Post on 15-Dec-2015
How was this program developed?
• Began with a study in 1987 (Blachman)
to develop activities for 1st grade children having difficulty in reading
• Lessons were modified and expanded
• Grant from the National Center for Learning Disabilities
Structure
• Program is intended for small groups of students in Kindergarten and First Grade who are struggling with beginning literacy skills.
• There are 44 lessons to be done for 20 minutes four times a week.
Adaptable
• The program can be easily adapted for individual differences.
• The manual gives specific examples to make lessons more challenging for some or more review for other students.
• Teachers can introduce the program at different points in the year, depending on the needs of the students.
Pacing
• Proper pacing is crucial for the success of students.
• Optimal pacing requires a balance among activities.
• Each child should be able to demonstrate a high rate of correct responses.
Prerequisite Skills
• Children need to have some knowledge of word and syllable segmentation
• One to One Correspondence
• K-PALS by Mathes,Menchetti,&Torgesen (Sopris West)
• Phonemic Awareness in Young Children
by Marilyn Adams. (Paul Brookes Publishing)
Materials
• Significant set-up is required using the masters provided.
• Cutting, coloring, and laminating can be time consuming.
• Need to gather some materials that are not provided such as a puppet, fishing pole, and lunch bags.
Getting Started
• Eight letters (a,m,t,i,s,r,b,f)
• Use only short vowels
• / / indicates that you use the letter sound• Underlined letter refers to letter name• Bold print suggests dialogue to use with
students
Phonological Awareness
• Critical factor in learning to read
• Awareness of segments in speech
• Without this awareness it is difficult to understand how the alphabet works
Phonological Awareness
Children must become aware that speech can be segmented into :
• words
• syllables
• phonemes
Lessons
• Each lesson has three parts.
1. Say-It-and-Move-It
2. Letter Names and Letter Sounds
3. Phonological Awareness Activity
Say-It-and Move- It
• Phonemic Segmentation- done everyday
• Designed to heighten awareness of phonemes in spoken words
• 5-7 minutes
• Children repeat target word and then move 1 disk for each sound
• Students say the word blended
Letter Name and Sound Instruction
• Explain to the students-all letters have both a name and a sound
• 5-10 minutes
Letters and SoundsActivities
• Letter introduction• Hand clapping• Alphabet books• Trace in the air• Sound Bingo• I’m thinking of a word• Concentration• Go Fish• Sound Boards
Phonological Awareness PracticePractice Activities
• Sound Categorization by rhyme / initial sounds• How Many sounds ?• Fix-It• Elkonin cards• Let’s Fish• Post Office• Save the Rabbit
Helpful Hints
• Flat stones or gems for “Say-It–and- Move-It”• Lots of teacher modeling• When modeling make sure you turn your card
upside down so that students see it left to right• Elkonian cards in a binder• Consider laminating the materials• A small file box works well for sound
categorization cards
Progress Monitoring
How do you know if it’s working ?
Is the program working for all students ?
Are they on the trajectory to success ?
Factors to Consider
• Program match to student
• Fidelity of implementation
• Group size
• Number of days
• Length of lesson
• Repeat lessons
ROAD TO THE CODE
Large envelopes ( 7 )
1 Say-It-And-Move-It- 6 sets 3 Large Alphabet Picture Cards- 3 sets 1 Small Alphabet Picture Cards-12 sets 1 Fish 1 Sound Bingo
Small envelopes (27)
1 Mail Box Cards 1 Small Plain Alphabet Cards A-Z (6 sets) 1 Small Plain Alphabet cards-a,m,t,i,s,r,b,f (6sets) 23 envelopes- initial sounds & rhyme cards 1 Misc. extra small alphabet
File Box-Sound Bingo Cards
7 dividers a,m a,m,t a,m,t,i a,m,t,i,s a,m,t,i,s,r a,i,s,r,b a,i,r,b,f