: Effective Phonological Awareness Instructio Progress ...

1 : Effective Phonological Awareness Instructio Progress Monitoring 2004, 2002 University of Texas System/Texas Education AgencyThese materials are copyrighted by and are the property of the Texas Education Agency and the University of Texas System and may not be reproduced or distributed without their written permission. To obtain a license to reprint large quantities, contact publication is based on the work, Phonological Awareness : Principles for Instructionand Progress Monitoring, 2000 Texas Center for Reading and Language Arts and theTexas Education professional development guide, foundations of Reading: Effective PhonologicalAwareness Instruction and Progress Monitoring, is a revision of the 2000 PhonologicalAwareness: Principles for Instruction and Progress Monitoring. The original guide wasdesigned with the support and talent of many individuals whose names do not revision includes information from several professional development efforts,including the Texas Teacher Reading Academies for kindergarten, first, and secondgrade; Essential Reading Strategies for the Struggling Reader: Activities for an AcceleratedReading Program (Expanded Edition); and Reading Strategies and Activities ResourceBook for Students at Risk for Reading Difficulties, Including Dyslexia.

2 Individuals whocontributed to the development of these products include national reading experts andresearchers, those who work for The University of Texas Center for Reading andLanguage Arts, the Texas Education Agency, Education Service Centers, and schooldistricts throughout University of Texas Center for Reading and Language ArtsCollege of Education, The University of Texas at AustinManuel J. Justiz, DeanSharon Vaughn, DirectorRevision TeamPam Bell Morris, Project DirectorDauna HowertonMartha SmithJean OsbornElana WakemanTexas Education AgencyFelipe Alanis, CommissionerPaul Cruz, Deputy CommissionerAnn Smisko, Associate CommissionerDavid Anderson, Director of Curriculum and Professional Development CONTENTS Presentation Notes Slide 1: foundations of Reading: Effective Phonological Awareness Instruction and Progress 1 Slide 2:Survey of Knowledge: foundations of Reading .. 2 Slide 3: Phonological Awareness .. 5 Slide 4: What Are Phonemes?.

3 7 Slide 5: Phonological Awareness Continuum .. 11 Slide 6: Phonemic 15 Slide 7:Letter-Sound Knowledge and the Alphabetic Principle .. 17 Slide 8:The TEKS and Phonological Awareness .. 19 Slide 9:What Do We Know from Research? .. 21 Slide 10:Phonemic Awareness and Phonics .. 23 Slide 11: Phonological Awareness .. 25 Slide 12:Grouping for Instruction .. 27 Slide 13:Designing Explicit and Systematic Phonological Awareness 29 Slide 14:Variation in Spoken Sounds: English Language Learners .. 33 Slide 15: Provide Ongoing Practice in Phonological Awareness .. 35 Slide 16:Explicit Phonological Awareness Instruction for Struggling Readers .. 37 Slide 17:Components of Intervention for Struggling Readers .. 39 Slide 18: Progress Monitoring: Phonological Awareness .. 41 Slide 19:Remember .. 43 TransparenciesHandouts Handout 1: Overview of the Phonological Awareness ContinuumHandout 2: Phonological Awareness ActivitiesHandout 3: Phonological Awareness and Phonics ChartHandout 4: Phonological Awareness Instruction in Reading ProgramsHandout 5: Phonological Awareness Lesson DesignHandout 6: Phonological Awareness Lesson PlanHandout 7: Phonemic Awareness Progress Check Participant NotesReferencesINTRODUCTIONA udience:K 3 teachersSession Objective:Expand educators knowledge and their ability to provide Phonological awarenessinstruction to all students, especially those struggling with learning to activities in this session are designed to help teachers understand the importanceof Phonological Awareness to beginning reading instruction and to learn how to createphonological Awareness Preparation: Ask participants to bring a Teacher s Edition of their reading program.

4 Provide copies of the Reading and Language Arts Texas Essential Knowledge andSkills, Grades K 3 (one for each participant). Select several children s books that have good examples of text that can be usedfor designing lessons with the Phonological Awareness continuum. Review the slides/transparencies for the session. Note slides that may bereviewed quickly if many of the participants have attended a Teacher ReadingAcademy and know basic information about Phonological Awareness . Prepare a set of activity cards from Handout 2 for each table of participants:print out pages 2 8 onto card stock (print out enough copies to provide one foreach table), cut into cards, and laminate. Prepare for the demonstration on Slide 13 by selecting a children s book andcompleting Handout 5 as an Participants:When possible, seat participants so that all K 3 grades are represented at each will help participants consider the information presented in the activities acrossgrade levels.

5 One way to accomplish this grouping is to ask participants to write thegrade level they teach on their nametags. Optional: You can ask participants to stand upone grade level at a time to check the distribution of different grade levels at each the Session:Ask whether participants have attended a TRA. If most have, spend less time on slides3 6. 2 foundations of Reading: Effective Phonological Awareness Instruction and Progress Monitoring Slide 1: foundations of Reading : Effective Phonological Awareness Instruction and Progress Monitoring 2002 UT System/TEA 3 Additional Information This session will examine Phonological Awareness and its role in beginning reading information about Phonological Awareness and phonemic Awareness is included in the Teacher Reading Academies (TRA) for Kindergarten (KTRA), First Grade (1 TRA), and Second Grade (2 TRA) session will briefly review and then extend the information provided in the TRAs. Those who have not attended a TRA will have an opportunity to learn the terminology and concepts associated with this aspect of research-based Effective reading instruction.

