Spring into the Standards! April 9, 2014. Participants will be able to scaffold activities on the...

Spring into the Standards!April 9, 2014

AKA…Phonological Fun with Pete the

Cat

Expectations

•Take care of yourself

•Take care of each other

•What is said here, stays here, what is learned here leaves here

•Be present

Learning GoalParticipants will be able to scaffold activities on the phonological awareness continuum to meet the diverse needs of the children in their classroom.

Scale4 I can teach others about the phonological

awareness continuum and recommend appropriate activities they can use in their classroom to meet the diverse needs of their students.

3 I have a good understanding of the phonological awareness continuum and how to scaffold activities on the continuum to meet the diverse needs of my students.

2 I have heard the term phonological awareness but I am not sure what the continuum is.

1 I don’t have a clue what phonological awareness is.

Research Tells Us…

“Children who begin reading instruction with higher levels of phonological awareness end up with better word-reading skills than their peers at the end of first and second grade.”

(Juel, Griffith, and Gough 1986; Stanovich, Cunningham, and Cramer 1984)

Research Tells Us…“Reading and self-concept are so interwoven that students who view themselves as poor readers also view themselves as having little personal worth.”

(Purkey, Zimmerman, and Allebrand)

Standards

•Florida Early Learning and Developmental Standards for 4-Year-Olds

•ESE PreK Course Codes

Thinking about the sounds in words is not natural. We focus not on the sounds /ma/ /me/ but on the warm, cuddly person that is Mommy.

To learn to read, children must refocus on the sound of words.

Phonological Awareness

• PA is the understanding that our spoken language is made up of words and that our words are made up of individual units of sound called phonemes.

• PA instruction improves children’s understanding of how the words in spoken language are represented in print.

Activity

•Find your Pete the Cat Activity

Cards.

•Read each activity.

•Decide as a table which PA skill

it matches.

PA is an UMBRELLA Term

ListeningThe ability to attend to and distinguish both environmental and speech sounds from one another.

• This skill is a prerequisite to all other phonological awareness skills.

• The child has to distinguish similarities and differences in sound.

Example: Child hears barking and says “dog”.

RhymeMatching the ending sounds of words• Rhyme recognition is typically mastered in preschool

• Rhyme completion is typically mastered in preschool

• Rhyme production is typically mastered in Kindergarten

Example: Do cat and hat rhyme?

Example: cat, hat, mat, ____

Example: Tell me two words that rhyme.

Signing cat

Alliteration• Producing groups of words that begin with the same initial sound.

Example: ten tiny tadpoles

Sentence Segmentation(or concept of spoken word)• Segmenting sentences into spoken words

Example: The dog ran away

Syllables Blending syllables to say words or segmenting spoken words into syllables

Examples: /mag/ /net/ = magnet

paper = /pa/ /per/

Onsets and RimesBlending or segmenting the initial consonant or consonant cluster (onset) and the vowel and consonant sounds spoken after it (rime)

m is the onset, ice is the rime (aka word families)

Examples: /m/ /ice/or /sh/ /ake/

Phonemes• Blending phonemes into words

• Segmenting words into individual phonemes

• Manipulating phonemes in spoken words

Example: /k/ /a/ /t/= cat

Example: ship= /sh/ /i/ /p/

Example: change the /p/ in pop to /t/ for top

How do we fit it in?

We know one size doesn’t fit all so we need to use

instructional tools and strategies that are…

• fair

• flexible

• engaging

• challenging

Scaffold

•Tailoring instruction to meet individual needs

•Moving student learning and understanding from where it is to where it is supposed to be

Scaffold

A changing quality of support over a teaching session, in which a more

skilled partner adjusts the assistance he or she

provides to fit the child’s current level of performance.

Beyond Centers and Circle Time

Scaffold

Read It Again-PreK!

Provides specific strategies to use with

children who find a given lesson too easy

or too difficultLaura M. JusticeAnita

McGinty

Design and Illustration by Anthony Baker

Scaffold

A variety of instructional techniques used to move students progressively toward stronger understanding and, ultimately, greater independence in the learning process

Scaffold

• Scaffolding is an essential component of explicit/planned instruction

• Look at child’s skill level (emerging, building, competent), background knowledge (second language learner, first time in PreK, attending VPK), learning style (visual, auditory, kinesthetic), group preference (someone child is more likely to imitate/not in conflict with), environmental preference (large group vs small group)

It’s Time to Sing Along…”It’s Listening Time”

Scaffolding Activity1. Take a Pete activity from your bin and

discuss how you could scaffold it to meet the needs of your students.

2. How would you adapt the activity to target the needs of your students? How would you add support? How would you increase the complexity?

3. Jot down your ideas on the Learner’s Ladder and be prepared to share.

Research Tells Us…

“Children who remain poor readers by the end of the first grade almost never acquire average-level reading skills by the end of elementary school. These children actually fall further and further behind peers in reading and content areas – because they depend so much on reading.”

(Florida Center for Reading Research website)

Research Tells Us…“Perhaps the most exciting finding emanating from research on phonological awareness is that critical levels of phonological awareness can be developed through carefully planned instruction, and this development has a significant influence on children's reading and spelling achievement .”

(Ball & Blachman, 1991; Bradley & Bryant, 1985; Byrne & Fielding-Barnsley, 1989, 1991; O'Connor, Jenkins, Leicester, & Slocum, 1993).

Scale4 I can teach others about the phonological

awareness continuum and recommend appropriate activities they can use in their classroom to meet the diverse needs of their students.

3 I have a good understanding of the phonological awareness continuum and how to scaffold activities on the continuum to meet the diverse needs of my students.

2 I have heard the term phonological awareness but I am not sure what the continuum is.

1 I don’t have a clue what phonological awareness is.

Celebrate Your Learning

Other Places to Find Pete• www.harpercollinschildrens.com

• www.Pre-kpages.com

• www.makinglearningfun.com

• www.heidisongs.com

• Pinterest

We Love Pete the Cat…

Resource for Parents

Contact Information:

Rori Becker 407-620-9355

Rori@BrightFeats.com

Thank you for ALL you do!!

Contact us if you have any questions, comments, or concerns.

Janice Penn Stephanie Thomas Janice.Penn@ocps.net Stephanie.Thomas2@ocps.net

Component #

2100027