Before we get started…
topics for later
Lexile
Outside Reading Programs
Assessment/Intervention Resources
Recommended Beginning of Year
Assessments
Parent Resources
Implementing Common
Core:
A Focus on Early Literacy
Module 2 – Print Concepts and
Phonemic Awareness for
Elementary Administrators
Presenters:
LaRae Blomquist, Geri Keskeys,
and Susie Lapachet
June 7th and 12th 2013
Making Connections
Module One Outcomes
Participants will understand the:
1. Connection between reading-foundational
skills and reading comprehension
2. Foundation of speaking/listening standards
3. Reading-literature and readinginformational text standards
4. Connection between reading and writing
Table Talk
As a result of the last module, did
the information impact your actions?
(e.g., read an article connected about
CCSS, met with a colleague, shared
information with site leadership)
Outcomes for Module 2
Participants will be able to:
• Recognize effective instruction of print
concepts and phonemic awareness
• Identify next steps based on observations
• Begin planning for intervention
Expectations and
Opportunities
Identifying Expectations and Providing
Opportunities- An Administrator’s Lens
Reading-Foundational Skills
1. Print Concepts
2. Phonological Awareness
3. Phonics and Word Recognition
4. Fluency
Reading Standards: Foundational Skills
Page 3
Print Concepts
• Follow words, left to right, top to bottom,
page to page
• Sequence of letters represent spoken
language
• Words separated by spaces
• Letter Recognition
11
Print Concepts
By the end of first grade, students should
recognize distinguishing features of text such as:
• First word
• Capitalization
• Ending punctuation
When and where should we
address print concepts?
• Every big book, every trade book
So, what
• Skills -directly taught and assessed
would this
• Open Court- instruction
look like?for print
concepts
Kindergarten Benchmark
Assessment and Bookmark
Letter Recognition
Instruction that supports
letter recognition mastery
• Emphasize the name with
the sound/spelling
card…an opportunity for
a “two-fer”
• Practice automaticity
Table Talk
Observing print concepts instruction:
–
–
–
–
Where are the students? Who is responding?
What is the proportion of student to teacher talk?
Who is tracking with the pointer?
What distinguishing features are called out?
“Big Ideas”
Print concepts should be directly
taught with every book read to
students.
Print concepts should be mastered
by the end of Kindergarten.
Letter recognition must be
mastered in Kindergarten and is
located in CCSS print concepts.
Reading-Foundational Skills
1. Print Concepts
2. Phonological Awareness
3. Phonics and Word Recognition
4. Fluency
After children become aware of the alphabetic principle, they
develop the ability to manipulate letters and sounds. This
helps them to decode new words they encounter in books and
to create temporary spellings in their writing.
(Reutzel and Cooter, 1999)
Reading Standards: Foundational Skills
Page 3
Phonemic Awareness &
Phoneme
Phonemic Awareness:
The ability to hear, identify, and manipulate the
individual sounds – phonemes – in spoken
words
Phoneme:
The smallest unit of
spoken language
Elkonin Boxes
Activity
Instruction in Phonological
Awareness
Instruction should be:
• Engaging
• Pacing that is succinct and crisp
• Consistent (daily, short periods of time over
the year)
• Planned and prepared
“Look and Listen For”
•
•
•
•
•
Oral activities
Every student involved
Daily routine
Appropriate wait time
Signal (hand, teacher signal, etc.)
Video/Demo
This is a new teacher on your staff, what would
your feedback be?
Table Talk: Share with your table the steps you
would take with this teacher.
Share Out
Video/Demo
This is a new teacher on your staff, what would
your feedback be?
Table Talk: Share with your table the steps you
would take with this teacher.
Share Out
How can I apply my
knowledge?
In your everyday interactions with students,
how can you provide them with informal
practice in phonemic awareness?
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•
•
•
•
•
•
Benchmark Assessments
K/1
Recognizes and Produces Rhymes (K only)
Oral Blending
Isolates First Sound
Isolates Last Sound
Syllable Counting (K only)
Segmenting
Isolates Medial Sounds (1st grade assessment)
Table Practice
Using the Kindergarten and First Grade
Benchmark assessments:
1. Use the DFA to take turns administering one
item from each of the Benchmark
Assessments related to phonemic awareness.
2. The rest of the group should become the
students.
Brainstorm Opportunities
for RFS Student Interaction
• When else?
• Who else might you include?
– Cafeteria
– Front office staff
– Librarian
– Volunteers
Outcome #2 – “Big
Ideas”
Phonemic Awareness is the ability
to hear sounds in spoken words.
Proper first instruction and
multiple opportunities for practice
ensure mastery.
Identifying Expectations and Providing
Opportunities- An Administrator’s Lens
• Review the questions
• What are your next steps?
Evaluations
•Please fill out the
evaluation forms
provided.
•Specific feedback
is greatly
appreciated in the
comment section
to better address
the needs of
administrators.
Let’s Talk About…
Lexile
Accelerated Reader, Scholastic Reading Counts
Assessment/Intervention Resources
Recommended Beginning of Year Assessments
Parent Resources
Lexile
Outside Reading Programs
These programs have specific and limited uses.
SPECIFIC USES:
 Volume matters!
CAUTIONS:
 Lexile levels = one aspect
 For use as an incentive
 provide literal reading
comprehension data
 Flawed Zone of Proximal
Development (AR)
Intervention
Recommended Beginning of
Year Assessments
• Fluency- Reading Lions Unit 6 from previous year
(unit not assessed from previous year)
• BPST – 2nd grade (all students); 3rd grade (those with
low fluency)
• Johnston Spelling – 1st through 6th
• Writing Sample- Grade level choice (Letter of
introduction- primary and intermediate version.
Kindergarten- self-portrait.)
Intervention Resources
Parent Resources
A Power Point is on its way!
(Thanks, Anne. )
CCSS Vimeo Resource (3 minutes)