PowerPoint Presentation

Read to AchieveWebinar 1 August 27, 2013

Judith.halasek@education.ky.govRead to Achieve CoordinatorKentucky Department of Education19th floor500 Mero StreetFrankfort , KY 40601502-564-4970 ext. 4101Webinar AgendaRole of RTA TeachersYearly Requirements Phonemic Awareness#1 Role of the RTA Teacher

The main role of the RTA teacher is to teach children. Even if all the scheduling bugs are not worked out and some details are incomplete, do not delay intervention. Paperwork can wait, students cannot. 4Role of RTA TeachersIdentify students needing intervention Use a diagnostic assessment to target specific needPlan individualized intervention instructionMonitor the progress of each studentCollect, analyze and interpret assessment dataSubmit program reports to KDEView quarterly webcasts and participate in other professional learningThere are five other main responsibilities of an RTI teacher although we all know that many other duties and tasks will arise during the school year. Each of the main responsibilities will be discussed in the webcast and are also explained in the Assurance Statements that were signed on August 1 and sent to the Department of Education.

5 AssessmentAdminister a universal screener to determine students who will benefit from intervention. Administer a diagnostic assessment to determine the targeted need.

In the fall and spring a universal screener should be administered to all primary students. Every school and/or district may select their own. It would be best to use the universal screener that is used for the school RtI, or Response to Intervention process, to save time and money. The assessment will be used to identify struggling readers so those students can receive intensive targeted instruction. The RTA teacher may not be able to service all of those students but this tool will assist the school RTI team in making sure that every struggling student receives supplemental services of some kind. These scores do not need to be reported to KDE but should be available at your school. Many schools also administer the universal screener in the middle of the year to determine the effectiveness of the intervention so adjustments can be made. After the selection of students has been made, a diagnostic assessment should be administered so the interventionist knows the specific need of the students. Some universal screeners offer that diagnostic tool. Intervention should not be a guessing game randomly targeting various skills. Specific skills should be taught, assessed, and then instruction should be adjusted depending on the growth shown.6Plan Instruction

Plan intensive individualized instruction using the RTA grant-approved program. Grant-approved Read to Achieve Programs may not be changed or replaced but amendments may be submitted for review asking to supplement the current program.The key role of the interventionist is to plan and implement quality instruction. The interventionist should be a highly trained, qualified and certified teacher with a minimum of three years teaching experience or a masters in reading. The instruction should meet the specific needs of each student and be delivered consistently, intensively, and with fidelity. The intervention is not meant to be a yearlong intervention but a targeted short term intensive program. Short term is not identified because the program should be delivered to meet the needs of the students, not a specific time period. When applying for the RTA grant, your school chose a research based intervention program and that may not be changed or replaced and the fidelity of that program should be intact at all times. 7Read to Achieve: Reading Diagnostic & Intervention GrantAMENDMENTS2013-2014District Name:_________________________________________________________________School Name:_________________________________________________________________Principal Name:_________________________________________________________________RTA Teacher:_________________________________________________________________Date Submitted: _____________________________________________________________________

Amendments may be submitted for review asking to supplement the current grant approved program. The rationale must contain school specific data that supports the request, the research to support the program that will be used as a supplement, and an explanation of how the grant- approved program and supplemental program will work together. The form for applying for this amendment is on the KDE website. The top of the form looks like what you see on the screen. To find it, type Read to Achieve in the search box and click on grant compliance.8Monitor ProgressConsistently monitor the progress of each student on the skills being taught. Craft instruction based upon the results of the progress monitoring.

