Institute on Beginning Reading II

Enhancing Phonological Awareness

Instruction in Core Reading Instruction

For
Each
Student

Assessment Goals

For All
Students

Instruction
 Acknowledgments

 Oregon Department of Education

 Institute for the Development of Educational

Achievement, College of Education, University
of Oregon

 U.S. Department of Education,

Office of Special Education Programs
Simmons, Harn, & Kame'enui © 2003 2
 Content Development

Content developed by:

Edward J. Kame’enui, Ph. D. Deborah C. Simmons, Ph. D.
Professor, College of Education Professor, College of Education
University of Oregon University of Oregon

Beth Harn, Ph.D. Michael D. Coyne, Ph. D.

University of Oregon University of Connecticut

David Chard, Ph. D.

University of Oregon

Additional support:
Patrick Kennedy-Paine
Katie Tate Nicole Sherman-Brewer
University of Oregon Oregon Reading First

Simmons, Harn, & Kame'enui © 2003 3

 Copyright

 All materials are copy written and should

not be reproduced or used without
expressed permission of Dr. Edward J.
Kame’enui or Dr. Deborah C. Simmons.
Selected slides were reproduced from
other sources and original references
cited.
Simmons, Harn, & Kame'enui © 2003 4
 IBR Foundational Features:
Translating Research into Practice

Simmons, Harn, & Kame'enui © 2003 5

 IBR Guiding Questions

1. Goals: What outcomes do we want for our students in our

state, district, and schools?
2. Knowledge: What do we know and what guidance can we
gain from scientifically based reading research?
3. Progress Monitoring Assessment: How are we doing? What
is our current level of performance as a school? As a grade?
As a class? As an individual student?
Today’s
Focus
4. Outcome Assessment: How far do we need to go to reach
our goals and outcomes?
5. Core Instruction: What are the critical components that
need to be in place to reach our goals?
6. Differentiated Instruction: What more do we need to do
and what instructional adjustments need to be made?

Simmons, Harn, & Kame'enui © 2003 6

 Objectives: What You Will
Learn and Do
The objectives of today’s session are to:
1. Understand the importance of phonological
awareness in core reading instruction.
2. Determine if students are making adequate progress
on DIBELS measures.
3. Identify methods to enhance core reading
instruction.

Simmons, Harn, & Kame'enui © 2003 7

 What is Phonological Awareness?

 The ability to hear and manipulate the

sound structure of language. This is an
encompassing term that involves working
with the sounds of language at the word,
syllable, and phoneme (sound) level.

Simmons, Harn, & Kame'enui © 2003 8

Phonemic Awareness vs. Phonics:
An Important Distinction

Phonemic awareness is not

phonics.

Phonemic awareness is auditory

and does not involve words in
print.
Simmons, Harn, & Kame'enui © 2003 9
 Definitions

 Phoneme: A phoneme is a speech sound. It is the smallest unit

of language and has no inherent meaning.
 Phonological awareness: The ability to hear and manipulate
the sound structure of language. This is an encompassing term
that involves working with the sounds of language at the word,
syllable, and phoneme level.
 Phonemic awareness: The ability to hear and manipulate the
sounds in spoken words, and the understanding that spoken
words and syllables are made up of sequences of speech
sounds (Yopp, 1992, cited in Yopp, 1995). Phonemic
awareness involves hearing language at the phoneme level.
 Phonics: The process of using the code (sound-symbol
relationships) to recognize words.
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 What the Research Says About
Phonological Awareness (PA)

 The best early predictor of reading difficulty in

kindergarten or first grade is the inability to
segment words and syllables into constituent
sound units (phonemic awareness) (Lyon, 1995).

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 What the Research Says About PA

 Phonological awareness is necessary but not

sufficient for reading acquisition.
 Phonological awareness is teachable and
promoted by attention to instructional variables.
(Smith, Simmons, & Kame'enui, 1998)

“Reading and phonemic awareness are mutually

reinforcing:
Phonemic awareness is necessary for reading, and
reading, in turn, improves phonemic awareness
still further.” (Shaywitz, 2003, pg. 55)
Simmons, Harn, & Kame'enui © 2003 12
 What the Research Says About PA

 The ability to hear and manipulate phonemes plays a

causal role in the acquisition of beginning reading
skills (Smith, Simmons, & Kame'enui, 1998).
 There is considerable evidence that the primary
difference between good and poor readers lies in the
good reader’s phonological processing ability.
 The effects of training phonological awareness and
learning to read are mutually supportive.

