RTI Instruction in Phonemic Awareness, Phonics, and Morphology

Transcription

1 RTI Instruction in Phonemic Awareness, Phonics, and Morphology Presented by Nancy Telian, MS, CCC-SLP Eddy Lecture University of Minnesota, Duluth October, 12, 2013 This six-hour session will provide a wealth of proven take-away strategies and resources in 10 specific skill areas involving phonemic awareness, phonics, and/or morphology that have been shown to significantly impact reading progress. To address varying levels of SLP involvement in the RtI process for literacy, for each of the 10 strategies, suggestions, activities, and resources for application within each RtI tier (Tier I, II, and III), both for indirect and direct service involvement, are provided for you in this session. Because the session focuses primarily on clinical and educational techniques, assuming some theoretical knowledge regarding associated research, links for research rationale and efficacy studies, as well as references, are provided at the end of this handout. Also provided, at the end of the handout are online links for additional resources to support your work in each of the areas addressed throughout the session. Financial Disclosure: I will be sharing many methods and resources throughout this session utilizing a synthesis of proven strategies from the research. I will also be mentioning various publishers of literacy based materials and assessments, and have no financial or non-financial relationship with these companies. In order to effectively share a few of the more unique, research-based methods that are supported by school efficacy studies, specifically in two of the ten skill areas covered in this session (letter sounds, and simultaneously addressing phonemic awareness and phonics), I will be sharing several slides from Reading with TLC s Lively Letters program, of which I am the author, and have a financial relationship. I will also provide you with information regarding publishers that offer similar methodology, and will give you an opportunity, during the session, to begin creating several mnemonic tools that could be specifically integrated with the reading programs already in place in your schools. Agenda Introduction

2 General Suggestions for Direct and Indirect RtI Literacy services for all Tiers The Ten Skill Areas Significantly Impacting Reading Success Covered in this Session 1. Difficulty with Letter Sound Associations 2. Trouble with the Phonemic Awareness Skills of Blending and Segmenting 3. Difficulty Simultaneously Utilizing Phonemic Awareness and Phonics Skills (Single Word Decoding and Encoding using Manipulation Tasks) 4. Pervasive Sequencing Errors when Decoding Words with Consonant Blends 5. Reading from the Wrong Kinds of Books - Impacting Oral Reading Skills (Different Types of Text for Different Skill Levels It s Temporary ) 6. Lack of Automaticity at the Single Sound and Single Word Level 7. Inability to Use the Syllable Division Rules to Read and Spell Multisyllable Words 8. Poor Morphological Awareness Skills Impacting Reading, Spelling, and Oral Language 9. Spelling (Focus in this Session is on the Common Spelling Rules) 10. Difficulty Learning Sight Words (Phonetically Regular and Irregular) Testing - Choosing and Analyzing Data- GOMs / Screening / Informal & Formal Assessment Last Minute Tips - Logistics, Scheduling, Collaborating for Indirect/Direct RtI Gems of Advice from your SLP Peers Across the U.S. Throughout the Session Free Resources at the End of Handout, with Online Links for More Resources Call to Action- Overcoming Hurdles - We Can Do This!

3 Introduction Why is learning to reading so difficult for some kids? Why is involvement with RtI for Literacy so challenging for many SLPs? What are your school SLP peers across the U.S. most challenged by? ASHA Schools Survey 2012: SLP Workforce Report

4 5. What percent of your school SLP peers across the U.S. are involved with RtI? ASHA Schools Survey Report: SLP Caseload Characteristics Trends, From 2010 to 2012, school-based SLPs increasingly participated in RTI or pre-referral. % conduct screenings, consultant, and offer strategies to classroom teachers. % provide direct services within general education. % do not participate in RTI Putting the time in for RtI literacy involvement can reduce your overall paperwork requirements, decrease special education referrals, and will change lives. Jonathan s story General Suggestions for Direct and Indirect RtI Literacy services for all Tiers If you are extremely strapped for time, start with a few small actions with big results -Indirect RtI Involvement for All Tiers -Periodically assist by looking at the GOM data Who is better trained than you?

