instruction goals assessment for each student for all students institute on beginning reading ii...

Instruction

GoalsAssessment

For Each

Student

For All Students

Institute on Beginning Reading IIInstitute on Beginning Reading II

Enhancing Phonological Awareness Enhancing Phonological Awareness Instruction in Core Reading InstructionInstruction in Core Reading Instruction

Simmons, Harn, & Kame'enui © 2003 2

AcknowledgmentsAcknowledgments

Oregon Department of Education

Institute for the Development of Educational

Achievement, College of Education, University

of Oregon

U.S. Department of Education,

Office of Special Education Programs


Content DevelopmentContent Development

Content developed by:

Edward J. Kame’enui, Ph. D. Deborah C. Simmons, Ph. D.Professor, College of Education Professor, College of EducationUniversity of Oregon University of Oregon

Beth Harn, Ph.D. Michael D. Coyne, Ph. D. University of Oregon University of Connecticut

David Chard, Ph. D.University of Oregon

Additional support:

Patrick Kennedy-PaineKatie Tate Nicole Sherman-Brewer University of Oregon Oregon Reading First


CopyrightCopyright

All materials are copy written and should

not be reproduced or used without

expressed permission of Dr. Edward J.

Kame’enui or Dr. Deborah C. Simmons.

Selected slides were reproduced from

other sources and original references

cited.


Schoolwide:

Each & All

Prevention Oriented Scientifically

Based

Results Focused

IBR Foundational Features: IBR Foundational Features: Translating Research into PracticeTranslating Research into Practice


Today’s Focus

1. Goals: What outcomes do we want for our students in our state, district, and schools?

2. Knowledge: What do we know and what guidance can we gain from scientifically based reading research?

3. Progress Monitoring Assessment: How are we doing? What is our current level of performance as a school? As a grade? As a class? As an individual student?

4. Outcome Assessment: How far do we need to go to reach our goals and outcomes?

5. Core Instruction: What are the critical components that need to be in place to reach our goals?

6. Differentiated Instruction: What more do we need to do and what instructional adjustments need to be made?

IBR Guiding QuestionsIBR Guiding Questions


The objectives of today’s session are to:

1. Understand the importance of phonological

awareness in core reading instruction.

2. Determine if students are making adequate progress

on DIBELS measures.

3. Identify methods to enhance core reading

instruction.

Objectives: What You WillObjectives: What You WillLearn and DoLearn and Do


What is Phonological Awareness?What is Phonological Awareness?

The ability to hear and manipulate the

sound structure of language. This is an

encompassing term that involves working

with the sounds of language at the word,

syllable, and phoneme (sound) level.


Phonemic awareness is not Phonemic awareness is not phonicsphonics.

Phonemic awareness is auditory and does not involve words in

print.

Phonemic Awareness vs. Phonics: Phonemic Awareness vs. Phonics: An Important DistinctionAn Important Distinction


DefinitionsDefinitions

Phoneme: A phoneme is a speech sound. It is the smallest unit of language and has no inherent meaning.

Phonological awareness: The ability to hear and manipulate the sound structure of language. This is an encompassing term that involves working with the sounds of language at the word, syllable, and phoneme level.

Phonemic awareness: The ability to hear and manipulate the sounds in spoken words, and the understanding that spoken words and syllables are made up of sequences of speech sounds (Yopp, 1992, cited in Yopp, 1995). Phonemic awareness involves hearing language at the phoneme level.

Phonics: The process of using the code (sound-symbol relationships) to recognize words.


The best early predictor of reading difficulty in kindergarten or first grade is the inability to segment words and syllables into constituent sound units (phonemic awareness) (Lyon, 1995).

What the Research Says About What the Research Says About Phonological Awareness (PA)Phonological Awareness (PA)


Phonological awareness is necessary but not sufficient for reading acquisition.

Phonological awareness is teachable and promoted by attention to instructional variables. (Smith, Simmons, & Kame'enui, 1998)

“Reading and phonemic awareness are mutually reinforcing:

Phonemic awareness is necessary for reading, and reading, in turn, improves phonemic awareness

still further.” (Shaywitz, 2003, pg. 55)

What the Research Says About PAWhat the Research Says About PA


The ability to hear and manipulate phonemes plays a

causal role in the acquisition of beginning reading

skills (Smith, Simmons, & Kame'enui, 1998).

There is considerable evidence that the primary

difference between good and poor readers lies in the

good reader’s phonological processing ability.

