[email protected] Read to Achieve Coordinator
Kentucky Department of Education 19 th floor 500 Mero Street
Frankfort, KY 40601 502-564-4970 ext. 4101
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Webinar Agenda Role of RTA Teachers Yearly Requirements
Phonemic Awareness
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#1 Role of the RTA Teacher
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Role of RTA Teachers Identify students needing intervention Use
a diagnostic assessment to target specific need Plan individualized
intervention instruction Monitor the progress of each student
Collect, analyze and interpret assessment data Submit program
reports to KDE View quarterly webcasts and participate in other
professional learning
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Assessment Administer a universal screener to determine
students who will benefit from intervention. Administer a
diagnostic assessment to determine the targeted need.
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Plan Instruction Plan intensive individualized instruction
using the RTA grant-approved program. Grant-approved Read to
Achieve Programs may not be changed or replaced but amendments may
be submitted for review asking to supplement the current
program.
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Read to Achieve: Reading Diagnostic & Intervention Grant
AMENDMENTS 2013-2014 District
Name:_________________________________________________________________
School
Name:_________________________________________________________________
Principal
Name:_________________________________________________________________
RTA
Teacher:_________________________________________________________________
Date Submitted:
_____________________________________________________________________
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Monitor Progress Consistently monitor the progress of each
student on the skills being taught. Craft instruction based upon
the results of the progress monitoring.
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Share Data
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Participate in Professional Learning Participate in quarterly
webcasts at 2 p.m. ET August 27, 2013 November 19, 2013 February
25, 2014 April 22, 2014 Attendance at the annual conference of the
Kentucky Reading Association is encouraged but not required. (Oct.
17-19)
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kyreading.org 2013 Annual Conference October 17-19, 2013 Hyatt
Regency Hotel Lexington, KY
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readingrecovery.org 2014 National Reading Recovery & K-6
Classroom Literacy Conference February 1-4, 2014 Columbus,
Ohio
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Submit Program Evaluations to KDE Program Evaluation Reports
are due September 15, 2013 January 15, 2014 May 15, 2014 and can be
found on Survey Monkey.
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What is my school number? On the KDE homepage, click on School
Report Cards under the INITIATIVES section. In the purple box, type
2012-2013, the name of your district, the name of your school and
click VIEW CARD. Your six digit school code will be in the light
blue box on the right side of the page.
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Record and Submit Attendance Keep attendance beginning the
first day of intervention instruction Record the date a child exits
or moves Note what plan was made for a child after exiting Submit
attendance recorded from the beginning of school until the end of
December by January 15 Submit attendance recorded from the
beginning of school until the end of December by May 15
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Need Help? www.education.ky.gov Search for RTA on the Kentucky
Department of Education website where all forms, updates, and
program information is available.
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One of the most compelling and well-established findings in the
research on beginning reading is the important relationship between
phonemic awareness and reading acquisition. (Kameenue, et. Al.,
1997)
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What is Phonemic Awareness? The ability to hear, identify, and
manipulate individual sounds phonemes in spoken words.
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Why is Phonemic Awareness Important? It improves students word
reading and comprehension. It helps students learn to spell.
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Stages of Phonemic Awareness Early stage use ears Intermediate
stage hear sounds and represent them with letters Final stage -
draw a box for every letter in a word. This occurs when the child
can hear most of the sounds and find letters to record those
sounds.
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Signs of Phonemic Awareness recognizing which words in a set of
words start with the same sound isolating and saying the first or
last sound in a word combining or blending the separate sounds in a
word in order to say the word breaking up or segmenting a word into
its separate sounds.
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Examples of Phonemic Awareness Skills What word am I trying to
say? Tttt-ooooo-p. What is the first sound in top? What is the last
sound in top? What are all the sounds you hear in top?
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Distinctive Sounds banging on tableopening drawer blowing a
whistlepouring a liquid rubbing handscoughing eating an
applecrumpling paper chewinghammering writing with a pencilsnapping
fingers
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folding paperclicking with tongue cutting with scissorsstamping
scratchingslamming a book smashing crackersstirring with a spoon
turning on a computer walking tearing paperchewing gum eating
iceapplauding ringing a bellblowing nose
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Variations With the children's eyes closed, make a series of
sounds. Then repeat the sequence, but omit one of the sounds. The
children must identify the sound that has been omitted from the
second sequence. Invite the children to make sounds for their
classmates to guess. These games offer good opportunities to
review, exercise, and evaluate children's use of ordinal terms,
such as first, second, third, middle, last.
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Use familiar stories or poems to develop the ability to attend
to differences in what students expect to hear and what they
actually hear.
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Reverse Words Birthday happy to you Around ring the rosies
Substitute WordsTwinkle, twinkle orange star Mary had a furry lamb
Swap Word OrderJingle bells, jingle bells, jingle way the all Old
MacDonald farm a had Swap Word PartsDumpty Humpty wall on a sat
There was an old lady who fallowed a swy Switch order of
eventsGoldilocks broke the chair and then sat on it
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Detection of Syllables
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VARIATIONS Ask the children to hold two fingers horizontally
under their chins, so they can feel the chin drop for each
syllable. Do this activity to a rhythmic chant, such as Bippity,
bippity bumble bee, Tell me what your name should be. (Point to a
child; that child responds by giving his name. Class repeats name
out loud. Continue with one of the following: clapping it,
whispering it, or saying it silently)
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INITIAL SOUNDS
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VARIATIONS Spread out pictures from two different sets, asking
the children to identify the name and initial phoneme of each
picture and to sort them into two piles accordingly. Matching Game
- Pass picture cards of objects or animals to the children, naming
each picture and placing it face down on the table or carpet.
Children take turns flipping pairs of pictures right side up and
deciding if the initial sounds of the pictures' names are the same.
If the initial sounds match, the child selects another pair;
otherwise, another child takes a turn.
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TAKE A SOUND AWAY
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VARIATIONS Help the children notice that the initial sound
makes a big difference in the words' meanings by asking them to use
each word in a sentence. Call the children to line up by naming
their first names without the initial sound (e.g., [J]-onathon).
The children have to figure out whose name has been called and what
sound is missing. You may want to save blends until later, such as
(St) ephanie.
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TWO SOUND WORDS daybeebowboo hayfeedoejay piepeamowtwo knee
shoe
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ANALYSIS ACTIVITY Choose a picture card. Say the two phonemes
slowly. Place two different colored blocks under the picture. Move
each box (left to right) as the word is said. Have students repeat
with their own blocks.
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SYNTHESIS GAME Choose a picture card and lay it face down in
front of student. Name the picture phoneme by phoneme (e.g., to) as
you move the blocks under the picture as you say the sounds.
Children repeat the phonemes as they move the blocks increasing
their speed until they can identify the picture.
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SYNTHESIZE WORDS FROM SEPARATE PHONEMES
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WORDS FOR SYNTHESIS ACTIVITY apecheesemoosesoap
beandeskpanstool bookdogpeastump bowdresspentie breadeelphonetrain
brickglassshoetruck broomiceskate
Resources Adams Marilyn Jager, Ph.D., Foorman, Barbara R.
Ph.D., Lundberg, IngvarPh.D., & Beeler, Terri Ed.D. Phonemic
Awareness in Young Children: A Classroom Curriculum: Brookes
Publishing Clay, Marie M. (2005) Literacy Lessons Designed for
Individuals: Heinemann Education Marzano, Robert (2002) What Works
in Schools Translating Research into Action: Association for
Supervision & Curriculum Development