RED 4519 Chapter 5 Dr. Michelle Kelley

Diagnostic & CorrectiveReadingRED 4519Chapter 4: Phonemic AwarenessDr. Michelle Kelley1Todays GoalsIntroduce Floridas Formula for Reading Success

Discuss the importance of oral language, including behaviors by age.

The Dimensions of Phonemic Awareness (implications for assessment and instruction).Florida's Reading FormulaFloridas formula for reading improvement based on the scientific research in reading and reading development: State Board Rule 6A-6053

6 + 4+ ii + iii =

No Child Left BehindFlorida's Reading Formula6 Elements (Fab 5 + oral language)+4 Types of Assessment+ii Initial Instruction (90 min. block)+iii Immediate Intensive Intervention=No Child Left BehindFour Types of AssessmentsScreening- used to identify students who are at-risk for reading difficulties.Diagnostic- more in-depth assessments that determine a students specific instructional needs.Progress Monitoring- used to document that students are making adequate reading progress.Outcome Measures- FCAT, end of course exams

Initial Instruction- 90 Minute BlockIncludes motivationPrint-rich environmentExplicitSystematicScaffoldedDifferentiatedReading-Writing connectionsImmediate Intensive InterventionFlexible-grouping based on students needs

Accommodations to instruction

More frequent monitoringQuick WriteRespond to, Children should be seen not heard.

Discuss at your table.Oral LanguageThe interaction between the speaker and listener. OL is critical to the development of reading and writing, it PRECEDES other language skills and is INTEGRATED into reading and writing.

Oral LanguageWe use oral language to:

1. communicate2. socialize3. learn and thinkWhat factors may hinder oral language development?ESL and other culturally diverse students.Impoverished children.Learning disabled students.Low functioning students.High mobility students.The classroom.How do we assess oral language?Think about the following as you discuss:

Behaviors you would look forRole of vocabulary knowledgeKnowledge of language structures Knowledge of speech sounds

Use page 17 of HO to assist you.Create a T-chart http://www.learner.org/libraries/readingk2/wilson/index.html#

While watching the video note: How does Mrs. Wilson's Things I want to rememberclassroom help students develop for my future classroomoral language? Quick Write- What is Phonemic Awareness ? (p. 77 in text)Definition: A childs understanding and conscious awareness that speech is composed of identifiable units, such as spoken words, syllables, and sounds(International Reading Association and the National Association for the Education of Young Children, 1998, p. 4)14Poll- RED 4519 Phonemic Awareness Participation Assignment True/False-False/+True StatementCorrection1. ___ Phonemic Awareness is the understanding that letters represent certain sounds.

2. ___ Phonemic awareness tasks are aural or oral.

3. ___ Students must know letter names and their sounds in orderto hear sounds in a word.

4. ___ The ability to decode a word, is one of the seven dimensions of phonemic awareness (as identified in the text).

5. ___ Most linguistics agree that the 26 letters in the English languagehave 44 phonemes.

6. ___ Students who are phonemically aware become proficient readers.

7. ___ About 25% of first graders benefit from one on one explicit instruction in phonemic awareness, while 75% have already developed phonemic awareness.8. ___ Many students who engage in oral language experience such as songs, chants, and nursery rhymes naturally develop phonemic awareness.Dimensions of Phonemic Awareness- Count off by 7s.

1. Hearing syllables within a word.

2. Hearing initial sounds/recognizing alliteration.

3. Hearing rhyming words.

4. Distinguishing oddity.

5. Blending words orally.

6. Segmenting words orally.

7. Manipulating sounds orally to create new words.

What do these mean? (p. 77-79 in text)16Informal and Formal Assessment of Phonemic AwarenessInformal

ObservationQuick Phonemic Awareness Assessment Device (p. C.24, p. 443) Pre-test and post-test (pp. 444-451 C.25/26) that focus on the seven dimensions of phonemic awarenessChecklist (p. 452 C. 27) matching dimensions and pre-post test.17Pre-Assessment for Phonemic Awarenesspp. 444-451; C-25 C-26 of text.

p. 452 C.27 to sort ideasLook at Heathers test- Poll

Note- Please do not write on the assessment.A. Determine what she has mastered, is developing, or has difficulty with each dimension assessed. B. Identify an activity or activities to assist an area she is having difficulty with.Segmenting SoundsView Video clip: Teaching Techniques for the Primary Grades http://www.reading.org/Iframe/9303/9303.html

What is DIBELS?D- Dynamic I- Indicators ofB- BasicE-EarlyL-LiteracyS-SkillsWhy do schools use DIBELS?1. It is free.2. It is a quick assessment.3. Valid- assesses phonological awareness in 5 specific areas.4. Sensitive to instruction in a short amount of time.5. Multiple forms available.6. Established reliability & validity- special training.7. Easy to interpret.225 Areas Assessed with DIBELS - PA

Initial Sounds- all of KLetter Naming- All of K & Fall 1stPhoneme Segmentation- Winter K, all of 1stNonsense Words- Winter K, all of 1st & 2ndOral Reading- 1st through 3rd

http://www.fcrr.org/SCASearch/ activitiesReadWriteThink

23Introducing Children to Wonderful Language Sounds (p. 84-89)SongsNursery rhymesPoemsJump rope jinglesTongue twistersRiddlesChildrens literature that includes rhyme, alliteration, and onomatopoeia24Activities to Support PA- p. 91

Sound Boxes/Elkonian Boxes

How would this help a student?

25Initial Sounds BingoP. 92Appendix D.5 beginning on pp. 508-517.Lets Try It!

PA SummaryHearing sounds in words.

Typically developed by end of 1st grade.

Not prerequisite for reading (makes it easier though).

Instruction in PA is short (20 min. in early grades), best if integrated in with other literacy activities.Assignment

Read chapters 5

Complete Word Alert! Phonics Terms HO pp. 21-22 for next class.

28