Competency 2Component # 1-013-311

Center for Professional LearningSession 3

Instructor: Carmen S. Concepcionreadingsetgo.blogspot.com

Application of Research-Based Instructional Practices

Fall 2010

Reading … Set … Go!

The Pig Personality Profile

Status of Reading Grades 4 -12

• Over 8 million students in grades 4-12 are struggling readers• Every school day, 3000 students drop out of high school• Only 70% of high school students graduate on time with a regular diploma• High school students in the lowest 25% of their class are 20 times more likely to drop out than the highest performing students• 53% of high school graduates enroll in remedial courses in postsecondary education

FLaRE Professional Paper Phonemic Awareness

“The lack of phonemic awareness is the most powerful predictor of difficulty in learning to read.”

-Bill Honig, Linda Diamond, and Linda Gutlohn, 2000

Teaching Reading Sourcebook for Kindergarten through Eighth Grade, p. 2.16

What We Know From ResearchPhonemic awareness instruction:Involves students’ understanding of how

words in spoken language are represented in print.

Helps all young students to learn to read. Is most effective when students learn to

read.Is most effective when students learn to

use letters to represent phonemes.Also helps preschoolers, kindergarteners,

and first graders learn to spell.

Phonological Awareness ContinuumType Description Examples

Rhyme Matching the ending sounds of words

cat, hat, bat, sat

Alliteration Producing groups of words that begin with the same initial sound

ten tiny tadpoles

Sentence Segmentation

Blending syllables to say words or segmenting spoken words into syllables

The dog ran away. 1 2 3 4

Syllables Blending syllables to say words or segmenting spoken words into syllables

/mag/ /net//pa/ /per/

Onset and Rimes Blending and segmenting the initial consonant or consonant cluster (onset) and the vowel and consonant sounds spoken after it (rime)

/m/ /ice//sh/ /ake/

Phonemes Blending phonemes into words, segmenting words into individual phonemes, and manipulating phonemes in spoken words

/k/ /a/ /t//sh/ /i/ /p//s/ /t/ /o/ /p/

Phonological Awareness CardsMatch the activity cards to one of the

phonological awareness on the continuumWrite the type of phonological awareness

on a sticky note and attach it to the cardSome types will have more than one

activity

ReflectionWould any of these activities be useful with

your current students? Why or why not?What adaptations might you make at the

secondary level?

Phonemic Awareness and PhonicsPhonemic awareness instruction:

Focuses students’ attention on the sounds of spoken words

Helps students make the connection between letters and sounds

During reading and spelling activities, students begin to combine their knowledge of phonemic awareness and phonics

Phonemic Awareness + PrintWhen students are ready, many phonemic

awareness activities can be expanded to help students make the connection between letters and sounds.

Phonemic Awareness is the platform for the instruction

Blending Sounds + Print

Share Investigative Activity Phonemic Awareness

Learn NetworkSet up passwords

http://www.justreadflorida.com/learn/

Watch the following videosPhonics Instruction at the Elementary LevelPhonics Instruction for Struggling Adolescent Readers

Website Reflection How does this website enhance student learning?How can this website be utilized best in the

classroom?

Remember…Phonemic awareness “…provides children with essential foundational knowledge in the alphabetic system. It is one necessary instructional component within a complete and integrated reading program.”

-National Reading Panel, 2000

Teaching children to read: An evidence-based assessment of the scientific

research literature on reading and its implications for reading instruction, p. 8

Investigative ActivityRead: A Closer Look at the Five Essential

Components of Effective Reading Instruction A Review of Scientifically Based Reading Research for Teachers

Use guiding questions on next slide to reflect

Post your reflection on the class blogBe ready to share next session

Guiding QuestionsWhat does phonological awareness look

like in your classroom?Are activities sequenced, and aligned to a

developmental continuum? Does everyone (students, teachers, and parents) understand the continuum?

Is phonemic awareness a part of your daily language arts lesson?

Does each activity have a clear focus on a linguistic unit that is appropriate by level (phoneme, on-set, syllable, word)?

Is the difference clear between oral language manipulation and written symbol manipulation?

Are students allowed to practice enough?How will you measure progress?

*If you do not teach Reading, please interview one of the reading teachers at your school