Increasing Explicitness in Phonemic Awareness and

Phonics Instruction

Increasing Explicitness in Phonemic Awareness and

Phonics Instruction

Michael C. McKennaUniversity of VirginiaMichael C. McKennaUniversity of Virginia

Sharon WalpoleUniversity of Delaware

Today’s GoalsToday’s Goals

Learn about direct instruction techniques to teach early reading skills

Consider instructional procedures in direct instruction

Consider chances to incorporate these techniques in your whole-group and needs-based instruction

Learn about direct instruction techniques to teach early reading skills

Consider instructional procedures in direct instruction

Consider chances to incorporate these techniques in your whole-group and needs-based instruction

Back in SchoolBack in School

Apply concepts from our book study to increase explicitness in first-grade lessons

Test your modified plan for three days in a first-grade classroom

Consider strategies to share what you learned with the rest of the first-grade team

Apply concepts from our book study to increase explicitness in first-grade lessons

Test your modified plan for three days in a first-grade classroom

Consider strategies to share what you learned with the rest of the first-grade team

Let’s look at teacher directions for four lessons, each taken from a different core program, to introduce the sound of the letter B.

Think about your struggling readers.

Let’s look at teacher directions for four lessons, each taken from a different core program, to introduce the sound of the letter B.

Think about your struggling readers.

Teacher reads poemTeacher rereads and asks students to clap when

they hear a word beginning with /b/Teacher models /p/ + /ig/ = /pig/“Now you blend; what word is: /b/+/ig/ /f/+/ig/

/r/+/ig/“I need four volunteers to hold up letter cards.”“What letter do I need to add to /ig/ to get /big/?

Who should hold up their card?”“What letter do I need to add to …” (ran/hat/get/bit)“b,g,r can also be heard at the end of a word”“What letter do I need to add to the end of /ka/ to

get cab? /tu/ to get tub? /be/ to get beg?”

Teacher reads poemTeacher rereads and asks students to clap when

they hear a word beginning with /b/Teacher models /p/ + /ig/ = /pig/“Now you blend; what word is: /b/+/ig/ /f/+/ig/

/r/+/ig/“I need four volunteers to hold up letter cards.”“What letter do I need to add to /ig/ to get /big/?

Who should hold up their card?”“What letter do I need to add to …” (ran/hat/get/bit)“b,g,r can also be heard at the end of a word”“What letter do I need to add to the end of /ka/ to

get cab? /tu/ to get tub? /be/ to get beg?”

Read sentence and exaggerate the /b/“Baby Bobby blows big bubbles.”

Underline each B while reading.“What’s the sound of B?” “Read this sentence with me.”

Touch each B while they read with you.

“What other words begin with the letter B?”List their words and add others for variety.If they offer a word that does not begin with /b/,

record on different list and contrast with list of /b/ words.

Have all read through list of /b/ words together.Underline B in each word as it is read.

Read sentence and exaggerate the /b/“Baby Bobby blows big bubbles.”

Underline each B while reading.“What’s the sound of B?” “Read this sentence with me.”

Touch each B while they read with you.

“What other words begin with the letter B?”List their words and add others for variety.If they offer a word that does not begin with /b/,

record on different list and contrast with list of /b/ words.

Have all read through list of /b/ words together.Underline B in each word as it is read.

Record letters on chart as you discuss the sound of each.

Write Bb on chart.“The sound for B is /b/.” “What is the

sound for B?”“Let’s review.” Record Hh and repeat

lesson.Continue with Dd Ll Gg CcIf they get it wrong, correct immediately

and have students repeat.

Record letters on chart as you discuss the sound of each.

Write Bb on chart.“The sound for B is /b/.” “What is the

sound for B?”“Let’s review.” Record Hh and repeat

lesson.Continue with Dd Ll Gg CcIf they get it wrong, correct immediately

and have students repeat.

“My turn. When I touch it I’ll say it.”Touch b quickly say /b/ - repeat 3 times

“Your turn. When I touch it you say it.” Pause.

“Get ready.” Touch b.

“Again.” Touch b. Repeat until all are firm with sound

“Get ready to say two sounds when I touch them.” Alternate b and p.

“My turn. When I touch it I’ll say it.”Touch b quickly say /b/ - repeat 3 times

“Your turn. When I touch it you say it.” Pause.

