WSRA Convention 2013

Transcription

1 WSRA Convention 2013 So You ve Completed the PALS Assessment, Now What? Understanding the data and developing developmentally appropriate instruction and interventions Presented by: Early Intervention Committee Jan Detrie, Janet McGraph, Sue Haertel, and Mary Swan

2 I Think You re Wonderful I think you re wonderful, When somebody says that to me I feel wonderful, as wonderful can be It makes me wanta say the same thing to somebody new And by the way I ve been meaning to say I think you re wonderful, too. Teaching Peace,Red Grammer

3 PALS Rhyme Awareness - From three pictures, students are asked to identify a picture that rhymes with the target picture. There are a total of ten items for this task. Beginning Sound Awareness - From three pictures, students are asked to identify pictures that have the same beginning sound as the target picture. There are a total of ten items for this task. Alphabet Knowledge - Students are asked to name the 26 lower-case letters of the alphabet. Letter Sounds - Students are asked to produce the letter sounds of 23 upper-case letters of the alphabet, as well as three digraphs.

4 PALS Spelling - Students spell five consonant-vowelconsonant words, receiving credit for phonetically acceptable substitutions Concept of Word - Students are taught a rhyme in advance of assessing their concept of word. A students' concept of word is assessed using a picture sheet of the rhyme, as well as pointing and word identification in a small book, and a word list Word Recognition in Isolation (Optional)- Students identify a list of words at the Pre-primer, Primer, and First-Grade level.

5 Understanding the Data

6 Goals of Reading in Kindergarten I am a reader I am a writer Reading and writing are fun

7 Kindergarten Reading Concepts of stories Concepts of print Left to right, top to bottom, return sweep Alphabet Phonemic awareness Read beginning books

8 How children learn to read in school Print rich environment Hearing lots of stories Shared reading Guided reading/writing groups Lots of chances to read and write Songs, poems Centers

9 Letters There are many things to know about letters Letters make up words Letters have sounds Different letters have different sounds Some different letters have the same sounds Combinations of letters make up different sounds

10 Learning the alphabet What does it mean to know a letter? Sing the song Track the letters Letter name and picture Letter name and sound Early writing Station activities

11 Phonemic Awareness The phonics of Kindergarten Phonemic awareness is an oral language skill. It is the awareness that phonemes exist as abstractable and manipulative components of spoken language.

12 Phonemic awareness Tasks Rhyme Children learn to : Hear rhyme Example: Does cat rhyme with hat? Give a rhyming word Example: Can you give me a word that rhymes with fun? Tell which word doesn t rhyme when hearing a group of words Example: Which of these words rhyme? Cat dog mat

13 Phoneme clapping Clap the words in this sentence: The cat sat on the mat. Clap the syllable in your name Phill-ip Mar-y Divide a word into onset and rime c-at

14 Phoneme isolation: Children learn to Give initial, final, and medial sounds in a word Children usually hear the strongest sounds first Example: What sound do you hear first in this word: f-un ffff

15 Phoneme substitution Children learn to Substitute one sound for another in a word Example: Say Tommy, change t to m to say mommy Say hot, change t to p to say hop

16 Phoneme blending Children learn to: Hear the teacher say words in segments and blend those segments into words: Example: Name game T im Phoneme segmentation Child s name Children learn to: Say a word slowly and hear phonemes (used in early writing) Example: m a - t

17 Order for Sorting Rhyme cat, hat, mat, pin, fin, tin Onset moon, mat, mouse, soap, sun Ending sounds pail, ball, seal Middle sounds coat, soap, home

18 Concept of print Which way do I go? Then where? What is a word? Letter? Spaces? Top? Bottom? First? Last?

19 Writing Shared writing Interactive writing Writing group Centers Write everyday!

20 Reading- Wri+ng Connec+on In reading, we decode print to discover someone s ideas. In wri+ng, we encode ideas in our head into print that somebody could read. In most children, encoding comes before decoding. Watch child during reading, think about wri+ng: how one thing can help the other

21 Reciprocity in Reading/Wri+ng Readers Warm up their mind before reading Know snap (sight) words Use their finger to point to words Use the picture to make the words match Use leher power to figure out words Reread and get their mouth ready Writers Make a plan before they write Write snap words quickly Leave spaces between words Draw a picture and write words to match Stretch words then write the lehers Reread and say the next word to write

22 Wri+ng for Readers: Teaching Skills through Wri+ng Unit of study reinforces teaching of phonics and high frequency words during word study, and through interac+ve wri+ng and shared reading. Assess readiness: Do children see wri+ng workshop as a place to tell important stories? Can they generate ideas? Are they stretching words independently? Set Purpose: As you write, remember you are wri+ng for friend who will try to read your work. Make use of wri+ng partnerships for peer- edits.

23 Some Teaching Points from Units of Study for Primary Wri2ng Children divide their wri+ng into piles readable and hard to read wri+ng Create an anchor chart with children, Readable Wri+ng, and list quali+es, i.e. has spaces, is neat, has lots of lehers in every word. Stretch word, listen to sounds, write lehers, reread and try to hear more sounds, add on. Write word wall words in a snap. Leave spaces.

24 Teaching Skills Through Writing Model/demonstrate teaching point with your own writing or child's writing. Repeat the teaching point several times during the lesson. Children love repetition. Use active engagement--hand gestures and movement, turn and talks, white boards, etc. Create a chart to represent your teaching with both pictures and words. Teach children to use this tool during independent writing.

25 Hearing sounds in words Elkonin boxes Say it slowly What do your hear? How would you write it? Where would you write it? What else do you hear?

26 Learning words Teach high utility words found in books and poems Provide lots of experience to find, to make, to write Play games (wordo, tic-tac-toe, parking lot, concentration, read the room)

27 Guided Reading All children are ready to learn something Warm up Re-read books New book introduced Word work writing

28 Social development and literacy instruction needn t be an either/or proposition. If we are to improve literacy in our nation, we all have to embrace the belief that teaching reading to 5- year olds can be a school experience that s every bit as playful, imaginative, inquiry-driven and developmentally appropriate as anything John Dewey or Jean Piaget might have dreamed up. We have to stop casting the discussion as skill-and-drill versus joyful learning through play. Anne McGill-Franzen

29 Resources: Early Intervention for Reading Difficulties: The Interactive Strategies Approach, (2010) Donna Scanlon, publisher Guilford Kindergarten Literacy: Matching Assessment and Instruction in Kindergarten, (2006), Ann McGill- Franzen, publisher Scholastic The Next Step in Guided Reading: Focused Assessmetns and Targeted Lessons for Helping Every Student Become a Better Reader (2009), Jan Richardson, Publisher Stenhouse. An Observation Survey of Early Literacy Achievement, (2002), Marie Clay, Heinemann.