Foundational Skills

1. Foundational Skills K-5

2. Session 1

3. Agenda Throughout the day today we will be discussing the K-5 Foundational Skills as Identified in the CCSS. The areas that encompass these skills are: • Print Concepts • Phonological Awareness • Phonics and Word Recognition • Fluency

4. A Strong Foundation On building a house: At the very beginning of the construction, you can do one of two things: level the ground properly and lay a solid concrete foundation, or go right into building the structure. Building a solid foundation takes time, and at the end of the day it doesn’t look like much, but the dwelling that rests on that foundation will stand the test of time. Squawk! By Travis Bradberry

5. “An important period in a child’s literacy development is that short stretch of time when they crack the code.” SLM, p. 30

6. Print Concepts: Rationale • Print awareness plays an integral part in the process of learning to read; it is a child’s earliest introduction to literacy. • Through engagement with print in their everyday environments, students come to understand that the function of print differs according to its purpose or use in different text forms. Honig, Diamond, & Gutlohn (2008). Teaching Reading Sourcebook, p. 72.

7. Print Concepts: Rationale • The conventions of written language control how readers direct their attention and what they attend to (i.e., follow words from left to right, top to bottom, and page by page). • The specific sequences of letters embedded in words and how words fall within sentences, separated by spaces, is of vital importance when trying to read and write. Clay, M.M. (1998). By Different Paths to Common Outcomes, p. 113.

8. Concepts of Print Assessment • What does the Concepts About Print assessment measure? • What type of questions are suggested? • What other sample questions would you add to ensure you are assessing what is expected by the Common Core State Standards? Types of Informal Classroom-Based Assessments, Reading Rockets http://www.readingrockets.org/article/3412/

9. Reading Foundations Begin Early

10. Phonological Awareness It encompasses the different ways that oral language can be divided into smaller components and manipulated. In essence, spoken language can be broken down in many different ways, including sentences into words and words into syllables, onset and rime, and individual phonemes.

11. Phonological Awareness: Rationale Phonological awareness and memory are involved in these activities of word learning: • Attending to unfamiliar words and comparing them with known words • Repeating and pronouncing words correctly • Remembering (encoding) words accurately so that they can be retrieved and used • Differentiating words that sound similar so their meanings can be contrasted

12. Phonological Awareness Assessment • What does the phonological assessment measure? • What kind of questions are suggested? • How do the assessment questions align with the phonological awareness Common Core State Standards? Types of Informal Classroom-Based Assessments, Reading Rockets

13. Phonological Assessment with Siena Video Analysis

14. Phonemic Awareness Phonemic Awareness is the ability to notice, think about, and work with the individual sounds in spoken words. Phonemes are the smallest parts of sound in a spoken word that make a difference in the word’s meaning.

15. Phonemic Awareness: Rationale “Phoneme awareness is necessary for learning and using the alphabetic code. Developing readers must be sensitive to the internal structure of words in order to benefit from formal reading instruction.” Adams, 1990; Liberman, Shankweiler, Fischer, & Carter, 1974.

16. Phonemic Awareness Assessment • What does the phonological assessment measure? • What kind of questions are suggested? • How do the assessment questions align with the phonemic awareness Common Core State Standards? Types of Informal Classroom-Based Assessments, Reading Rockets

17. Session 2

18. “The curriculum can be thought of as a mind-altering device, a way of changing minds; and teachers are those who help define the direction of this change and mediate and monitor its processes.” Eisner, The Kind of Schools We Need, 1998, p. 23

19. Research “Perhaps the most exciting finding emanating from research on phonological awareness is that critical levels of phonological awareness can be developed through carefully planned instruction, and this development has a significant influence on children’s reading and spelling achievement.” Chard & Dickson, (1999). Phonological Awareness: Instructional and Assessment Guidelines

20. Revisit: What is Phonological Awareness? http://www.nj.gov/education/njpep/pd/rfpd/phonemic_awareness/index.html

21. Continuum of Complexity of Phonological Awareness Chard & Dickson, (1999). Phonological Awareness: Instructional and Assessment Guidelines. http://www.readingrockets.org/article/6254.

22. Video Analysis:Phonological Awareness

23. Data Analysis Phonological Awareness Skills • Word Awareness __ • Rhyme Recognition __ • Syllable Recognition Syllable Blending __ Syllable Segmentation __ Syllable Deletion __ • Onset-Rime Manipulation __

24. Effective Principles Guiding Phonological Awareness Instruction • Start with continuous sounds such as /s/, /m/, and /f/ which are easier to pronounce than stop sounds such as /p/, /b/, and /k/ • Carefully model each activity as it is first introduced • Move from larger units (words, onset-rime) to smaller units (individual phonemes) • Move from easier tasks (e.g., rhyming) to more complex task (e.g., blending and segmenting) • Consider using additional strategies to help struggling early readers manipulate sounds. These strategies may include using concrete objects (e.g., blocks, bingo chips, pennies) to represent sounds. Chard & Dickson, (1999). Phonological Awareness: Instructional and Assessment Guidelines

25. Sample Lesson – Phonological Awareness: Rhyme

26. Phonemic Awareness Video Analysis with Siena

27. Reflect • What has Siena learned about the internal structure of words? • How did she work through the task? • How will her understanding of phonemes provide a foundation for phonics, word recognition and fluency?