“Get ready.” Touch b.

“Again.” Touch b. Repeat until all are firm with sound

“Get ready to say two sounds when I touch them.” Alternate b and p.

How do these letter-sound lessons compare?

How do they differ?

How do these letter-sound lessons compare?

How do they differ?

Some GARF AssumptionsSome GARF Assumptions

First-grade achievement is critically important in our schools.

Our state-wide data indicate that first-grade achievement varies widely.

We must consider improvements in our whole-group and in our needs-based instruction to improve achievement.

First-grade achievement is critically important in our schools.

Our state-wide data indicate that first-grade achievement varies widely.

We must consider improvements in our whole-group and in our needs-based instruction to improve achievement.

What experience do you have with direct instruction?

What experience do you have with direct instruction?

“Big DI”

Direct Instruction

Nickname for a set of commercial programs often used in special education.

“Little di”

direction instruction

General concept, with a long history, that can be used to inform instructional design or delivery.

What does research say about direct instruction?

What does research say about direct instruction?

There is evidence that direct instruction can be effective (CSRQ Center Report).

There is evidence that it is not always effective (e.g., Ryder, Burton, & Silberg, 2006).

There is controversy over the role of the curriculum designers in the program evaluations (e.g., Stahl, Duffy-Hester, & Stahl, 1998).

There is evidence that direct instruction can be effective (CSRQ Center Report).

There is evidence that it is not always effective (e.g., Ryder, Burton, & Silberg, 2006).

There is controversy over the role of the curriculum designers in the program evaluations (e.g., Stahl, Duffy-Hester, & Stahl, 1998).

A Closer Look at Direct Instruction

During the 1970s and 80s, researchers worked to identify the characteristics of effective teaching. They asked two key questions:

1. What do more-effective teachers do that less-effective teachers don’t?

2. If less-effective teachers learn and apply these techniques, will the learning of their students increase?

In 1986, a now-classic article by Barak Rosenshine appeared in Educational Leadership. In it, he summarized the findings of the huge body of effectiveness research.

The result is a teaching model called “explicit instruction,” or sometimes “direct instruction.”

The explicit teaching model is sometimes divided into three phases:

Introduction of new material, organized into clear objectives, tied to previous learning, and accom-panied by modeling and monitoring by the teacher

GuidedPractice

IndependentPractice

1 2 3

Keep in mind that most of the researchers who studied effective teachers were not specifically interested in reading instruction. This is why the model sounds generic. It can be applied to nearly any content subject!

When reading researchers, such as the National Reading Panel, say that research favors “explicit, systematic” instruction, this is the model they mean.

Now let’s look more closely at the characteristics Rosenshine extracted from the research.

For your teaching to be explicit, you should …For your teaching to be explicit, you should …

Begin the lesson with a short statement of goals. Begin the lesson with a short review of previous, prerequisite

learning. Present new material in small steps, with student practice after each

step. Give clear and detailed instructions and explanations. Provide active practice for all students. Ask many questions, check for student understanding, and obtain

responses from all students. Guide students during initial practice. Provide systematic feedback and corrections. Provide explicit instruction and practice for seatwork exercises and,

where necessary, monitor students during seatwork. Continue practice until students are independent and confident.

– Rosenshine (1986), pp. 60, 62

Begin the lesson with a short statement of goals. Begin the lesson with a short review of previous, prerequisite

learning. Present new material in small steps, with student practice after each

step. Give clear and detailed instructions and explanations. Provide active practice for all students. Ask many questions, check for student understanding, and obtain

responses from all students. Guide students during initial practice. Provide systematic feedback and corrections. Provide explicit instruction and practice for seatwork exercises and,

where necessary, monitor students during seatwork. Continue practice until students are independent and confident.

– Rosenshine (1986), pp. 60, 62

Some confusion can occur when the phrase, “direct instruction” is used interchangeably with “explicit instruction.” This is because a publishing company has long used “Direct Instruction” in the name of its commercial products. One way to avoid confusion is to say “Little d-i” when referring to explicit teaching and “Big D-I” when referring to the product. Of course, you can also avoid confusion by using the phrase “explicit instruction.”

