Measures of phonological and

phonemic awareness and fluency

MODULE 1:
READING The error analysis process

ASSESSMENT
AND Measures of reading
comprehension
INTERVENTION
Selecting the intervention to
match the learning need

Developing and implementing

interventions
 Reading

“Research shows that motivation comes from

the teacher in the classroom… a teacher is
the main actor influencing a student’s
development of reading motivation.”
(Cambria and Guthrie, 2010)
 READING
More than just learning to match 26
letters to their corresponding sounds

A complex set of operations involving:

• Auditory and Visual senses/processes
• Knowledge of a spoken language
• Memory
• Motor skills
 A child has to:
REMEMBER the visual
appearance of each letter.
Some of these are difficult to
tell apart e.g. d, b, m, w, p, q.
READING
PROCESS MEMORISE each letter name
and its corresponding sound
or phoneme.

DISCRIMINATE phonemically,
i.e. to “hear” the difference
between “g” and “k” or “t”
and “d” and pronounce these
sounds in speech.

WORD FORMATION
 Knowledge of
Language
BEYOND THE 1. Anticipate the structure
WORD LEVEL of sentences on the
basis of grammatical
rules

2. Determine the meaning

from the context of the
story

The capacity to be able to utter

grammatically correct sentences and to
comprehend the meaning of spoken
language is essential to the reading process.
SO, WHAT MAY BE
THE PROBLEM?
INFORMATION PROCESSING
DISORDER
Deficiency in a person's ability to effectively use
the information the senses have gathered
NOT the result of hearing loss, impaired vision,
an attention deficit disorder or any kind of
intellectual or cognitive deficit.
Many types of information processing, and some
overlap. However, two important and critical
areas are visual processing and auditory
processing.
 Most Struggling readers
display weaknesses in
Visual Processing
Auditory Processing

PROCESSING
WEAKNESSES
VISUAL PROCESSING –
MORE THAN JUST HAVING EYES
VISUAL
PROCESSING

Visual Discrimination
Visual Sequencing
Visual Memory
Visual Motor Processing
Visual Closure
Spatial Relationships
Processing Area Skill Possible Difficulties
Observed
Using the sense of sight Seeing the difference
Visual to notice and compare between two similar
Discrimination the features of letters, shapes or objects.
different items to Noticing the similarities
distinguish one item and differences between
from another certain colors, shapes and
patterns.

Discriminating a shape Finding a specific bit of

Visual or printed character information on a printed
Figure Ground from its background. page full of words and
Discrimination numbers Seeing an image
within a competing
background.
 Processing Area Skill Possible Difficulties
Observed
The ability to see and Using a separate answer
Visual Sequencing distinguish the order of sheet. Staying in the right
symbols, words or place while reading a
images paragraph. Example:
skipping lines, reading the
same line over and over.
Reversing or misreading
letters, numbers and
words. Understanding
math equations.

Using feedback from Writing within lines or

Visual Motor the eyes to coordinate margins of a piece of
Processing the movement of other paper. Copying from a
parts of the body board or book. Moving
around without bumping
into things . Participating
in sports that require well-
Processing Area Skill Possible Difficulties
Observed
Visual Memory There are two kinds • Remembering the
of visual memory: spelling of familiar
• Long-term visual words with irregular
memory is the spelling.
ability to recall
something seen • Reading
some time ago. comprehension

• Short-term visual • Using a calculator or

memory is the keyboard with speed
ability to and accuracy
remember
something seen • Remembering phone
very recently. numbers
Processing Area Skill Possible Difficulties
Observed

Visual closure The ability to know what • Recognizing a picture

an object is when only of a familiar object
parts of it are visible from a partial image.
Example: A truck
without its wheels

• Identifying a word
with a letter missing.