28. Phonological Instruction for Older Students • Instruction that enhances awareness of speech sounds is relevant for older students who are inattentive to the internal details of spoken words. • Older students may show similar characteristics listed for younger students, including: • poor spelling • inaccurate decoding of new words • mispronunciation of words • difficulty remembering or recalling new words Louisa Moats & Carol Tolman, 2009. Phonological Instruction for Older Students, http://www.readingrockets.org/article/28757

29. Fostering Independence “The teacher is a critical player in shaping the minds of young children. The teacher’s theory will determine how she designs her curriculum, how she assesses her students, and how she responds to their intellectual needs.”

30. Session 3

31. Phonemic Awareness or Phonics?

32. Phonics Research and Rationale Put Reading First Phonics Instruction, pp.11-17 http://www.nichd.nih.gov/publications/pubs/upload/PRFbooklet.pdf

33. Summary of the Research • Phonics instruction helps children learn the relationships between the letters of written language and the sounds of spoken language. • Phonics instruction is important because it leads to an understanding of the alphabetic principle

34. Programs of phonics instruction are effective when they are systematic and explicit. • Effective phonics programs provide ample opportunities for children to apply what they are learning about letters and sounds to the reading of words, sentences, and stories.

35. Systematic and explicit phonics instruction improves word recognition, spelling, and reading comprehension. • Systematic and explicit phonics instruction is most effective when it begins in kindergarten or first grade.

36. Phonics Instruction in the Common Core State Standards Common Core State Standards Foundational Skills K-5 Phonics and Word Recognition pp. 16-17 Appendix A pp.17-22 Prefix Suffix Handout

37. Assessments to Guide Phonics Instruction K-2 DIBELS Nonsense Word Fluency Assessment http://dibels.org/next.html 3-5 Cool Tools Informal Reading Inventory Page 41, item 6 through page 42, item 14 http://www.paec.org/itrk3/files/pdfs/readingpdfs/cooltoolsall.pdf

38. So what? The Common Core State Standards, Reading Foundational Skills: K-5, for Phonics and Word Recognition are grounded in sound research. When curriculums are aligned to these standards and instruction is guided by appropriate assessments, students are more likely to develop the necessary phonics and word recognition skills to aid them in becoming successful readers.

39. Session 4

40. “A literacy processing system develops through meaningful and relevant experiences over time.”(Dorn & Soffos, 2001, p. 33)

41. What Does Research Tell Us about Fluency? • True or False • Poor reading fluency will have little affect on students reading throughout their lives. • Students who do not develop reading fluency, regardless of how bright they are, are likely to remain poor readers throughout their lives (National Reading Panel, 2000). • Even when 4th grade students read grade-level stories aloud under supportive testing conditions, many could not read fluently. • TRUE!! 44% could not read fluently!

42. Which is the BEST answer? Fluency is defined as…. • Accuracy and automaticity in word recognition • Freedom from word recognition problems that might hinder comprehension • Read text rapidly, smoothly, effortlessly, and automatically with little conscious attention to the mechanics of reading, such as decoding • Appropriate use of prosody or spoken language which make oral reading expressive • The ability to read a text quickly, accurately, and with proper expression

43. Definition of Fluency • “Fluency is the ability to read a text accurately and quickly. When fluent readers read silently, they recognize words automatically. They group words quickly in ways that help them gain meaning from what is read. Fluent readers read aloud effortlessly and with expression. Their reading sounds natural, as if they are speaking. “(Armbruster, Lehr, & Osborn, 2001, p. 22)

44. Factors that Affect Fluency 9 5 1 0 4 7 2 9 5 1 0 4 7 2 6 025813 6025813

45. Factors that Affect Fluency • Ich liebe Hunde. Ich liebe Katzen. Ich liebe, über Hunde und Katzen zu lesen. • Ich liebe Hunde. Ich liebe Katzen. Ich liebe, über Hunde und Katzen zu lesen. • I love dogs. I love cats. I love to read about dogs and cats.

46. Factors that Affect Fluency • Since H2O is a suitable sink for these acids, all such acids will lose protons to H2O in aqueous solutions. These are therefore all strong acids that are 100% dissociated in aqueous solution; this total dissociation reflects the very large equilibrium constants that are associated with any reaction that undergoes a fall in free energy of more than a few kilojoules per mole. • This planet is the only known planet to harbor life. The oceans on this planet cover nearly 70 percent of its surface. It is the third planet in order from the Sun, and is about 150 million kilometers from the Sun.

47. Why is Fluency so Important? • Poor fluency affects you in a variety of ways. • Why would these comments concern you? • “I don’t like reading, it takes me to long to read something.” • “Reading through this book takes so much of my energy, I can’t even think about what it means.” • “She reads a book with no expression.” • “He stumbles a lot and loses his place when reading something aloud.” • “She reads like a robot.”

48. Fluent vs. Non-Fluent Readers

49. An Effective Method of Teaching Fluency: Repeated Reading Students engaged in rereading continuous text become more accurate in their word recognition, read more rapidly with expression, better understand what they are reading, and become more confident readers. • Teacher’s read aloud with children • Student’s read familiar texts • Student’s perform a Reader’s Theatre • Songs, poems, • Student’s read while listening to book on tape • Echo reading with a partner

50. An Effective Method of Teaching Fluency: Rhyming Introduces a variety of word families which can later be used to decode words It allows students to hear and see parts of words which they may see later in a book they are reading Help children develop an ear for our language. Rhyme and rhythm highlight the sounds and syllables in words. Peas porridge hot Peas porridge cold Peas porridge in the pot Five days old