Progress monitoring is essential for the interventionist to know where to go next in his/her teaching. You do not have to buy probes from a vendor. Progress monitoring tools may be created by the teacher. Running records on leveled books is a progress monitoring tool that will yield extremely valuable information about a childs progress and needs. One intermediate teacher said he used the next units science and social studies textbook passages for his running records. Then when the class got to those chapters in the book, some of the students would have already read part of it and have a head start. However if a child is working on letter sounds, running records would not be appropriate. Letter sound fluency probes would be more appropriate. Progress monitor consistently on the targeted need that is being taught. Once a month is probably not often enough with struggling primary students but once a week may be too often if holidays or snow days have occurred. Probably once every five instructional days would be appropriate. 9Share Data

Students should be aware of their progress and know their goals. If you can get the students to chart their progress on graphs, it helps them know where they are going and gives them some ownership in their learning. Progress monitoring data should be shared often with the classroom teachers so they will know the progress of the students. It should not be a surprise to the classroom teacher when the interventionist says the child is ready to exit the RTA program. All stakeholders should be aware of the progress and collaboratively agree on the exiting plan for the child. Students should not be required to stay in the same small group the whole time if their needs change. Grouping should be flexible so children continue to be appropriately challenged at their levels. Intervention is not meant to last all year. It is to be short term and intensive. Your job is to accelerate the learning of the students so they can not only improve, but catch up with their grade level peers. Your students should change throughout the year.10Participate in Professional LearningParticipate in quarterly webcasts at 2 p.m. ET

August 27, 2013November 19, 2013February 25, 2014April 22, 2014

Attendance at the annual conference of the Kentucky Reading Association is encouraged but not required. (Oct. 17-19)

As professionals we should always be eager to learn and grow. There will be four required webcasts throughout the year. The dates are on the screen and I will send out a reminder of each one about a week prior to the broadcast as well as notifications in the monthly updates. Unless there is an unforeseen problem the webcast will be the third or fourth Tuesday at 2 PM ET. 11kyreading.org2013 Annual ConferenceOctober 17-19, 2013Hyatt Regency HotelLexington, KY

readingrecovery.org2014 National Reading Recovery & K-6 Classroom Literacy ConferenceFebruary 1-4, 2014 Columbus, Ohio

Submit Program Evaluations to KDEProgram Evaluation Reports are dueSeptember 15, 2013January 15, 2014May 15, 2014and can be found on Survey Monkey.Program Evaluations are due on September 15, January 15 and May 15. These can be found on Survey Monkey, but I will email a worksheet prior to the due date so you will know what kinds of questions to expect. This worksheet was confusing to some last year as some teachers tried to email the worksheet back to me. The worksheet is not to be sent to me, it is just to help plan your answers. It would be wise to print the worksheet, read the questions prior to taking the survey, and have the answers available when you begin the online survey. Once you begin the survey in Survey Monkey you cannot stop and finish it later. These evaluations are required for the grant and should be completed by the due date. The Survey Monkey link will be emailed one week before the due date.14What is my school number?On the KDE homepage, click on School Report Cards under the INITIATIVES section.

In the purple box, type 2012-2013, the name of your district, the name of your school and click VIEW CARD.

Your six digit school code will be in the light blue box on the right side of the page.

An attendance report will be required on January 15 and at the end of the school year in the spring. With the August update I attached an excel sheet you can use to track your attendance if you do not have your own way to record it. If you take a couple of minutes each day to record the attendance, the actual report should not be too cumbersome. Be sure to note the date any time a student exits intervention and why he/she exited. For example, was he successful and went back to the classroom, did he move, was he tested for special education services, did he go to a different intervention? And be sure to note when a new student begins services.15Record and Submit AttendanceKeep attendance beginning the first day of intervention instructionRecord the date a child exits or movesNote what plan was made for a child after exitingSubmit attendance recorded from the beginning of school until the end of December by January 15Submit attendance recorded from the beginning of school until the end of December by May 15

Need Help?www.education.ky.gov

Search for RTA on the Kentucky Department of Education website where all forms, updates, and program information is available.

