k-3 literacy institute session 2 november-december 2011

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

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  • Slide 1
  • K-3 Literacy Institute Session 2 November-December 2011
  • Slide 2
  • Introduction/Grounding/ Framing the Day 2 Curriculum and Professional Learning
  • Slide 3
  • Objectives/Outcomes 3 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. Curriculum and Professional Learning
  • Slide 4
  • Agenda 4 Curriculum and Professional Learning 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
  • Slide 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. 5 Curriculum and Professional Learning
  • Slide 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. 6 Curriculum and Professional Learning
  • Slide 7
  • Grounding: Given an Outline, Fill in Details Curriculum and Professional Learning 7 Next, take a few moments to skim Shefelbines 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.
  • Slide 8
  • Building Blocks of Reading Instruction Curriculum and Professional Learning 8
  • Slide 9
  • Differentiation 9 Curriculum and Professional Learning
  • Slide 10
  • Tier 3: Intensive Interventions Intense, 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 10 Curriculum and Professional Learning
  • Slide 11
  • Anticipation/Reaction Curriculum and Professional Learning 11 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.
  • Slide 12
  • Differentiation Curriculum and Professional Learning 12 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.
  • Slide 13
  • Differentiation Curriculum and Professional Learning 13 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.
  • Slide 14
  • Differentiation Curriculum and Professional Learning 14 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.
  • Slide 15
  • Section Closure Curriculum and Professional Learning 15 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!
  • Slide 16
  • Content Review 16 Curriculum and Professional Learning
  • Slide 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 Learning 17
  • Slide 18
  • Rhyme & Alliteration Curriculum and Professional Learning 18
  • Slide 19
  • 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. Curriculum and Professional Learning
  • Slide 20
  • 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.
  • Slide 21
  • A Continuum of Difficulty 21 Sentence Segmentation Syllables Onset Rime Phonemic Awareness Less Complex More Complex (Chard & Dickson, 1999) Rhyme & Alliteration Curriculum and Professional Learning
  • Slide 22
  • Why Phonemic Awareness? The best predictor of reading success is phoneme awareness demonstrated by phoneme counting or segmentation. Hulme et al., 2002 22 Curriculum and Professional Learning
  • Slide 23
  • Phonemic Awareness Involves 23 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 // in lip with // Curriculum and Professional Learning
  • Slide 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 Curriculum and Professional Learning 24
  • Slide 25
  • 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/ Curriculum and Professional Learning 25
  • Slide 26
  • Effective PA Strategies Use Elkonin boxes Use markers Use mirrors Use TPR Clapping, tapping Use music, chants, and nursery rhymes 26 Curriculum and Professional Learning
  • Slide 27
  • 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 Curriculum and Professional Learning
  • Slide 28
  • Lets Practice 28 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. Curriculum and Professional Learning
  • Slide 29
  • 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 Curriculum and Professional Learning
  • Slide 30
  • Phonemic Awareness Practice Lets review the examples of practice activities in your binders. 30 Curriculum and Professional Learning
  • Slide 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 Curriculum and Professional Learning 31
  • Slide 32
  • 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 32 Curriculum and Professional Learning
  • Slide 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 Curriculum and Professional Learning 33
  • Slide 34
  • 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 Curriculum and Professional Learning
  • Slide 35
  • HM Reading Tool Kit 35 Curriculum and