Spring into the Standards! April 9, 2014

1. Spring into the Standards! April 9, 2014

2. AKA… Phonological Fun with Pete the Cat

3. Expectations • Take care of yourself • Take care of each other • What is said here, stays here, what is learned here leaves here • Be present

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

5. Scale

6. 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)

7. 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)

8. Standards • Florida Early Learning and Developmental Standards for 4-Year-Olds • ESE PreK Course Codes

9. 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.

10. 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.

11. Activity • Find your Pete the Cat Activity Cards. • Read each activity. • Decide as a table which PA skill it matches.

12. PA is an UMBRELLA Term

13. Listening The 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”.

14. Rhyme Matching 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.

15. Signing cat

16. Alliteration • Producing groups of words that begin with the same initial sound. Example: ten tiny tadpoles

17. Sentence Segmentation(or concept of spoken word) • Segmenting sentences into spoken words Example: The dog ran away

18. Syllables Blending syllables to say words or segmenting spoken words into syllables Examples: /mag/ /net/ = magnet paper = /pa/ /per/

19. Onsets and Rimes Blending 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/

20. 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

21. 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

22. Scaffold • Tailoring instruction to meet individual needs • Moving student learning and understanding from where it is to where it is supposed to be

23. Scaffold Beyond Centers and Circle Time 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.

24. Scaffold Read It Again-PreK! Provides specific strategies to use with children who find a given lesson too easy or too difficult Laura M. Justice Anita McGinty Design and Illustration by Anthony Baker

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

26. 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)

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

28. Scaffolding Activity Take a Pete activity from your bin and discuss how you could scaffold it to meet the needs of your students. How would you adapt the activity to target the needs of your students? How would you add support? How would you increase the complexity? Jot down your ideas on the Learner’s Ladder and be prepared to share.

29. 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)

30. 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).

31. Scale

32. Celebrate Your Learning

33. Other Places to Find Pete • www.harpercollinschildrens.com • www.Pre-kpages.com • www.makinglearningfun.com • www.heidisongs.com • Pinterest

34. We Love Pete the Cat…

35. Resource for Parents Contact Information: Rori Becker 407-620-9355 Rori@BrightFeats.com

36. Thank you for ALL you do!!

37. Contact us if you have any questions, comments, or concerns. Janice Penn Stephanie Thomas Janice.Penn@ocps.netStephanie.Thomas2@ocps.net Component # 2100027