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Phonics for Reading

Phonics for Reading

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Phonics for Reading

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  1. Phonics for Reading October 10, 2013 4:30 – 7:30 Patti Mashak - Haslett Public Schools Intervention Specialist mashakpr@haslett.k12.mi.us

  2. 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!

  3. Phonics for Reading Acknowledgements: Anita Archer, James Flood, Diane Lapp, Linda Lungren

  4. Pricing 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#ordernow

  5. What Is Phonics for Reading? • Supplemental - Field Tested • Research Based Program • Teaches phonics skills normally learned in grades • 1-3 (1stand 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.

  6. 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.

  7. 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.

  8. 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 x’s week minimum - 5 x’s week ideally

  9. 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

  10. 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.

  11. 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 Components

  12. Three Levels - How Many Lessons? First Level 30 Lessons Second Level 32 Lessons Third Level 36 Lessons

  13. Condensed Contents • First Level - 30 Lessons • Short vowels, consonants, consonant blends, and digraphs • Sentences and stories

  14. Condensed Contents • Second Level - 32 Lessons • Vowel combinations, r-controlled vowel sounds, common endings, and CVCe words • Stories now include word count numbers

  15. 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

  16. Questions so Far?

  17. Student Determination and Placement Data, Data, Data

  18. Determination Decisions • Review school screening data. • DIBELS or AIMSweb • NWF Letter Sounds and Whole Words Read • ORF - Correct Words Read - Accuracy • Phonics Screener

  19. Placement Decisions Administer Phonics for Reading Placement Test *Short, individually administered word test. *Phonics for Reading Level 1 assumes students know consonant sounds.

  20. 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.

  21. Placement Test Scoring Correct word parts – • Most decodable chunks or word parts are the same as syllables. Count the syllables: • gingerbread = 3 margin = 2 • sagebrush = 2 come = 1 • understood - 3 airplane = 2

  22. 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.

  23. Let’s Practice • Find 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 Form • Student reads words from student script, pretending to be Jessica • Teacher scores Jessica’s 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)

  24. 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.

  25. 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

  26. Let’s Practice Grouping Students into the Appropriate Levels

  27. 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

  28. All Levels • Teach lessons in order presented • Follow the lesson script using exact wording • Lesson Delivery Key • Sentences with regular or boldtype are what yousay • Sentences in parentheses are what you do • Sentences in italics are expected student answers

  29. All Levels Con’t. • Pronouncing Sounds • Letters between the slanted lines are read as letter sounds /a/ = a as in apple /ā/ = a as in ate • Repeated letters between lines /mmm/ = hold sound for one second

  30. All Levels Con’t. • 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

  31. All Levels Optional • Fluency Practice - Repeated Reading Practice • Teacher timed readings • Paired timed readings (switch books) • Graph correct words per minute

  32. All Levels Optional Con’t. • 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 • I’m Thinking of a Word

  33. Preparation for Practice Your Turn! Please Read Introduction Pages

  34. 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 Activities Included in First Level

  35. Sounds

  36. Pronunciation of Sounds Take a Listen! http://www.youtube.com/watch?v=Ch7lGykVwgs

  37. Let’s PracticeI DoWe DoYou Do

  38. 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 boldtype are what yousay • Sentences in parentheses are what you do • Sentences in italics are expected student answers

  39. 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?”

  40. 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) Activities Included in Second Level

  41. 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) Activities Included in Third Level

  42. 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

  43. 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

  44. Tips Con’t. • 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 they’re learning with you in their classroom and while reading always

  45. 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.html http://www.curriculumassociates.com/products/detail.aspx?title=PhonicsReading#ordernow)

  46. Questions - Comments?Thank you for coming this evening and for being such willing participants!