PreK ESE Teacher Meeting November 9, 2011

1. PreK ESE Teacher Meeting November 9, 2011

2. Welcome to… Do You Know the Muffin Man? Using Rhymes and Songs to Enhance Early Literacy

3. Rules • Respect the speaker (limit sidebar conversations) • Participate-you get out of it what you put into it • What is said here, stays here • What is learned here, leaves here

4. Celebrations

5. Let’s All Play A Game

6. Are the Sounds the Same Let’s all play a game. You’ve really got to listen. Are the sounds the same? Or are they different?

7. Are the Sounds the Same Give it two thumbs up, if they sound the same. Give it two thumbs down, if they are different. Let’s have fun. Here we go.

8. Are the Sounds the Same Listen…thumbs up or thumbs down Listen…thumbs up or thumbs down Listen…thumbs up or thumbs down

9. Are the Sounds the Same Let’s all play a game. You’ve really got to listen. Are the sounds the same? Or are they different? One more time. Here we go.

10. Are the Sounds the Same Listen…thumbs up or thumbs down Listen…thumbs up or thumbs down Listen…thumbs up or thumbs down

11. Are the Sounds the Same Let’s all play a game. You’ve really got to listen. Are the sounds the same? Or are they different? Listen carefully. Language Play and Listening Fun for Everyone! Jack Hartmann

12. Discussion Take a few minutes to talk at your table about the activity we just completed… • What skills were practiced? • Was the activity enjoyable? The chime will be the signal to end discussion.

13. Brain Research Singing makes us feel good, and when we feel good, our body releases endorphins into our system that will help boost our memory. Singing also requires that we take in additional oxygen, which increases our alertness. Singing is a great activity for enhancing brain functions.

14. Our Learning Goals • Participants will understand the phonological awareness skills sequence/continuum (including pre-requisite skills). • Participants will be able to use phonological awareness activities in their classroom to enhance students’ early literacy skills.

15. Scale 4 I can teach others about the phonological awareness continuum and recommend appropriate activities they can use in their classroom. 3 I have a good understanding of phonological awareness continuum and use activities regularly in my class. 2 I have heard the term phonological awareness but I am not sure if I am using these activities appropriately in my class. 1 I don’t have a clue what phonological awareness is.

16. Indicator #7Preschool Performance

17. Indicator #7Preschool Performance

18. What is Phonological Awareness? • Phonological Awareness is the understanding that our spoken language is made up of words and that our words are made up of smaller components which can be manipulated • Individual units of sound called phonemes

19. Research Tells Us… “Measures of phonological awareness, particularly at the phoneme level, are powerful predictors of reading success and can predict early literacy performance more accurately than variables such as intelligence scores, vocabulary knowledge, and socioeconomic status.” (Adams, 1990, Stanovich, 1986, Others)

20. Research Tells Us… “The most common barrier to learning early word reading skills is the inability to process language phonologically.” (Liberman, Shankweiler, & Liberman, 1989)

21. Research Tells Us… “Developments in research and understanding have revealed that this weakness in phonological processing most often hinders early reading development for both students with and without disabilities.” (Fletcher et al., 1994)

22. Research Tells Us… “Children who remain poor readers by the end of the first grade almost never acquire average-level reading skills by the end of elementary school. These children actually fall further and further behind peers in reading and content areas – because they depend so much on reading.” (FCRR website)

23. Research Tells Us… “Reading and self-concept are so interwoven that students who view themselves as poor readers also view themselves as having little personal worth.” (Purkey, Zimmerman, and Allebrand)

24. Research Tells Us… “Children who begin reading instruction with higher levels of phonological awareness end up with better word-reading skills than their peers at the end of first and second grade.” (Juel, Griffith, and Gough 1986; Stanovich, Cunningham, and Cramer 1984)

25. Research Tells Us… “Perhaps the most exciting finding emanating from research on phonological awareness is that critical levels of phonological awareness can be developed through carefully planned instruction, and this development has a significant influence on children's reading and spelling achievement .” (Ball & Blachman, 1991; Bradley & Bryant, 1985; Byrne & Fielding-Barnsley, 1989, 1991; O'Connor, Jenkins, Leicester, & Slocum, 1993).

26. Bottom line… Children must be able to hear and manipulate oral sound patterns before they can relate them to print. This ability is directly related to later reading ability, making it a vital area of instruction for preschool educators.