Simmons, Harn, & Kame'enui © 2003 13

 Why Phonemic Awareness is
Important

 PA teaches students to attend to sounds. It

primes the connection of sound to print.

 PA gives students a way to approach reading

new words.

 PA helps students understand the alphabetic

principle, that letters in words are
systematically represented by sounds.

Simmons, Harn, & Kame'enui © 2003 14

 Why Phonemic Awareness is
Difficult

 There are 26 letters in the English language.

 Though the number of phonemes vary across

sources, there are approximately 40 phonemes.

 Sounds are represented in 250 different spellings

(e.g., /f/ as in ph, f, gh, ff).

 Phonemes are coarticulated, thus logical “sound

units” are not readily apparent and must be taught.
 No “white spaces” between letters, syllables, or words

Simmons, Harn, & Kame'enui © 2003 15

 What Skills Does PA Include?

Phonological Awareness Development Continuum

 Word comparison
 Rhyming
 Sentence segmentation
 Syllable segmentation & blending
 Onset-rime blending and segmentation
 Blending & segmenting individual phonemes
 Phoneme deletion & manipulation
(Modified from O'Connor, Notari-Syverson, & Vadasy, (1998).

 High Priority Skills

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 What Skills Does PA Include?

Levels of Linguistic Units

• Sentences: The sun shone brightly.

• Word: sun
• Syllables: sun, sun-shine, sun-ny
• Onset-rime: /s/ /un/; /s/ /unshine/, /s/ /unny/
• Phoneme: /s/ /u/ /n/; /s/ /u/ /n/ /sh/ /i/ /ne/

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 What Skills Does PA Include?

Word & Sound Comparison Examples

 I’ll say two words, tell me if they are same or different

(sun, sun; tan, ran; fit, bit)
 I’ll say two sounds, tell me if they are the same or
different (/m/, /s/; /f/, /f/; /r/, /r/; /k/ ,/l/)

 I’ll say three words, tell me the one that is different

(sun, hat, sun; fat, fat, hat)

 I’ll say three sounds, tell me the one that is different

(/s/, /s/, /m/; /l/, /t/, /t/)

Simmons, Harn, & Kame'enui © 2003 18

 What Skills Does PA Include?

Sentence Segmentation Examples

I’ll clap the parts in this sentence:
The (clap) boy(clap) went(clap) home(clap).
I’ll tap the parts in this sentence:
She (tap) likes(tap) fat(tap) brown(tap) dogs(tap).
I’ll move a marker for each word.
Say a 3-5 word sentence and move a marker as you
say each word.

Simmons, Harn, & Kame'enui © 2003 19

 What Skills Does PA Include?

Syllable Segmentation Examples

 I’ll clap the parts in “football”:

Foot (clap) ball (clap)

 I’ll tap the parts in these words:

ba(tap) by(tap)
snow(tap)
di-no-saur (tap after each syllable)

 I’ll hold up 1 finger for each part in these words:

big (hold up 1 finger)
ba-na-na (hold up 1 finger as you say each syllable)

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 What Skills Does PA Include?

Onset-Rime Blending & Segmenting Examples

Segmenting Words
Blending Sounds

Teacher Student Teacher Student

Says: Says: Says: Says:
r-un run run r-un

f-ast fast fast f-ast

swim sw-im
sw-im swim
spl-ash splash splash spl-ash
Simmons, Harn, & Kame'enui © 2003 21
 What Skills Does PA Include?

Phoneme Level Blending & Segmenting Examples

Blending Segmenting
I’ll say the sounds, you I’ll say the word, you tell
tell me the whole word. me the sounds in the
•/f/ /a/ /n/ - fan word.
•/s/ /i/ /t/ - sit •Fan - /f/ /a/ /n/
•/s/ /l/ /e/ /d/ - sled •Sit - /s/ /i/ /t/
•/t/ /r/ /ee/ - tree •Sled - /s/ /l/ /e/ /d/
•/c/ /r/ /a/ /sh/ - crash •Tree - /t/ /r/ /ee/
•Crash - /c/ /r/ /a/ /sh/

Simmons, Harn, & Kame'enui © 2003 22

 What Skills Does PA Include?

