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Project Read - Phonology Multisensory Structured Reading Program Woodland Park School District May 20, 2016 PROJECT READ What Programs Do We Currently Use? Why Project Read Data Stories from the Trenches Research What we are currently using Treasures Novel Studies DBQs SRA Read Works Daily 5/CAFÉ Learn Zillion Education City No Red Inc Pinterest Teachers pay teachers Letter Land Multisensory reading Rummy Roots Scholastic (still floating…) Read Live Seeing Stars LIPS Orton-Gillingham Strategies Project Read (Dave Uher especially) Project Read - Theory Direct Concept Teaching ◦ Reverse of discovery learning – every skill is explicitly taught ◦ Repetitious, constantly spirals ◦ Continual progress monitoring Sequence Based on Logic Links of our Language ◦ ◦ ◦ ◦ ◦ Multisensory – Visual, Auditory, Kinesthetic and Tactile ◦ ◦ ◦ ◦ Task analysis of skills is dependent on scope and sequence of our language Bare bones – from simple to complex Highly structured Controlled vocabulary (beginning systematic phonics) Abstract concepts are made concrete Kinesthetic & tactile strategies compensate for processing problems See, hear, feel, do Students actively participate Use of association to compensate for poor visual memory Application to Independent Accurate Reading & Spelling ◦ Skills taught to automaticity ◦ Metacognitive strategies to increase independent application Project Read - Phonology Phonology: Grades K – 2/3, Systematic phonics instruction Linguistics: Grades 3/4 and above, approach for students still struggling with phonology ◦ Teaches same phonology concepts but moves them more quickly into multisyllable words ◦ Respects the learner Affixes: ◦ Prefixes, suffixes, roots/bases, Latin, Greek Multisensory - VAKT Multisensory techniques are critical for some students to improve their memory. It’s good that students are able to verbalize a word they see (read it), but if they can reproduce it or spell it as they hear it, it is more likely to be in their long term memory and less likely for them to not know that skill at a later date. Write It (Tactile / Kinesthetic) See It (Visual) Hear It (Auditory) Say It (Verbal) SEQUENCE Beginning The sequence is very important Begins with short a and few consonants (ones that are not easily confused) Practice making CVC words using just the short a and the few consonants “Sight words” are introduced strategically In the beginning, it always seems like you’re moving slow…..but you’re doing a lot – you’re building the foundation and once that’s built, later on you’ll be able to add more and more at a much faster pace Compare Beginning Sequence Fry Words – First 50 “Sight Words” ◦ Letter /a/ makes the following sounds: and, a, that, was, are, as, at, have, had, what, all, said, each ◦ Letter /e/ makes the following sounds: the, he, are, they, were, when, there, each, their, use Of the first 50, only 19 are “Sight Words”, the rest are phonetically regular words “Sight Words” should be reserved for true “sight words” which must be memorized and introduced strategically Two Key Strategies Strategies for Phonetically Correct ◦ Sound/symbol code ◦ Syllabication – affixes Strategies for True Sight Words Sounds – Words – Sentences – Text NOT JUST PHONICS Do a little bit multiple times each day……but always embed skills into text Sounds Words Sentences Text DEMO LESSON Debrief Demo Pure sounds, clipped sounds Cueing sentences – concrete cues Volume of cards – nothing retires in K Pace – very quick, Notebook – see, say, hear, write Reading for spelling, reading for reading QUESTIONS: What did you see? What did you hear? How did you feel? What did the children write? Notice: Repetition Q. Is it a whole class instruction? A. Yes, when they move to their seats, they will also do it with the partner Q. What about students who are above (below) grade level? A. Two boys really benefited from the phonetic work. A couple of girls were very strong. The kids do it very fast. A2. The students who struggle do it multiple times: with the whole class, during the Focus Groups, etc. Q. Sky writing during training was in a particular way? Why do we practice on the floor? A It is all: touching, feeling, sky writing, etc., etc. Notice: Doing and Saying all the time Q. How long is the lesson? - The warm up – 5-7 min - Then they move and work with sentences - Move and work with the partner - Read Bonnie Kline stories…. - Intervention work may/will vary, depending on the needs (always cards, sounds, words. Immediately going into the text where it can be applied) Cont’d - You are saying “sounds,” but you were also adding words. - Yes, especially when I hear the