ERIC ED432723: Phonological Awareness: Principles for Instruction and Progress Monitoring. Professional Development Guide.

63 Pages·1998·2.1 MB·English

by  ERIC

DOCUMENT RESUME
CS 013 625
ED 432 723
Phonological Awareness: Principles for Instruction and
TITLE
Progress Monitoring. Professional Development Guide.
Education Service Center Region 13, Austin, TX.; Texas
INSTITUTION
Univ., Austin. Texas Center for Reading and Language Arts.
Department of Education, Washington, DC.; Office of
SPONS AGENCY
Elementary and Secondary Education (ED), Washington, DC.
Goals 2000 Program.; Texas Education Agency, Austin.
1998-00-00
PUB DATE
62p.; Video not available from EDRS.
NOTE
Educational Services Center, TAAS Dept., Region XIII, 5701
AVAILABLE FROM
Springdale Rd., Austin, TX 78723-3675; Tel: [phone];
Fax: [phone]; Web site:
http://www.tenet.edu/teks/language arts ($40 includes
video).
Non-Classroom (055)
Guides
PUB TYPE
MF01/PC03 Plus Postage.
EDRS PRICE
Creative Teaching; *Early Reading; Faculty Development;
DESCRIPTORS
Group Activities; Instructional Innovation; Primary
Education; Program Implementation; *Reading Instruction;
Teacher Workshops; Training Methods
*Phonological Awareness; Texas
IDENTIFIERS
ABSTRACT
Containing four sections of materials for workshop
presenters to teach phonological awareness, this guide assists early reading
program educators in enhancing the Reading and Language Arts knowledge and
skills of Texas students. Section 1, an introduction, defines the purpose of
the guide and outlines six goals. Section 2, Professional Development,
includes speaker's notes and suggestions on how to guide participants through
the workshop. Section 3, Overheads, contains transparencies with key points
and activities to accompany the speaker's notes; and section 4, Handouts,
includes "Workshop Notes" for participants to take notes from the
presentation, and "Activity Handouts" for group activities. Contains 27
references and 7 resources. A video accompanies the guide.
(SC)
********************************************************************************
Reproductions supplied by EDRS are the best that can be made
from the original document.
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Professional
elopment Guide
Phonological Awareness:
Principles for Instruction
and Progress Monitoring
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
This document has been reproduced as
received from the person or organization
originating it.
Minor changes have been made to
improve reproduction quality.
Points of view or opinions stated in this
document do not necessarily represent
official OERI position or policy.
Texas Center for Reading and Language Arts
College of Education, University of Texas at Austin
Texas Education Agency Region XIII Education Service Center
2
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Professional Development Guide
Phonological Awareness: Principles for
Instruction & Progress Monitoring
Table of Contents:
1. Introduction
What is the Texas Center for Reading and Language Arts?
7
Organization and Content of the Guide
8
Center Staff and Other Contributors
9
2. Professional Development
Preparing for the Workshop
13
Agenda
14
Definition of Phonological Awareness
15
Research
15
Concepts
16
Phonological Awareness vs. Phonemic Awareness
16
Definition of a Phoneme
17
Implications for Teaching
18
The TEKS and Phonological Awareness
18
Monitoring Progress
19
Blending
20
Segmentation
20
Activities for Teaching
21
Conclusion: Summing Up
23
3. Overheads
WorkshopTransparencies
Transparency Masters
4. Handouts
Workshop Notes
Guide prepared by:
S. Appendices
The Texas Center for
'Reading and Language Arts,
References
R1
College of Education,
Resources
R3
University of Texas at Austin
Guide designer:
Paula Correa
BEST COPY AVAILABLE
3
Introduction
1.
Texas Center
What is the Texas Center for
forReading
and Language Arts
Reading and Language Arts ?
The Texas Center for Reading and Language Arts assists K-12
educators in enhancing the Reading and Language Arts knowl-
edge and skills of Texas students, through implementation of
the Texas Essential Knowledge and Skills (TEKS).
s
are the Ce
vities
Accomplished?
Literacy Labs
Goal
.Toprovideacadre:ofischooklevel specialists
Both school-based and university-
With expertiseAmphonologicakawareness, word
based labs served as models for
analysis;-:fluency:strategiesizand Comprehension
universities and school districts.
strategies who areHable::to::: use:I:documented
approaches.:.to-.:readsng:::and.::language arts
instruction to:::address TEKS' objectives with
Professional Development
thdentsi-in grades..KH-3. Guides and Videos
These guides are designed to
provide educators across the
Goal 2: To enhanCe the: knowledge, ski1.1s, and
state with materials and plans for
practices- leaChei-suse.:td implement the TEKS
professional development in
readinganct language artS..objectiVes -with second
reading and language arts, and to
language. learners.
introduce the TEKS.
To.. enhanCe the knowledge,.:skills, and
:Goal;
Reading Liaisons
PrattideS -teaChers:use40irnplerriehtthel-EKS