Phoneme Level Deletion & Substitution Examples

Substitution
Deletion • Say cat. Change the first
• Say cat. Now say sound in cat to /s/. What’s
cat without the /c/. the new word?
• Say fan. Now say • Say fan. Change the /n/ to
fan without the /n/. /t/. What’s the new word?
• Say sick. Change the /i/ to
/o/. What’s the new word?

Simmons, Harn, & Kame'enui © 2003 23

 Reviewing Curriculum Maps

 Review the curriculum map for your grade to

answer the following questions:
 What are the high priority skills for the next 3
months? ______________________________
 What other skills may be necessary to teach
before the high priority skills? ______________
_______________________________________
 What skills do you predict to be difficult for
some children? _________________________

Simmons, Harn, & Kame'enui © 2003 24

Kindergarten Curriculum Map

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First Grade Curriculum Map

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 Next Section: Objective 2

Objectives of today’s session:

1. Understand the importance of phonological
awareness in core reading instruction.
2. Determine if students are making adequate progress
on DIBELS measures.
3. Identify methods to enhance core reading
instruction.

Simmons, Harn, & Kame'enui © 2003 27

 Making Adequate Progress in PA

 To evaluate how students are responding to

instruction, each DIBELS measure has an
established goal.
 DIBELS uses three levels to describe learner
performance:
Established
Emerging
Deficit

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 DIBELS Three Levels

 Established: Student has met or exceeded the

benchmark value for the measure.
 Implication: Current instructional program is meeting the
child's needs.
 Emerging: Student is at-risk for not meeting the next
critical benchmark.
 Implication: Modify instructional program and monitor
performance more often (1-2 x month)
 Deficit: Student is at significant risk of not meeting
the next critical benchmark without significant
changes to the instructional program.
 Implication: Modify instructional program significantly and
monitor performance more often (2-3 x month)
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 Using DIBELS to Assess PA

 DIBELS are sensitive to changes in

student performance
 Short-duration: Each measure is brief and
permits frequent monitoring without detracting
from instructional time.
 Sensitive: Each measure is designed to detect
small units of growth.
 Repeatable: Each measure has 20 alternate
forms for monitoring progress.
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 Using DIBELS to Assess PA

 Each measure is designed to assess

accuracy and fluency

 Accuracy: How well does the child perform

the skill?
 Fluency: How easily or quickly does the child
perform the skill?

 The best way to gather this information is to use

the student booklets and examine responses to
the task.
Simmons, Harn, & Kame'enui © 2003 31
 Using DIBELS to Assess PA

DIBELS measures used to assess PA:

 Initial Sounds Fluency (ISF) for Kindergarten
 How Well? 25
 By When? Middle of Kindergarten
 Interim performance predictive of the later goal: 8
at the beginning of Kindergarten
 Phonemic Segmentation Fluency (PSF) for 1st
Grade
 How Well? 35
 By When? Beginning of First Grade

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 Assessing Accuracy & Fluency With
ISF
Examine Student Booklets for Patterns
 How well does the child perform the skill?
 Performance on recognition items (Which picture
begins with…)
 Are they consistent?
 Performance on production items (“What sound does
pig begin with?”)
 Can they isolate initial sounds?
 How easily and quickly does the child perform
the skill?
 Time necessary for accomplishing the measure is
indicative of the student’s level of fluency.
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 Assessing PA with ISF: Timmy
60 x Number Correct
ISF =
Seconds  How well is Timmy
isolating first sounds?
 Recognition: Accurate
 Production: Inconsistent
 How easily can he
perform the skill?
 He does not need much
time to think for the
correct answer
60 x 13  He is fluent and met the
30 = 26 mid-year goal
 Instructional implication?
 Move on to more
26 13 complex PA skills
30
Simmons, Harn, & Kame'enui © 2003 34
 Assessing PA with ISF: Mary
60 x Number Correct
ISF =
Seconds  How well is Mary
isolating first sounds?
 Recognition: inconsistent
 Production: can’t do it
 How easily can she
perform the skill?
 Needs time to answer
questions
 She is at-risk for not
60 x 7 meeting the mid-year
9= 45 goal
 Instructional implication?
45 7
 Need to increase
9 instructional intensity
Simmons, Harn, & Kame'enui © 2003 35
 Assessing Accuracy & Fluency With
PSF
Examine Student Booklets for Patterns
 How well does the child perform the skill?
 Accuracy
 Skill

