October 10, 2013 4:30 7:30 Patti Mashak - Haslett Public
Schools Intervention Specialist [email protected]
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Welcome to Phonics for Reading Training Objectives Provide a
comprehensive overview of the Phonics for Reading Program - Levels
1, 2 and 3 Provide participants with the knowledge and know how to
implement this program as soon as tomorrow!
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Phonics for Reading Acknowledgements: Anita Archer, James
Flood, Diane Lapp, Linda Lungren
Supplemental - Field Tested Research Based Program Teaches
phonics skills normally learned in grades 1-3 (1 st and 2 nd Level)
and grades 1-4 (3 rd Level). Uses explicit, teacher-directed
instruction. Teaches the word recognition and comprehension skills
usually mastered in grades K-2. What Is Phonics for Reading?
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Unique Features Respectful of multiage learners Multisyllabic
words Font sizes Pictures All independent practice activities
require reading words in context rather than matching pictures to
words or adding letters to words.
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When to Use Tier 2 and Tier 3 Intervention - Title Program
Supplemental instruction for first and second grade students who
are on grade level Instruction for ELL students and adults new to
the English Language Appropriate to be used in general and special
education, summer school programs and in tutorial sessions.
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How is the Program Delivered? All lessons are Teacher Directed
& include Independent Practice Activities 30-40 min. Teacher
Directed Instruction (scripted) 15 min. Independent Practice
Lessons may be taught in one session or more 3 xs week minimum - 5
xs week ideally
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Program Delivery Teacher Directed Instruction Phonics requires
a direct, systematic teaching method for instructing Letter sound
relationships Decoding Rules Specific strategies for pronouncing
one syllable and multisyllabic words
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Program Delivery = Win Win Students and teachers benefit from
consistent, teacher directed lessons. Structure of lessons is
similar allowing: Students to focus on content rather than on
teaching procedures being used. Teachers to focus attention on
students responses, providing immediate feedback and correction as
needed.
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Components Teacher Guide Introduction (EXCELLENT) Lessons
Procedures Directions Student Responses Lesson Objectives
Additional Materials Answer Key Word Lists Letters of Progress
Scope and Sequence Placement Test Review of Research Student
Workbook Lessons (user friendly - follows along with teacher
directed instruction) Independent Practice Activities Words Lists
Stories (Levels 2 & 3 have word count numbers on the left)
Independent Practice Activities
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Three Levels - How Many Lessons? Third Level 36 Lessons Second
Level 32 Lessons First Level 30 Lessons
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Condensed Contents First Level - 30 Lessons Short vowels,
consonants, consonant blends, and digraphs Sentences and
stories
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Condensed Contents Second Level - 32 Lessons Vowel
combinations, r-controlled vowel sounds, common endings, and CVCe
words Stories now include word count numbers
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Condensed Contents Third Level - 36 Lessons Vowel/letter
combinations, common prefixes and suffixes, minor consonant sounds
for c and g, and minor vowel combinations Stories include word
count numbers
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Questions so Far?
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Student Determination and Placement Data, Data, Data
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Determination Decisions Review school screening data. DIBELS or
AIMSweb NWF Letter Sounds and Whole Words Read ORF - Correct Words
Read - Accuracy Phonics Screener
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Placement Decisions Administer Phonics for Reading Placement
Test *Short, individually administered word test. *Phonics for
Reading Level 1 assumes students know consonant sounds.
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Placement Test Materials: Copy of Placement Test Student Form
Copies of Placement Test Recording Form Procedure: 1. Start with
Subtest A 2. Ask student to read aloud the words in each line 3.
Mark words read incorrectly 4. If student takes more than 5 seconds
to read a word, direct the student to read the next word 5. At the
end of each box, compare points earned with the continuation rule,
moving forward until student no longer scores at or above the
cutoff score for correct word parts. *Discontinue Rule: If student
makes four consecutive errors, terminate subtest.
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Placement Test Scoring Correct word parts Most decodable chunks
or word parts are the same as syllables. Count the syllables:
gingerbread = 3margin = 2 sagebrush = 2come = 1 understood -
3airplane = 2
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Placement Test Scoring However, if the sound is taught in the
program as a single word part, it is worth just one point. For
example, the suffix -able is taught as a single decodable chunk and
if read correctly would be worth one point preventable = 3 /pre/
/vent/ /able/ ** The Placement Test Recording Form will tell you
how many decodable chunks there are in each word.
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Lets Practice 1. Find a partner - decide who will be the
teacher & who will be the student (Jessica) 2. Teacher will ask
student to read from the Student Form and will score responses on
the Recording Form 3. Student reads words from student script,
pretending to be Jessica 4. Teacher scores Jessicas responses -
slashing words or word parts read incorrectly 5. Teacher compares
number of word parts earned in first box to the cut score to
determine if student should stop or continue with the next box.
