Deborah Simmons, Hank Fien and Nicole Deborah Simmons, Hank Fien and Nicole Sherman BrewerSherman Brewer

Oregon Reading First CenterOregon Reading First Center

Oregon Reading FirstOregon Reading FirstReview of Review of

Supplemental and Intervention Programs:Supplemental and Intervention Programs:Summary by Essential ComponentSummary by Essential Component

PhonicsPhonics

AcknowledgmentsAcknowledgments

Oregon Department of Education

Institute for the Development of Educational

Achievement, College of Education, University of Oregon

U.S. Department of Education, Office of Special

Education Programs

Oregon Reading First Supplemental and Intervention

Curriculum Review Panel

Content DevelopmentContent Development

Content developed by:Deborah Simmons, Ph. D.Professor, College of EducationUniversity of Oregon

Hank FienOregon Reading First Regional Consultant University of Oregon

Nicole Sherman-BrewerOregon Reading First Regional Consultant University of Oregon

Additional support:Patrick Kennedy-PaineKatie TateUniversity of Oregon

CopyrightCopyright

All materials are copy written and should

not be reproduced or used without

expressed permission of Dr. Edward J.

Kame’enui or Dr. Deborah C. Simmons.

Selected slides were reproduced from

other sources and original references cited.

Schoolwide:

Each & All

Prevention Oriented Scientifically

Based

Results Focused

IBR Foundational Features: IBR Foundational Features: Translating Research into PracticeTranslating Research into Practice

Today’s Focus

IBR Guiding QuestionsIBR Guiding Questions

1. Goals: What outcomes do we want for our students in our state, district, and schools?

2. Knowledge: What do we know and what guidance can we gain from scientifically based reading research?

3. Progress Monitoring Assessment: How are we doing? What is our current level of performance as a school? As a grade? As a class? As an individual student?

4. Outcome Assessment: How far do we need to go to reach our goals and outcomes?

5. Core Instruction: What are the critical components that need to be in place to reach our goals?

6. Differentiated Instruction: What more do we need to do and what instructional adjustments need to be made?

The objectives of today’s session are to:Review items on the Supplemental/ Intervention (S/I)

Consumer's Guide for phonics.Review data on all S/I phonics programs.Discuss overall strengths and weaknesses found in all

S/I phonics programs.Provide an overview of selected S/I phonics programs.

Objectives: What You WillObjectives: What You WillLearn and DoLearn and Do

Consumer’s Guide:Consumer’s Guide:Phonics: DecodingPhonics: Decoding

Phonics Instruction

Grade Initial Instruction Additional EvidenceRating Criterion

K 1 2 3

1. Introduces high-utility letter soundinstruction early in the sequence (e.g.,/m/, /s/, /a/, /r/, /t/) instead of low-utilityletter sounds (e.g., /x/, /y/, /z/). (ss)

X X

2. Sequences the introduction of lettersounds, letter combinations, and wordparts in ways that minimize confusion.(ss)

X X X X

3. Incorporates frequent and cumulativereview of taught letter sounds to increaseautomaticity. (st)

X X

4. Models instruction at each of thefundamental stages (e.g., letter-soundcorrespondences, letter combinations,prefixes, word endings, blending, readingwhole words). (w) and (ss)

X X X X

5. Introduces regular words for whichstudents know all the letter sounds. (ss)

X X X X

Consumer’s Guide:Consumer’s Guide:Phonics: Decoding (cont.)Phonics: Decoding (cont.)

Phonics Instruction

Grade Rating Criterion

K 1 2 3

Initial Instruction Additional Evidence

6. Progresses systematically from simple word types (e.g., consonant -vowel-consonant) and word lengths (e.g., number of phonemes) and word complexity (e .g. phonemes in the word, position of blends, stop sounds) to more complex words. [NRP, pg. 2 -132] (ss)

X X X X

7. Incorporates spelling to reinforce word analysis. After students can read words, provides explicit instruction in spelling, showing students how to map the sounds of letters on to print. (w) and (ss)

X X X

8. Provides teacher -guided practice in controlled word lists and connected text in which students can apply their newly learned skills successfully. (w)

X X X

9. Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit. [NRP, pg 2 -13] (ss)

X X X

Consumer’s Guide:Consumer’s Guide:Phonics: Decoding (cont.)Phonics: Decoding (cont.)

