b.;::blendinb::eegnientin0;:rhyrning) helpateeoh:;:children to hear the small-est- unit in a .word(pho001ne)


Overhead #S

T.NLT

"No *ilkPhonological Awareness

Concepts Continuum

rhyming songs

LessComplex

Astivitiet

sentencesegmentation

syllablesegmentation& blending

onset-rimeblending, &

segmentation

blending &segmentingindividualphonemes

MoreComplexActivities

Overhead #6

Is-Is Phonological

Awareness-

...the same as Phonemic Awareness?

Phonemic Awareness is justone type of phonologicalawareness, defined as the

ability to notice, think about,or manipulate the individualsounds in words (phonemes)


1.2

Overhead #7

at,T?z.cg--v4,

Phonological AwarenessConcepts Continuum

rhyming 50:1$0

sentence

blendin& &segmenting

11.1.111Pft, individualphonemes

tistseti.rime,binfldittg,

iegint,titatiort

qe.glneit?3:;Onbins

Lesslott=2

More

Act ties

Overhead #8

What is a Phoneme?

The smallest unit of sound in a wordthat makes a difference in its meaning.

"man"

phoneme 2nd 01:ti;ii:fttne .........

Importance ofPhonemic Awareness

. s..: .

:::tJe'Overhead #7 to showhow phonerniCAWarenessis thesiMostimportanrSkillof phonologibal. aware-ness:

Explaintowfor[S.Ornechikdren it precedes initialreadingmhere.: .or.othersphonemicawareness:andinItildingsupporteachot one grows

Stroriger;:::th.e:: other one

1980,..:19.86;.Perfettivt.,91,.

What is a Phoneme?

:Use Overhead #8 to de-: .. fine a phoneme.

Explain the levels of corn-plexity in teaching a task

:Remind participants that if. ..

children, try m--an

BEST COPY AVAILABLE


13

What Does this Meanfor the Teacher.?

Use Overhead #9 to ex-plain:That ohildren:!ShOtildreceive::eXpliCii:inStr6ctiO6.:

:

ness skills.

How Does PhonologicalAwareness Tie in withthe TEKS?

Use:Overhead-#10:16-re7.mind participants of :the..:TEKS fOr:grades

Note.,.thar phonologicalawareness is a;:skilViiden-tlfied in Kindergarten.

Overhead #9

&for 129adln,

bnplications for..

-Phonological AwarenessInstruction

Many children benefit from explicit instruction inphonological awareness beginning in kindergarten.

7etRAI-1 PININW

n,Cpl $Wre^A.

ps.

Those who progress slowly in phonologicalawareness activities should receive specialattention.

9

Overhead #10

,65kPil:I'LZ. Texas Essential`f": Knowledge ecr Skills, K-1

The student orally demonstratesphonological awareness (an understanding

that spoken language is composed ofsequences of sounds).

The student. is expected to:(a) demonstrate the concept of word by dividing

spoken sentences into individual words;(b) identify, segment, and combine syllables

within spoken words such as by clappingsyllables and moving manipulatives torepresent syllables in words;

(c) produce rhyming words and distinguishrhyming words from non-rhyming words;

(d) identify and isolate the initial and final soundof a spoken word;

(e) blend sounds to make spoken words such asmoving manipulatives to blend phonemes ina spoken word; and

(g) segment one-syllable spoken words intoindividual phonemes, clearly producingbeginning, medial, and final sounds.

In


14 BESTCOPYAVALABLE

Overhead #11

. Monitoring Progress ofPhonological Awareness

Rernern1)02

smite children will have

acqtlifed rtionoiotOcala war eness

Lindery,acten,hutntany won't.

For instructiOnalplartnins; s

important to determine what

children 1411CA1and to monitor

what they-learn.

lnionnal instructiona.mi

assessmentshould 'M. (log

Overhead #12

Stry-dc1^7'z.;;4tit

Example of aMonitoring Tool

Instructional Dipsticks

Student Rhyming Blending Segmenting

Matt

Ashley

Brooke

Success Indicator2: The child consistently blends words correctly

and pronounces them without distortion.1 The child blends a few words correctly.Q No evidence the child can perform the task;

child repeats the segmented words withoutpronouncing them normally.