Example word “chips” Student Response

Initial Sound /ch/
Onset rime /ch/ /ips/
Partial segmentation /ch/ /i/ /ps/
Complete /ch/ /i/ /p/ /s/
Simmons, Harn, & Kame'enui © 2003 36
 Assessing Accuracy & Fluency With
PSF

 When analyzing student performance,

look for patterns of performance:
 Patterns Correct?
 Specific sounds correct (e.g. stop vs. continuous,
blends, length).
 Pattern of Errors?
 Specific sounds incorrect (e.g., stop vs.
continuous), vowels, blends.
 Make sure to rule out articulation, hearing
difficulties, or having a bad minute!
Simmons, Harn, & Kame'enui © 2003 37
 Assessing Accuracy & Fluency With
PSF

 How easily and quickly does the child

perform the skill?
 How many words were administered?
 A score of 25 sounds per minute in 8 words is
an indication of a higher level of skill (full
segmentation) than 25 sounds in 16 words
(onset-rime).

Simmons, Harn, & Kame'enui © 2003 38

Assessing PA with PSF: Sam

 How well is Sam

segmenting phonemes?
 Can perform at the individual
phoneme level
 How easily can he
perform the skill?
 His skill is established!
 Instructional implication?
 Move on to alphabetic
principle and strategically
integrate continued practice
on phonological awareness

Simmons, Harn, & Kame'enui © 2003 39

Assessing PA with PSF: Sally

 How well is Sally

segmenting
phonemes?
 Cannot segment words

 How easily can she

perform the skill?
 Her skill has yet to develop
 Instructional implication?
 Start at the beginning and
teach with intensity so she
can catch-up with her peers.

Simmons, Harn, & Kame'enui © 2003 40

 Application Activity

 Work in small groups to complete two

additional PSF case scenarios to
determine instructional implications.

Simmons, Harn, & Kame'enui © 2003 41

 Next Section: Objective 3

The goals and objectives of today’s session are to:

1. Understand the importance of phonological
awareness in core reading instruction.
2. Determine if students are making adequate progress
on DIBELS measures.
3. Identify methods to enhance core reading
instruction.

Simmons, Harn, & Kame'enui © 2003 42

 Two Ways to Enhance Core
Instruction
1. What we teach: Design
 Sequence
 Task factors
 Curriculum maps
2. How we teach: Delivery
a) Demonstrate explicit steps and strategies
b) Model multiple examples
c) Provide multiple opportunities to practice
d) Structure ample review and opportunities for
learning

Simmons, Harn, & Kame'enui © 2003 43

 Design: What We Teach

Using the curriculum map, write down the skills that should
be the instructional focus from now until mid-year.
___________________________________________________________________________

Simmons, Harn, & Kame'enui © 2003 44

 Design: How Should PA Skills Be
Sequenced?

Using the curriculum map, write down the skills that should
be the instructional focus from now until mid-year.
____________________________________________
Simmons, Harn, & Kame'enui © 2003 45
Task Factors that Influence Difficulty

Features of Phonemes
Easier Harder
Continuous Stop

Position of Phoneme
Easier Harder
first last middle

Length of word
Easier Harder
Shorter Longer
(modified from Torgesen and Mathes, 1998)
Simmons, Harn, & Kame'enui © 2003 46
 Difficulty (continued)

Task
Easier Harder
Sound comparison blending segmenting

Linguistic Unit
Easier Harder
compound words syllables onset phoneme

Simmons, Harn, & Kame'enui © 2003 47

 Sequencing Suggestions to Enhance
Student Learning
Research indicates that materials that follow the
following principles enhance learning for all
students:
1. Progress from easier activities to more difficult
(rhyming, sound matching, blending, segmenting, etc.).
2. Schedule more instructional time on segmenting then
other skills.
3. Start with larger linguistic units (i.e., words and
syllables) and proceed to smaller linguistic units (i.e.,
phonemes).
4. Begin with short words (2-3 phonemes: at, mud, run).
(Smith, Simmons, & Kame’enui, 1998)
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 Sequencing Suggestions to Enhance
Student Learning (cont.)
5. Focus first on initial (sat), then final (sat), and lastly the
medial sound (sat) in words.
6. Introduce continuous sounds (e.g., m, r, s) before stop
sounds (t, b, k).
7. Provide brief instructional sessions. Significant gains in
phonemic awareness are often made in 15-20 minutes
of daily instruction.