• Recognizing a face
when one feature is
missing.
Processing Area Skill Possible Difficulties
Observed

Spatial relationships The ability to Getting from one place

understand how to another
objects are
positioned in space Spacing letters and
in relation to oneself. words on paper

Judging time

Reading maps.
AUDITORY
PROCESSING:

MORE THAN
EARS
AUDITORY PROCESSING:

MORE THAN EARS

Dr. Paula Tallal, Professor of

Neuroscience and co-director
of the Center for Molecular and
Behavioral Neuroscience at
Rutgers University in Newark,
New Jersey says,
Many, but not all, students
who are struggling with both
oral and written language are
slow auditory processors.
 Auditory Processing

Auditory Discrimination

Auditory Memory

Auditory Sequencing
PROCESSING AREA SKILL POSSIBLE DIFFICULTIES
OBSERVED

Auditory The ability to notice, Learning to read

discrimination compare and Distinguishing difference
distinguish the between similar sounds
distinct and separate Example: Seventy and
sounds in words. seventeen.
This skill is vital for Understanding spoken
reading. language, following
directions and
remembering details.
Seems to hear but not
listen.
Processing Area Skill Possible Difficulties
Observed

Auditory figure- The ability to pick • Distinguishing meaningful

ground out important sounds sounds from background noise.
from a noisy • Staying focused on auditory
background. information being given.
Example: following verbal
directions
 Processing Skill Possible Difficulties
Area Obser ved

Auditory Two kinds of Auditory • Remembering people's

memory Memory: names.
Long-term auditory • Memorizing telephone
memory numbers.
• Following multi-step
Short-term auditory directions.
memory • Recalling stories or songs.
Processing Possible Difficulties
Area Skill Observed
• Confusing multi-digit
Auditory The ability to numbers, such as 74 and 47.
sequencing understand and recall • Confusing lists and other
the order of words. types of sequences.
• Remembering the correct
order of a series of
instructions.
WHAT IS WRITING
Writing is the ability to put thoughts into words on paper. It is
the process of utilizing the symbols, i.e. letters, punctuation and
spacing, to communicate thoughts and ideas in a readable
form. It involves the knowledge and utilization of grammatical
and sentence structures, vocabulary, spelling and formatting.

Students who struggling with writing lack some or most of these

skills. These students struggle with translating thoughts to words,
the mechanics of writing and their work is replete with spelling,
capitalization, punctuation, and handwriting errors.
PROFILE OF STRUGGLING WRITER
reluctant to write
frustrated while writing,
avoids working or sharing his writing with others
hurries through writing assignments
does little or no planning in advance – employs an
approach to composing that minimizes the role of
planning in writing
(Graham, Harris, Larsen, 2001)
PROFILE OF A STRUGGLING WRITER

Writes quickly, taking short pauses to think about

the spelling of a word or what to say next.
Reluctant to revise written work
revise efforts typically focused on making the
paper neater, correcting spelling miscues,
changing a word here and there.
(Graham, Harris, Larsen, 2001)
PROFILE OF A STRUGGLING WRITER
Writes quickly, taking short pauses to think about the
spelling of a word or what to say next.
Reluctant to revise written work
revise efforts typically focused on making the paper
neater, correcting spelling miscues, changing a word
here and there.
Therefore, little impact on the quality of the writing
Case Study of a Standard 2 student Pairs
Carolyn is in the third term of Standard 2.
She read the Standard 2 word list and scored at the frustration
level correctly identifying only 8 of the 20 words. The
examiner then asked her to read the Standard 1 list and she
scored at an instructional level, correctly identifying 16 out of
20 words.
She then read a Standard 1 passage and scored at an
instructional level for word identification but at a frustration
level for comprehension. She was not able to retell what she
had read and simply said “it’s about looking good,” a word
that was repeated many times in the passage.