Monitoring Progress ofPhonological Awareness

Use_ Overhead #11 to re-mind participants that by

anyarwaboutonathird'of.childrerv'in:::Kindergartem-:'have:: aoguirednatilifeaSI.some: oflithis,:tkill:in:::pho-nological awarenessi.(thisinformationyis:::necessary::

. ..... .........for planning instruction);

HRerriind'participantS: -thatmbnitoringiiprogreSS:lis.:a..continual activity

.

Keeping Track ofProgress

U.S.eliOverbead#42 to pro-vide an exampleofused for monitoringprogress.

Emphasize that teacherscan assess prOgresvon afrequanbasiSlliU.singi:SLlOceSSiddiodtor

Note .Monitoringwill help to modify currici4:.lum: and inStruction,: andideritify ,concepis .wichWhioh ia"-student-

'haVing"difficulty


BEST COPY AVAILABLE

Group Activity 1 Overhead #12

4:Quide participants in roup Activity 1

Activity I 19 ending

Task Definition:Child blends three or four phonemes into words(e.g., s-a-t; m-a-n; p- i -a -n; c-a-m-p,1

riaakMple1. During informal activities (e.g. pretend

play, drawing, looking at books) askthe child, "Guess this word."

2. Say the word in isolated phonemesI"S-a-t;" "m-a-n," "p-l-a-n,"

3. Have the child pronounce the wordnormally I"Sat").

Scoring2: The child consistently blends

words correctly andpronounces them withoutdistortion

:1; The child blends a few wordscorrectly.

LO No evidence the child can,perform the task; childrepeats': the: segme ted.words:without,prOnouncing themnormally.

13


quidepaniciriants GrouRACtivity 2.


Activity 2

Task Definition:Child separates words into onset-rinse.Onset and rime (e.g., b-at)is an"instructional compromise" between thewhole word and the phoneme.

'Example:

1. During informal activities (e.g. pretendplay, drawing, looking at books) ask thechild to play a word game.

2. Give the child a word (e.g., Bob).

3. Ask the child to segment the word intoonset and rime (e.g., B-ob; c-at).

Scoring2:-The childconsistently blends

words cormdly andpronounces themwtthoutdistortion'

1:The child Wilds a few wordscorrectly.,.

0:; No evidence -the child canperfonn:the task; childrepeats the segmented words

thout pronouncing themnormally:

14

Phonological Awareness Principles for Instruction and Progress Monitoring

16

Overhead #15

a.:IcTrtadtrq

t11:75:"7Teaching

Phonological Awareness

Rhgniing" What rhymeswith cat?

What word is thisBlending ,.../sh/ /00

How many sounds are;C"I"Ig in the word box?

What sounds do you1)111:0;e1"ci-C6-9nlent;141°11- hear in bus?

What is left if thePhoneme Deletion /t/ sound were

taken from cart? 15

Overhead #16

.afee 1,1obettre,

ertleri,

caching

does;not.2s.eP,a;,,cat;:e-;,7'

teaciIirifg fr(vmseSm5

1h

Teaching PhonologicalAwareness

,use Overhead. #15 toidentify activities that canbe::used::tOteaCh phono-logical laWaretiess.

.-Remincl:::$0idipants thatthere : is:La-strong correla-tion between blending andsegmenting

Note::Research has.shown.:4ulrisilasitertopteach::::;;

- blending and segmentingsimultaneously than tosepaeateltietti

The RelationshipBetween Teaching &Progress Monitoring

Use Overhead #16, to re-mind participants thatmonitoring progress son-going and its::not:separatero:m teaching.




Gude participan s:inE Group Activity 3

Activity 3

Purpose: To demonstrate how sounds can be blended into spoken words.

materials!: Pictures of words.

I3. When the children guess "snake," call on a child to show the picture with the

word printed at the bottom. Repeat the game with other sets of pictures.

Description:1. Hang pictures on board.

2. First tell the students: "Guess theword I'm saying. It's one of thesepictures." (Begin with words thatstart with stretched sound, e.g.,sssunnaaake and work up toindividual phonemes, e.g. h-a-t)

17

Group Activity 4 Overhead #I8'

Guide,:participants: in Group ActivityiLY....

purpose: To understand that words can be conceptualized as acollection of parts.

Description:

Example:

1. Begin by saying each child's name. Then say the namein syllables, clapping for each beat.

2. Have children clap the syllables in the names of objectsaround the room.

3. Similar segmentation activities could be done withsentences into words, e.g. Bill-ran-across-the-street-to-get-the-ball, and words with phonemes, e.g. s-t-o-p.

tur It]Phonological Awareness: Principles for Instruction and Progress Monitoring


Overhead #19 Group Activity S

Guide participan s Grou Attivity.