Phonics Instruction

Grade Rating Criterion

K 1 2 3

Initial Instruction Additional Evidence

10. Teaches students to process larger, highly represented patterns to increase fluency in word recognition. (w)

X X X

11. Teaches advanced pho nic-analysis skills explicitly, first in isolation, then in words and connected text and utilizes other program materials (e.g., trade books, anthologies) when students are proficient. [NRP pg. 2 -132] (w) and (ss)

X X

12. Teaches explicit str ategy to read multisyllabic words by using prefixes, suffixes, and known word parts (w).

X X

13. Uses structural analysis judiciously to support word recognition strategies. (ss)

X

Consumer’s Guide:Consumer’s Guide:Phonics: Irregular WordsPhonics: Irregular Words

Phonics Instruction

Grade Rating Criterion

K 1 2 3

Initial Instruction Additional Evidence

1. Selects words that have high utility; that is, words that are used frequently in grade-appropriate literature and informational text. (ss)

X X X X

2. Controls the number of irregular words introduced at one time. (w)

X X X X

3. Separates highly similar words for initial instruction (e.g. was/saw). (ss)

X X X X

4. Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words. (w)

X X X X

5. Preteaches sight words and incorporates them into connected text. (w)

X X X X

6. Provides ample practice and cumulative review of important high-frequency sight words. (st)

X X X X

Summary of ResultsSummary of Results

Program Kindergarten FirstGrade

SecondGrade

ThirdGrade

Early Reading Intervention 81% 81%

Touchphonics 76% 76% 76% 76%

Headsprout 72% 72% 72%

Start Up Phonics Kit 58% 58% 58% 58%

Reading Explorers PathfindersTutoring Kit

36% 36% 36% 36%

Earobics Literacy Launch (step 1) 34% 34%

Curious George Reading & Phonics 22% 22%

First Stories 17%

Words at Work 13% 13% 13%

Pacific Literacy Guided Reading 10% 11% 13%

Kid Phonics 1 7% 7% 7%

Summary of ResultsSummary of Results

Program Kindergarten First Grade

Second Grade

Third Grade

Pacific Literacy Shared Reading 6% 6% 6%

Fast ForWord Bookshelf (Vol. 1 & 2) 4% 4% 4%

Matchword 3% 3% 3% 3%

KidCentered Learning Toolkit: Alphabet Study

1% 1% 1%

Early Success 36% 36%

Kid Phonics 2 16% 16% 16%

Earobics Literacy Launch (step 2) 34% 34%

Houghton Mifflin's Soar to Success 47%

Lexia Strategies for Older Students (S.O.S.)

46%

Evidence for the following instructional criteria were documented in many of the programs reviewed:

Evidence of Sufficient Instructional Evidence of Sufficient Instructional Quality for Phonics ProgramsQuality for Phonics Programs

Number Criterion

4. Models instruction at each of the fundamental stages.

8. Provides teacher guided practice in controlled word lists and connected text.

13. Uses structural analysis judiciously to support word recognition strategies.

1.(IW) Selects words that have high utility and are used frequently in grade-appropriate literature and informational text.

Evidence of Insufficient Instructional Evidence of Insufficient Instructional Quality for Phonics ProgramsQuality for Phonics Programs

Number Criterion

9. Begins instruction in word families, word patterns, and larger orthographic units after students have learned the letter-sound correspondence in the unit.

10. Teaches students to process larger, highly represented patterns to increase fluency in word recognition.

11. Teaches advanced phonic-analysis skills explicitly, first in isolation, then in words and connected text.

4.(IW) Points out irregularities and provides a strategy for reading irregular words using letters or parts of the words.

Evidence for the following instructional criteria were documented in many of the programs reviewed:

Phonics Program OverviewPhonics Program Overview

Touchphonics

Early Reading Intervention

Headsprout

Phonics Program OverviewPhonics Program Overview

Early Reading Intervention Touchphonics Headsprout

PUBLISHER Scott Foresman Educators Publishing Service Yriondo

GRADE K-1 K-3 K-2

GROUP SIZE small group(2-5 students)

Individual or small group (1-3)Classroom Version (Magtiles)

Individual

LESSONS 126 lessons* Program divided into 4 parts:•Part 1: Learning Letters and Sounds•Part 2: Segmenting, Blending, and Integrating•Part 3: Reading Words•Part 4: Reading Sentences and Storybooks* Each lesson is divided into two parts: PA/Alphabetic Understanding and Spelling/Writing

77 Prepared Lesson PlansPattern-Based rather than rule basedProgram divided into 9 parts:Build the word2. Touch and sound the units3. Blend the sounds into a word4. Cover and spell the word5. Cover and write the word6. Change the word/ Shake and Make7. Read the word in isolation8. Read the word in print9. Write the word in print

80 online, interactive lessons70 “ready to read” stories

More details to come.

IRREGULAR WORD INSTRUCTION

Yes- Begin Lesson 94 Each lesson introduces 1 new word and reviews 2 previously introduced irregular words.

Yes- Lessons 2-39 Each lesson introduces 1-2 new words and reviews 2-3 previously introduced words.

Yes

TIME 30 minutes5x a week~ 8 months for K1st graders - depends on entry point

20 minutes-Building, spelling and writing words5 minutes- Reading text matched with word patterns in the lesson5 minutes- Writing and spelling original work

Online Lessons are 20-30 minutes

COST $1048.95 $1000.00