PreK ESE Teacher MeetingNovember 9, 2011

Welcome to…

Do You Know the Muffin Man?

Using Rhymes and Songs to Enhance Early Literacy

Rules

• Respect the speaker (limit sidebar conversations)

• Participate-you get out of it what you put into it

• What is said here, stays here

• What is learned here, leaves here

Celebrations

Let’s All Play A Game

Are the Sounds the Same

Let’s all play a game.

You’ve really got to listen.

Are the sounds the same?

Or are they different?

Are the Sounds the Same

Give it two thumbs up,

if they sound the same.

Give it two thumbs down,

if they are different.

Let’s have fun. Here we go.

Are the Sounds the Same

Listen…thumbs up or thumbs down

Listen…thumbs up or thumbs down

Listen…thumbs up or thumbs down

Are the Sounds the Same

Let’s all play a game.

You’ve really got to listen.

Are the sounds the same?

Or are they different?

One more time. Here we go.

Are the Sounds the Same

Listen…thumbs up or thumbs down

Listen…thumbs up or thumbs down

Listen…thumbs up or thumbs down

Are the Sounds the Same

Let’s all play a game.

You’ve really got to listen.

Are the sounds the same?

Or are they different?

Listen carefully.Language Play and Listening Fun for Everyone!

Jack Hartmann

Discussion

Take a few minutes to talk at your table about the activity we just completed…

• What skills were practiced?

• Was the activity enjoyable?

The chime will be the signal to end discussion.

Brain Research

Singing makes us feel good, and when we feel good, our body releases endorphins into our system that will help boost our memory. Singing also requires that we take in additional oxygen, which increases our alertness.

Singing is a great activity for enhancing brain functions.

Our Learning Goals

• Participants will understand the phonological awareness skills sequence/continuum (including pre-requisite skills).

• Participants will be able to use phonological awareness activities in their classroom to enhance students’ early literacy skills.

Scale4 I can teach others about the phonological awareness

continuum and recommend appropriate activities they can use in their classroom.

3 I have a good understanding of phonological awareness continuum and use activities regularly in my class.

2 I have heard the term phonological awareness but I am not sure if I am using these activities appropriately in my class.

1 I don’t have a clue what phonological awareness is.

Indicator #7Preschool Performance

2009-10 State-Level Target LEA Data

Target Met

65.9% of children who entered preschool below grade expectations will substantially increase their growth in positive social emotional skills by the time they exit the preschool program.

77.97% Y

59.0% of children who entered preschool below grade expectations will substantially increase their growth in acquisition and use of knowledge and skills by the time they exit the preschool program.

71.91% Y

59.5% of children who entered preschool below grade expectations will substantially increase their growth in use of appropriate behaviors to meet their needs by the time they exit the PK program.

63.83% Y

Indicator #7Preschool Performance

2009-10 State-Level Target LEA Data

Target Met

75.8% of children were functioning within age expectations in positive social emotional skills by the time they turn 6 years of age or exit the preschool program.

82.88% Y

52.9% of children were functioning within age expectations in acquisition and use of knowledge and skills by the time they turn 6 years of age or exit the preschool program.

53.15% Y

73.3% of children were functioning within age expectations in use of appropriate behaviors to meet their needs by the time they turn 6 years of age or exit the preschool program.

80.18 Y

What is Phonological Awareness?

• Phonological Awareness is the understanding that our spoken language is made up of words and that our words are made up of smaller components which can be manipulated

• Individual units of sound called phonemes

Research Tells Us…“Measures of phonological awareness,

particularly at the phoneme level, are powerful predictors of reading success and can predict early literacy performance more accurately than variables such as intelligence scores, vocabulary knowledge, and socioeconomic status.”

(Adams, 1990, Stanovich, 1986, Others)

Research Tells Us…

“The most common barrier to learning early word reading skills is the inability to process language phonologically.”

(Liberman, Shankweiler, & Liberman, 1989)

Research Tells Us…

“Developments in research and understanding have revealed that this weakness in phonological processing most often hinders early reading development for both students with and without disabilities.”

(Fletcher et al., 1994)

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.”

(FCRR website)

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)

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)

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).

Bottom line…

Children must be able to hear and manipulate oral sound patterns before they can relate them to print. This ability is directly related to later reading ability, making it a vital area of instruction for preschool educators.

Bottom Line

This fine-tuning in the auditory channel is the foundation of phonological awareness in the human brain-that bridge from oral language to literacy

Phonological Awareness and the Standards

• Florida Voluntary Prekindergarten Education Standards 2008 (VPK Standards)

• Next Generation Sunshine State Standards (NGSSS)

VPK Standards

IV. Language and Communication

A. Listening1. Gains meaning by listening

(asking/answering questions, adding comments reacting appropriately)

2. Follows two- and three-step directions(has mastery of two-step directions and

usually follows three-step directions)

VPK Standards

V. Emergent Literacy A. Emergent Reading

2. Shows age-appropriate phonological awareness

Benchmark a: Child combines words to make a compound word (e.g. “foot” + “ball” = “football”) and deletes a word from a compound word (e.g., “starfish” - “star” = “fish”).