One of the most compelling and well-established findings in the research on beginning reading is the important relationship between phonemic awareness and reading acquisition. (Kameenue, et. Al., 1997)Beginning readers cannot skip key building blocks so we are going to start with a basic phonemic awareness, which is often overlooked. In a classroom situation, the teacher may have a difficult time going into depth with phonemic awareness but RTA teachers have small groups and must include phonemic awareness activities.18What is Phonemic Awareness?The ability to hear, identify, and manipulate individual sounds phonemesin spoken words.What is Phonemic Awareness? First of all, phonemic awareness is not phonics. Phonemic awareness is the ability to hear, identify, and manipulate individual sounds-phonemes--in spoken words. Before children learn to read print, they need to become more aware of how the sounds in words work. They must understand that words are made up of speech sounds, or phonemes (the smallest parts of sound in a spoken word that make a difference in a word's meaning). They must be able to hear the differences between two similar words such as pupil and people. 19Why is Phonemic Awareness Important?It improves students word reading and comprehension.It helps students learn to spell.Often we assume children have these skills, and they do not. If students do not have phonemic awareness, reading, comprehension and spelling will be difficult for them.20Stages of Phonemic AwarenessEarly stage use ears

Intermediate stage hear sounds and represent them with letters

Final stage - draw a box for every letter in a word. This occurs when the child can hear most of the sounds and find letters to record those sounds.Students will be at different levels of phonemic awareness but many of our RTA students will be in the earliest stages. No letters are using in the earliest stages of developing phonemic awareness. The child needs to use his ears and listen for sounds without having to worry about manipulating letters. That will come later.

21Signs of Phonemic Awarenessrecognizing which words in a set of words start with the same soundisolating and saying the first or last sound in a wordcombining or blending the separate sounds in a word in order to say the wordbreaking up or segmenting a word into its separate sounds.

Children who cannot hear and work with the phonemes of spoken words will have difficult time learning how to relate these phonemes to graphemes (A letter of an alphabet, or all of the letters and letter combinations that represent a phoneme, as f, ph, and gh) when they see them in written words. Early readers can show they have phonemic awareness in several ways:recognizing which words in a set of words start with the same soundisolating and saying the first or last sound in a wordcombining or blending the separate sounds in a word in order to say the wordbreaking up or segmenting a word into its separate sounds.

22Examples of Phonemic Awareness SkillsWhat word am I trying to say? Tttt-ooooo-p.What is the first sound in top?What is the last sound in top?What are all the sounds you hear in top?

Examples of Phonemic Awareness SkillsBlending: What word am I trying to say? Ttttt-oooo--p.Segmentation (first sound isolation): What is the first sound in top?Segmentation (last sound isolation): What is the last sound in top?Segmentation (complete): What are all the sounds you hear in top?Phonemic awareness can be developed through activities and should be embedded and integrated with word recognition and language comprehension from the beginning of literacy learning. We will discuss some quick activities you can do to increase phonemic awareness with your beginning readers.

23Distinctive Soundsbanging on tableopening drawerblowing a whistlepouring a liquidrubbing handscoughingeating an applecrumpling paperchewinghammeringwriting with a pencilsnapping fingers

This first activity is designed to develop the memory for thinking about sequences of sounds and the language for discussing them. Materials needed include objects that make interesting, distinctive sounds. Some examples are on the screen:In this activity children are challenged first to identify single sounds and then to identify each one of a sequence of sounds. Both will be very important in further phonemic awareness activities. The children are to cover their eyes with their hands while you make a familiar noise such as closing the door, sneezing, or playing a key on the piano. By listening carefully and without peeking, the children try to identify the noise.

24folding paperclicking with tonguecutting with scissorsstampingscratchingslamming a booksmashing crackersstirring with a spoonturning on a computer walking tearing paperchewing gumeating iceapplaudingringing a bellblowing noseOnce the children have caught on to the game, make two noises, one after the other. Without peeking, the children are to guess the two sounds in sequence saying, "There were two sounds. First we heard a ____, and then we heard a ____."After the children have become quite good with pairs of noises, produce a series of more than two for them to identify and report in sequence. Complete sentences should be encouraged from the students.

