Identify assessments to effectively plan code-focused instruction.
Identify effective methods to advance phonological and phonemic awareness.
Identify methods for differentiating phonological and phonemic awareness instruction that include increasing intensity.
Identify effective methods to advance word recognition.
Identify methods for differentiating word recognition instruction that include increasing intensity.
Cracking the Code: Research-Based Practices in Phonological Awareness (PA) (slides 3-19)
Begin with a review of skills that support word recognition (slide 3).
Explain that today will focus on phonological awareness and phonics.
Explain the importance of phonemic awareness to decoding and learning the alphabetic principle (slide 4).
Explain what phonological awareness (PA) is and describe the skills associated with PA (slide 5).
Explain that these skills often appear in an order of difficulty with children mastering easier tasks before more complex phonemic awareness tasks.
Walk through the stair step example (slide 6) illustrating the increasing complexity of PA ending with phonemic awareness, which is the most sophisticated level of PA.
Ask participants to work in pairs or small groups to identify whether activities on slide 7 are phonological (larger units of sound) or phonemic (individual sounds) and if they involve blending, segmenting or manipulating.
Review as a large group.
On slide 8, share how sounds are pronounced using the University of Florida Literacy Initiative Blendable Sounds: A Quick Review.
Provide time for practice.
Review video examples of phonological and phonemic awareness.
Share examples of PA instruction using videos embedded in slide.
Allow time for practice.
With the whole group, ask...
What PA skill is being taught?
What examples of explicit instruction do you see?
Describe how affirmative and corrective feedback are provided.
Provide feedback clarifying any misconceptions.
Share handouts from the National Center on Intensive Intervention.
Example of planning to differentiate core instruction at tier 1, tier 2, and tier 3 and for students on alternate standards.
Share the sample lesson plan.
Ask people to discuss the questions on the slide and role play the sample script and procedures in groups of 3-4.
What is the target skill?
What makes this lesson explicit?
What example do you see related to transfer of the skill?
How could you make this more or less intensive based on learner need?
Share additional considerations for targeting PA (slide 12).
Share examples of methods to support learners with different needs (slides 13-16).
Model the examples on the slides.
On slide 16, ask participants to turn to a peer and try the last syllable example and then model.
Providing visual supports.
Increasing intensity for students accessing alternative standards using time delay; least to most prompting hierarchies paired with visuals for students with limited verbal speech.
Give examples of progress monitoring measures (slides 17 & 19) and ask participants to share measures they use
Cracking the Code: Research-Based Practices in Word Recognition
Review the simple view of reading and Scaroborugh’s reading rope related to word recognition (slide 21).
Explain the importance of fluency to facilitate comprehension.
Define phonics instruction (slides 22-28).
Explain the alphabetic principle (slide 22).
Define graphemes (slide 23).
Define systematic phonics instruction (slide 24).
Provide example of explicit phonics instruction (slide 25).
Share the video embedded in the slide (CORE Blending Long E spelled ee).
Ask...
Is this consistent with the how on the slide?
Is this systematic?
How would you offer affirmative and corrective feedback?
Provide the sample scope and sequence of a phonics curriculum (slide 26 - 28).
Practice Examples of Phonics Instruction
On slide 29, hyperlink to the video on word work dictation.
Ask...
What is being taught.
What could you add for additional opportunities to practice sound letter correspondence?
On slide 30, hyperlink to the video (IES video 29: Decodable words in Isolation in Text).
Ask participants to respond to the questions in the slide in small groups.
Discuss as a whole group.
On slide 31, share the steps for teaching children to decode multisyllabic words.
Hyperlink to the video (CORE Flexible Strategy for Reading Big Words).
Ask participants if they noticed all 4 steps in the video.
Ask for examples of each step.
Share handouts from the National Center on Intensive Intervention.
Example of planning to differentiate core instruction at tier 1, tier 3 and for students on alternate standards (slides 32).
Share the sample lesson plan (slide 33).
Ask people to discuss in groups of 3-4" to “Ask people to discuss the questions on the slide and role play the sample script and procedures in groups of 3-4.
What is the target skill?
What makes this lesson explicit?
What example do you see related to transfer of the skill?
How could you make this more or less intensive based on learner need?
Share additional considerations for targeting phonics (slide 34).
Ask participants for their ideas.
Provide examples for learners using Access Points (slides 35-40).
Friends on the Block Curriculum.
ALL curriculum (AAC examples).
Identifying sounds on an AAC device.
What starts with /m/? cup, mop, bed, nap.
Blending sounds on an AAC device.
What word /mmmmaaaaat/? Mat, mom, man, cat.
Identifying a letter that represents the sound.
What letter makes the /mmm/ sound.
Select from an array of 4.
Reading a word and picking the picture that represents the word.
Cracking the Code: Research-based Instruction of Sight Words
Review the what and how of sight word instruction (slide 41).
Click the hyperlink for the sight word instructional video (IES video 30 high frequency words).
Ask...
Why is sight word instruction important and valuable.
What opportunities do students have to practice.
Progress Monitoring for Word Recognition
Review progress monitoring examples.
Ask participants how they measure word recognition progress
Case Study: Jayden
Provide participants with Case Study 3: Jayden.
Ask participants to get in small groups to review the case study and respond to the questions.
With the whole group...
Review Jayden’s strengths related to literacy development.
Review gaps.
Ask participants to share their 2 instructional targets for Jayden.
Ask for examples of how they may intensify instruction using research-based strategies for Jayden.
Review Culminating Project
Review the culminating project.
Explain that they can begin drafting lessons for their first reflection.
Explain that they should implement one set of lessons by session 5.