The effects of training phonological awareness and

learning to read are mutually supportive.

What the Research Says About PAWhat the Research Says About PA


PA teaches students to attend to sounds. It primes the connection of sound to print.

PA gives students a way to approach reading new words.

PA helps students understand the alphabetic principle, that letters in words are systematically represented by sounds.

Why Phonemic Awareness is Why Phonemic Awareness is ImportantImportant


Why Phonemic Awareness is Why Phonemic Awareness is DifficultDifficult

There are 26 letters in the English language.

Though the number of phonemes vary across

sources, there are approximately 40 phonemes.

Sounds are represented in 250 different spellings

(e.g., /f/ as in ph, f, gh, ff).

Phonemes are coarticulated, thus logical “sound

units” are not readily apparent and must be taught.

No “white spaces” between letters, syllables, or words


Phonological Awareness Development Continuum

Word comparison Rhyming

Sentence segmentation Syllable segmentation & blending

Onset-rime blending and segmentation Blending & segmenting individual phonemes Phoneme deletion & manipulation

(Modified from O'Connor, Notari-Syverson, & Vadasy, (1998).

High Priority Skills

What Skills Does PA Include?What Skills Does PA Include?


• Sentences: The sun shone brightly. • Word: sun• Syllables: sun, sun-shine, sun-ny• Onset-rime: /s/ /un/; /s/ /unshine/, /s/ /unny/• Phoneme: /s/ /u/ /n/; /s/ /u/ /n/ /sh/ /i/ /ne/

Levels of Linguistic Units



Word & Sound Comparison Examples

I’ll say two words, tell me if they are same or different (sun, sun; tan, ran; fit, bit)

I’ll say two sounds, tell me if they are the same or different (/m/, /s/; /f/, /f/; /r/, /r/; /k/ ,/l/)

I’ll say three words, tell me the one that is different (sun, hat, sun; fat, fat, hat)

I’ll say three sounds, tell me the one that is different (/s/, /s/, /m/; /l/, /t/, /t/)



Sentence Segmentation Examples

I’ll clap the parts in this sentence:

The (clap) boy(clap) went(clap) home(clap).

I’ll tap the parts in this sentence:

She (tap) likes(tap) fat(tap) brown(tap) dogs(tap).

I’ll move a marker for each word.

Say a 3-5 word sentence and move a marker as you say each word.



Syllable Segmentation Examples

I’ll clap the parts in “football”:Foot (clap) ball (clap)

I’ll tap the parts in these words:ba(tap) by(tap)snow(tap)di-no-saur (tap after each syllable)

I’ll hold up 1 finger for each part in these words:big (hold up 1 finger)ba-na-na (hold up 1 finger as you say each syllable)



Onset-Rime Blending & Segmenting Examples

Blending SoundsSegmenting Words

Teacher Says:

Student Says:

r-un run

f-ast fast

sw-im swim

spl-ash splash

Teacher Says:

Student Says:

run r-un

fast f-ast

swim sw-im

splash spl-ash



Phoneme Level Blending & Segmenting Examples

Blending

I’ll say the sounds, you tell me the whole word.•/f/ /a/ /n/ - fan•/s/ /i/ /t/ - sit•/s/ /l/ /e/ /d/ - sled•/t/ /r/ /ee/ - tree•/c/ /r/ /a/ /sh/ - crash

Segmenting

I’ll say the word, you tell me the sounds in the word.•Fan - /f/ /a/ /n/•Sit - /s/ /i/ /t/•Sled - /s/ /l/ /e/ /d/•Tree - /t/ /r/ /ee/•Crash - /c/ /r/ /a/ /sh/



Phoneme Level Deletion & Substitution Examples

Deletion• Say cat. Now say

cat without the /c/. • Say fan. Now say

fan without the /n/.

Substitution• Say cat. Change the first

sound in cat to /s/. What’s the new word?

• Say fan. Change the /n/ to /t/. What’s the new word?

• Say sick. Change the /i/ to /o/. What’s the new word?



Reviewing Curriculum MapsReviewing Curriculum Maps

Review the curriculum map for your grade to answer the following questions: What are the high priority skills for the next 3

months? ______________________________ What other skills may be necessary to teach

before the high priority skills? ______________

_______________________________________ What skills do you predict to be difficult for

some children? _________________________


Kindergarten Curriculum MapKindergarten Curriculum Map


First Grade Curriculum MapFirst Grade Curriculum Map


Objectives of today’s session:




on DIBELS measures.


instruction.