25VariationsWith the children's eyes closed, make a series of sounds. Then repeat the sequence, but omit one of the sounds. The children must identify the sound that has been omitted from the second sequence.Invite the children to make sounds for their classmates to guess.These games offer good opportunities to review, exercise, and evaluate children's use of ordinal terms, such as first, second, third, middle, last. VariationsWith the children's eyes closed, make a series of sounds. Then repeat the sequence, but omit one of the sounds. The children must identify the sound that has been omitted from the second sequence.Invite the children to make sounds for their classmates to guess.These games also offer good opportunities to review, exercise, and evaluate children's use of ordinal terms, such as first, second, third, middle, last.26Use familiar stories or poems to develop the ability to attend to differences in what students expect to hear and what they actually hear.You can use familiar poems, stories and songs to develop the children's ability to attend to differences between what they expect to hear and what they actually hear.Invite the children to sit down and close their eyes so that they can concentrate on what they will hear. Then recite or read aloud a familiar story, song or poem to the children but once in a while, change its words or wording - change its sense to nonsense. The children's challenge is to detect such changes whenever they occur.

27

Reverse Words Birthday happy to youAround ring the rosiesSubstitute WordsTwinkle, twinkle orange starMary had a furry lamb

Swap Word OrderJingle bells, jingle bells, jingleway the allOld MacDonald farm a had

Swap Word PartsDumpty Humpty wall on a satThere was an old lady who fallowed a swy

Switch order of eventsGoldilocks broke the chair and then sat on it

Some examples of ideas are on the screen. You can change any text in more or less subtle ways at a number of different levels including phonemes, words, grammar, and meaning. Because of this, the game can be played again and again throughout the year. As you begin to play the game, it is important that the changes result in violations of the sense, meaning, and wording of the text that are relatively obvious.Reverse Words Birthday happy to youAround ring the rosiesSubstitute WordsTwinkle, twinkle orange starMary had a furry lamb Swap Word OrderJingle bells, jingle bells, jingleway the allOld MacDonald farm a hadSwap Word PartsDumpty Humpty wall on a satThere was an old lady who fallowed a swy(Of course my favorite is telling them the story of the Pee Little Thrigs and the Wig Wad Boof. He dopened the oor and came chown the dimney. Or you could always talk about Rindercellar she slopped her dripper.)Switch order of eventsGoldilocks broke the chair and then sat on itThese activities will seem like meaningless fun for you and the children but you will really be developing their phonemic awareness, which in turn, will help them later on with reading and spelling.

28Detection of Syllables

Introduce the children to the nature of syllables by leading them to clap and count the syllables in their own names. When you first introduce this activity, model it by using several names of contrasting lengths. Pronounce the first name of one of the children in the classroom syllable by syllable while clapping it out before inviting the children to say and clap the name along with you. After each name has been clapped, ask "How many syllables did you hear?"Once children have caught on, ask each child to clap and count the syllables in his or her own name. Don't forget last names, too! It is easy to continue clapping other words and to count the syllables in each. If a name has many syllables, you may need to let children count the syllables as they are clapping.

29VARIATIONSAsk the children to hold two fingers horizontally under their chins, so they can feel the chin drop for each syllable.

Do this activity to a rhythmic chant, such as Bippity, bippity bumble bee, Tell me what your name should be.(Point to a child; that child responds by giving his name. Class repeats name out loud. Continue with one of the following: clapping it, whispering it, or saying it silently)

Variations of this would be toAsk the children to clap and count the syllables of their first and last names together.After determining the number of syllables in a name, ask the children to hold two fingers horizontally under their chins, so they can feel the chin drop for each syllable. To maximize this effect, encourage the children to elongate or stretch each syllable.This activity can be done to a rhythmic chant, such as Bippity, bippity bumble bee, Tell me what your name should be.(Point to a child; that child responds by giving his name. Class repeats name out loud. Continue with one of the following:)"Clap it!" (Children repeat the name, enunciating and clapping to each syllable.)"Whisper it!" (Children whisper each syllable while clapping.)"Silent!" (Children repeat name, silently enunciating syllables with mouth movement.)