5 - Help to determine criteria for movement through the tiers - Help to see program holes in the core and intervention programs, and offer ways to tweak the program, or suggestions for supplemental methods - Help to identify who might need a special education referral If you have a little more time: - Share your expertise by offering to use indirect time to coach teachers and interventionists in some of your methods or ask to provide a workshop -Direct RtI Involvement- Tier I - Provide lessons in classrooms with biggest need/where some of your kids are (provides instruction while training teachers at the same time) If you have a little more time: - Offer to help with the Benchmark Testing which might occur three times per year Direct RtI Involvement - Tier II & III - Bring some tier II or III kids in temporarily with your own speech groups to address target skills ** Free Resource Link: List of IEP Objectives for Phonemic Awareness and Phonics If you have a little more time: - Offer to dedicate three minute sessions (45 60 minutes total) per week for Tier II or Tier III direct service for kids not in speech group according to skill level (your work here may keep them from being referred down the road). Provide this either as your own RtI group, or filling in for reading specialist (or special ed. teacher) so that students get more sessions per week- share a folder for these students ** Free Resource Link: DIBELS Measures Problem Solving Worksheet Marianne Nice, MS, CCC, SLP of Language and Learning Connection ** Free Resource Link: RtI Literacy Weekly and Monthly Planners and A Planning and a Planning Note from the SLP to the Literacy Team Marianne Nice, MS, CCC-SLP

6 10 Instructional Literacy Strategies that can Change His (or Her) Story 1. Training Difficult Letter Sound Associations Biggest Impact on Reading The Strategies o Consonants, Vowel, silent e, vowel combinations, r controlled o Partner sounds, oral kinesthetic, hand cues, mnemonic stories, embedding pictures into letters as characters, music o Problem with key word approaches o Letter sounds before letter names for struggling students o Lower case before upper case for struggling students o Lively Letters created by Nancy Telian in Boston Schools, 1994 o Research rationale o Efficacy Data Activity - Create your own right now! Draw a bubble letter, add in mouth picture, and tie in a story, bring it alive as a character. Linking shape of letter to the sound, and to what you do with your mouth. Can tie in cues used at your school (the key word, hand cues used ) ** Free Resource Link Colored Letter Pictures and Stories for: a, o, u, i, e, s, l, r, ou, oi, er, ir, and ur ** Free Resource Link Coloring Book Page for: short l, r and i ** Free Resource Link MP3 Song for R-Controlled Vowels er ir ur

7 ** Free Resource Link - Sample Picture of a Vowel Path (Differentiating vowel combinations that follow the 2 vowels go walking rule from those that don t follow the rule ** Free Resource Link: Hard and Soft c Activity Sheet RtI Application for Letter Sounds Tier I Indirect Tier I Direct Tier II & III Indirect Tier 2 & 3 Direct Train teacher (and interventionists) in oral kinesthetic information for the letter sounds ** Free Resource Link: Oral Kinesthetic Letter Sound Label Review Chart and Pronunciation Guide -Draw pictures into their letter using key words from their program Do classroom lessons- teach letter sound, have kids draw / color - Have students put themselves into shape of letter, piano, musical chairs, gluing objects into letter templates - If your school does not use GOMs, (like DIBELS), provide informal letter name /letter sound, data sheets for progress monitoring ** Free Resource Link: Test Sheet for Letter Names and Sounds Play slap vowel, match game, puzzle pieces 2. Phonemic Awareness Skills of Blending and Segmenting The strategies for those having trouble with sound blending - Teaching good repertoire of letter sounds first - Vowel sound produced loudly and prolonged - First consonant a continuant sound - Use manipulative letters (with pictures of mouth or cue drawn on)

