- Over 8 million students in grades 4-12 struggle with reading. High school dropout rates are high, with only 70% graduating on time. Struggling readers are 20 times more likely to dropout than top students. - Lack of phonemic awareness, the ability to understand how spoken words are represented in print, is a strong predictor of difficulty learning to read. Phonemic awareness instruction helps all students learn to read and spell. - Effective phonemic awareness activities involve sounds in words, help make the connection between letters and sounds, and can be expanded to include print when students are ready. Such instruction provides an essential foundation for reading.

1. Reading … Set … Go! Application of Research-Based Instructional Practices Competency 2 Component # 1-013-311 Center for Professional Learning Session 3 Instructor: Carmen S. Concepcion readingsetgo.blogspot.com Fall 2010

2. The Pig Personality Profile

4. FLaRE Professional Paper Phonemic Awareness “The lack of phonemic awareness is the most powerful predictor of difficulty in learning to read.” -Bill Honig, Linda Diamond, and Linda Gutlohn, 2000 Teaching Reading Sourcebook for Kindergarten through Eighth Grade, p. 2.16

5. What We Know From Research Phonemic awareness instruction: Involves students’ understanding of how words in spoken language are represented in print. Helps all young students to learn to read. Is most effective when students learn to read. Is most effective when students learn to use letters to represent phonemes. Also helps preschoolers, kindergarteners, and first graders learn to spell.

6. Phonological Awareness Continuum

7. Phonological Awareness Cards Match the activity cards to one of the phonological awareness on the continuum Write the type of phonological awareness on a sticky note and attach it to the card Some types will have more than one activity

8. Reflection Would any of these activities be useful with your current students? Why or why not? What adaptations might you make at the secondary level?

9. Phonemic Awareness and Phonics Phonemic awareness instruction: Focuses students’ attention on the sounds of spoken words Helps students make the connection between letters and sounds During reading and spelling activities, students begin to combine their knowledge of phonemic awareness and phonics

10. Phonemic Awareness + Print When students are ready, many phonemic awareness activities can be expanded to help students make the connection between letters and sounds. Phonemic Awareness is the platform for the instruction

11. Share Investigative Activity Phonemic Awareness

13. Learn Network Set up passwords http://www.justreadflorida.com/learn/ Watch the following videos Phonics Instruction at the Elementary Level Phonics Instruction for Struggling Adolescent Readers Website Reflection How does this website enhance student learning? How can this website be utilized best in the classroom?

14. Remember… Phonemic awareness “…provides children with essential foundational knowledge in the alphabetic system. It is one necessary instructional component within a complete and integrated reading program.” -National Reading Panel, 2000 Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction, p. 8

15. Investigative Activity Read: A Closer Look at the Five Essential Components of Effective Reading Instruction A Review of Scientifically Based Reading Research for Teachers Use guiding questions on next slide to reflect Post your reflection on the class blog Be ready to share next session

16. Guiding Questions What does phonological awareness look like in your classroom? Are activities sequenced, and aligned to a developmental continuum? Does everyone (students, teachers, and parents) understand the continuum? Is phonemic awareness a part of your daily language arts lesson? Does each activity have a clear focus on a linguistic unit that is appropriate by level (phoneme, on-set, syllable, word)? Is the difference clear between oral language manipulation and written symbol manipulation? Are students allowed to practice enough? How will you measure progress? *If you do not teach Reading, please interview one of the reading teachers at your school