Benchmark b: Child combines syllables into words (e.g., “sis” + “ter” = “sister”).

VPK Standards

V. Emergent Literacy cont.

Benchmark c: Child can delete a syllable from a word (e.g., “trumpet” – “trum” = “pet” or “candy” – “dy” = “can”).

Benchmark d: Child combines onset and rime to form a familiar one-syllable word with pictorial support (e.g., when shown several pictures, and adult says “c” + “at,” child can select the picture of the cat).

Next Generation Sunshine State Standards• Standard 1: Concepts of Print

• Standard 2: Phonological Awareness

• Standard 3: Phonemic Awareness

• Standard 4: Phonics/Word Analysis

• Standard 6: Vocabulary Development

• Standard 7: Reading Comprehension

Next GenerationSunshine State Standards

LA. K. 1. 2. 1.Subject Grade Strand Standard Benchmark

Kindergarten

Standard 2: Phonological Awareness

LA.K.1.2 The student will:LA.K.1.2.1 segment auditory sentences into the

correct number of words

LA.K.1.2.2 identify, blend, and segment syllables in words

LA.K.1.2.3 recognize and produce words that rhyme

LA.K.1.2.4 identify, blend, and segment onset and rime

Phonological Awareness Continuum

(from easiest to hardest)

LISTENINGSENTENCE SEGMENTATIONRHYME and ALLITERATIONSYLLABLESPHONEMES

Listening

The ability to attend to and distinguish both environmental and speech sounds from one another.

i.e. child hears barking and says “dog”

Sentence Segmentation

Segmenting sentences into spoken words (aka the concept of spoken word)

i.e. The dog ran away

RhymingMatching the ending sounds of Words

• Rhyme recognitioni.e. Do cat and hat rhyme?

• Rhyme completioni.e. Hickory Dickory Dock, the Mouse ran up the ____

• Rhyme productioni.e. Tell me a word that rhymes with fish

Alliteration

• Producing groups of words that begin with the same initial sound.

i.e. ten tiny tadpoles

SyllablesBlending syllables to say words or segmenting

spoken words into syllables

i.e. /mag/ /net/ = magnet

i.e. paper = /pa/ /per/

• Blending syllables is typically mastered before segmenting syllables

Phonemes• Blending phonemes into words

i.e. /k/ /a/ /t/= cat

• Segmenting words into individual phonemesi.e. ship= /sh/ /i/ /p/

• Manipulating phonemes in spoken wordsi.e. change the /p/ in pop to /t/ for top

Phonological Awareness Activity

• Find the PA Activity Card at your table.

• Read over the activity and match the activity to the corresponding level of phonological awareness a long the continuum. (i.e. Is it a rhyming activity or phoneme activity, etc…?).

• Write the type of PA activity it is on a sticky note.

Be ready to share your activity with the whole group.

Practice, Practice, PracticeUse phonological awareness activities

throughout the day…

• to signal clean up or large group time• while lining up• while walking to another part of the campus• to sing to another group of children or adults

Scale4 I can teach others about the phonological awareness

continuum and recommend appropriate activities they can use in their classroom.

3 I have a good understanding of phonological awareness continuum and use activities regularly in my class.

2 I have heard the term phonological awareness but I am not sure if I am using these activities appropriately in my class.

1 I don’t have a clue what phonological awareness is.

Let’s Get Ready to Move to the Sounds

Move to the Sounds

Sounds go high. Sounds go low.

Sounds go fast. Sounds go slow.

Follow me and move to the sounds.

To the sounds all around.

Move to the Sounds

Run, run, run, with your legs to the sound.

Twist, twist, twist, with your hips to the sound.

Move your arm up and down, up and down to the sound.

Hop, hop, hop, with your body to the sound.

Move to the Sounds

Sounds go high. Sounds go low.

Sounds go fast. Sounds go slow.

Follow me and move to the sounds.

To the sounds all around.

Move to the Sounds

Wiggle, wiggle, wiggle, your fingers to the sound.

Clap, clap, clap your hands to the sound.

Stomp, stomp, stomp, your feet to the sound.

Reach, reach, reach, your arms to the sound.

Move to the Sounds

Sounds go high. Sounds go low.

Sounds go fast. Sounds go slow.

Follow me and move to the sounds.

To the sounds all around.

To the sounds all around.

Language Play and Listening Fur for Everyone!Jack Hartmann

Final Thoughts

• Research shows that the origins of phonological awareness are found in the singing, rhyming and word play that all young children so enjoy

• For the teacher, songs, rhymes and word play activities provide teachable moments for “tuning” the child’s ear to sounds in the speech stream.

Reminders…Add resources to your inventory list:

Do You Know the Muffin Man? (resource book) Language Play and Listening Fun for Everyone! (CD) Listening Lotto• Sounds on the Farm• Sounds at Home• Outside Sounds• Nursery Rhyme

Reminders…• Our next meeting is Wednesday, January 11, 2012

• Visit our wiki site at Ocpsprekeseshare.wikispaces.com

• Contact us if you have any questions, comments or concerns

Janice Penn Stephanie Thomas Janice.Penn@ocps.net Stephanie.Thomas2@ocps.net