30INITIAL SOUNDS

Spread a few pictures out in the middle of the circle. Then ask the children to find those pictures whose names start with the initial sound on which they have just been working. As each picture is found, the child is to say its name and initial phoneme as before (e.g., f-f-f-f-ish, /f-f-f-f/, fish). Try not to say fuh.31VARIATIONSSpread out pictures from two different sets, asking the children to identify the name and initial phoneme of each picture and to sort them into two piles accordingly.Matching Game - Pass picture cards of objects or animals to the children, naming each picture and placing it face down on the table or carpet. Children take turns flipping pairs of pictures right side up and deciding if the initial sounds of the pictures' names are the same. If the initial sounds match, the child selects another pair; otherwise, another child takes a turn. As the children become more comfortable with the game, spread out pictures from two different sets, asking the children to identify the name and initial phoneme of each picture and to sort them into two piles accordingly.You can also play a matching game. Pass pictures of objects or animals to the children, naming each picture and placing it face down on the table or carpet. Children take turns flipping pairs of pictures right side up and deciding if the initial sounds of the pictures' names are the same. If the initial sounds match, the child selects another pair; otherwise, another child takes a turn. This game works well with small groups.

32TAKE A SOUND AWAY

This activity helps the children to separate the sounds of words from their meanings. Show the children that if the initial phoneme of a word is removed a totally different word may result. This activity further helps children to separate the sounds of words from their meanings. With the children seated in a circle, explain that sometimes when you take a sound away from a word, you end up with a totally different word.To give the children an example, say "b-b-b-box," elongating the initial consonant, and have the children repeat. Then say "ox," and have the children repeat. Ask the children if they can determine which sound has been taken away and repeat the words for them (i.e., b-b-b-box ox b-b-b-box - ox).In this way, the children are challenged to attend to the initial phonemes of words even as they come to realize that the presence or absence of the initial phoneme results in two different words. Across days, gradually work up from the easier initial consonants to harder ones. Most children can identify the "hidden word" but have a great deal of difficulty in identifying what is taken away. Children may also be inclined to produce rhyming words rather than to focus on initial sounds. With this in mind, take care not to flip back and forth between the activities involving rhyming and initial sounds.

33VARIATIONSHelp the children notice that the initial sound makes a big difference in the words' meanings by asking them to use each word in a sentence.

Call the children to line up by naming their first names without the initial sound (e.g., [J]-onathon). The children have to figure out whose name has been called and what sound is missing. You may want to save blends until later, such as (St) ephanie.To help the children notice that the initial sound makes a big difference in the words' meanings, ask them to use each word in a sentence.Call the children to line up by naming their first names without the initial sound (e.g., [J]-onathon). The children have to figure out whose name has been called and what sound is missing. Save blends until later when they have initial sounds mastered.

34TWO SOUND WORDSdaybeebowboohayfeedoejaypiepeamowtwoknee shoe

To introduce the children to the challenges of analyzing words into phonemes and of synthesizing words from phonemes you will need blocks and two-phoneme word cards for both the teacher and the students.These two-sound games serve to introduce the procedure and logic of difficult phonemic analysis and synthesis activities. In addition, two-sound words (long vowels are best at the beginning) give children practice with the sounds of the various phonemes, both in isolation and as blended together.It is critical that every child grasp this concept before moving on to the more advanced activities.To clarify the children's image of the phonemes and to support their ability to distinguish them one from another, it is valuable to ask them to feel how their mouths change position with each sound or to look at their mouths in a mirror while saying the words. In addition, as in all of the phonemic awareness activities, it is important to ensure that the students are familiar with each word used in these exercises. If you suspect that any of your students are not, it is wise to review the word's meaning and usage.

35ANALYSIS ACTIVITYChoose a picture card. Say the two phonemes slowly.Place two different colored blocks under the picture.Move each box (left to right) as the word is said.Have students repeat with their own blocks.

