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Curriculum and Professional Learning
Objectives/Outcomes3
1. Develop a common understanding of the concept of differentiation.
2. Identify, practice, and apply phonemic awareness strategies.
3. Develop learning progressions for instruction of Phonemic Awareness.
4. Develop a lesson to teach Phonemic Awareness.
Curriculum and Professional Learning
Agenda4
Introduction/Grounding/Framing the Day
Differentiation:Common Language and
Understanding
Content Review:Phonemic Awareness
Strategies and Philosophies
Learning Progressions:Phonemic Awareness and
Assessment Results
Lesson Planning: Phonemic Awareness and
Assessment Results
Closure: Reflect and Facilitation Tools
5
Curriculum and Professional Learning
Grounding: Given an Outline, Fill in Details
Take 3 minutes on your own to list all of the strategies, principles, and information you already know about the five building blocks of reading instruction.
6
Curriculum and Professional Learning
Grounding: Given an Outline, Fill in Details
Now in convenient 2s or 3s, share what you have on your Circle Map.
Add information from your partner share.
Curriculum and Professional Learning
7 Grounding: Given an Outline, Fill in Details
Next, take a few moments to skim Shefelbine’s Framework and the summary of the document, “Put Reading First,” by the National Reading Panel.
As you skim, collaborate with your colleagues to add more information to your Circle Map.
Curriculum and Professional Learning
8 Building Blocks of Reading Instruction
Comprehension
Fluency
Phonemic Awareness
Vocabulary
Phonics
Curriculum and Professional Learning
FUSD Tiered Levels of Support:
AcademicSupport
Social EmotionalSupport
Tier 3: Intensive InterventionsIntense, durable, assessment-based
support for individual students
Tier 2: Targeted Group Interventions
Rapid response and focused support for students identified as at-risk
Tier 1: Universal Support
Preventative, proactive support for all students,
by all staff, in all settings
5%
15%
80%
10
Curriculum and Professional Learning
11 Anticipation/Reaction
On your own, read the statements in the Anticipation/Reaction Guide.
As you read the statements, place a “T” in the left column if the statement is TRUE. Place an “F” in the left column if the statement is FALSE.
Curriculum and Professional Learning
12 Differentiation
Now, take 5-7 minutes to read the excerpt from Leading and Managing a Differentiated Classroom by Carol Ann Tomlinson and Marcia B. Imbeau
As you read, pay attention to any information that will inform the results of your Anticipation/Reaction Guide.
Curriculum and Professional Learning
13 Differentiation
After reading, stand up and turn to someone you have not spoken with today. Review your answers in your Anticipation/Reaction Guide. Note any changes based on your reading. Use the column on the right to reflect new learning.
Curriculum and Professional Learning
14 Differentiation
Using the sentence strip, complete the following sentence frame with your tablemates.
“Given that differentiation is a way of thinking about and planning
instruction, in my classroom, I plan to….”
Curriculum and Professional Learning
15 Section Closure
Under outcome #1 on your Reflection Grid, answer the following question:
What two things do you plan to do differently in your classroom tomorrow?
Be prepared to share!
17
Curriculum and Professional Learning
Phonological Awareness or Phonemic Awareness?
Think-Pair-Share Is it phonological
awareness or phonemic awareness?
Segmenting a sentence into words
Listening to syllables to identify the word
Segmenting sounds into a word
Listening to the ending parts of words to hear if they rhyme
Blending sounds into a word
Curriculum and Professional Learning
Give One, Take One, Move On
Using the take one give one sheet, list all of the strategies you currently use to teach Phonemic Awareness.
Now, give one strategy with a table mate, and take one strategy from your table mate.
19
Finally, you have 5-7 minutes to move around the room and Give One, Take One, and Move On.
20
Preschool Learning Foundations
2.0 Children develop age-appropriate phonological awareness
2.1 Orally blend and delete words and syllables without the support of pictures or objects.
2.2 Orally blend the onsets, rimes, and phonemes of words and orally delete the onsets of words, with the support of pictures or objects.
Curriculum and Professional Learning
A Continuum of Difficulty21
Sentence Segmentation
Syllables
Onset Rime
Phonemic Awareness
Less Complex
More Complex
(Chard & Dickson, 1999)
Rhyme & Alliteration
Curriculum and Professional Learning
Why Phonemic Awareness?
The best predictor of reading success is phoneme awareness demonstrated by phoneme counting or segmentation.
Hulme et al., 2002
22
Curriculum and Professional Learning
Phonemic Awareness Involves23
Blending Putting sounds back into words
Segmenting Pulling apart spoken words into sounds
Manipulating Adding, deleting, and substituting sounds
Add /s/ to the beginning of pin
Delete /t/ at the beginning of trap
Substitute /ĭ/ in lip with /ă/
24
Curriculum and Professional Learning
Sounds of the English Language
Turn to your partner and share which sounds were the hardest for you?
Which sounds are the hardest for your students?
Review Consonant sounds
Review Vowel sounds
Blendable Sounds
Continuous sounds Sounds that can be produced for several seconds
without distortion /f/, /l/, /m/, /n/, /r/, /s/, /v/, /w/, /y/, /z/
Stop sounds Sounds that can be produced for only an instant
before distortion occurs /b/, /d/, /g/, /h/, /j/, /k/, /p/, /t/
Curriculum and Professional Learning
25
Curriculum and Professional Learning
Effective PA Strategies
Use Elkonin boxes Use markers Use mirrors Use TPR
Clapping, tapping Use music, chants,
and nursery rhymes
26
Curriculum and Professional Learning
Using Chants
If you think you know this word, shout it out!If you think you know this word, shout it out!If you think you know this word,Then tell me what you've heard,If you think you know this word, shout it out!
