Download - K-3 Literacy Institute Session 2 November-December 2011

K-3 Literacy InstituteSession 2

November-December 2011

2

Curriculum and Professional Learning

Introduction/Grounding/Framing the Day


Objectives/Outcomes3

1. Develop a common understanding of the concept of differentiation.

2. Identify, practice, and apply phonemic awareness strategies.

3. Develop learning progressions for instruction of Phonemic Awareness.

4. Develop a lesson to teach Phonemic Awareness.


Agenda4

Introduction/Grounding/Framing the Day

Differentiation:Common Language and

Understanding

Content Review:Phonemic Awareness

Strategies and Philosophies

Learning Progressions:Phonemic Awareness and

Assessment Results

Lesson Planning: Phonemic Awareness and

Assessment Results

Closure: Reflect and Facilitation Tools

5


Grounding: Given an Outline, Fill in Details

Take 3 minutes on your own to list all of the strategies, principles, and information you already know about the five building blocks of reading instruction.

6


Grounding: Given an Outline, Fill in Details

Now in convenient 2s or 3s, share what you have on your Circle Map.

Add information from your partner share.


7 Grounding: Given an Outline, Fill in Details

Next, take a few moments to skim Shefelbine’s Framework and the summary of the document, “Put Reading First,” by the National Reading Panel.

As you skim, collaborate with your colleagues to add more information to your Circle Map.


8 Building Blocks of Reading Instruction

Comprehension

Fluency

Phonemic Awareness

Vocabulary

Phonics

9


Differentiation


FUSD Tiered Levels of Support:

AcademicSupport

Social EmotionalSupport

Tier 3: Intensive InterventionsIntense, durable, assessment-based

support for individual students

Tier 2: Targeted Group Interventions

Rapid response and focused support for students identified as at-risk

Tier 1: Universal Support

Preventative, proactive support for all students,

by all staff, in all settings

5%

15%

80%

10


11 Anticipation/Reaction

On your own, read the statements in the Anticipation/Reaction Guide.

As you read the statements, place a “T” in the left column if the statement is TRUE. Place an “F” in the left column if the statement is FALSE.


12 Differentiation

Now, take 5-7 minutes to read the excerpt from Leading and Managing a Differentiated Classroom by Carol Ann Tomlinson and Marcia B. Imbeau

As you read, pay attention to any information that will inform the results of your Anticipation/Reaction Guide.

http://ecx.images-amazon.com/images/I/41ykcAylVcL._SS500_.jpg


13 Differentiation

After reading, stand up and turn to someone you have not spoken with today. Review your answers in your Anticipation/Reaction Guide. Note any changes based on your reading. Use the column on the right to reflect new learning.


14 Differentiation

Using the sentence strip, complete the following sentence frame with your tablemates.

“Given that differentiation is a way of thinking about and planning

instruction, in my classroom, I plan to….”


15 Section Closure

Under outcome #1 on your Reflection Grid, answer the following question:

What two things do you plan to do differently in your classroom tomorrow?

Be prepared to share!

16


Content Review

17


Phonological Awareness or Phonemic Awareness?

Think-Pair-Share Is it phonological

awareness or phonemic awareness?

Segmenting a sentence into words

Listening to syllables to identify the word

Segmenting sounds into a word

Listening to the ending parts of words to hear if they rhyme

Blending sounds into a word

Curriculum and Professional Learning18

Rh

ym

e &

A

llite

rati

on


Give One, Take One, Move On

Using the take one give one sheet, list all of the strategies you currently use to teach Phonemic Awareness.

Now, give one strategy with a table mate, and take one strategy from your table mate.

19

Finally, you have 5-7 minutes to move around the room and Give One, Take One, and Move On.

20

Preschool Learning Foundations

2.0 Children develop age-appropriate phonological awareness

2.1 Orally blend and delete words and syllables without the support of pictures or objects.

2.2 Orally blend the onsets, rimes, and phonemes of words and orally delete the onsets of words, with the support of pictures or objects.


A Continuum of Difficulty21

Sentence Segmentation

Syllables

Onset Rime

Phonemic Awareness

Less Complex

More Complex

(Chard & Dickson, 1999)

Rhyme & Alliteration


Why Phonemic Awareness?

The best predictor of reading success is phoneme awareness demonstrated by phoneme counting or segmentation.

Hulme et al., 2002

22


Phonemic Awareness Involves23

Blending Putting sounds back into words

Segmenting Pulling apart spoken words into sounds

Manipulating Adding, deleting, and substituting sounds

Add /s/ to the beginning of pin

Delete /t/ at the beginning of trap

Substitute /ĭ/ in lip with /ă/

24


Sounds of the English Language

Turn to your partner and share which sounds were the hardest for you?

Which sounds are the hardest for your students?

Review Consonant sounds

Review Vowel sounds

Blendable Sounds

Continuous sounds Sounds that can be produced for several seconds

without distortion /f/, /l/, /m/, /n/, /r/, /s/, /v/, /w/, /y/, /z/

Stop sounds Sounds that can be produced for only an instant

before distortion occurs /b/, /d/, /g/, /h/, /j/, /k/, /p/, /t/


25


Effective PA Strategies

Use Elkonin boxes Use markers Use mirrors Use TPR

Clapping, tapping Use music, chants,

and nursery rhymes

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Using Chants

If you think you know this word, shout it out!If you think you know this word, shout it out!If you think you know this word,Then tell me what you've heard,If you think you know this word, shout it out!