Activity S

Purpose: To remember words, phrases, and sounds, and toidentify the first sound in words.

Description:1. Sing the "First Sound Song" to the

tune of "Old MacDonald Had a Farm."2. Have the children learn the verses.3. Then, encourage them to change

and propose new words.4. At the end of a verse, repeat the words

and ask children to identify the firstsound.

Lyrics:What's the sound that starts these words: turtle, time and tree? IT/ is the soundthat starts these words turtle time and tree. With a /t/ It/ here and a It/ It/ there,here a /t/, there a /t/, everywhere a It/ /t/. /T/ is the sound that starts these words:turtle, time and tree.

19

Overhead #20

11xas Cern,.

An.

PhonologicalAwaimess

importantbecause:

Summing Up

It is predictive ofreading success.

Teachers:evaluatestudent

progress:

On a continualbasis.In order to makecurriculum andinstructionalmodification.

PlumologicalAwareness can

be taught

With activities suchas blending,segmenting andrt yminAt various timesduring the day, bothformally andinformally.

za

Summing Up

Use Overhead #20 to con-clude the workshop

Summarize the main pointsand note the importanceof::::having.phonologicalawareness in:every student's :.repertoire


19 BEST COPY AVAILABLE

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Texas Center for Reading and Language Arts,College of Education, University of Texas at Austin



Texas Centerfor,Readingand ,4anguage Arts

Reading Fluency

z=) WHAT Is it and WHY

is it important?

z:=> HOW do you

develop fluency

5::). HOW do you

monitor fluency

progress?

, 22

BEST COPYAVAILABLE

Texas Centerior,Readingandlanguage Arts

Reading Fluency

Fluency co ination of...

readingspeed accuracy

23

WTexas Center!,,for,Reading

and. Language Arts

Oral Reading Fluency

Ku,,

i9o ant?

Fluent readers are able to:focus their attention on understandingthe text (and therefore are better able to

interpret the text, make connectionsamong the ideas in the text)

Nonfluent readers must:focus their attention on

decoding and accessing themeaning of individual words

(thus leaving little attention freefor comprehension)

24BESTCOPYAVA1LABLE

Texas Centerfor ,Readingand,Danguage Arts Texas Essential

Knowledge and Skills

English. Language Arts and Reading, Grades 1 3

The student reads with fluency andunderstanding in texts at appropriate

difficulty levels.

The student is expected to:

(a) read regularly in independent-level materials(texts in which no more than approximately 1 in20 words is difficult for the reader)

(b) read regularly in instructional-level materials thatare challenging but manageable (text in which nomore than approximately 1 in 10 words isdifficult for the reader)

(c) read orally from familiar texts with fluency(accuracy, expression, appropriate phrasing, andattention to punctuation)

(d) self-select independent level reading such as bydrawing on personal interest, by relying onknowledge of authors and different types oftexts, and/or by estimating text difficulty.

6

Texas CenterTexasforkFeadingand Language Arts

,.;,-..........' 'Fluency Building

ant !!!

Students should have a strongfoundation in word recognitionskills before fluency instructionbegins.

Fluency instruction usually doesnot begin until at least the middleof the first grade.

Not all children require fluencyinstruction.

BESTCOPYAVAILABLE

26

7

Texas Centerfor,,ReadingankLianguage Arts

Fluency Building

o ouevelo uenc ?

Step One: ScreeningScreening (preparation and procedure)Calculating reading fluencyIdentifying appropriate reading levels

Step Two: ImplementationRepeated Reading

- Tape Assisted Reading- Readers Theater- Partner Reading

27

Texas Centerfor, Readingand. Jianguage Arts

Fluency Building

A

to ne:creenin

Plan to assess every studentindividually to screen for fluencyproblems and to obtain baseline data

Prepare and administer to eachstudent a short (approximately 5minutes) fluency screening

Although many students may beinvolved in fluency activities,identify students who need fluencybuilding

BEST COPY AVAILABLE9

Texas Centerfor Readingand Language Arts

Fluency Building

Preparation forScreening

1. Select 2 or 3 unread passages fromstudents' grade level text (look for passagesof consistent difficulty and readability)

2. Type up a teacher version (with wordstallied) and a student version of theselected text; make copies of the numberedversion so you have a record for eachstudent.