1. Identify all the areas of weakness.

2. How can you help this student?
 1. Reading at frustration level Standard 2
– her class level
2. Instructional level (not independent)
word lists at Standard 1
3. Instructional level reading at Standard 1
Challenges BUT Frustration level at Comprehension
4. Cannot retell what was read, although
at Instructional Level
Assess this piece Pairs

• on the skulyrd four girls was from the standad Four clas
the girls was dendra, caniece, karshma and stefani., Dey
was playin on de skoolyrd an de skoolyrd was croded
with Difernt clas. karshma had de ball. den stefne
start run to karshma the inceedent hapn on san baleek
skoolyrd an report on inseedent wich was bitn karshmar
mahardao an stefne ramdas , Dey was karshma
Mahadeo and stefne ramdass. dey wur for gyirlz wur
playin baskit ball , then one run an met de oder one an
she fall down an she bawl like a cow and dey run and
call amblance fo she an she mudder come quick like
litnin

(Ministry of Education “Writing Exemplars”, 2018)

 Creole used throughout the piece.

Organisation:
No introduction, body or conclusion.
All ideas are jumbled into one paragraph.

Grammar and mechanics

Parts of Speech
Capitalisation
Challenges Punctuation
Spelling

• Capitalisation needed at the beginning of

sentences.
• Capitalisation needed for proper names.
• Tense
• Use of sentence fragments and run on sentences
(Ministry of Education “Writing Exemplars”, 2018)
Literacy is the ability to identify, understand, interpret, create,
communicate and compute, using printed and written materials
associated with varying contexts. (ILA, 2020).
 ASSESSMENT

Diagnosing Reading Difficulties:

Conducting a Reading Assessment
PURPOSE OF READING ASSESSMENTS
Four specific purposes
1. to screen students for reading difficulties,
2. to monitor students’ progress toward the
achievement of grade-level reading goals,
3. to diagnose specific reading difficulties for the
purposes of developing and implementing
individualised interventions,
4. to determine whether or not students have met
grade-level reading goals
TYPES OF ASSESSMENTS
Screening assessments
Diagnostic assessments
Outcome assessments
Progress monitoring
assessments
 Mountain Shadows
Phonemic Awareness
Scale (MS-PAS)

MEASURING PHONEMIC
AWARENESS, PHONICS
 “This 20-item sound categorization
THE task takes 20 minutes for an entire
first-grade classroom. Reliability and
MOUNTAIN validity data were good to excellent. It
was recommended that the MS-PAS be
SHADOWS used to identify students in need of
explicit phonological awareness
PHONEMIC instruction or those who require more
extensive individualized assessment.”
AWARENESS
SCALE https://journals.sagepub.com/doi/pdf/
10.1177/073428290402200101?
WHAT IS MS-PAS

MS-PAS is “a sound categorization

task designed to assess young
readers’ phonemic awareness”
(Hall, Watkins, Worrell, 2002). The
instrument’s design is in keeping
with Snow et al. (1998)
recommendation that screening
instruments should be developed
for early detection of reading
difficulties and early effective
intervention.
 Same initial sound

Different initial sound

LOOKING AT
THE Individual Phonemic
Analysis (IPA)
INSTRUMENT • Letter Identification
• Telescoping
• Segmentation
• Word Knowledge
▪ Dictation
▪ Word reading
▪ Sentence reading
 SAME
INITIAL
SOUND

Same Initial Sounds

Children look at the
pictures, hear the words
spoken, and are instructed
to put an X on the picture
of the word that begins
with the same sound as
the first picture.
 DIFFERENT
INITIAL
SOUND
Different initial sounds
children look at the
pictures, hear the words
spoken, and are instructed
to put an X on the picture
of the word that begins
with a different first
sound. "Different" in
spoken instructions may
be supplemented with
"which one is not like the
others" if that is more
familiar to students.
SCORING
SHEET
Pre-reading skills
Individual Phonemic Analysis
Knowledge of pre-reading and early reading skills
and their developmental sequence translate easily into
assessments that are useful in identifying the difficulties
of students who are not making adequate progress in
learning to read. These curriculum-based measures, -
34 - subsumed under the general title of Individual
Phonemic Analysis (IPA), are particularly useful for
assessing students’ current status and for monitoring
progress as instruction or interventions proceed.
(Hall, Watkins and Worrell Reading Assessment for Elementary School, 2002)
 Telescoping
Segmentation
Word reading
Sentence reading