8 - Move first two letters into last letter (producing cons- vowel then add last consonant, instead of onset-rime) - Instructor saying the sounds, and blending the word with the student - No tapping use fluid motions and prompts The strategies for those having trouble with sound segmenting -Use letters (or letter pictures) in Elkonin type tasks -Activities, prompts (like pulling down letters, tapping) that encourage breaking word apart RtI Application for Phonemic Awareness Tier 1 Indirect - Look at core curriculum and suggest adding tasks needed for phonemic awareness and omitting the tasks that are not the big idea of teaching phonemic awareness Tier I Direct Draw a large slide on white board put magnets on backs of letter cards and slide down doubles, to meet last letter Tier II &III Indirect - Suggest grouping kids according to who cannot blend (even across grade levels) - Recommend 3 to 5 times per week minute blending groups Look at GOMS data for nonsense word decoding, or suggest sound blending informal test.. no letters

9 ** Free Resource Link: Informal Screening for Nonsense Word Decoding Tier II & III Direct Use phonics worksheets matching (drawing a line) 5 or 6 pictures to 5 or 6 words, and combine with blending method with letter pictures. First having student move the letters, and blend with them, before they use pencil to mark the sheet. 3. Simultaneous instruction in phonemic awareness and phonics (decoding/encoding single words in manipulation tasks) The Strategies o First with letter pictures, then plain letters o For Decoding (reading) o For Encoding (spelling) o How to progress (3 ways, 90%, criteria ) o Scope and sequence o Speech sound errors how to handle RtI Application Tier 1 Indirect - Make up word chains with 1 change at a time and dialogue posters to help cue teachers: Tier 1 Direct - Decoding- reading If that says what does this say? (instructor changes letter) - Encoding- spelling If that says make it say? (student changes letters) ** Free Resource: RtI Literacy Weekly and Monthly Planners and A Planning Note to the Literacy Team by Marianne Nice, MS, CCC-SLP

10 - Go into classroom and do whole group tracking with students holding and moving around with large cards, decoding and encoding - Some students at desks with small cards or white boards to differentiate the instruction for different levels ** Free Resource Link - Making Sandwiches Class Activity Sheet Tier II & III Indirect - Provide charts with suggested benchmarks for manipulation/ decoding/ encoding ** Free Resource Link: Grade 1 Scope and Sequence Chart Marianne Nice ** Free Resource Link: Grade 2 Scope and Sequence Chart Marianne Nice Tier II &III Direct - Utilize the special group strategy for decoding by Marianne Nice - Use tracking mats- or cafeteria trays - Play human /alien with paper and pencil- keep score between kids ** Free Resource Link: Alien and Human Block Word Sort 4. Decoding words with consonant blends- preventing sequencing errors o Words with Initial consonant blends blend initial consonant blend first, then rest of word, then whole word o Words with Final consonant blends- cover the last consonant first, read word without it, produce last consonant, then blend whole word o Words with Blends in both positions cover last cons. first, then pronounce initial cons. blend o ROAST five kinds of sound/letter changes ** Free Resource Link - Sample Word Chains for Manipulation Tasks Words with Consonant Blends ** Free Resource Link Orthographic Awareness Activity Sheet Differentiating r - controlled vowels from r consonant blends

11 RtI Applications Tier 1 Indirect Tier I Direct Tier II & III Indirect Tier II & III Direct Provide teachers with a list of the various consonant blends in initial position (double and triple) - Share the consonant blend decoding techniques in a quick coaching session - Provide classroom lessons on decoding consonant blend words- either with magnetic letters on board, smart board, or pocket charts Coach interventionists in these consonant blend strategies - Show interventionists how they can help your speech kids that they are working with who have speech sound errors, by targeting those sounds in tracking. (Give interventionists list of sounds your kids are working on, and strategies that help them) Vowel push up game, transferring to paper and pencil, templates for spelling 5. Different kinds of text level reading What kinds of books to choose The Strategies

