Phonics for Reading

Phonics for Reading

October 10, 20134:30 7:30

Patti Mashak - Haslett Public SchoolsIntervention Specialistmashakpr@haslett.k12.mi.usWelcome to Phonics for Reading Training Objectives Provide a comprehensive overview of the Phonics for Reading Program - Levels 1, 2 and 3Provide participants with the knowledge and know how to implement this program as soon as tomorrow!

Objectives - Goals - Phonics for Reading

Acknowledgements: Anita Archer, James Flood, Diane Lapp, Linda LungrenPricing Student Workbook Pack of 5 $39.95 (7.99 each)

Teacher Guide$14.95

Curriculum Associates http://www.curriculumassociates.com/products/detail.aspx?title=PhonicsReading#ordernowSupplemental - Field Tested Research Based Program

Teaches phonics skills normally learned in grades 1-3 (1st and 2nd Level) and grades 1-4 (3rd Level).

Uses explicit, teacher-directed instruction.

Teaches the word recognition and comprehension skills usually mastered in grades K-2.

What Is Phonics for Reading?Unique FeaturesRespectful of multiage learnersMultisyllabic wordsFont sizesPictures

All independent practice activities require reading words in context rather than matching pictures to words or adding letters to words.When to UseTier 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.

How is the Program Delivered?All lessons are Teacher Directed & include Independent Practice Activities30-40 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 ideallyProgram DeliveryTeacher Directed Instruction

Phonics requires a direct, systematic teaching method for instructingLetter sound relationshipsDecoding RulesSpecific strategies for pronouncing one syllable and multisyllabic words

Program Delivery = Win WinStudents 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.ComponentsTeacher GuideIntroduction (EXCELLENT)LessonsProcedures DirectionsStudent ResponsesLesson ObjectivesAdditional MaterialsAnswer KeyWord ListsLetters of ProgressScope and SequencePlacement TestReview of ResearchStudent WorkbookLessons (user friendly - follows along with teacher directed instruction)Independent Practice ActivitiesWords Lists Stories (Levels 2 & 3 have word count numbers on the left)Independent Practice Activities

Three Levels - How Many Lessons? Third Level 36 LessonsSecond Level 32 LessonsFirst Level 30 LessonsCondensed ContentsFirst Level - 30 LessonsShort vowels, consonants, consonant blends, and digraphsSentences and stories

Condensed ContentsSecond Level - 32 LessonsVowel combinations, r-controlled vowel sounds, common endings, and CVCe wordsStories now include word count numbers

Condensed ContentsThird Level - 36 LessonsVowel/letter combinations, common prefixes and suffixes, minor consonant sounds for c and g, and minor vowel combinationsStories include word count numbers

Questions so Far?

Student Determination and Placement

Data, Data, DataDetermination DecisionsReview school screening data. DIBELS or AIMSwebNWF Letter Sounds and Whole Words ReadORF - Correct Words Read - AccuracyPhonics Screener

Placement Decisions Administer Phonics for Reading Placement Test

*Short, individually administered word test.

*Phonics for Reading Level 1 assumes students know consonant sounds. Placement TestMaterials: Copy of Placement Test Student FormCopies of Placement Test Recording Form Procedure:1. Start with Subtest A 2. Ask student to read aloud the words in each line3. Mark words read incorrectly 4. If student takes more than 5 seconds to read a word, direct the student to read the next word5. 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.

Placement Test ScoringCorrect word parts

Most decodable chunks or word parts are the same as syllables. Count the syllables:

gingerbread = 3margin = 2sagebrush = 2come = 1understood - 3airplane = 2Placement Test ScoringHowever, 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.Lets PracticeFind a partner - decide who will be the teacher & who will be the student (Jessica)Teacher will ask student to read from the Student Form and will score responses on the Recording FormStudent reads words from student script, pretending to be JessicaTeacher scores Jessicas responses - slashing words or word parts read incorrectly 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)

Placement ProceduresTransfer 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. 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 minutesIndependent work ~ 15 minutesLessons can be divided and delivered over two days or all in one day Lets Practice Grouping Students into the Appropriate LevelsPhysical Set-UpStudents need to be seated:

In close proximity to teacher and visuals Facing teacher at all times Where there is a minimum of distractions

All Levels Teach lessons in order presented

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 All Levels Cont.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

All Levels Cont.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

All Levels OptionalFluency Practice - Repeated Reading Practice

Teacher timed readings

Paired timed readings (switch books)

Graph correct words per minute

All Levels Optional Cont.Keeping Students Interested and MotivatedUse 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 readingsHave student set reading goals (words per minute)Timed Word List ReadingTeam TimingsCross-OutIm Thinking of a Word

Preparation for Practice Your Turn! Please Read Introduction Pages

Activities Included in First LevelNew SoundsSound DrillBlending Sounds (oral activity lessons 1-16)Segmenting Words into Sounds (lessons 17-30)Word Practice (lessons 1-4)New WordsReview WordsSight WordsChallenge WordsSentences and StoriesSpellingPractice ActivitiesWork CheckChecking Up

Sounds

abcdefghijklmnopqrstuvwxyz

Pronunciation of SoundsTake a Listen!

http://www.youtube.com/watch?v=Ch7lGykVwgsLets PracticeI DoWe Do You Do Partner Practice Decide who will be the teacher firstBegin teaching Lesson 7 from the First Level

Remember: Follow the lesson script using exact wording

Lesson Delivery KeySentences with regular or bold type are what you saySentences in parentheses are what you doSentences in italics are expected student answers

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?Activities Included in Second LevelNew Sound (not in every lesson)Sound DrillBlending Sounds (oral activity lessons 1-6)Segmenting Words into Sounds (lessons 7-12)New WordsReview WordsWord EndingsChallenge WordsSight WordsSentences and StoriesSpellingPractice ActivitiesWork CheckChecking Up (every third lesson beginning with lesson 3)

Activities Included in Third LevelNew Sound (not in every lesson)Sound DrillNew WordsChallenge WordsWord PartsWords with Word Parts

Sight WordsPassagesSpellingPractice ActivitiesWork CheckChecking Up (every third lesson beginning with lesson 3)

Measuring Student Growth AssessmentsPlacement test before beginning program - baseline data

Checking Up (every third lesson) - progress monitor data

Placement test at the completion of a level 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

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

Resources Remember: Introduction and the back of your teacher edition are both helpful resources

Email me any time at: mashakpr@haslett.k12.mi.us

Website: http://oregonreadingfirst.uoregon.edu/inst_addtl_tools.htmlhttp://www.curriculumassociates.com/products/detail.aspx?title=PhonicsReading#ordernow) Questions - Comments?

Thank you for coming this evening and for being such willing participants!