Education Service Center Reading
reading and langlanguage ar
objectives: with
Liaisons work collaboratively with
students in grades.: K .5. -J,W.hb:;'are.'-experiencing
Center personnel to engage in and
difficulty: in readinTand-:language arts.
provide professional development
on the TEKS.
Goal
enhance-ithe.::knoWledge,...skills, and
::-:practices,teachers.:use::to::implemen the :TEKS
School Partnerships
reading
objectives with
Collaborative relationships with
:,students'in grades'643;.focusing:onCOntent area
schools that assist in the
reading' nstrUctiOn::
development of materials,
curriculum guides, and
product development.
Goal S: To disseminate information generated by the
Texas Centerfor.:Fleading and Language Arts
using.current technology and media..
al .6: To communicate :the .goals, activities., and
accomplishments: of the:ICenter toprofesSionals
and::bthertomthunitVmemberS:
Phonological Awareness: Principles for Instruction and Progress Monitoring
5
Organization & Content of the Guide
The guide contains four sections of materials and a video for
presenters to teach the Phonological Awareness. Section 2
(Professional Development), includes speaker's notes and
suggestions on how to guide participants through the workshop.
Section 3 (Overheads), contains transparencies containing key
points and activities to accompany your speaker's notes; Section
4 (Handouts) includes "Workshop Notes" for participants to take
notes from the presentation, and "Activity Handouts" for group
activities; Section 5 (Appendices) provides a list of references
and further readings on Phonological Awareness and, lastly, the
video "Phonological Awareness: Principles for Instruction and
Progress Monitoring" to provide an understanding of
phonological awareness research.
0
Phonological Awareness: Principles for Instruction and Progress Monitoring
6
Texas Education Agency
Texas Center for Reading
& Language Arts
Mike Moses
Commissioner of Education
Susan Barnes
George Blanco
Felipe Alanis
David D. Anderson
Katrina Blodgett
Deputy Commissioner
Coordinator, Curriculum and
Diane Bryant
Progams and Instruction
Professional Development
David Chard
Maggie Coleman
Ann Smisko
Sharon O'Neal
Paula Correa
Associate Commissioner,
Director of English Language
Cathy Davis
Curriculum, Assessment
Arts and Reading
Bonnie M. Elliott
and Technology
Robin Gilchrist
Philip B. Gough
Catherine Davis
Michael Guerrero
Robin Gilchrist
Assistant Director of Reading
Allison Hamff
Assistant Commissioner for
Dianne Hess
Statewide Reading Initiatives
Peggy Hickman-Davis
Marty Hougen
June Jaap
Reading Liaisons and Advisors
Sharon Jackson
Cami Jones
Education Service Centers
Marilyn Kameen
Marcel LeJeune
Chris Lemons
Region I, Edinburg Angie Lehmann
Shari Levy
Region II, Corpus Christi
Robert Linne
Mary Kureska
Sharon O'Neal
Region III, Victoria
Lynne Mumme
Lorie Ochoa
Region IV, Houston Kathy Helm
Alba Ortiz
Region V, Beaumont Vicky Gore
Jean Osborn
Region VI, Huntsville Gene Jolly
Paul Resta
Region VII, Kilgore
Alice Reader
Rita Ricardo
Region VIII, Mt. Pleasant Gwen Smith
Bobby Rigg
Region IX, Wichita Falls
Kris Reid
Phyllis Robertson
Region X, Richardson Nancy Slaughter
Terry Ross
Region XI, Ft. Worth
Bettye Kuehler
Maria Seidner
Region XII, Waco Joan Berry
Kris Sloan
Mari Lester
Region XIII, Austin
Martha Smith
Kathy Stewart
Region XIV, Abilene Susan Anderson
Sylvia Linnan-Thompson
Region XV, San Angelo Susan Kerbow
Brenda Tyler
Region XV, San Angelo Jody Johnson
Sharon Vaughn
Region XV, San Angelo
Elaine Howard
Nicole Ugel
Region XVI, Amarillo Wanda Doughten
Cheryl Wilkinson
Region XVII, Lubbock Maria Gamble
Jo Worthy
Region XVIII, Midland
Carolyn Johnson
Terry Zimmerman
Region XVIII, Midland
Perrie Whalen
Region XIX, El Paso
Michele Dawson
Region XX, San Antonio Candace Anderson
Phonological Awareness: Principles for Instruction and Progress Monitoring
7
ofessional
Development
Phonological Awareness: Principles for Instruction and Progress Monitoring
s) 1. L.
Preparing for the Workshop
The purpose of this workshop is to provide an understanding of
phonological awareness research, methods for teaching, and
progress monitoring that is aligned with the Texas Essential
Knowledge and Skills (TEKS).
.MateriaLg
Irlandouts (Section 4)
:;Pictures of words for Activity 3
Pencils/overhead marker
Equipment
Overhead projector
VCR and monitor
Room Arrangement
This workshop is presented in lecture form. Activities
will be held in large groups. All participants will need
to see .the screen for
projection..
Phonological Awareness: Principles for Instruction and Progress Monitoring
9
Introduction
Overhead #1
As
participants arrive oise
Overhead #1 to communi-
cafe
of: your: pre-
:
''sensation.
Texas Center for Reading and Language Arts,
College of Education at the University of Texas at Austin
Texas Education Agency
Region XIII Education Service Center
Overhead #2
Agenda
Use Overhead #2 to
provide an organized
glance of the Phono-
Awareness
Tog ica I
workshop. and the,top7
ics .tobe.CoVe'red:
0
Phonological Awareness: Principles for Instruction and Progress Monitoring
10
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