Next Section: Next Section: Objective 2Objective 2


Making Adequate Progress in PAMaking Adequate Progress in PA

To evaluate how students are responding to instruction, each DIBELS measure has an established goal.

DIBELS uses three levels to describe learner performance:

Established

Emerging

Deficit


DIBELS Three LevelsDIBELS Three Levels

Established: Student has met or exceeded the benchmark value for the measure. Implication: Current instructional program is meeting the

child's needs. Emerging: Student is at-risk for not meeting the next

critical benchmark. Implication: Modify instructional program and monitor

performance more often (1-2 x month) Deficit: Student is at significant risk of not meeting

the next critical benchmark without significant changes to the instructional program. Implication: Modify instructional program significantly and

monitor performance more often (2-3 x month)


DIBELS are sensitive to changes in student performance Short-duration: Each measure is brief and

permits frequent monitoring without detracting from instructional time.

Sensitive: Each measure is designed to detect small units of growth.

Repeatable: Each measure has 20 alternate forms for monitoring progress.

Using DIBELS to Assess PAUsing DIBELS to Assess PA


Each measure is designed to assess accuracy and fluency

Accuracy: How well does the child perform the skill?

Fluency: How easily or quickly does the child perform the skill?

The best way to gather this information is to use the student booklets and examine responses to the task.




DIBELS measures used to assess PA: Initial Sounds Fluency (ISF) for Kindergarten

How Well? 25

By When? Middle of Kindergarten

Interim performance predictive of the later goal: 8 at the beginning of Kindergarten

Phonemic Segmentation Fluency (PSF) for 1st Grade How Well? 35

By When? Beginning of First Grade


Examine Student Booklets for Patterns How well does the child perform the skill?

Performance on recognition items (Which picture begins with…)

Are they consistent?

Performance on production items (“What sound does pig begin with?”)

Can they isolate initial sounds?

How easily and quickly does the child perform the skill? Time necessary for accomplishing the measure is

indicative of the student’s level of fluency.

Assessing Accuracy & Fluency With Assessing Accuracy & Fluency With ISF ISF


Assessing PA with ISF: TimmyAssessing PA with ISF: Timmy

How well is Timmy isolating first sounds? Recognition: Accurate Production: Inconsistent

How easily can he perform the skill? He does not need much

time to think for the correct answer

He is fluent and met the mid-year goal

Instructional implication? Move on to more

complex PA skills 1326 1326 30

ISF =60 x Number Correct

Seconds

30 =60 x 13

26


How well is Mary isolating first sounds? Recognition: inconsistent Production: can’t do it

How easily can she perform the skill? Needs time to answer

questions She is at-risk for not

meeting the mid-year goal

Instructional implication? Need to increase

instructional intensity745

9745

9

Assessing PA with ISF: MaryAssessing PA with ISF: Mary

ISF =60 x Number Correct

Seconds

9 =60 x 7

45


Examine Student Booklets for Patterns How well does the child perform the skill?

Accuracy Skill

Example word “chips” Student Response

Initial Sound /ch/

Onset rime /ch/ /ips/

Partial segmentation /ch/ /i/ /ps/

Complete /ch/ /i/ /p/ /s/

Assessing Accuracy & Fluency With Assessing Accuracy & Fluency With PSFPSF


When analyzing student performance, look for patterns of performance: Patterns Correct?

Specific sounds correct (e.g. stop vs. continuous, blends, length).

Pattern of Errors? Specific sounds incorrect (e.g., stop vs.

continuous), vowels, blends.

Make sure to rule out articulation, hearing difficulties, or having a bad minute!



How easily and quickly does the child

perform the skill?

How many words were administered?

A score of 25 sounds per minute in 8 words is

an indication of a higher level of skill (full

segmentation) than 25 sounds in 16 words

(onset-rime).



How well is Sam segmenting phonemes? Can perform at the individual

phoneme level

How easily can he perform the skill? His skill is established!

Instructional implication?

Move on to alphabetic principle and strategically integrate continued practice on phonological awareness

Assessing PA with PSF: SamAssessing PA with PSF: Sam


How well is Sally segmenting phonemes? Cannot segment words

How easily can she perform the skill? Her skill has yet to develop

Instructional implication?

Start at the beginning and teach with intensity so she can catch-up with her peers.