children inserting vowels into sounds - Additionally, multi-sound words require examples of words where they can be used Q. How does it feel experiencing this training? A. ELL students benefit from it tremendously. Patterns to practice over and over again! Automaticity! IMPORTANT:You teach first before you start flashing the cards! SOUNDS 7 Steps – Introducing New Sound Display the letter/sound - t ● Locate the ‘t’ in the alphabet ● Model Sound (clipping or hand signal) ● Students practice the sound ● Phonemic Awareness – finger blending placing the sound in a word ● Write Letter – Trace, Glued Letter, Felt Paper ● Lock in Sound-Symbol – Skywriting, Memory Box, White Board ● Phoneme Cards Letter/sound card pack May be purchased or made with index cards Used when introducing new sounds and reviewing previously learned sounds Used as flash cards or manipulating sounds Sounds from the Phoneme/Grapheme Chart (Sound/Symbol Chart) May want to use a pocket chart to put the cards up in front of students Hand Signals for Vowel Sounds Short a: starting at chin with 2 fingers, form a short diacritical mark Short i: itchy nose, then dot the I Short o: form on “o” with your fingers (Miss Odd the opera singer) Short e: touch the edges of your mouth where a horse’s bit would be (Mr. Ed) Short u: finger pointing up (like an umbrella) From Introduction to Automaticity of Sounds Use flash cards or lists of sounds to practice the sounds Continue to practice, practice, practice in multiple ways Goal – automaticity (one sound per second) Students should be able to say the sound or sounds associated with a phoneme automatically SOUNDS INTO WORDS Finger Blending – Phonemic Awareness Watch, listen, think – thumbs up when you think you know the word Starting with the thumb – teacher says /a/ then /t/ with index finger. As good – start with the finger that “feels naturally.” Teacher sweeps the sounds together Say the word /at/ Use the word in a sentence Use finger blending ALL THE TIME! Is used later for spelling, tapping out a word, etc. Finger Blending – Phonemic Awareness ● ● ● ● ● ● ● Watch, listen, think – thumbs up when you think you know the word Starting with the first finger – teacher says /a/ then /t/ with index finger Teacher sweeps the sounds together Say the word /at/ Use the word in a sentence Use finger blending ALL THE TIME! Is used later for spelling, tapping out a word, etc. Introducing Words from Unit Each unit will introduce a new sound that will be blended into a variety of new words As a new sound is introduced, manipulate the sound with other letters to form new words Put new words into context Words from each unit should be practiced several times – at first “pounding them out’ but moving toward automaticity Same words are used for spelling (remember if they can spell them, more likely to be moved to long term memory Sounds into Words Demo TRUE SIGHT WORDS Red Words – Sight Words Strategy Non-phonetic words Printed on red (for younger students) These words are never “sounded out” Students tap out the letter names on their arm Left arm extended straight out in front of them, as each letter is named, a tap is made by the other hand starting near the top of the arm and tapping down the arm for each letter Finish by sliding fingers down the arm and saying the word “Said”…… ‘s’ ‘a’ ‘i’ ‘d’… “said” Words - Automaticity Words from the unit are practiced, practiced, practiced for automaticity Combine both phonetically correct words and true sight words WORDS INTO SENTENCES Sentences From Each Unit Sentences for reading and practice and eventually spelling are included for each unit Sentences are designed to apply the concepts from each unit, sight words from each unit and review previously learned words and concepts Students use them for vocabulary development Sentence Dictation Very important for spelling & editing practice Spelling single words is helpful, but students must be able to spell words in context Students must: listen to the teacher, analyze the sentence, apply strategies learned to a variety of words and improve their automatic retrieval. The process includes: 1. 2. 3. 4. 