INDIVIDUAL PHONEMIC
ANALYSIS (IPA)
LETTER IDENTIFICATION MEASURE
TELESCOPING

Telescoping requires the

child to blend a series of
isolated phonemes to form
a common word. For
example, a child can be
asked to blend the
phonemes, /f/ /i/ /t/,
with the correct response
being “fit.”
SEGMENTATION

Segmentation involves the

opposite process and
requires the child to divide
the spoken word into its
component phonemes. For
example, if asked to say
each sound in the word,
“bed,” the correct
response is /b/ /e/ /d/.
WORD KNOWLEDGE

Dictation – a direct
assessment of a
child’s knowledge of
the alphabetic
principle
WORD KNOWLEDGE
Word Reading

Rag Dim Sun

Tub Pot chip

Sentence Reading
I want to sit.
He has a toy.
They run in the grass.
ASSESSMENT
 What are the
reading
DETERMINE THE difficulties?
PROFILE OF THE
STUDENTS
What are the
skill gaps?
Research strongly supports the idea that
three types, or three profiles, of reading
difficulties are common.
Profiles of Reading Difficulties

Specific word recognition difficulties (SWRD)

✓reading problem is specific to word recognition/decoding

Specific comprehension difficulties (SCD)

✓reading problem is specific to language comprehension

Mixed reading difficulties (MRD)

✓problems involve both word recognition and oral
comprehension

Catts et al., 2006, 2012; Leach et al., 2003;

Lesaux & Kieffer, 2010; Spear-Swerling, 2015
 SWRD
Children with Specific Word Recognition
Difficulties (SWRD) are almost always poor
spellers (Ehri, 2005) and may also have
difficulty with automatic recall of math
facts (Peng et al., 2016)

Louise Spear-Swerling, Ph.D. Professor Emerita Department of Special Education

Southern Connecticut State University New Haven CT (May 2020)
 SCD

Children with Specific Comprehension

Difficulties may have difficulty with
language demands of math, such as
math problem solving (Fuchs et al., 2018),
and with composition aspects of writing
(e.g., word choice/vocabulary,
elaboration)

Louise Spear-Swerling, Ph.D. Professor Emerita Department of Special Education

Southern Connecticut State University New Haven CT (May 2020)
 MRD
Children with Mixed Reading Difficulties
may have broad weaknesses in multiple
components of math and written
expression

For all profiles, difficulties may vary from

mild to severe

Louise Spear-Swerling, Ph.D. Professor Emerita Department of Special Education

Southern Connecticut State University New Haven CT (May 2020)
Categories Described

Students with the SWRD profile. Effective

phonics intervention, if accompanied by
adequate levels of fluency, should
enable them to achieve grade-
appropriate reading comprehension
Categories Described

Students with the third profile, poor language

comprehension but good word recognition and
decoding (SCD), do not need phonics
intervention. They require comprehension
interventions that address their specific needs in
the domain of comprehension (e.g., vocabulary,
background knowledge, inferencing).
Categories Described

Students with the last profile, weaknesses in both

language comprehension and word
recognition/decoding (MRD), require both phonics
intervention and intervention addressing their
specific comprehension needs.
 • Three common poor reader
profiles are well documented in
research: SWRD, SCD, MRD

• Identification of a child’s profile

provides an excellent starting point
for planning intervention

Summing up
• Can also have implications for
understanding a poor reader’s
performance in Math and written
expression

• Poor reader profiles are useful

across a wide grade range and for
students with/without disabilities
SWRD, SCD, MRD?
Profiles of Reading Difficulties

Specific word recognition difficulties (SWRD)

✓reading problem is specific to word
recognition/decoding

Specific comprehension difficulties (SCD)

✓reading problem is specific to language comprehension

Mixed reading difficulties (MRD)

✓problems involve both word recognition and oral
comprehension
Catts et al., 2006, 2012; Leach et al., 2003;
Lesaux & Kieffer, 2010; Spear-Swerling, 2015
Student Example 1 - Mollie

Reading difficulties noted in Grade 1

Early difficulties centered on phoneme blending

and decoding Current difficulties involve decoding
of multisyllabic words and automaticity of
decoding; spelling also weak
Has always done well in teacher read-alouds, class
discussions

