using Equipped for Reading Success
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Please explain the correlation between phonological awareness and reading proficiency-what needs to happen?
What is something that you wish to try?
What supports might you need?
Thank you
Respond to EXIT in Google Classroom.
Practice...
Compare Sample scores with a partner.
Practice being the assessor and student-take turns
Instructional Decisions
Multisensory Stage
-Explicit Instruction (Correct Column)
Go to H1 set 1
-students do not have a good grasp of the skill-they need to be taught through modeling and manipulatives
*this should last 2-10 minutes
*typically this should begin a comprehensive lesson including a
linkage to letter/sounds and text
*think gradual release of support- tactile at first (if needed)
-use phonics (if students do not grasp task)
-use tokens, or other manipulatives
-clapping/hand puppet
-whisper/stretch and repeat sounds
What would you say?
Practice using manipulatives then graduating to fingers
Knowledge Stage
-Fluency (Automatic Column)
What would you do with H2 set 2?
student can do the task mentally-just takes longer than two seconds
*should be working on two levels at the same time-
*each activity should last one minute
*this can be a whole group activity- either in unison or
unison-solo-unison
Go to I1 set 1
Practice as a group
Other Considerations...
Google Classroom-go to the
'About' section
Practice with a Partner
Independent-Google Classroom
The 4-Part Processor
Video: start @ 1:14-end
Answer questions in Google Classroom
How Many Phonemes?
PAST Practice
Take a break...
Start in 10 minutes
Audio 1: assess Sample 1
View scoring ppt 1: compare
scores. How did you do?
Repeat process for Audio 2
http://prezi.com/9nuqfjgleohv/?utm_campaign=share&utm_medium=copy&rc=ex0share
What Do You Hear?
How could you use this to support orthographic mapping? Spelling?
References
Kilpatrick, D. A. (2013). Equipped for reading success:
comprehensive, step-by-step program for developing phonemic awareness and fluent word recognition. Casey and Kirsch Publishers
Kilpatrick, D. A. (2015). Essentials of assessing, preventing,
and overcoming reading difficulties. John Wiley & Sons.
Moats, L. C. (2004). Language essentials for teachers of\reading and
spelling (LETRS), Module 2, The Speech Sounds of English, and Module 3, Spellography for Teachers. Longmont, Colo.: Sopris West Educational Services.
Moats, L. (2009). Knowledge foundations for teaching reading and
spelling. Reading and Writing, 22(4), 379-399.
Independent-Google Classroom
Video: start @ 46:21
stop @ 1:14 (just before modeling the PAST)
Be prepared to discuss
*What is your understanding of orthographic mapping and why does phonological awareness matter so much?
There is a strong correlation between phonological awareness at the kindergarten level and reading proficiency in third grade. (Kilpatrick 2015, Moats, 2009)
But why is that?
What can be done about it?
Agenda:
*Why PA
*How to assess-PAST
*What to do about it