12 o Which type of text for which students (temporary stages) o Play The Big Race game with letter tiles while reading o Glue envelopes inside covers of books with words to practice before reading the book (can do same for pictures of vocabulary in the book) ** Free Resource Link: Decodable Text Sources RtI Application All Tiers Indirect - Advocate for all students to have access to the appropriate type of text Tier II & III Direct - Transfer students to decodable texts during part of your sessions when they are ready to read at text level. Emphasize all of the word decoding strategies when come to unfamiliar word, as primary strategy - Enlarge the text if necessary, and consider colored overlays - Re-write text of a children s literature book into decodable text - post it notes 6. Automaticity strategies for rapid naming deficits, behavioral issues, and other challenges greatly impacting progress (double and triple deficit dyslexia kids) The Strategies RtI Application Tier I Indirect o Strategies for preventing errors and increasing accuracy and speed. o Five circles o Accuracy before Speed o 10 in a row correct on first try o Key Questions and prompting o Enough intensity- especially group size - Consult with teacher advocating for letter sounds before names, lower case before upper case, receptive before expressive, - Consult to advocate for work on word families word after work on letter sounds and phonemic awareness

13 Tier I Direct - Consult to advocate for enough word study work, and decodable text to improve fluency and prevent guessing Classroom Tic Tac Toe, or Bingo on the board, with words inside the game spaces - Human Alien Classroom Game- Students Read Silently and Vote Tier II & III Indirect - Keep your eye on the progress monitoring data!! Advocate for team to move struggling students right to Tier 3 if the signs are there of significant impairment, and help decide when and if to begin testing through the Spec. Education process Tier II & III Direct ** Free Resource Link: Don t Get Stung Popsicle Stick Game Activity ** Free Resource Link: Don t Be Greedy Word Card Game Activity ** Free Resource Link: The Dot Game Phonics Activity Sheets for Decoding Automaticity for Single Letter Sounds through Consonant Blend Words 6 pages 7. Syllable Division Rules for decoding multisyllable words The Strategies -Multisyllable Word Division rules Divide between 2 consonants CVC/CVC (bas/ket) Divide in front of 1 consonant CV/CVC (ho/tel)

14 RtI Application - Mirror Story (dividing line is the mirror).. If vowel stands directly in front of it, it says its name. If consonant is in front of mirror, preceding vowel can t see itself. - Multisyllable words with consonant le - Step and Jump Technique (Penny Castagnozzi) - CLOVER- the six syllable types Closed, Consonant l-e, Open, Vowel Combinations, Final e, R-controlled ** Free Resource Consonant le Activity Sheet Tier I Indirect Starting in grade 1 ( in the Common Core State Standards- 1 st grade) Tier I Direct - Coach teachers on these rules - Bring a mirror into classroom, and provide classroom lessons demonstrating how the mirror works, with the students saying their name.. then have them practice dividing and decoding words on board - Older students, use curriculum words and the ones that follow the rule (about 85%). Have them divide words into syllables and decode - Give students a list of real and nonsense multisyllable words. Have them divide and then check off as human or alien Tier II & III Indirect Advocate for older students to begin working on two syllable words, right after mastering cvc and while working on consonant blend words.. to hook them, and help them access their curriculum - Train intervention team in these rules, and mnemonic strategies Tier II & III Direct - Play tic tac toe and dot game put words directly into the game spaces and have students divide and decode the word before using that space in the game ** Free Resource Link 20 pages of Multisyllable Tic Tac Toe Phonics Game

15 - Play cards- regular card games like Crazy Eights, War.. First use sharpie to print words of various length right onto the cards (do this with the low level, 1 syllable words too) 8. Morphological Awareness Instruction The Strategies - Simultaneously address reading, spelling, and word meaning (oral and written language) - Strategies for decoding words with inflectional morphemes o ed and es suffixes (past tense, plural, third person singular) o When does the vowel in the word say its name? o When is the d or s in the suffix voiced? o When is the shwa sound pronounced in the suffix? - Strategies for reading, spelling, and determining word meaning using derivational morphemes (prefixes, stems, and suffixes) o Teaching decoding of the meaningful word parts in a structured sequence o Manipulate meaningful word parts o Word, sentence, text level o Linking morphology instruction to the curriculum words RtI Application Tier 1 Indirect - Supply teacher (grade one and up) with appropriate grade level lists of inflectional and derivational morphemes, and their meanings Tier I Direct ** Free Resource Link: Lists of Common Morphemes o Give students a list of words and have them box out known morpheme o Flip charts with morphemes and definitions