Good ideas for writing but poor spelling drains

motivation to write
“Common Types of Reading Difficulties”. Louise Spear-Swerling, Ph.D. Professor Emerita Department of Special Education Southern Connecticut
State University New Haven CT
 Student Example 1 - Mollie

Math problem solving abilities are a strength but she

often ends up with the wrong answer due to fact errors

Reading comprehension is good if she can decode

the text

Teacher assessments show accuracy and automaticity

of decoding are below average

Vocabulary knowledge and listening comp are solidly

average
“Common Types of Reading Difficulties”. Louise Spear-Swerling, Ph.D. Professor Emerita Department of Special Education Southern Connecticut
State University New Haven CT
 Mollie

Mollie has a profile of specific word recognition

difficulties (SWRD)

• Weaknesses in word recognition, decoding, and

spelling

• Strengths in oral vocabulary and oral language

comprehension

“Common Types of Reading Difficulties”. Louise Spear-Swerling, Ph.D. Professor Emerita Department of Special Education Southern Connecticut
State University New Haven CT
 What is the intervention for Mollie?

Explicit, systematic phonics intervention focused on

multisyllabic words

Application of decoding skills in reading text,

including oral text reading with a teacher who
provides appropriate scaffolding and cues (e.g.,
Spear-Swerling, 2011; Vadasy et al., 2005)

“Common Types of Reading Difficulties”. Louise Spear-Swerling, Ph.D. Professor Emerita Department of Special Education Southern Connecticut
State University New Haven CT
 What is the intervention for Mollie?
Do not ignore “contextually appropriate”
errors such as for example:
“a” for “the’, “the” for ‘this”.

Activities to build fluency such as repeated

reading of text

Despite low reading comprehension score,

she does not need intervention in
vocabulary or comprehension
“Common Types of Reading Difficulties”. Louise Spear-Swerling, Ph.D. Professor Emerita Department of Special Education Southern Connecticut
State University New Haven CT
 Calvin
No history of reading difficulties in Std. 1 Development
of phonemic awareness and decoding skills was
typical

Reading difficulties first identified early in Std. 3´

Biggest difficulties involve vocabulary weaknesses,

background knowledge, and inferencing

Similar difficulties manifest in listening/class discussions

as well as in reading
 Calvin
Spelling is grade-appropriate but composition aspects
of writing (e.g., word choice, clarity and elaboration
of writing) are weak

Math problem-solving is a significant weakness (e.g.,

deciding correct operation, finding relevant
information)

Teacher assessments show word recognition and

decoding are excellent, above average

Listening comprehension and especially oral

vocabulary are below average
 Calvin has a profile of
specific comprehension
difficulties (SCD) --Strengths in
word recognition, decoding,
What is Calvin’s
and spelling, with no history
profile
of problems in these areas --
Weaknesses in vocabulary
knowledge and overall
language comprehension
 Interventions focused on vocabulary
development (e.g., explicit teaching
of important words, instruction in
morphology)
Calvin Explicit teaching of background
Intervention knowledge especially in relation to
texts he is reading
Needs
Oral discussion of text to probe basis
of inferencing problems and
promote deeper level of
engagement with text
 Vocabulary and language intervention could
also help him in math and writing)

Calvin’s reading difficulties are based in

vocabulary/language comprehension, not
decoding

Calvin Reads slowly because he is struggling to

comprehend
Intervention
Needs
Fluency techniques such as repeated readings
emphasize building accuracy/automaticity of
word reading, not a need for Calvin

Improvements in Calvin’s vocabulary and

language comprehension should ultimately
benefit his reading fluency
What you may
find
The student
cannot identify
words accurately.

The student cannot

identify words
automatically.

Student cannot
comprehend
successfully.
What do you do?

The student cannot identify

words accurately.

Phonological Awareness
• Rhyming,
• onset-rime,
• connecting letters and sounds

Word Identification
• Phonics
• spelling patterns to read by analogy
• sight word
• high frequency words
• Guided reading
What do you do?