Example of Teacher VersionThe teacher noticed that fourstudents read very slowly. Shedecided to screen everyone forfluency problems. She wassurprised by what she found.

29

510151924

Texas CenterforkReadingandlanguage Arts

Fluency Building

Preparation forscreening (conit.)

Example of student VersionThe teacher noticed that fourstudents read very slowly. Shedecided to screen everyone forfluency problems. She wassurprised by what she found.

3. Review procedures for marking errors

4. Have a stopwatch handy to time readings (atape recorder is optional)

30

Texas Centerfor,Readingand Language Arts Fluency Building

Screening Procedures

1. Screen students individually

2. Inform each student he/she will be timedreading 2 or 3 passages

3. Instruct each student to do his/her bestreading and to begin reading when ready

4. Begin timing only when the student beginsto read aloud, not before

5. Mark errors on your numbered passage

Example of Errors:mispronunciationssubstitutionshesitations > 3-5 sec.no attempt to readomissionsreversals

31

Texas Centerforand lianguage Arts

Fluencij Building

ScreeningProcedures (writ.)

You may note, but donot count as errors:

insertionsself-correctionrepetitions

6. Stop timing at the end of one minute, and besure to mark in the text the last word read bythe student (You may allow the student toread to the end of the passage)

Texas Centerfor,Readingand Language Arts

Fluency Building

CalculatingReading Fluency

One-minute reading

Total Words ReadWords Correct

Per Minute

Example:

62 words read - 7 errors = 55wcpm

33

15

Texas Centerfor,Readingand banguage Arts Oral Reading Fluency

Guidelines

The following range of fluency standards(Hasbrouck and Tindal, 1992) can helpteachers evaluate scores for placing studentsin appropriate reading level materials andsetting reasonable goals:

&rade Fall wcpm Winter wcpm Spring wcpm

2 53-82 78-106 94-124

3 79-107 93-123 114-142

4 99-125 112-133 118-143

5 105-126 118-143 128-151

16

34

Texas Center'fors Readingand,I5anguage Arts

Fluency Building

Calculating PercentReading Accuracy

To determine the appropriate level of text fora student, calculate the following:

Number ofWords Read

Correctly

Total'WordsRead

PercentAccuracy

Example:145 (words correct) 156 (Total words read) = 92.9

93 0

Level of Challenge

Independent97% - 100% accuracy

(good/excellentcomprehension)

Instructional96% - 94% accuracy(good/satisfactorycomprehension)

5

Frustrational93% accuracy & below(satisfactory/fair/poor

comprehension)17

Texas Centerfor, Readingandjanguage Arts

Fluency Building

Identifying AppropriateReading Levels

rater retinthe exults

Take the mean or median of 2-3 fluencymeasurements

Judge the appropriateness of the text byusing the traditional categories(independent, instructional, orfrustrational) or the general guideline forthe primary grades of 50-60 wcpm with< 5 errors

Compare each student's fluency rate to theOral Reading Fluency Guidelines

BESTCOPYAVAILABLE

36

Texas Centerfor,Readingand,Joanguage Arts

Fluency Building

Implement research-proven methodsthat are effective in increasing oral

reading fluency.

Repeated Readings

Taped Assisted ReadingReaders TheaterPartner Reading

BESTCOPYAVAILABLE

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Texas Centerading

and Language Arts Implementation

Repeated Readings

A repeated reading activity:is not intended to constitute "the readingcurriculum"involves reading the same passageseveral timesis not a method for teaching beginningreading skills (students must be able todecode most of the words before theywill derive benefit from a RepeatedReading activity)

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Texas Centerfor,Readingand Language Arts Implementation

Repeated Readings (con't.)

esearch a s,

Repeated ReadingsSignificantly increases reading rate,accuracy, and comprehensionWorks with older students as well aselementary childrenFosters fluent word recognition throughmultiple exposures to wordsEncourages rapid decoding and permitsgreater attention to understanding the textIs effective for many learners


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Texas CenterforReadingand,Panguage Arts Repeated

Readings Activities

Direct students to reread a relatively shortpassage (50-200 words) until apredetermined level of fluency is attained orto reread the text 3-5 times

Incorporate a variety of reading materialsthat integrates students' culture and interests

Utilize a variety of reading activities (readalong/assisted reading, independent/unassisted reading, and partner or groupreading)

BEST COPY AVAILABLE

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TexasTexas Centerfor,i2eadingand..iianguage Arts

...,..-2

Repeated Readings

Tape AssistedReading

The purpose is to give children supportand a sense of the proper phrasing and

speed of fluent reading.