In the analysis activity a child picks a card and names what it depicts. For this example, let us assume that the child chooses a picture of akey. You would repeat the word, but slowly and with a clear pause (about a half-second interval) between its two phonemes (e.g., "kee"). Then all the children should repeat the word in this same manner, "kee." To show that the word key consists of two separate sounds, the teacher now pushes blocks in two different colors underneath the picture from left to right as she enunciates the sound represented by each. Be sure you are sitting on the left side of the children during this activity and not across from them, or they may do it backwards.The children then repeat the word sound by sound while pushing the sounds of the word, left to right, with their own blocks. The children should pause slightly less between phonemes with each repetition. (e.g., "kee, key, kee, key, kee, key ").

36SYNTHESIS GAMEChoose a picture card and lay it face down in front of student.Name the picture phoneme by phoneme (e.g., to) as you move the blocks under the picture as you say the sounds.Children repeat the phonemes as they move the blocks increasing their speed until they can identify the picture.

This next game is just the reverse of the analysis game and likewise requires that you model the procedure before turning it over to the children. Choose a picture and place it face down so the children cannot see it. Then name the picture, phoneme by phoneme (e.g., "t"), while placing the blocks beneath the picture. While pushing their own blocks, the children must repeat the phonemes over and over and faster and faster as they did in the analysis game. When they believe they know the identity of the picture they should raise their hands. Later, this game can be used to teach the alphabetic principle by replacing the colored block with letter tokens. If you choose to do so, however, bear in mind that to convey the essential logic of the alphabetic principle, it is best that all words include one letter for each sound, left to right. With this in mind, avoid words with silent letters or digraphs.

37SYNTHESIZE WORDS FROM SEPARATE PHONEMES

This activity helps to reinforce students' ability to synthesize words from their separate phonemes.Everyone sits in a circle, and the teacher tells a tale. For example,Once upon a time, there was a kind, little troll who loved to give people presents. The only catch was that the troll always wanted people to know what their present was before giving it to them. The problem was that the little troll had a very strange way of talking. If he was going to tell a child that the present was a bike, he would say "bik." Not until the child has guessed what the present was would he be completely happy. Now I will pretend to be the troll. I will name a surprise for one of you. When you figure out what it is, it will be your turn.

38WORDS FOR SYNTHESIS ACTIVITYapecheesemoosesoapbeandeskpanstoolbookdogpeastumpbowdresspentiebreadeelphonetrainbrickglassshoetruckbroomiceskate

Choose one child and pronounce the name of the present, phoneme by phoneme. When the child guesses the word, she or he is to name a present for somebody else. Work up from short (two- and three sound) words to longer ones as the children become more adept at hearing the sounds. Instead of having presents you could find stickers or stamps of the objects on the screen and give them a sticker or a stamp of that object when they get the answer. Examples of words for which you might find a sticker or a stamp are on the screen.Phonemic activities can be fun for the students and you may wonder if you are wasting their time by doing them. I will emphasize again NO, you are not wasting your time. It is a building block that beginning readers need. It is ok to have fun as you teach. You should. Enjoy every day with the students as you begin this new school year and celebrate all the growth you see.

39Attendance Code

judith.halasek@education.ky.gov2284This concludes the first webcast for RTA teachers. The second one will be Tuesday, November 19 at 2:00 pm ET. To verify that you participated today, send an email to me with the four digit attendance code that is on the screen. Put that number on the subject line of the email. You do not need to write a message with it. I will try to send your EILA certificate to you within two days. If you do not receive it within a week, please let me know. There are over 320 of them to send, and sometimes I overlook a few. Please make sure your email signature has the name of your school and district so I have your correct contact information.40ResourcesAdams Marilyn Jager, Ph.D., Foorman, Barbara R. Ph.D., Lundberg, IngvarPh.D., & Beeler, Terri Ed.D. Phonemic Awareness in Young Children: A Classroom Curriculum: Brookes Publishing Clay, Marie M. (2005) Literacy Lessons Designed for Individuals: Heinemann Education Marzano, Robert (2002) What Works in Schools Translating Research into Action: Association for Supervision & Curriculum Development