The student cannot identify words

automatically.
Word Identification
Fluency Instruction
• Read Alouds,
• echo reading
• paired reading
• partner reading
• structured repeated reading
• Reader’s theatre
 Formative
Assessment

Assessment for Learning

Formative Assessment
Monitoring Student Learning
• Formative assessment is an active and intentional
learning process that partners the teacher and the
students to continuously and systematically gather
evidence of learning with the express goal of improving
student achievement.

• Formative assessment helps students become more

effective and engaged learners

http://www.ascd.org/publications/books/109031/chapters/The-Lay-of-the-Land@-
Essential-Elements-of-the-Formative-Assessment-Process.aspx
Formative Assessment Strategies

The five formative assessment strategies are:

1. clarifying and sharing learning intentions and criteria for success
2. engineering effective classroom discussions, questions and
learning tasks;
3. providing feedback that moves learners forward
4. activating students as instructional resources for one another;
5. activating students as the owners of their own learning. (p. 64)

William and Thompson’s (2008)

 Requires a range of cognitive and social processes

✓Immersion in language – oral and print

✓Print rich environments
✓Meaningful teacher talk
✓Being read to frequently
✓Writing at every stage
FIVE COMPONENTS OF
READING
INSTRUCTION
 COMPREHENSION

VOCABULARY + Proficient

READING
FLUENCY
PYRAMID
FLUENCY
PHONICS With explicit Automatic
phonics
instruction decoding

PHONEMIC AWARENESS
PHONEMIC AWARENESS

Phonemic Awareness is an understanding or

awareness that spoken language is composed of
phonemes.
• sequence of individual letter sounds
• does not focus on the meaning of spoken
language.
• analyze or manipulate phonemes or units of
oral language.
 To become skillful readers or writers,
children need to learn how to
decode words instantly and
effortlessly. Automaticity is a major
goal. Initially, students must examine
THE GOAL IS the letters and letter patterns of
AUTOMATICITY every new word while reading, but
as they progress, the process needs
to become more automatic. (Reading
Rockets, Richards, 2008)
 Research emphasises the
importance of Phonological
awareness to learning to
read. Ehri, (2004), Rath
(2001) and Troia (2004)
states that phonemic
awareness is critical for
WHAT DOES THE learning to read any
alphabetic writing system.
RESEARCH SAY? Research further shows that
when there is deficiency in
phonemic awareness or the
larger phonological
awareness there will be
difficulty in reading and
spelling as the child
progresses.
 Research cites a critical
relationship between poor
readers and weakness in
phoneme awareness tasks more
than any other cognitive tasks.
Poor Readers: Further research also shows that
Weak Phoneme Awareness “at least 80 percent of all poor
and other Phonological readers” demonstrate a weakness
skills in phonological awareness
and/or phonological memory. This
group is also more likely to be
poor spellers (Cassar, Treiman,
Moats, Pollo, & Kessler, 2005).
 HOW MANY PHONEMES?
Count the Phonemes in the following words:

ten bath best shoot stripe

truck show and beach state

high splash knock slice thrash

 HOW DID YOU DO?
ten bath best shoot stripe
/t/e/n/ /b/a/th/ /b/e/s/t/ /sh/oo/t /s/t/r/i/p
3 3 4 3 4
truck show and beach state
/t/r/u/k/ /sh/o/ /a/n/d/ /b/E/ch/ s/t/A/t
4 2 3 3 4

high splash knock slice thrash

/h/I/ /s/p/l/a/sh/ /n/o/k/ /s/l/I/s /th/r/a/sh/
2 5 3 4 4
HOWEVER!

Phonemic Awareness is not the ONLY knowledge or skill

required to learn to read. Torgesen and Mathes (2000)
also states that while it may be an important and
necessary precursor to reading, on its own it may not be
sufficient for becoming a good reader (p.5)
 WHY WE
SHOULD ALL
BE READING
ALOUD TO
CHILDREN
https://youtu.be/ZBuT2wdYtpM
Phonics is defined as the study of
the relationship between letters
and the sounds they represent.
The goal is for children to use the
sound-symbol relationship to
read and write words.