5. Pencils down. Teacher reads the sentences. Students repeat the sentence – tapping out the number of words Students begin writing – skip a line Edit – have them go back, rereading the sentence to themselves checking for missing words, correct capitalization, etc. Repeat the sentences as many times as needed. Correct them in class making corrections above the word. Give them the underlining option – underline a word they know is spelled incorrectly Whiteboards - Notebooks Writing completes the V, A, K, T Moves into long term memory Ties it all together! STORIES/TEXT Text Every day – read text Forces the application of learned skills Goal – to read quickly, efficiently and effortlessly. Struggling students who have to stop to figure out words, will not be able to read fluently or be able to comprehend what they’re reading Text, cont. Struggling readers – in the beginning using controlled vocabulary practices the skills they’ve learned and improves confidence As skills and confidence improve, students are more able to handle exceptions As students progress or when not using decodable text – word study before reading ◦ List words from their reading selection ◦ Have students decode and/or analyze vocabulary prior to reading ◦ Students apply the skills to a variety of words and are more likely to read the words correctly when coming across them in text (builds confidence) and able to concentrate more on comprehension Have students read text multiple times Why Text Without Pictures Repetitive Text with Pictures: ◦ Encourages guessing at words based on the pictures as FIRST strategy Controlled Text without Pictures or which do not rely on pictures: ◦ Encourages students to use “Sounding Out” strategies or phonology strategies FIRST! ◦ Use prompts to trigger the metacognition ◦ Sound it out? Is it a red word? Decodable Text Especially important in the beginning for students Helps them gain confidence Bonnie Kline Stories – matched to the Phonology Units, use as needed ◦ Black-line masters, may be used with comprehension templates Other series/reading materials are listed in Phonology Guide What’s Wrong With Guessing? Common "Con-" Words (out of 1947 “con” words) By Upper Elementary/Middle School con concave conceal conceit concept concern concert concise conclude concord concrete condense condo condone conduct conduit confection confer confess confetti confide confine conflict conform confound confuse congeal congest congress conjoin conjure connect conquer conscript consent conserve consider consign consort conspire constitute constrain constrict construct consult consume consign contain contemplate contempt content contest context continent continue contour contract contraption contrary contrast contribute contrite contrive control controversial contusion convalesce convect convene convenient convent convention converge converse convert convext convict convince convoy convulse But…… Decodable Text is not the only reading material Other opportunities in the beginning to read other literature Key Aspects of a Lesson Quick, fast paced Every day – but not for a long time Practice, practice, practice Repetitive, sequential Sounds – Words – Sentences – Text See it, Say it, Hear it, Write it Apply the strategies in their reading and writing Demo Lessons Introducing a new sound on the very first day & daily practice of phonemes and sight words. Introducing a new affix on the very first day & daily practice of affixes & vocabulary words. Entering Words/Reading for spelling/Reading for reading/Sentence Dictation. Sentence dictation & using decodable text. Include building auditory memory, counting words (K/1) and chunking sentences into phrases (2nd/3rd) Applying word analysis, affixes, vocabulary strategies in the upper grades when you are no longer using decodable text. Especially useful to help students access grade level content while they’re still decoding at a lower level. Debrief – Questions – Day 2 Significant understandings? Questions? Need more information Next Steps Review Parts of a Project Read Lesson Review sounds/previous learning Introduce new concepts: ◦ ◦ ◦ ◦ ◦ Sounds Words Sentences Text Apply in Literature Continually force application Practice, practice, practice Goal - Automaticity Significant understanding/findings/observations/conclusions/etc. - Clearer understanding of the starting place for upper elementary (you will not get there alone ) - Upper grades cannot go all the way back to “cat.” We must make sure that children understand “the sounds,” and syllabication. - Use multi-syllabic words in a controlled context - Review fast - It is really important for everyone to do the correct things! Questions - Materials? - Inventory! Only then start ordering/buying. IRT is a POC - Support? – Connect with your building. Go observing. Make a list of needs that can be organized into the next training/collaboration - One of the keys – CORE & INTERVENTIONS are coming from the same source. - PART II - More details - Grade levels workshops: pacing calendars, scope & sequence, “get your stuff together” so to speak - Practicing! Everyone is a teacher. Even 10 min will be valuable. - We will scan samples of notebooks, pictures of the hand cueing, etc.