Assessing PA with PSF: SallyAssessing PA with PSF: Sally


Application ActivityApplication Activity

Work in small groups to complete two

additional PSF case scenarios to

determine instructional implications.


The goals and objectives of today’s session are to:




on DIBELS measures.


instruction.

Next Section: Next Section: Objective 3Objective 3


1. What we teach: Design Sequence

Task factors

Curriculum maps

2. How we teach: Delivery

a) Demonstrate explicit steps and strategies

b) Model multiple examples

c) Provide multiple opportunities to practice

d) Structure ample review and opportunities for learning

Two Ways to Enhance Core Two Ways to Enhance Core InstructionInstruction


Using the curriculum map, write down the skills that should be the instructional focus from now until mid-year.___________________________________________________________________________

Design: What We TeachDesign: What We Teach


Using the curriculum map, write down the skills that should be the instructional focus from now until mid-year.

____________________________________________

Design: How Should PA Skills Be Design: How Should PA Skills Be Sequenced?Sequenced?


Features of Phonemes

Continuous Stop

Position of Phoneme

first last middle

Length of word

Shorter Longer

Easier Harder

Easier Harder

Easier Harder

(modified from Torgesen and Mathes, 1998)

Task Factors that Influence DifficultyTask Factors that Influence Difficulty


Task

Sound comparison blending segmenting

Linguistic Unit

compound words syllables onset phoneme

Easier Harder

Easier Harder

Difficulty (continued)Difficulty (continued)


Research indicates that materials that follow the following principles enhance learning for all students:

1. Progress from easier activities to more difficult (rhyming, sound matching, blending, segmenting, etc.).

2. Schedule more instructional time on segmenting then other skills.

3. Start with larger linguistic units (i.e., words and syllables) and proceed to smaller linguistic units (i.e., phonemes).

4. Begin with short words (2-3 phonemes: at, mud, run).

(Smith, Simmons, & Kame’enui, 1998)

Sequencing Suggestions to Enhance Sequencing Suggestions to Enhance Student Learning Student Learning


5. Focus first on initial (sat), then final (sat), and lastly the medial sound (sat) in words.

6. Introduce continuous sounds (e.g., m, r, s) before stop sounds (t, b, k).

7. Provide brief instructional sessions. Significant gains in phonemic awareness are often made in 15-20 minutes of daily instruction.

(Smith, Simmons, & Kame’enui, 1998)

Sequencing Suggestions to Enhance Sequencing Suggestions to Enhance Student Learning (cont.)Student Learning (cont.)


• f• n• s• r • v• l • z• sh• all vowels• m

Words that begin with continuoussounds are easier to blend.

Example Continuous SoundsExample Continuous Sounds


• t • b• p • c• k • j• g • x• d• ch• h Words that begin with stop sounds

are difficult to use in blending activities.

Example Stop SoundsExample Stop Sounds



Arrange the following phonologic activities in order from easiest (1) to hardest (5):

Difficulty Level PA Skill

Phoneme deletion and manipulation

Sentence segmentation

Onset-rime blending and segmentation

Word comparison

Blending & segmenting individual phonemesHighlight the two high priority skills.



Circle the continuous sounds and slash the stop sounds:

p r s ge b u lv c m zsh a i h


Our curriculum review indicates that many programs need the following instructional enhancements:

1. Demonstrate explicit steps and strategies

2. Model multiple examples

3. Provide multiple opportunities to practice

4. Structure ample review and opportunities for learning

How We Teach: Modifications to How We Teach: Modifications to Enhance Core InstructionEnhance Core Instruction


Model all steps or strategies necessary to

complete the task successfully.

Factors that affect student learning: Clear and concise teacher wording

Modeling and showing before asking

Providing feedback

Demonstrate Explicit Steps & Demonstrate Explicit Steps & StrategiesStrategies


Blending Sounds Example: “I am going to say the sounds in

a word and show you how to put the sounds together. Listen to the sounds and how I blend them to make a word: /mmm/ /aaa/ /p/: map. I’ll do another one: /sss/ /iii/ /t/: sit.”

Example: Listen, /m/ /a/ /p/, what’s the word?

Demonstrate Explicit Steps & Demonstrate Explicit Steps & StrategiesStrategies


Multiple models and examples should be provided before asking students to display the skill.