PHONICS
It is important to note that
phonics skills progress in
difficulty and may require
intervention at any stage.
Start Here
Vowels
Silent e
Blends
Digraphs
Diphthongs
VOWELS
a, e, i, o, u
Short sound - When one-syllable words have a vowel in
the middle, the vowel usually has a short sound.

ant, get, pin, mop, sun

Long sound – the vowel says its name

alien, flaky, graze, face, change
SHORT VOWELS
Teach the rules
go – got
hi – him
she – shed
Closed syllable
When there’s only one vowel in a syllable and it is followed by at
least one consonant, the vowel usually makes its short sound.
This pattern is called a “closed syllable” because the consonant
“closes in” the short vowel sound.
LONG VOWELS
Teach the rules
a/pron
f/ace
b/an/jo
Open syllable
When there is only one vowel and it is at the end of a syllable,
the vowel makes its long sound, as in he and ban/jo. This
pattern is called an “open syllable.”
LONG VOWELS
Teach the rules
made
Plane
tape
Silent e or Magic e
When the e comes at the end of a word where there is only
one other vowel in that syllable the e makes the vowel say its
name.
BLENDS
https://youtu.be/pQgJnpE7IL8
DIGRAPHS
Two letters coming together to make one
sound
✓Consonant digraphs
Examples: ch, sh, th, wh, ph
✓Vowel digraphs – sound of the first vowel
Example: oa, ai, ea, ee
 Two vowels working together to
make a different sound:
/ou/ - cloud, mouse, round

/oy/ - boy, toy, joy

/oi/ - toil, coin, void

DIPHTHONGS /ow/ - town, cow, shower

/ew/ - few, new, stew

/aw/ - paw, raw, draw

/au/ - haul, aunt, laud

TAKE A BREAK
5 MINS
Phonemic
Awareness

or

Phonics
ALPHABET ARC
Students choose a letter from a container.
Students say the letter and match it to the letter
shown in the alphabet arc.
PHONEMIC
AWARENESS OF
PHONICS?
Photo Scavenger Hunt

Students will follow a

list of directions to
mark pictures that end
with a targeted final
sound.

E.g. Circle all the

pictures that end in
/ch/ (teacher makes
the sound).
Students will listen to a recording or reader saying a segmented word. They
then blend the word together and mark the matching picture.

Example:
 Put “1” by /c/ /a/ /t/.

 Put “2” by /d/ /e/ /s/ /k/.

WHAT’S MY WORD?
PICTURE SORT
Students will sort picture
cards by saying the word,
segmenting the word into
sounds and tapping their
finger for each sound
heard. Students then place
the picture under the
corresponding number.

3 4
5
 p
INITIAL SOUND MEMORY
Students will shuffle and place cards upside
down. Students work to match a picture
with the letter that creates the initial sound. m

f
COMPOUND WORD MEMORY
Students turn a set of cards upside down. They select two
cards and try to match the pictures and words to form a
compound word. If it is a match, the students says the
compound word and keeps the cards.
TOUCHABLE LETTERS AND PICTURE MATCH

 Students will first put a set of tactile letters (sandpaper,

clay, felt, etc.) in alphabetical order, saying the name of
the letter as they touch it.
 Students will then match pictures showing the initial sound
with each letter.
SILENT “E”
Students will draw strips of paper, write the word on the
short vowel side, and then add a final ‘e’ and change it to
a long vowel sound.

Short vowel sound Long vowel sound

man mane

plan plane

cub cube
Fluency
 Reading fluency is the
ability of readers to
read quickly,
effortlessly, and
efficiently with good
meaningful expression.
Reading fluency is
about how accuracy,
rate, and prosody work
together to comprise
fluent reading.
(Glavach, 2011)

FLUENCY
FLUENCY – PROSODY
Students need to get to the point of translating
reading through multi-sensory strategies to
meaningful phrases and sentences. This is called
prosody.

Reading sentences involves grouping the

words in meaningful phrases.