Direct Explicit

Our study group book today is designed for teachers who want to apply specific procedures from “little d-i” to their own core scope and sequence.

Some of the authors have been associated with Big D-I curriculum design, and they have written this book specifically for an audience not using D-I.

If we are adapting the procedures of direct instruction, why not just use their commercial materials?

You are likely to recognize that some di procedures are already built in to your core; others may be unnecessary for your children. In GARF, you can use both materials and instructional strategies based on research findings.

Criticisms of core programsCriticisms of core programs

1. Too many activities.

2. Vague directions.

3. No assessment or progress monitoring.

4. Too much too fast for struggling readers.

5. Teacher language too difficult.

1. Too many activities.

2. Vague directions.

3. No assessment or progress monitoring.

4. Too much too fast for struggling readers.

5. Teacher language too difficult.

Carnine, Silbert, Kame’enui, Tarver, & Jungjohann, 2006, Chapter 2.

Little di teaching proceduresLittle di teaching procedures

1. Model (teacher demonstrates directly)

2. Lead (teacher responds with the students, as in choral reading)

3. Test (students respond on their own)

4. Plan teacher talk so that students understand it and it is repetitive

1. Model (teacher demonstrates directly)

2. Lead (teacher responds with the students, as in choral reading)

3. Test (students respond on their own)

4. Plan teacher talk so that students understand it and it is repetitive

Carnine, Silbert, Kame’enui, Tarver, & Jungjohann, 2006, Chapter 3.

Basic di lesson characteristicsBasic di lesson characteristics1. Homogeneous small group

2. Choral response

3. Teacher hand signals

4. Brisk instructional pacing

5. Procedures for teacher monitoring the learning of each child

6. Error correction strategies

1. Homogeneous small group

2. Choral response

3. Teacher hand signals

4. Brisk instructional pacing

5. Procedures for teacher monitoring the learning of each child

6. Error correction strategies

Carnine, Silbert, Kame’enui, Tarver, & Jungjohann, 2006, Chapter 4.

Coaches’ CornerCoaches’ Corner

To what extent are these instructional design concepts already in your core? What specific areas do you think could be improved?

To what extent are these instructional design concepts already in your core? What specific areas do you think could be improved?

As we work on collaborative study group tasks this year, we have two goals:

1. To wrestle with new content and consider ways to use that content to improve teaching and learning

2. To wrestle with our own presentation skills and consider ways to present the content clearly and meaningfully to other adults

As we work on collaborative study group tasks this year, we have two goals:

1. To wrestle with new content and consider ways to use that content to improve teaching and learning

2. To wrestle with our own presentation skills and consider ways to present the content clearly and meaningfully to other adults

Ground Rules for Jigsaw ActivitiesGround Rules for Jigsaw Activities

Form groups that cross districts and programs. Do not engage anyone in sidebar conversations. Work for consensus as well as completeness in

your group; take responsibility for everyone’s understanding.

Be sure that everyone has a role in your final presentation.

We will begin by planning 45 minutes to read and prepare and 1 hour to share.

Form groups that cross districts and programs. Do not engage anyone in sidebar conversations. Work for consensus as well as completeness in

your group; take responsibility for everyone’s understanding.

Be sure that everyone has a role in your final presentation.

We will begin by planning 45 minutes to read and prepare and 1 hour to share.

Group #1: Rhyming, Segmenting, and Blending

Group #1: Rhyming, Segmenting, and Blending

1. Read chapter 5, pp. 35-53.2. Discuss the main ideas in the chapter, and

prepare a chart paper summary to share.3. Prepare a teaching demonstration for the

chart on page 51 (segmenting and blending) and one for the chart on page 52 (teaching rhyming)

1. Read chapter 5, pp. 35-53.2. Discuss the main ideas in the chapter, and

prepare a chart paper summary to share.3. Prepare a teaching demonstration for the

chart on page 51 (segmenting and blending) and one for the chart on page 52 (teaching rhyming)

Group #2: Teaching Letter-Sound Correspondence

Group #2: Teaching Letter-Sound Correspondence

1. Read Chapters 7 and 8, pp. 65-86.

2. Discuss the main ideas in the chapters, and prepare a chart paper summary to share.

3. Prepare a teaching demonstration for the chart on page 80 (teaching letter-sound correspondence) and one for the chart on page 86 (teaching common letter combinations).