The student...listens to text read at 80-100 wpm by a fluentreader and follows along by pointing to the textreads aloud in sync with tape subvocalizing thewordsreads same text independently followingRepeated Reading procedures

o ant

The taped reading should not havedistracting sound effects or music !

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Texas CenterforkReadingand,IJanguage Arts Repeated Readings

Readers Theatre

The rehearsing andperforming of a

dialogue-rich play(with scripts in

hand) for peers orothers

Readers Theatre...provides readers with a legitimate reason toreread textpromotes cooperative interaction with peersmakes the reading task appealingmakes scripts appear less daunting than wholebooksprovides a variety of roles to suit a diversegroup of studentsinvolves practicing Repeated Reading outsideof the classroom (at home) in preparation forpresentation

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Texas Centerfor42eading,ancl,Language Arts Repeated Readings

Partner Reading

Am111111116.-

Pairing reading partnersSelecting reading materialsAssembling materialsImplementing Partner Reading

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itTexas

Centerfor42,eaclingand Language Arts

Partner Reading

PairingReading Partners

1. Rank order students according to reading fluency.2. Split the list in half to form pairs.3. Pair the top-ranked student in the higher-

performing half (HP) with the top-ranked studentin the lower-performing half (LP); do the same forthe two students who are second from the top ineach half; continue this process until all havepartners.

Nigher Lower

Top-ranked HP Top-ran e

..ranked HP Second-ranke

Third-make HP Third-make LP

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Pairs

Pair A

Pair B

Pair C

Texas CenteriorJ2eading,andtanguage Arts Partner Reading'4--

Selecting Reading Materials

Identify materials appropriatefor the lower reader'sinstructional reading level (nomore than 1 error in 10 words)

Have both partners read thesame passage from the samematerial

Have enough materials selectedfor two new passages per week

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eggzzzr2.1141111r1(44

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...kTexas Centeriforkeadingandlanguage Arts Partner Reading

Assembling Reading Materials

What Teachers Need:timing devicepartner pairingspartner roles

What Students Need:partnerreading materialfolder

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,air\Texas Center4or43eadinganc1,12anguage Arts

Partner Reading

ImplementingPartner Reading

1. The stronger reader reads aloud for severalminutes; this models fluent reading

2. The less fluent reader reads aloud theSAME text for the same time

3. After both partners have read, one partnerasks the other to:

identify the sequence of the keyideas; andtell the main idea

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Texas Center,for43eading,and,tiatiguage Arts

Fluency Building

ouonitor tienc

ess

Procedures:

Graphing progressInterpreting fluency dataTeacher monitoring

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wit,Texas Centerfor.Reading

......, ,._.,,, guagandlan e Arts GraphingFluency Progress

student Self-Monitoring

As part of a repeated readings program, thestudent records the wcpm of the first "cold"reading on a graph.

On each subsequent reading, the studentrecords the increase in fluency.

Example:

100

90

80

70

60

50

40

30

20

10

0

Fluency Progress

1st Story 2nd Story 3rd Story

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Texas Centerior,PeadinganclDanguage Arts,

Ar Interpreting theFluency Data

1-141n4 I NOW I wow

(A'Nefze sect,) Ft/4044GiNsTRucTrokt Fok I s SNOW.

Together, teacher and student, set anindividual goal for the school year using thecurrent unpracticed wcpm + 20 to 30 words.