Phrasing and intonation help children

understand what they are reading
Words Build into Phrases

Words into Phrases

Build
Fluency

Students cannot achieve

understanding of text unless
they are fluent.

• Word recognition
• Decoding
• Phrases
• Sentences
• Connected text
Fluency

Phrased-Cued Reading
A phrase-cued text is a written
passage that is divided according to
natural pauses that occur in and
between sentences. The phrase
pauses help students whose reading
lacks prosody. Also, they help
students who have difficulty
grouping words that go together.
Phrased Reading
go to
come here
they sit
to Gran
they ran
their Gran
Ted and Meg
by the trees
when Gran said
they were there
Phrased Reading

Ted and Meg go to

their Gran they sit

by the trees they were there

when Gran said come here

they ran to Gran

Scooping

Ted and Meg go to their Gran.

They sit by the trees. They were there

when Gran said: “Come here!”

They ran to Gran.

 Read aloud

Fluency – Echo Reading

Strategies
Repeated Reading

Sentence Strips
 The meaning and
pronunciation of words we
VOCABULARY use in communication.
 Teachers CONVERSATIONS READ WORD GAMES
should seek
to expand ALOUD LISTS
their
students’
vocabularies

VOCABULARY
COMPREHENSION

“The act of
understanding and
interpreting the
information within
a text.”
(Shanahan, 2005)
 Picture Walk

Graphic organizers

Questioning

Retellings

Turn and Talk

COMPREHENSION SKILLS
Help students understand text
READING
INTERVENTION
Strategies for strengthening visual memory

Flash method

Rebus

Sound Symbol Spelling activities

READING ESSENTIALS
Children need both quality and quantity of language to be successful
(Wasik and Hidman 2015)

Repeat Associate Connect

Context Expose Engage

Respond
A
S
S
O
C
I
A
T
I
O
N
S
 Activating Schema
Background knowledge
• Reading is highly
dependent on schema
• Making sense of what
is read

Existing schema activates

new schema

A schema is a
cognitive framework
or concept that
helps organize and
interpret
CONNECT information.
CONTEXT
A Mardsan Giberter For Farfie
Glis was very fraper. She had
denarpen Farfie's mardsan. She 1. Why was Glis fraper?
didn't talp a giberter for him. So she 2. What did Glis plimp?
3. Who jibbled in the gorger
conplanted to plimp a mardsan binky when Glis sparved the binky?
for him. She had just sparved the 4. What did Farfie bof about
binky when he jibbled in the gorger. the mardsan binky?
5. Why didn't Glis whank Farfie
"Clorsty mardsan!" she boffed. his giberter?
"That's a crouistish mardsan binky,"
boffed Farfie, "but my mardsan is on
Stansan. Agsan is Kelsan."
"In that ruspen," boffed Glis, "I won't
whank you your giberter until
Stansan.”
(Dr Judith Newman, 2019)
 A MARDSAN GIBERTER FOR FARFIE
Glis was very fraper. She had 1.
denarpen Farfie's mardsan. She
didn't talp a giberter for him. So
she conplanted to plimp a 2.
mardsan binky for him. She had
just sparved the binky when he
jibbled in the gorger. 3.
"Clorsty mardsan!" she boffed.
"That's a crouistish mardsan 4.
binky," boffed Farfie, "but my
mardsan is on Stansan. Agsan is
Kelsan." 5.
"In that ruspen," boffed Glis, "I
won't whank you your giberter
until Stansan.”
(Dr Judith Newman, 2019)
Why was Glis fraper? She had denarpen
Farfie's mardsan
What did Glis plimp? She didn't talp a
giberter for him.
Who jibbled in the gorger when Glis sparved
the binky? Farfie
What did Farfie bof about the mardsan
binky? It’s a croutish mardsan
Why didn't Glis whank Farfie his giberter?
Because his mardsan is on Stansan and Agsan
is Kelsan.
ENGAGE * EXPLORE * EXPLAIN
 Next Week
Assessment and Analysis
“Selecting the intervention to match the learning need”