16 o Do word matrix, word sums, and word webs Tier II & III Indirect Make a few activities that can be used by intervention team such as - Such as a deck of prefix, stem, and suffix cards with meanings Tier II & III Direct - Draw pictures right into the morphemes to help with learning the meaning - Manipulate prefix, stems and roots, and for real and nonsense words and have students guess meanings - Provide a meaning, and some word part cards, and have student put parts together to form the word (spelling will be off for some)

17 9. Spelling The Strategies o Various skills are necessary for spelling Look at students spelling samples to determine where to focus instruction Phonemic awareness Orthography (phonetic knowledge) Morphology Spelling rules Mental orthographic images - Interactive task- Which skill of spelling should this student focus on? - Teaching the spelling rules of our language - Examples: - When to use c, k, or ck for /k/ sound - When to use ou versus ow; au versus aw; oi versus oy - The f, l, s rule When to double those consonants at the end of a word - - The doubling rule ( rule) Tier 1 Indirect ** Free Resource Link 7 Important Spelling Rules

18 Tier 1 Direct - Give classroom teacher the list of Important Spelling Rules, even if spelling rules are covered in the core. Teach a class lesson on when to drop the final e, using word sums with class coming up and writing in answers use some curriculum words. Tier II & III Indirect bake + ing = baking look + ing = looking garden + ing = gardening - Advocate for addressing spelling rules after student has mastered phonemic awareness and phonetics skills for spelling - Tier Ii & III Direct - Obtain resources such as Solving Language Difficulties from Educator Publishing Services and present spelling rules, giving lots of practice for each 10. Irregular Sight Words The Strategies o Regular versus irregular sight words o Classifying phonetically regular sight words by phonics concept o Irregular Sight Words- Child s ticket out of decodable text o Using mnemonics, imagery, story, and phonics base to train acquisition of semantically abstract and phonetically irregular sight words such as Sight Words You Can See by Penny Castagnozzi RtI Application ** Free Resource Link: Phonetically Regular Sight Word Sorter ** Free Resource Link: Phonetically and Sight Word Controlled Story

19 Tier I Indirect Tier I Direct - Help teacher sort sight words (phonetically vs. irregular, and phonetically regular words according to the phonics concepts) for easier sequence of presentation - Provide some classroom lessons on the irregular sight words in the curriculum, using phonics base, imagery, stories, and mnemonics Tier II & III Indirect - Look at oral reading fluency progress monitoring, and if students are progressing with phonemic awareness and phonics, but not in oral reading, advocate for work in irregular sight words Tier II & III Direct - Sort the irregular sight words according to shared letter patterns, and present from easier to more difficult (not by grade level word lists) ** Free Resource Link: List of groups of irregular sight words from Sight Words You Can See - by Penny Castagnozzi (84 words from the Dolch list) -Screening, Progress Monitoring, Assessments SLPs do not have to do all of the testing. They can be the triage specialist as in the ER. 1. Important skills to measure for reading Letter names Letter sounds Reading nonsense words Reading real words Oral reading paragraph level Phonemic awareness Rapid naming (if testing in depth) Spelling