Periodically (2-3 weeks), the student andteacher should determine if the studentneeds to:

(1) Continue at the same level towardsthe same goal

(2) Adjust the goal up or down(3) Change the reading level

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Texas Centerifor,Feading,and Language Arts Teacher

Monitoring

For younger and lower-performingstudents needing fluency building:

Teacher should monitor progressfrequentlyEvery 6 to 9 weeks should read in end-of-year goal-level materialsThe results can be used to guideinstruction and for reporting purposes

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Texas CenterforTeaclingand. Language Arts

summing Up

Fluency isimportantbecause:

It frees students tounderstand whatthey read

ReadingFluency can

be developed:

By engagingstudents inrepeated readingactivities

Monitoringstudent progress

in readingfluency

J2

Can be motivatingto studentsIs useful in settinginstructional goals

Handouts


Guidelines for Choosing Materials for Fluency Screening

Passages may be taken from many different kinds of reading materials(i.e., basals, trade books, language experience texts, newspaper articles,and student writing)

Readability formulas can be used on materials to determine difficultylevel

Literature-based anthologies often contain stories that vary in difficultyand do not consistently adhere to the grade-level readability identified onthe cover

Expository text is usually chosen; avoid selections that contain dialogue,many proper nouns, and variance in difficulty

The goal is to select a passage that is long enough so that students cannotcompletely read the entire passage in a one-minute time frame:

Preprimer, primer, and 1st grades: Passages should contain 150 words2nd and 3rd grades: Passages should contain 150-200 words

Monitor the difficulty level of the passage for each individual student;make sure it matches their reading level

Be sure the passage has not been previously read--should be "a coldreading"

May be added to an Informal Reading Inventory (IRI)

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Activity 2 Handout - Reading Passages

Passage # 1

The following passages are from "The Boarding House" by James Joyce. Thestudent passage is designed to be read by a "student" to the "tester." Use thetester copy to score. The tester writes in or circles all "student" errors but doesnot correct any student mistakes. The tester also times the passage with astopwatch and notes the time that the student reads to the*.

Part A Tester

** Mrs. Mooney was a butcher's daughter. She was a woman whowas quite able to keep things to herself: a determined woman. Shehad married her father's foreman and opened a butcher's shop nearSpring Gardens. But as soon as his father-in-law was dead Mr.Mooney began to go to the devil. He drank, plundered the till, ranheadlong into debt. It was no use making him take the pledge: hewas sure to break out again a few days after. By fighting his wife inthe presence of customers and by buying bad meat he ruined * hisbusiness.

Part B - Student

* One night he went with his wife with the clever and she had tosleep in a neighbour's house. After that they lived apart. She went tothe pest and got a separation for him with care of the children. Shewould give him neither money nor food nor room-house; and so hewas obliged to enlist himself as a shirt man. He was a shabbystooped little drunkard with a white face and a white mouse andwhite eyebrows, pencilled above his little eyes, which were pink-nerved and raw; and all day long he sat in the * balleaf room, waitingto be put on a job.

55

Passage # 2

The following passages are from "The Boarding House" by James Joyce. Thestudent passage is designed to be read by a "student" to the "tester." Use thetester copy to score. The tester writes in or circles all "student" errors but doesnot correct any student mistakes. The tester also times the passage with astopwatch and notes the time that the student reads to the *.

Part A - Student

* Mrs. Mooney was a bachelor's daughter. She was a woman whowas quite able to keep things to herself: a determined woman. Shehad married her father's fireman and opened a bachelor's shop nearSpring Gardens. But as soon as his father-in-law was dead Mr.Mooney began to go to the deeper. He drank, plundered the till, ranheadlong into bed. It was no use making him take the plan: he wassure to break out again a few days after. By fighting his wife in thepresence of customers and by buying bad meat he royed * hisbusiness.

Part B - Tester

* One night he went for his wife with the cleaver and she had to sleepin a neighbour's house. After that they lived apart. She went to thepriest and got a separation for him with care of the children. Shewould give him neither money nor food nor house-room; and so hewas obliged to enlist himself as a sheriff's man. He was a shabbystooped little drunkard with a white face and a white moustache andwhite eyebrows, pencilled above his little eyes, which were pink-veined and raw; and all day long he sat in the * bailiff's room, waitingto be put on a job.

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Directions for 1-MinuteAdministration of Reading Passages

Materials:

1. Unnumbered copy of passage (student copy)2. Numbered copy of passage (examiner copy)3. Stopwatch4. Tape recorder (optional)a

Directions:

1. Place unnumbered copy in front of the student.

2. Place the numbered copy in front of you but shielded so the student cannotsee what you record.

3. Say these specific directions to the student for each passage:

When I say 'begin,' start reading aloud at the top of this page. Read across thepage (DEMONSTRATE BY POINTING). Try to read each word. If you cometo a word you don't know, I'll tell it to you. Be sure to do your best reading.Are there any questions?" (Pause)

4. Say "Begin" and start your stopwatch when the student says the first word.If the student fails to say the first word of the passage after 3 seconds, tellthem the word and mark it as incorrect, then start your stopwatch.b

5. Follow along on your copy. Put a slash ( / ) through words read incorrectly.

6. If a student stops or struggles with a word for 3 seconds, tell the student theword and mark it as incorrect.

7. At the end of 1 minute, place a bracket ( ) after the last word and say,"Stop."

'Tape recorders can facilitate error analysis.