Instructional Objective: Teaching First SoundExample: Teacher lays down 2 pictures that each

have the first sound of /m/ and says “My turn to say the first sound in man, /mmm/. The first sound in man is /mmm/. Everyone, say the first sound in man, /mmm/.”

Example: Teacher lays down 2 pictures that each begin with /m/ and says “Who can tell me the first sound in these pictures?”

Model Multiple ExamplesModel Multiple Examples


Opportunities to practice a skill is a powerful predictor of student learning (Howell

& Nolet, 2001).

Provides timely feedback to student understanding.

Methods to increase opportunities to practice include: choral responding, small group instruction, providing individual turns.

Provide Multiple Opportunities to Provide Multiple Opportunities to PracticePractice


Instructional Objective: Initial Sound

Example: We are going to listen for the /sss/ sound like the /sss/ in sun, sip, and Sal. For which sound will we listen? (pause). Yes, /sss/. I am going to say some words, if it begins with /sss/ say /sss/. Listen for /sss/, moon (pause), sit (pause), slide (pause), cat (pause), top (pause), soap (pause), man (pause).

Example: We are going to listen for the /s/ sound like in sun, sip, and Sal. Which sound? (pause). Yes, /s/. I am going to say some words, if it begins with /s/, raise your hand. Students don’t produce the sound!

Provide Multiple Opportunities to Provide Multiple Opportunities to PracticePractice


Provide students systematic opportunities

to review previously learned skills.

The practice needs to be sufficient, distributed

across time, and cumulative

Look to your scope and sequence to determine if

it is built into your program

Structure Ample Review and Structure Ample Review and Opportunities for LearningOpportunities for Learning


Unit New PA Skill & Focus Review Skills

1RhymingBeginning sounds

2Beginning soundsInitial sounds (s, m, r)

Initial sounds (s, m, r)

3Blending Onset and rime;Segmenting onset and rime;Initial sounds (t, b, n)

Initial sounds (t, b, n, s, m, r)

4Blending and segmenting;Initial sounds (h, v, c)Blending short “a” words

Blending Onset and rime; Initial sounds (t, b, n, s, m, h, v, c)

5Blending phonemesInitial sounds (p, g, f)

Blending short “a” words; Initial sounds (t, b, n, s, m, r, v, c, p, g, f)

6Blending and segmenting phonemesInitial sounds (l, k, q)Blending short “a” words

Blending short “a” and “i” words; Initial sounds (t, b, n, s, m, r, h, v, c, p, g, f, l, k, q)

Building in Review and Opportunities to Building in Review and Opportunities to Learn: Sample Scope and SequenceLearn: Sample Scope and Sequence


Unit New PA Skill & Focus Review Skills

1

Listen to SoundsRecognizing rhyming wordsListen for beginning soundsBlending onset and rimesBlending syllablesIdentifying rhyming wordsListen for ending soundsBlending syllablesListen for middle soundsListen for beginning and ending soundsListen for beginning and middle soundsBlending sounds

Not explicitly stated

Skills taught within the first Unit (5 weeks) of Kindergarten. How does this match up with the curriculum maps?

Building in Review and Opportunities to Building in Review and Opportunities to Learn: Sample Scope and SequenceLearn: Sample Scope and Sequence


Video Clip Evaluate the present lesson according to the following

criteria:Rating the Lesson

Demonstrates explicit steps and strategiesModels multiple examples

Provides multiple opportunities to practiceHow well do you feel the lesson will meet the needs of the students?

These students were identified as intensive at the beginning of Kindergarten and received additional

instructional support.

Video Example: Teaching PA; Video Example: Teaching PA; SegmentingSegmenting


K Example: Isolating First Sound

Listen for Beginning Sounds: Tell children to listen for the beginning sounds as you say the words.

Listen for the beginning sound: bear, baby, boy. Say the words with me: bear, baby, boy. I hear the /b/ sound at the beginning of bear, baby, boy. Say the sound: /b/.

Ask children to listen to the words, repeat the words, and name the sound they hear at the beginning of the words. Continue using the following: map, mouse, mad; sat, sun, sock; cat, cap, carrot; rope, run, rug; tip, top, tap.

Evaluating A LessonEvaluating A Lesson


Follow the steps below to evaluate the lesson.

Rating the Lesson

Underline the “instructional language” and evaluate how well it demonstrates explicit steps and strategies

Models multiple examples (Number of models provided: ________ )

Provides multiple opportunities to practice (Number of opportunities for students to practice: _______ )

How well do you feel the lesson will meet the needs of all students?