27
Curriculum and Professional Learning
Let’s Practice28
3. Student TWO repeats the sounds while moving a chip into each box, then says the word quickly.
4. Reverse roles and continue until all pictures are named and segmented.
Students will orally segment words using counters and Elkonin boxes.1. Place the picture cards face
up in the stack. 2. Working in pairs, student
ONE selects the top card, names the picture, and orally segments the sounds.
Curriculum and Professional Learning
Effective Phonemic Awareness Instruction
Larger units before smaller units
Continuous sounds before stop sounds
Auditory blending before segmenting
Blending and segmenting before manipulation
Isolating initial phonemes in words before isolating final or medial sounds
Proximity and small groups Review and practice with
feedback Oral before written language
29
Curriculum and Professional Learning
Phonemic Awareness Practice
Let’s review the examples of practice activities in your binders.
30
Curriculum and Professional Learning
31 Grouping for Instruction
Teach phonological awareness, especially phonemic awareness, in small groups
Research indicates that small-group instruction is more effective than one-on-one and whole-group instruction (proximity)
Small-group instruction is more effective because students benefit from listening to their peers and having more opportunities to participate
National Reading Panel, 2000
Curriculum and Professional Learning
Amount of Instruction
Kindergarten 10-15 min. per day everyday
First grade 7-10 min per day everyday
Second and Third grade For those that need it -1 5 min. per day,
three or four times a week
32
Curriculum and Professional Learning
33 English Language Learners
Capitalize on native language ability Teach blending, segmenting, and
manipulating individual phonemes in syllables (for Spanish speakers)
Accept oral approximations Focus on words (pictures)
students already know
Curriculum and Professional Learning
Routines and Procedures
Partner Share What are your expectations
for student behavior during phonemic awareness instruction?
CHAMPS Voice level Eyes and ears Movement and participation
34
Curriculum and Professional Learning
Phonemic Awareness
Acquiring phonemic awareness is a means rather then an end.
Phonemic awareness is not acquired for its own sake but rather for its value in helping
children understand and use the alphabetic system to read and
write.
36
Curriculum and Professional Learning
Reflection Grid
X Complete the
phonemic awareness portion of the grid.
What “aha’s” did you make?
How might phonemic awareness look differently in your classroom?
37
Written Curriculu
m
Taught Curriculu
m
Assessed Curriculu
m
The Learned
Curriculum
Aligned Instructional System
39
Curriculum and Professional Learning
39
Curriculum and Professional Learning
40 Learning Progressions
Read the excerpts about learning progressions. As you read, highlight or underline key words and
phrases that explain learning progressions and how they are useful in planning and assessment.
Articulated Learning Progressions
Reading Curriculum Timeline
Review your grade level. Review the previous grade
level. Review the grade following
yours.What did you notice about the instructional continuum?
41
Learning Progressions42
Enabling Knowledg
e
Sub Skills
Conceptual
Understanding
Mastery of Grade-Level Standard
Example43
Orally blend words
without the support of pictures or
objects. (compound
words)
Orally blend
syllables without
the support
of pictures
or objects.
Delete words
without the support of pictures or
objects (compound
words)
2.1 Orally blend and delete words and syllables without the support of pictures or objects.
Example44
Blend onsets &
rimes with the support of pictures or objects (1 syllable
words)
Blend phonemes of words (words
with 2-3 phonemes
)
Delete the onsets of
words (words with
1-2 syllables)
2.2 - Orally blend the onsets, rimes, and phonemes of words and orally delete the onsets of words, with the support of pictures or objects.
Curriculum and Professional Learning
45 Learning Progression Development
Work with your grade-level colleagues. Use the curriculum guide and your assessment
data to determine which standard you are going to develop learning progressions for.
Curriculum and Professional Learning
46 Learning Progression Development
Use the worksheet to develop your learning progressions.
Scribe your standard and your learning progression on the poster paper provided.
Curriculum and Professional Learning
Reflection Grid
X
How will Learning Progressions help you in your planning?
48
Curriculum and Professional Learning
51 Lesson Planning
Using the Learning Progressions that you just developed and your DIBELS/BAS data, begin planning lessons to address those objectives.
Use the strategies from today, or any other planning materials you have brought.
Curriculum and Professional Learning
52 Lesson Planning
Given that you are teaching for mastery, your lesson should answer the following questions aligned to Classroom Foundations… What will students know, understand, be able to do? (Objective) How do instructional activities align to objectives? (Instruction aligned to
objective) How do you close your lesson? (Closure) How do you determine if students are “getting it?” How do you monitor
and adjust? Other questions to consider in your lesson planning… How does your data influence your lesson planning? Is this lesson aimed for whole group, small group, etc.? Is this lesson developed as a “first teach” or a “re-teach?”
Curriculum and Professional Learning
53 Lesson Sharing
In your collaborative groups, designate a representative to share a one-minute summary of your lesson.
Curriculum and Professional Learning
Reflection Grid
X
How did you incorporate today’s content in your lesson planning?
54
Curriculum and Professional Learning
55 Next Steps
Teach the lesson(s) you developed today. Be prepared to reflect on how it went in the next
session. Try the planning processes learned today in your
Accountable Communities.
Curriculum and Professional Learning
56 Language Arts K-6 Website
http://www.fresnounified.org/dept/CPL/langk6/default.aspx
Curriculum and Professional Learning
57 Closure
Complete the 3-2-1 Summary. Complete the FUSD Professional Learning
Feedback form.
Curriculum and Professional Learning
58 Building Blocks of Reading Instruction
Comprehension
Fluency
Phonemic Awareness
Vocabulary
Phonics