'On rare occasions the student may "speed read" (i.e., read the passage very fastand without expression). If this occurs, tell the student, "This is not a speed readingtest. Begin again, and be sure to do your best reading."

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,., . Appendices


References

Adams, M. (1990). Beginning to read: Thinking and learning about print.Cambridge, MA: MIT Press.

Adams, M. J., Foorman, B. R., Lundberg, I., & Beeler, T. (1998). Phone-mic awareness in young children: A classroom curriculum. Baltimore,MD: Paul H. Brookes Publishing Company.

Ball, E., & Blachman, B. (1991). Does phoneme awareness training inkindergarten make a difference in early word recognition and devel-opmental spelling? Reading Research Quarterly, 23, 49-66.

Blachman, B. (1994). What we have learned from longitudinal studies ofphonological processing and reading, and some unanswered ques-tions: A response to Torgesen, Wagner, and Rashotte. Journal ofLearning Disabilities, 27, 287-291.

Byrne, B., & Fielding-Barnsley, R. (1993). Evaluation of a program toteach phonemic awareness to young children: A 1-year follow-up.Journal of Educational Psychology, 85, 104-111.

Ehri, L. C. (1989). The development of spelling knowledge and its role inreading acquisition and reading disability. Journal of Learning Dis-abilities, 22, 356-365.

Ehri, L. C., & Wilce, L. S. (1980). The influence of orthography on readers'conceptualization of the phonemic structure of words. AppliedPsycho linguistics, 1, 371-385.

Ehri, L. C., & Wilce, L. S. (1986). The influence of spellings on speech:Are alveolar flaps /d/ or /V? In D. Yaden & S. Templeton (Eds.),Meta linguistic awareness and beginning literacy, Exeter, NH:Heineman.

Ericson, L. & Juliebo, M. F. (1998). The phonological awareness hand-book for kindergarten and primary teachers. Newark, DE: Interna-tional Reading Association.

Gough, P. (1996). How children learn to read and why they fail. Annals ofDyslexia, 46, 3-20.

Gough, P., Juel, C., & Griffeth, P. (1992). Reading, spelling, and the or-thographic cipher. In. P. Gough, L. Ehri, & R. Treiman, (Eds.), Read-ing acquisition (pp. 35-48). Hillsdale, NJ: Erlbaum.

Hatcher, P., Hu Ime, C., & Ellis, A. (1994). Ameliorating early reading fail-ure by integrating the teaching of reading and phonological skills: thephonological linkage hypothesis. Child Development, 65, 41-57.

Lencher, 0., Gerber, M.M., & Routh, D.K. (1990). Phonological aware-ness tasks as predictors of decoding ability: Beyond segmentation.Journal of Learning Disabilities, 23(4), 240-247.


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References (con't)Liberman, I.Y., & Shankweiler, D. (1985). Phonology and the problems of

learning to read and write. Remedial and Special Education, 6(6), 8-17.

Lundberg, I., Frost, J., & Peterson, 0. (1988). Effects of an extensive pro-gram for stimulating phonological awareness in preschool children.Reading Research Quarterly, 23, 263-284.

Morrow, L. M., Strickland, D. S., and Woo, D. G. (1998). Literacy instructionin half-and whole-day kindergarten: Research and practice. Newark,DE: International Reading Association and Chicago, IL: National Read-ing Conference.

National Research Council. (1998). Preventing reading difficulties in youngchildren. Washington, D.C: National Academy Press.

Notari-Syverson, A., O'Connor, R. E., & Vadasy, P. F. (1998). Ladders toliteracy: A kindergarten activity book. Baltimore, MD: Paul H. BrookesPublishing Company.

O'Connor, R., Jenkins, J., & Slocum, T. (1995). Transfer among phonologi-cal tasks in kindergarten: Essential instructional content. Journal ofEducational Psychology, 2, 202-217.