Continue until student scores fall below cut score. * Trade roles
and follow same procedure for next student (Sam)
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Placement Procedures Transfer student information from
Recording Form to the Individual Student Record form The placement
level will be the lowest level at which the student did not meet
80% criterion. Rank students from lowest to highest performance on
the Group Record form Use the Group Record to form instructional
groups. *Students have to be at 80% to go on to next level even if
scores are 78%, 85%, 65% - place student at the first 78% score
level.
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Instructional Grouping All Levels Small group up to 10 students
(lowest performing students should be in the smallest groups) Can
be delivered by teachers and well trained paraprofessionals Lessons
take about 40 to 50 minutes Teacher directed ~ 30-40 minutes
Independent work ~ 15 minutes Lessons can be divided and delivered
over two days or all in one day
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Lets Practice Grouping Students into the Appropriate
Levels
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Physical Set-Up Students need to be seated: In close proximity
to teacher and visuals Facing teacher at all times Where there is a
minimum of distractions
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All Levels 1. Teach lessons in order presented 2. Follow the
lesson script using exact wording 3. Lesson Delivery Key Sentences
with regular or bold type are what you say Sentences in parentheses
are what you do Sentences in italics are expected student
answers
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All Levels Cont. 4. Pronouncing Sounds Letters between the
slanted lines are read as letter sounds /a/ = a as in apple // = a
as in ate Repeated letters between lines /mmm/ = hold sound for one
second
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All Levels Cont. 5. Correcting Student Sound and Word Errors
Immediately model the correct pronunciation Have student(s) repeat
the sound or word If possible at the end of the activity, recheck
the student on the sound or word
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All Levels Optional 6. Fluency Practice - Repeated Reading
Practice Teacher timed readings Paired timed readings (switch
books) Graph correct words per minute
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All Levels Optional Cont. 7. Keeping Students Interested and
Motivated Use engagement strategies such as partner reading, choral
reading and answering, using thumbs up - lessons do a great job of
keeping students engaged Share reading graphs with students after
timed readings Have student set reading goals (words per minute)
Timed Word List Reading Team Timings Cross-Out Im Thinking of a
Word
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Preparation for Practice Your Turn! Please Read Introduction
Pages
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Activities Included in First Level New Sounds Sound Drill
Blending Sounds (oral activity lessons 1-16) Segmenting Words into
Sounds (lessons 17-30) Word Practice (lessons 1-4) New Words Review
Words Sight Words Challenge Words Sentences and Stories Spelling
Practice Activities Work Check Checking Up
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Sounds abcde fghij klmno pqrst uvwxy z
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Pronunciation of Sounds Take a Listen!
http://www.youtube.com/watch?v=Ch7lGykVwgs
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Lets Practice I Do We Do You Do
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Partner Practice Decide who will be the teacher first Begin
teaching Lesson 7 from the First Level Remember: Follow the lesson
script using exact wording Lesson Delivery Key Sentences with
regular or bold type are what you say Sentences in parentheses are
what you do Sentences in italics are expected student answers
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Checking Up - How did it go? Did you follow the script exactly?
Did you use the correction procedure with fidelity? Did it feel
clunky or was it smooth sailing? Other comments? Were thoughts of,
This is so scripted and predictable. I can see myself and maybe my
students getting bored quickly?
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Activities Included in Second Level New Sound (not in every
lesson) Sound Drill Blending Sounds (oral activity lessons 1-6)
Segmenting Words into Sounds (lessons 7-12) New Words Review Words
Word Endings Challenge Words Sight Words Sentences and Stories
Spelling Practice Activities Work Check Checking Up (every third
lesson beginning with lesson 3)
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Activities Included in Third Level New Sound (not in every
lesson) Sound Drill New Words Challenge Words Word Parts Words with
Word Parts Sight Words Passages Spelling Practice Activities Work
Check Checking Up (every third lesson beginning with lesson 3)
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Measuring Student Growth Assessments Placement test before
beginning program - baseline data Checking Up (every third lesson)
- progress monitor data Placement test at the completion of a
level
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Tips Set rules and procedures for your group Consider your
physical set-up before you begin - you want close proximity of
students and visuals Have Sound Drills and Review Words prepared
before each lesson - 8 1/2 x 11 paper, chart paper, etc. Be sure
students hold continuous sounds and are quick and quiet with stop
sounds
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Tips Cont. Insist on accuracy before moving on - sound drills,
word reading, spelling (handwriting), etc. Teach every lesson with
fidelity - schedule Fidelity Checks Teach every lesson with energy,
provide specific feedback, and encourage students to use what
theyre learning with you in their classroom and while reading
always
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Resources Remember: Introduction and the back of your teacher
edition are both helpful resources Email me any time at:
[email protected] Website:
http://oregonreadingfirst.uoregon.edu/inst_addtl_tools.html
http://www.curriculumassociates.com/products/detail.aspx?titl
e=PhonicsReading#ordernow)
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Questions - Comments? Thank you for coming this evening and for
being such willing participants!
