Professional Development Session

Early Literacy & Reading SkillsLongfellow ElementaryMarch 23, 2011Kathy Hoover & Cassie Koch

Professional Development and Academic Content Standards

Kindergarten- Phonemic Awareness, Word Recognition and Fluency #1- Read own first and last name. Kindergarten- Phonemic Awareness, Word Recognition and Fluency #2- Identify and complete rhyming words

and patterns. Kindergarten- Phonemic Awareness, Word Recognition and Fluency #4- Distinguish and name all upper- and

lower-case letters. Kindergarten- Phonemic Awareness, Word Recognition and Fluency #7- Hear and say the separate phonemes

in words, such as identifying the initial consonant sound in a word, and blend phonemes to say words. Kindergarten- Writing Applications #1- Dictate or write simple stories, using letters, words or pictures. Kindergarten- Communication: Oral and Visual #1- Listen attentively to speakers, stories, poems, and songs. Kindergarten- Communication: Oral and Visual #3- Follow simple oral directions.

Professional Development and Academic Content Standards Ohio Professional Development Standard 6.5a- Students

and families are included in the learning process in a meaningful way.

Ohio Professional Development Standard 6.5c- Connections between home and school are strengthened when educators learn and use methods to communicate effectively with families and other members of the community.

Ohio Professional Development Standard 6.5d- Educators understand how child- and family-related mental health issues impact student achievement.

Professional Learning Goals

Parents will become familiar with…

various kindergarten screening assessments.hierarchy of reading skills development.Fountas & Pinnell reading levels.activities that can be used at home to promote

early reading skills.

Overview of Session Share thoughts about activities from last meeting Explain the Hierarchy of Phonological Awareness

Skills Explore 3 kindergarten reading assessments

KRA-LDIBELSFountas & Pinnell

Make-It, Take-Its Reflection & Evaluation

Building Background Knowledge Engagement

Candy Bar Ice Breaker (choose 3 pieces) Milk Chocolate- What is your child’s favorite

book? Dark Chocolate- What is one thing you want to

learn about to help your child with reading? Mr. Goodbar- What is the first word you think of

when you hear the word “reading”? Krackle- What is your favorite book?

Building Background Knowledge Johnson and Roseman (2003) have

identified the Hierarchy of Phonological Awareness Skills.Phonological awareness is the ability to hear

sounds of spoken word, such as rhymes and syllables.

Hierarchy of Phonological Awareness shows skill development from preschool to first grade.

Building Background KnowledgePreparatory Activities

o Develop listening habits – Preschool-Early Kindergarteno Tune into print - Preschool-Early Kindergarten

Rhyme Awareness Activitieso Identify words that rhyme - Preschool-Kindergarteno Produce words that rhyme - Preschool-Kindergarten

Phoneme Awareness Activitieso Identify the beginning sound of a word - Preschool-Kindergarten

o Identify the ending sound of a word - Preschool-Kindergarteno Identify the middle sound of a word – Kindergarten-First Grade

Segmenting Activitieso Segments sentences into words - Preschool-Kindergarten

o Segment words into syllables - Preschool-Kindergarteno Segment words into sounds – Kindergarten-First Grade

Blending Activitieso Blend syllables into words – Kindergarten-First Gradeo Blend sounds into words – Kindergarten-First Grade

Manipulation Activitieso Delete syllables from words – First Gradeo Substitute syllables in words – First Gradeo Delete sounds from words – First Gradeo Substitute sounds in words – First Grade

Building Background Knowledge Why do you think kindergarten screening

is important? Research from the National Reading

Panel (2000) stated that assessing students’ basic literacy performance can help determine which children are on track with reading development.These building blocks must be mastered in

order to become skilled readers.

Explore To aid in monitoring early literacy skills,

kindergartners are given three assessments throughout the year.They are:

Kindergarten Readiness Assessment-Literacy (KRA-L)

Dynamic Indicators of Basic Literacy Skills (DIBELS) Fountas & Pinnell Benchmark Assessment (Running

Records)

Explore: KRA-L Assesses oral language, rhyming, letter

identification, and alliteration. One-time test given to kindergartners entering

the public school system. It is a snap shot that helps teachers with

planning lessons that meet the needs of students in the class.

This assessment is divided into 3 levelsTarget, Enrichment, and Intervention

Explore: KRA-L Sections of KRA-L

Answer QuestionsRepeat Sentences Identify Rhyming WordsProduce Rhyming WordsRecognize LettersRecognize Beginning Sounds

Explore: DIBELS Used to assess early literacy skills for students from

kindergarten to 6th grade. At the kindergarten level, DIBELS assesses phonemic

awareness and phonics.Phonemic awareness is hearing, manipulating, and using

spoken sounds.Phonics is recognizing the relationship between letters and

sounds. Teachers use results to identify students who may need

additional support. Explore old DIBELS test.

Explore: Fountas & Pinnell Used to determine reading levels of students.

Students read passages out loud and then answer comprehension questions.

Teachers take a running record to note any reading errors made.

Kindergartners typically score within 3 reading levels: A, B, and C.

By the end of kindergarten, students are expected to be at a level C.

Explore books at A, B, and C levels.

Explore: Fountas & Pinnell What are the differences you notice

between A, B, and C books?Look at pictures.Look at the length of the sentences.Look at how many sentences are on each

page.Look at the difficulty of the sentences.Look at how the pictures relate to the text.

Apply To practice the early reading skills that are

assessed during these tests, games and activities can be played at home.Pass out, explain, and demonstrate activities

and games. Listening to Sounds Around Us Sequencing Card Game Magnetic Letter Activities Strike-Out Game

Apply Explain and pass out materials for Make-It,

Take-Its.Name PuzzleABC Name Book

You will have 20 minutes to work on making these activities!Parents will make these games and activities

that they will then do with their child/children at home.

Reflect Summarize key points.

Hierarchy of Phonological Awareness SkillsKindergarten Screeners and Assessments Importance of using activities at home.

New Learning: Most Important Point (MIP) In your notebook, write down one or two facts

that you learned or found important from this session.

Share thoughts with others.

Reflect Questions?

What additional questions do you have? Personal:

Which activities will you use at home with your child/children?

What topics would you like to cover in our future sessions?

Reflect Professional: Evaluation

Please fill out the evaluation form about the parent meetings so far.

Do not put your name on the evaluation form. Read the first 5 questions. Depending on how you feel

about the statement, circle “Yes”, “Somewhat”, or “No”. Read the last 3 questions. Write any comments or

suggestions. When you have completed the evaluation form, please

place it face down on the table. Thank you!