Read to Achieve

August 2014

Judith.halasek@education.ky.gov

500 Mero Street, 19th Floor –CPTFrankfort, Kentucky 40601502-564-4970 ext. 4171

Create a signature including your school, district and position.

Big CreekCarr CreekClear Creek Cox’s CreekMill CreekPaces CreekSilver CreekTates CreekTygart Creek

AgendaGrant Compliance

•Roles and responsibilities• Intervention Tab

Phonological Awareness

Education.ky.govType RTA resources in the search box•Attendance•Grant Compliance•Laws and Regulations•Newsletters•Webinars

RTA was established in 2005 by the Kentucky General Assembly to ensure all students read proficiently by the end of the primary grades.

KRS 158.305Local districts shall implement a comprehensive response to intervention system for kindergarten through grade 3 that includes universal screening and diagnostic assessments to determine individual student needs and baseline performance.

RTA Approved ProgramsK-1

• Early Intervention in Reading (EIR)• Reading Recovery/Comprehensive Intervention Model (CIM)• Reading mastery (for English Learners)

2-3• Early Intervention in Reading (EIR)• Comprehensive Intervention Model (CIM)• Peer Assisted learning Strategies• Cooperative Integrated Reading and Composition (CIRC)• Reading Mastery (for English Learners)

Professional Learning is a requirement for RTA teachers.

Webcast Dates

•November 18•February 24•April 28

kyreading.org

Progress monitoring probes may be created by the teacher.

Progress monitor on the targeted need.

Students should be aware of goals and progress.

Found in Infinite CampusIntervention Tab

Education.ky.gov Type “RTA Attendance” in the search box.

Intervention Tab Instructions

Log into Inifinte CampusGo to the student information sectionClick on the PLP tabGo to “general”Click on intervention in the top right hand cornerClick on “new status”

2226 Reading Mastery

2205 EIR2228 Reading Recovery4403 CIM

Intervention material – vendor program #5Intervention Staff – certified teacher #1Delivery location – on siteDelivery method – in personFrequency - daily

Type Infinite Campus Intervention Tab in the search box

http://mediaportal.education.ky.gov

Reading Standards: Foundational Skills

KindergartenDemonstrate understanding of spoken words, syllables, and sounds (phonemes).• Recognize and produce rhyming words.• Count, pronounce, blend, and segment

syllables in spoken words.• Blend and segment onsets and rimes of

single-syllable spoken words.• Isolate and pronounce the initial, medial

vowel, and final sounds (phonemes) in three-phoneme(consonant-vowel-consonant, or CVC) words.

• Add or substitute individual sounds (phonemes)in simple, one-syllable words to make new words.

First GradeDemonstrate understanding of spoken words, syllables, and sounds (phonemes)• Distinguish long from short vowel sounds

in spoken single-syllable words.• Orally produce single-syllable words by

blending sounds (phonemes), including consonant blends.

• Isolate and pronounce initial, medial vowel, and final sounds (phonemes), in spoken single-syllable words.

• Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Path to Phonological Awareness

•Awareness of spoken words•Syllables•Onset and Rime•Individual sounds within a word

Phonological Awareness is oral in nature.

RhymingJump rope rhymes, nursery rhymes, songs, poetry

Rhymes with Student Names

VariationUse the same rhyme playing Duck, Duck Goose.

Clap Syllables

Onset and Rime

Onset and rime

Have the student say the sounds slowly, blending them as the turtle moves.

Enola Layton Bourbon Central Elementary

Say it like a ghost

What’s the last sound that you hear?That you hear?That you hear?What’s the last sound that you hear?In the word______________?

Identify beginning and ending sounds

•Can (Slap knees, clap hands)•Can (Slap knees, clap hands•/n/, /n/, can (snap three times)

Identifying Beginning and Ending Sounds

Sound Matching

•Bat•Ball•Box•Bike

•Cap•Car•Can•Check

Look for items that begin or end with a certain letter.

Push the Sounds

To the tune of Twinkle, Twinkle Little Star

We listen, listen, loud and clear,What’s the first sound that we hear?

Mary, mower, middle, Max,What’s the first sound that you hear?

Segmenting Sounds

Manipulating Sounds

Use the resources in your building for reinforcement.

Email the above number to judith.halasek@education.ky.gov

1014

Resources• Brummitt-Yale, Joelle, Phonemic Awareness vs. Phonological Awareness

http://www.k12reader.com/phonemic-awareness-vs-phonological-awareness/ • Clay, Marie M. (2005) Literacy Lessons Designed for Individuals Part Two Teaching

Procedures Heinemann• Fitzpatrick, Jo (1997) Phonemic Awareness Playing with Sounds to Strengthen

beginning Reading Skills Creative Teaching Press • Konza, Deslea (2011) Phonological Awareness http

://www.decd.sa.gov.au/literacy/files/links/UtRP_1_2_v2.pdf • Miller, Debbie, Moss, Barbara (2013) No More Independent Reading without

Support Heinemann• http://reading.uoregon.edu/big_ideas/pa/pa_what.php • Trehearne, Miriam P., (2003) Comprehensive Literacy Resource for Kindergarten

Teachers, ETA Cuisenaire• Wendling, Barbara J., Mather, Nancy (2009) Essentials of Evidence-Based

Academic Interventions John Wiley and Sons