O'Connor, R., Jenkins, J., Slocum, T., & Leicester, N. (1993). Teaching pho-nemic manipulation skills to children with learning handicaps: Rhyming,blending and segmenting. Exceptional Children, 59, 532-546.

O'Connor, R., Notari-Syverson, A., & Vadasy, P. (1996). Ladders to literacy:The effects of teacher-led phonological activities for kindergarten chil-dren with and without disablitiies. Exceptional Children, 63(1), 117-130.

Perfetti, C., Beck, I., Bell, L., & Hughes, C. (1987). Phonemic knowledgeand learning to read are reciprocal: A longitudinal study of first gradechildren. Merrill-Palmer Quarterly, 33, 283-319.

Spector, J. (1995). Phonemic awareness training: Application of principlesof direct instruction. Reading & Writing Quarterly, 11, 37-51.

Strickland, D. S. (1998). Teaching phonics today: A primer for educators.Newark, DE: International Reading Association.

Vellutino, F., & Scanlon, D. (1987). Phonological coding, phonological aware-ness and reading ability: Evidence from a longitudinal and experimentalstudy. Merrill-Palmer Quarterly, 321-363.

Wagner, R.K., Torgesen, J.K., Laughon, P., Simmons, K., & Rachotte, C.A.(1993). Development of young readers' phonological processing abili-ties. Journal of Educational Psychology, 15, 83-103.

Yopp, H. (1992). Developing phonemic awareness in young children. TheReading Teacher, 45, 696-703.


6

ResourcesRepresentative products (not necessarily recommended)

Ladders to LiteracyGrade: KindergartenThis activity book is designed to work on preacademic skills, earlyliteracy development as children learn to recognize letters, matchsounds to letters and develop phonological awareness skills.Publishers: Paul H. Brooks Publishing Co.Phone: (800) 638-3755

Launch into Reading Success through Phonological AwarenessTraining

Grade: KindergartenThe program was designed to provide support in the development ofphonological awareness in Kindergarten children who are at risk forreading failure. The program contains 66 activity lessons, most ofwhich are designed for small group instruction.Authors: Bennet, L. & Ott ley, P.Publisher. Creative Curriculum Inc.Phone: (604) 876-6682

Phonemic Awareness and the Teaching of ReadingThis brochure contains a position statement from the InternationalReading Association and presents several key questions along withresearch-based answers. Request a free copy of publication #1025-448 by sending a self-addressed stamped envelope to the followingaddress:

International Reading Association800 Barksdale Rd.P. O. Box 8139Newark, DE 19714-8139

Phonemic Awareness in Young Children: A Classroom CurriculumGrades: K-1This program consists of 51 different activities with sequencingguidelines. The activities include listening games, rhyming activities,syllabification and phoneme-letter activities.Author: Adams, M. J., Foorman, B. R., Lundberg, I., & Beeler, T.Publisher: Brooks Publishing Co.Phone: (800) 638-3755

The Phonological Awareness KitGrades: K-3This program was developed to improve word attack and earlyspelling skills through a two-part approach that combines phoneti-cally-controlled reading and spelling activities with phonologicalawareness tasks. It introduces rhyming, segmenting syllables andsounds, sound placement and blending, and repeating multisyllablewords, and is designed as a supplement to a reading program.


61

Resources (con't)Representative products (not necessarily recommended)

Author: Roberson, C., & Salter, W.Publisher: LinguiSystems, Inc.Phone: (800) 776-4332

Sound Start Teaching Phonological Awareness in the ClassroomGrades: Pre-K to 1Designed to help classroom teachers build phonological awarenessskills, this program contains activities for teaching rhyming, syllabifi-cation and phoneme awareness.Author: Lenchner, 0., & Podhajski, B.Publisher: Stern Center for LanguagePhone: (800) 541-9588

Sounds Abound: Listening, Rhyming, & ReadingGrades: PreK-3This program targets listening, rhyming skills, speech sound aware-ness, and blending and segmenting sounds, as students practiceputting sounds together with letters. Reproducible activities for classand homework, lists of other resources, and pre- and post-tests areincluded.Authors: Catts, H., & Vartiatinen, T.Publishers: LinguiSystems, Inc.Phone: (800) 776-4332


6

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DOCUMENT RESUME ED 432 723 INSTITUTION …DOCUMENT RESUME ED 432 723 CS 013 625 TITLE Phonological Awareness: Principles for Instruction and Progress Monitoring. Professional Development