27. Bottom Line This fine-tuning in the auditory channel is the foundation of phonological awareness in the human brain-that bridge from oral language to literacy

28. Phonological Awareness and the Standards • Florida Voluntary Prekindergarten Education Standards 2008 (VPK Standards) • Next Generation Sunshine State Standards (NGSSS)

29. VPK Standards IV. Language and Communication A. Listening 1. Gains meaning by listening (asking/answering questions, adding comments reacting appropriately) 2. Follows two- and three-step directions (has mastery of two-step directions and usually follows three-step directions)

30. VPK Standards V. Emergent Literacy A. Emergent Reading 2. Shows age-appropriate phonological awareness Benchmark a: Child combines words to make a compound word (e.g. “foot” + “ball” = “football”) and deletes a word from a compound word (e.g., “starfish” - “star” = “fish”). Benchmark b: Child combines syllables into words (e.g., “sis” + “ter” = “sister”).

31. VPK Standards V. Emergent Literacy cont. Benchmark c: Child can delete a syllable from a word (e.g., “trumpet” – “trum” = “pet” or “candy” – “dy” = “can”). Benchmark d: Child combines onset and rime to form a familiar one-syllable word with pictorial support (e.g., when shown several pictures, and adult says “c” + “at,” child can select the picture of the cat).

32. Next Generation Sunshine State Standards • Standard 1: Concepts of Print • Standard 2: Phonological Awareness • Standard 3: Phonemic Awareness • Standard 4: Phonics/Word Analysis • Standard 6: Vocabulary Development • Standard 7: Reading Comprehension

33. Next GenerationSunshine State Standards Kindergarten

34. Standard 2: Phonological Awareness LA.K.1.2 The student will: LA.K.1.2.1 segment auditory sentences into the correct number of words LA.K.1.2.2 identify, blend, and segment syllables in words LA.K.1.2.3 recognize and produce words that rhyme LA.K.1.2.4 identify, blend, and segment onset and rime

36. Phonological Awareness Continuum (from easiest to hardest) • LISTENING • SENTENCE SEGMENTATION • RHYME and ALLITERATION • SYLLABLES • PHONEMES

37. Listening The ability to attend to and distinguish both environmental and speech sounds from one another. i.e. child hears barking and says “dog”

38. Sentence Segmentation Segmenting sentences into spoken words (aka the concept of spoken word) i.e. The dog ran away

39. Rhyming Matching the ending sounds of Words • Rhyme recognition i.e. Do cat and hat rhyme? • Rhyme completion i.e. Hickory Dickory Dock, the Mouse ran up the ____ • Rhyme production i.e. Tell me a word that rhymes with fish

40. Alliteration • Producing groups of words that begin with the same initial sound. i.e. ten tiny tadpoles

41. Syllables Blending syllables to say words or segmenting spoken words into syllables i.e. /mag/ /net/ = magnet i.e. paper = /pa/ /per/ • Blending syllables is typically mastered before segmenting syllables

42. Phonemes • Blending phonemes into words i.e. /k/ /a/ /t/= cat • Segmenting words into individual phonemes i.e. ship= /sh/ /i/ /p/ • Manipulating phonemes in spoken words i.e. change the /p/ in pop to /t/ for top

43. Phonological Awareness Activity • Find the PA Activity Card at your table. • Read over the activity and match the activity to the corresponding level of phonological awareness a long the continuum. (i.e. Is it a rhyming activity or phoneme activity, etc…?). • Write the type of PA activity it is on a sticky note. Be ready to share your activity with the whole group.

44. Practice, Practice, Practice Use phonological awareness activities throughout the day… • to signal clean up or large group time • while lining up • while walking to another part of the campus • to sing to another group of children or adults

45. Scale 4 I can teach others about the phonological awareness continuum and recommend appropriate activities they can use in their classroom. 3 I have a good understanding of phonological awareness continuum and use activities regularly in my class. 2 I have heard the term phonological awareness but I am not sure if I am using these activities appropriately in my class. 1 I don’t have a clue what phonological awareness is.

46. Let’s Get Ready to Move to the Sounds

47. Move to the Sounds Sounds go high. Sounds go low. Sounds go fast. Sounds go slow. Follow me and move to the sounds. To the sounds all around.

48. Move to the Sounds Run, run, run, with your legs to the sound. Twist, twist, twist, with your hips to the sound. Move your arm up and down, up and down to the sound. Hop, hop, hop, with your body to the sound.

49. Move to the Sounds Sounds go high. Sounds go low. Sounds go fast. Sounds go slow. Follow me and move to the sounds. To the sounds all around.

50. Move to the Sounds Wiggle, wiggle, wiggle, your fingers to the sound. Clap, clap, clap your hands to the sound. Stomp, stomp, stomp, your feet to the sound. Reach, reach, reach, your arms to the sound.