6 Examples of Phonological Awareness activities will be provided, as well as opportunities to evaluate how Phonological Awareness is addressed in published reading programs. Teachers can modify examples of activities provided in this session to meet the needs of their students. 4 foundations of Reading: Effective Phonological Awareness Instruction and Progress Monitoring Slide 2: 2002 UT System/TEA 5 Discussion What do you already know about these concepts? Activity Take a sheet of paper and draw lines to divide it into four quadrants. Label each quadrant with one of these terms: Phonological Awareness Phonemic Awareness Letter-Sound Knowledge Alphabetic PrincipleNow, brainstorm words and ideas that come to mind for each concept at different grade levels (K-3).First think about Phonological Awareness . You have one minute to list all the ideas you can think of. Begin. Allow one minute. Next, list your ideas about phonemic Awareness .

7 You have one minute. Begin. Allow one minute. Now list your ideas about letter-sound knowledge . You have one minute. Begin. Allow one minute. Last, list your ideas for alphabetic principle . Begin. Allow one minute. As we go through the session, refer to the ideas you wrote about these concepts. 6 foundations of Reading: Effective Phonological Awareness Instruction and Progress Monitoring Slide 3:References Burns, Griffin, & Snow, 1999; National Institute for Literacy (NIFL),2001; National Reading Panel (NRP), 2000; Snow, Burns, & Griffin,1998 2002 UT System/TEA 7 Additional Information Students with Phonological Awareness understand the sound structure of words and Awareness includes knowing that: sentences can be segmented into words; words can be segmented into syllables; words can be segmented into their individual sounds; words can begin or end with the same sounds; the individual sounds of words can be blended together; and the individual sounds of words can be manipulated (added, deleted, or substituted).

8 Phonological Awareness is auditory students can do most Phonological Awareness activities with their eyes closed. Phonological Awareness is an umbrella term that covers many Awareness can be taught. It is an important component of beginning reading programs for ALL students. 8 foundations of Reading: Effective Phonological Awareness Instruction and Progress Monitoring Slide 4:References Adams, 1990; Ball & Blachman, 1991; Blachman, 1997; Chard &Dickson, 1999; Clark & Uhry, 1995; Ehri & Nunes, 2002; Goswami,2000, 2001; Learning First Alliance (LFA), 2000; NRP, 2000; O Connor,2000; Smith et al., 2001; Smith, Simmons, & Kame enui, 1998a;Torgeson, 1999; Torgeson & Mathes, 2000; Uhry, 1999; Yopp & Yopp,2000 2002 UT System/TEA 9 Addit iona l I nform a t ion Re se arc h indic ate s that fo r le arning to re ad, the pho ne me le ve l o f pho no lo g ic al aware ne ss is the mo st c ritic al. Whe n wo rds are spo ke n, the ir pho ne me s are b le nde d to g e the r.

9 Pho ne me s are re pre se nte d in writte n wo rds as sing le le tte rs o r c o mb inatio ns o f le tte rs. I f many part icipant s have no t at t e nde d a Te ache r Re ading Acade my, pro vide t he follo wing de mo nst rat io n wit h pe nnie s and a b lank t ranspare ncy. Opt iona l De m onst ra t ion Ac t ivit y a nd Disc ussion Mat eri als: Four pennies Blank transparency Place t hre e pe nnie s o n t he t ranspare ncy, in t he t o p right -hand co rne r. The wo rd mat has thre e le tte rs and thre e pho ne me s, / m/ / a/ / t/ . Mo ve a pe nny as yo u say e ach so und. Ho w do we kno w that mat has thre e pho ne me s? Whe n we pro no unc e the wo rd mat , the re is no b re ak b e twe e n the so und se g me nts. But, we c an sho w the re are thre e pho ne me s in mat b y c o mparing it to o the r wo rds.

10 Whe n we c o mpare mat to sat , we he ar that the se wo rds diffe r in the initial pho ne me. Mo ve t he fi rst pe nny. Whe n we c o mpare mat to map , we he ar that the se wo rds diffe r in the fi nal pho neme. Mo ve t he last pe nny. And whe n we c o mpare mat to me t , we he ar that the se wo rds diffe r in the me dial pho ne me. Mo ve t he middle pe nny. Ho w many pho ne me s are in cape ? Mo ve a pe nny as yo u say e ach so und: /k/ /a/ /p/. Explain t hat pho ne me s are so unds and may no t co rre spo nd e xact ly t o t he numb e r o f le t t e rs; in t his case , t he fi nal e is sile nt . Ho w many pho ne me s are in shake ? Mo ve a pe nny as yo u say e ach so und: /sh/ /a/ /k/. Explain t hat t he co nso nant digraph /sh/ make s o ne so und.