27


Let’s Practice28

3. Student TWO repeats the sounds while moving a chip into each box, then says the word quickly.

4. Reverse roles and continue until all pictures are named and segmented.

Students will orally segment words using counters and Elkonin boxes.1. Place the picture cards face

up in the stack. 2. Working in pairs, student

ONE selects the top card, names the picture, and orally segments the sounds.


Effective Phonemic Awareness Instruction

Larger units before smaller units

Continuous sounds before stop sounds

Auditory blending before segmenting

Blending and segmenting before manipulation

Isolating initial phonemes in words before isolating final or medial sounds

Proximity and small groups Review and practice with

feedback Oral before written language

29


Phonemic Awareness Practice

Let’s review the examples of practice activities in your binders.

30


31 Grouping for Instruction

Teach phonological awareness, especially phonemic awareness, in small groups

Research indicates that small-group instruction is more effective than one-on-one and whole-group instruction (proximity)

Small-group instruction is more effective because students benefit from listening to their peers and having more opportunities to participate

National Reading Panel, 2000


Amount of Instruction

Kindergarten 10-15 min. per day everyday

First grade 7-10 min per day everyday

Second and Third grade For those that need it -1 5 min. per day,

three or four times a week

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33 English Language Learners

Capitalize on native language ability Teach blending, segmenting, and

manipulating individual phonemes in syllables (for Spanish speakers)

Accept oral approximations Focus on words (pictures)

students already know


Routines and Procedures

Partner Share What are your expectations

for student behavior during phonemic awareness instruction?

CHAMPS Voice level Eyes and ears Movement and participation

34


HM Reading Tool Kit35


Phonemic Awareness

Acquiring phonemic awareness is a means rather then an end.

Phonemic awareness is not acquired for its own sake but rather for its value in helping

children understand and use the alphabetic system to read and

write.

36


Reflection Grid

X Complete the

phonemic awareness portion of the grid.

What “aha’s” did you make?

How might phonemic awareness look differently in your classroom?

37

38


Learning Progressions

Written Curriculu

m

Taught Curriculu

m

Assessed Curriculu

m

The Learned

Curriculum

Aligned Instructional System

39


39


40 Learning Progressions

Read the excerpts about learning progressions. As you read, highlight or underline key words and

phrases that explain learning progressions and how they are useful in planning and assessment.

Articulated Learning Progressions

Reading Curriculum Timeline

Review your grade level. Review the previous grade

level. Review the grade following

yours.What did you notice about the instructional continuum?

41

Learning Progressions42

Enabling Knowledg

e

Sub Skills

Conceptual

Understanding

Mastery of Grade-Level Standard

Example43

Orally blend words

without the support of pictures or

objects. (compound

words)

Orally blend

syllables without

the support

of pictures

or objects.

Delete words

without the support of pictures or

objects (compound

words)

2.1 Orally blend and delete words and syllables without the support of pictures or objects.

Example44

Blend onsets &

rimes with the support of pictures or objects (1 syllable

words)

Blend phonemes of words (words

with 2-3 phonemes

)

Delete the onsets of

words (words with

1-2 syllables)

2.2 - Orally blend the onsets, rimes, and phonemes of words and orally delete the onsets of words, with the support of pictures or objects.


45 Learning Progression Development

Work with your grade-level colleagues. Use the curriculum guide and your assessment

data to determine which standard you are going to develop learning progressions for.


46 Learning Progression Development

Use the worksheet to develop your learning progressions.

Scribe your standard and your learning progression on the poster paper provided.


47 Gallery Walk


Reflection Grid

X

How will Learning Progressions help you in your planning?

48

49


Lesson Planning

Foundations for

Classrooms

Closure

Assessment

Objectives

Instruction Aligned to Objective


51 Lesson Planning

Using the Learning Progressions that you just developed and your DIBELS/BAS data, begin planning lessons to address those objectives.

Use the strategies from today, or any other planning materials you have brought.


52 Lesson Planning

Given that you are teaching for mastery, your lesson should answer the following questions aligned to Classroom Foundations… What will students know, understand, be able to do? (Objective) How do instructional activities align to objectives? (Instruction aligned to

objective) How do you close your lesson? (Closure) How do you determine if students are “getting it?” How do you monitor

and adjust? Other questions to consider in your lesson planning… How does your data influence your lesson planning? Is this lesson aimed for whole group, small group, etc.? Is this lesson developed as a “first teach” or a “re-teach?”


53 Lesson Sharing

In your collaborative groups, designate a representative to share a one-minute summary of your lesson.


Reflection Grid

X

How did you incorporate today’s content in your lesson planning?

54


55 Next Steps

Teach the lesson(s) you developed today. Be prepared to reflect on how it went in the next

session. Try the planning processes learned today in your

Accountable Communities.


56 Language Arts K-6 Website

http://www.fresnounified.org/dept/CPL/langk6/default.aspx


57 Closure

Complete the 3-2-1 Summary. Complete the FUSD Professional Learning

Feedback form.


58 Building Blocks of Reading Instruction

Comprehension

Fluency

Phonemic Awareness

Vocabulary

Phonics

Thank You!

Download - K-3 Literacy Institute Session 2 November-December 2011

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