Evaluating the Effectiveness of the Evaluating the Effectiveness of the Lesson Lesson


Fix-Up for the LessonFix-Up for the Lesson

What skill is being taught: ____________ Is it a high priority skill? Yes No

Areas Targeted for Enhancement

Criteria How to Enhance

Explicit steps & strategies

Make more explicit

Number of modeled examples

Add at least 1 more model

Opportunities to practice

Increase student production of initial sound


Fixed-Up LessonFixed-Up Lesson

K Example: Isolating First Sound

Listen for Beginning Sounds: Tell children to listen for the beginning sounds as you say the words.

Listen for the beginning sound. The beginning sound in bear, baby, boy is /b/. What sound? /b/. Say the words with me: bear, baby, boy. The /b/ sound is at the beginning of bear, baby, boy. Say the beginning sound: /b/.

The beginning sound in map, mouse, mad is /m/. What sound? /m/. Say the words with me: map, mouse, mad. The /m/ sound is at the beginning of map, mouse, mad. Say the beginning sound: /m/.

Enhancements?

Made teacher wording more explicit

Added an additional model

Doubled the number of opportunities to practice



Kindergarten Example: Blending and Segmenting Onset & Rime

Read “My Baby Teddy Bear” on page 38 of the student book. Then play a guessing game. “I’ll say some sounds. You put them together to make words from the poem: /b/ ../ear/ (bear); /f/ ../ur/ (fur); /n/ ../eed/ (need).

Now have students create a word. Have them separate the beginning sound from the rest of the word, and then they ask the rest of the class to blend the word.



Rating the Lesson












Make more explicit


Add at least 2 models


Increase student production of the skill


“I’ll say some sounds that make words from our poem. You put the sounds together to make words from the poem. I’ll show you how to do it. Listen to the sounds, /b/ ../ear/ is bear. Listen again, /b/../ear/ is bear. What word? Let’s try another, listen to the sounds /n/ ../eed/ is need. What word? Your turn to put the sounds together to make a word. Listen to the sounds, /f/ ../ur/. What word?”

Repeat activity with the same words in a different order and other short common words getting all students to participate.


Enhancements?


Added two models of the skill

Increased the number of opportunities to practice

by using group responses and teacher

generated simple words



1st Grade Example: Blending & Segmenting In a pocket chart, place picture cards for blue,

flag, pig, globe, top, plug, and sled face down. Tell the children that you are thinking of a picture name. Explain that you will say the sounds in the picture name, and that they should blend the sounds to figure out the word.

Say: /s/ /l/ /e/ /d/. Have children repeat, blend the sounds, and raise their hands when they know the word. Show picture when they say it together.


Rating the Lesson













Make more explicit


Provide at least 2 direct models


Increase student production of the skill



1st Grade Example: Blending & Segmenting

Say, I am going to say the sounds of one of our picture words and I want you to put the sounds together to make the word. I’ll show you how to do it. Listen to the sounds /t/ /o/ /p/ is top (turn card). Say the sounds in top with me /t/ /o/ /p/. Here’s another, listen to the sounds: /s/ /l/ /e/ /d/ is sled (turn card). Say the sounds in sled with me /s/ /l/ /e/ /d/. Your turn to put sounds together to name the picture card

Continue with other picture cards. Have children repeat sounds, blend the sounds, and raise their hands when they know the word. Show picture when they say it together.

Enhancements?


Provided 2 models of skill

Made initial model word easier to segment

(i.e., top vs. sled)



Rating the Lesson





Using the following lesson, evaluate according to the table below and identify 2 areas for enhancements.

Areas for enhancements: ___________________________________________________________________


Enhancing the LessonEnhancing the Lesson

1st Grade Example: Blending Display in random order the picture cards can,

cot, den, dig, hat, jam, and six Say “Listen as I say the sounds in a picture

name. Raise your hand when you know which picture card I name. Say: /k/ /o/ /t/.” When most hands are up, tell children to blend the word with you. Then say it together naturally. “Say this with me: /k/ /o/ /t/…cot.” Continue with remaining picture cards.


Using your adopted core reading materials, identify an initial lesson teaching phonological awareness and complete the included Breakout Activity.

What things do you want to follow-up on within your team reading meetings?

Evaluating A Lesson in Your Core Evaluating A Lesson in Your Core ProgramProgram

instruction goals assessment for each student for all students institute on beginning reading ii...

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