20 Reading comprehension 2. General Outcomes Measures for reading(gom) Such as DIBELS NEXT AIMSweb 3. Informal Testing - Quick Phonics Screener - informal phonics inventory- Sopris West 4. Formal Diagnostic Assessments - Woodcock Reading Mastery Tests - R Word Attack (nonsense words) and Word Identification (real words) Passage Comprehension (reading comprehension) - Phonological Awareness Test - PAT Graphemes and Decoding subtests - Test of Word Reading Efficiency - TOWRE: (tests decoding automaticity for nonwords, as well as real words) - RAN/RAS, CTOPP, CELF-4- Rapid Naming of Visual Symbols - Grey Oral Reading Test 5 - Fluency and Reading Comprehension - Lindamood Auditory Conceptualization Test- Phonemic Awareness - Test of Written Spelling -4 - Process Assessment of the Learner PAL- II also looks at morphology - Spell-2- Learning by Design - Spell-Links: Prescriptive: Computerized Assessment Learning by Design\ Conclusion Motivational call to action Getting over the hurdles Know your worth Let your roles be known Share your gifts Change lives Use, your knowledge of research findings, then be creative and do what makes sense clinically. Don t forget to bring your passions to work. RtI Baby Steps/Big Steps: Participate in Tier 1 directly and indirectly by providing push-in coaching to train teachers while providing direct service

21 Participate in Tier 2 and 3 directly and indirectly by helping to analyze data and setting aside several short time periods per week SLPs on a Mission for Literacy - Professional Development onsite full day donated by Reading with TLC for groups of 100 or more- anywhere in the country -.6 ASHA CEUs contact Nancy Telian nancy.readingwithtlc@gmail.com Links For Free Resources To Get You Started in September Power Point pdf handout matching this presentation - TBA DIBELS Measures Problem Solving Worksheet Created by Marianne Nice, MS, CCC, SLP of Language and Learning Connection RtI Literacy Weekly and Monthly Planners and A Planning Note to the Literacy Team Marianne Nice, MS, CCC-SLP by List of IEP Objectives for Phonemic Awareness and Phonics Nancy TLC Oral Kinesthetic Letter Sound Label Review Chart and Pronunciation Guide

22 TLC Test Sheet for Letter Names and Sounds Sample Lively Letters Letter Pictures for a, o, u, i, e, s, l, r, ou, oi, er, ir, and ur %20ur.pdf Sample Coloring Book Lively Letter Pictures for i l and r TLC Sample Picture of Vowel Path ( Differentiating vowel combinations that follow the 2 vowels go walking rule from those that don t follow the rule Mp3 of Lively Letters Song for er ir ur R-controlled vowels Nancy Telian TLC Soft and Hard c Activity Sheet

23 TLC Screening for Nonsense Word Decoding Skills DING%20to%20print.pdf TLC Making Sandwiches Activity Sheet Penny Castagnozzi Grade 1 Scope and Sequence Chart Marianne Nice Grade 2 Scope and Sequence Chart Marianne Nice Alien and Human Block Word Sort Activity Marianne Nice TLC Sample Word Chains for Manipulation Tasks Words with Consonant Blends manual.pdf

24 TLC Orthographic Awareness Activity Sheet Differentiating r - controlled vowels from r consonant blends Penny Castagnozzi Decodable Text Sources Dr. Pamela Hook Don t Be Greedy Game Activity Marianne Nice Don t Get Stung Game Activity Marianne Nice The TLC Dot Game Phonics Activity Sheets for Decoding Automaticity Single Letter Sounds through Consonant Blend Words 6 pages s%20pdf.pdf 20 pages of Multisyllable TLC Tic Tac Toe Phonics Game able%20words.pdf TLC Multisyllable Word Consonant le Activity Sheet

25 Lists of Common Morphemes 7 Important Spelling Rules Phonetically Regular Sight Word Sorter - Penny Castagnozzi List of groups of irregular sight words from Sight Words You Can See - Penny Castagnozzi (84 words from the Dolch list) Phonetically and Sight Word Controlled Story by Penny Castagnozzi Lively Letters Research Rationale: Lively Letters Efficacy Data: Contact Information for Presenter Nancy Telian, MS, CCC-SLP Weymouth, MA nancy.readingwitihtlc@gmail.com

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