1. Read Chapters 7 and 8, pp. 65-86.

2. Discuss the main ideas in the chapters, and prepare a chart paper summary to share.

3. Prepare a teaching demonstration for the chart on page 80 (teaching letter-sound correspondence) and one for the chart on page 86 (teaching common letter combinations).

Group #3: Beginning Word Reading

Group #3: Beginning Word Reading

1. Read Chapter 9, pp. 87-112.2. Discuss the main ideas in the chapters, and

prepare a chart paper summary to share.3. Prepare a teaching demonstration for the

chart on page 111 (sounding out regular words) and one for the chart on page 112 (sight-word reading with regular words).

1. Read Chapter 9, pp. 87-112.2. Discuss the main ideas in the chapters, and

prepare a chart paper summary to share.3. Prepare a teaching demonstration for the

chart on page 111 (sounding out regular words) and one for the chart on page 112 (sight-word reading with regular words).

Group #4: Primary Word Reading

Group #4: Primary Word Reading

1. Read Chapter 10, pp. 113-1392. Discuss the main ideas in the chapters, and

prepare a chart paper summary to share.3. Prepare a teaching demonstration for the

chart on page 137 (reading words with common letter combinations) and one for the chart on page 138 (reading words with affixes).

1. Read Chapter 10, pp. 113-1392. Discuss the main ideas in the chapters, and

prepare a chart paper summary to share.3. Prepare a teaching demonstration for the

chart on page 137 (reading words with common letter combinations) and one for the chart on page 138 (reading words with affixes).

Let’s Plan . . .Let’s Plan . . .Critically examine the language and procedures in your core to identify areas that could be improved.

Consider ideas from the teaching demonstrations and the book to increase explicitness in first-grade lessons.

Use data and your core to decide what to teach. Use procedures we’ve reviewed today to decide how to teach – if improvements are necessary.

Back in SchoolBack in School

Apply concepts from our book study to increase explicitness in first-grade lessons

Test your modified plan for three days in a first-grade classroom

Consider strategies to share what you learned with the rest of the first-grade team

And we’ll begin our next session with your report!

Apply concepts from our book study to increase explicitness in first-grade lessons

Test your modified plan for three days in a first-grade classroom

Consider strategies to share what you learned with the rest of the first-grade team

And we’ll begin our next session with your report!

ReferencesReferencesComprehensive School Reform Quality Center and American Institutes

for Research (no date). CSRQ Center Report on Elementary School Comprehensive School Reform Models. csrq.org/reports.asp

Carnine, D. W., Silbert, J., Kame’enui, E. J., Tarver, S. G., & Jungjohann, K. (2006). Teaching struggling and at-risk readers: A direct instruction approach. Upper Saddle River, NJ: Pearson.

Rosenshine, B. V. (1986). Synthesis of research on explicit teaching. Educational Leadership, 43(7), 60-69.

Ryder, R. J., Burton, J. L., & Silberg, A. (2006). Longitudinal study of Direct Instruction effects from first through third grades. The Journal of Educational Research, 99, 179-191.

Stahl, S. A., Duffy-Hester, A. M., & Stahl, K. A. D. (1998). Theory and research into practice: Everything you wanted to know about phonics (but were afraid to ask). Reading Research Quarterly, 33, 338-355.

Comprehensive School Reform Quality Center and American Institutes for Research (no date). CSRQ Center Report on Elementary School Comprehensive School Reform Models. csrq.org/reports.asp

Carnine, D. W., Silbert, J., Kame’enui, E. J., Tarver, S. G., & Jungjohann, K. (2006). Teaching struggling and at-risk readers: A direct instruction approach. Upper Saddle River, NJ: Pearson.

Rosenshine, B. V. (1986). Synthesis of research on explicit teaching. Educational Leadership, 43(7), 60-69.

Ryder, R. J., Burton, J. L., & Silberg, A. (2006). Longitudinal study of Direct Instruction effects from first through third grades. The Journal of Educational Research, 99, 179-191.

Stahl, S. A., Duffy-Hester, A. M., & Stahl, K. A. D. (1998). Theory and research into practice: Everything you wanted to know about phonics (but were afraid to ask). Reading Research Quarterly, 33, 338-355.