(Smith, Simmons, & Kame’enui, 1998)

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Example Continuous Sounds

Words that begin with continuous

sounds are easier to blend.

• f
• n
• s
• r • v
• l • z
• sh
• all vowels
• m
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 Example Stop Sounds

• t • b
• p • c
• k • j
• g • x
• d
• ch
• h Words that begin with stop sounds
are difficult to use in blending
activities.

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 Application Activity

 Arrange the following phonologic activities in

order from easiest (1) to hardest (5):
Difficulty
Level PA Skill
Phoneme deletion and manipulation
Sentence segmentation
Onset-rime blending and segmentation
Word comparison
Blending & segmenting individual phonemes
Highlight the two high priority skills.
Simmons, Harn, & Kame'enui © 2003 52
 Application Activity

Circle the continuous sounds and

slash the stop sounds:

p r s g
e b u l
v c m z
sh a i h
Simmons, Harn, & Kame'enui © 2003 53
 How We Teach: Modifications to
Enhance Core Instruction

 Our curriculum review indicates that

many programs need the following
instructional enhancements:
1. Demonstrate explicit steps and strategies
2. Model multiple examples
3. Provide multiple opportunities to practice
4. Structure ample review and opportunities for
learning

Simmons, Harn, & Kame'enui © 2003 54

 Demonstrate Explicit Steps &
Strategies

 Model all steps or strategies necessary to

complete the task successfully.
 Factors that affect student learning:
 Clear and concise teacher wording
 Modeling and showing before asking
 Providing feedback

Simmons, Harn, & Kame'enui © 2003 55

 Demonstrate Explicit Steps &
Strategies

Blending Sounds
 Example: “I am going to say the sounds in
a word and show you how to put the
sounds together. Listen to the sounds and
how I blend them to make a word: /mmm/
/aaa/ /p/: map. I’ll do another one: /sss/ /iii/
/t/: sit.”
 Example: Listen, /m/ /a/ /p/, what’s the
word?
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 Model Multiple Examples

 Multiple models and examples should be

provided before asking students to display the
skill.
Instructional Objective: Teaching First Sound
Example: Teacher lays down 2 pictures that each
have the first sound of /m/ and says “My turn to
say the first sound in man, /mmm/. The first sound
in man is /mmm/. Everyone, say the first sound in
man, /mmm/.”
Example: Teacher lays down 2 pictures that each
begin with /m/ and says “Who can tell me the first
sound in these pictures?”
Simmons, Harn, & Kame'enui © 2003 57
 Provide Multiple Opportunities to
Practice

 Opportunities to practice a skill is a

powerful predictor of student learning (Howell
& Nolet, 2001).

 Provides timely feedback to student

understanding.
 Methods to increase opportunities to practice
include: choral responding, small group
instruction, providing individual turns.

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 Provide Multiple Opportunities to
Practice
Instructional Objective: Initial Sound
 Example: We are going to listen for the /sss/ sound
like the /sss/ in sun, sip, and Sal. For which sound will
we listen? (pause). Yes, /sss/. I am going to say some
words, if it begins with /sss/ say /sss/. Listen for /sss/,
moon (pause), sit (pause), slide (pause), cat (pause),
top (pause), soap (pause), man (pause).

 Example: We are going to listen for the /s/ sound like

in sun, sip, and Sal. Which sound? (pause). Yes, /s/. I
am going to say some words, if it begins with /s/, raise
your hand.
 Students don’t produce the sound!
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 Structure Ample Review and
Opportunities for Learning

 Provide students systematic opportunities

to review previously learned skills.
 The practice needs to be sufficient, distributed
across time, and cumulative
 Look to your scope and sequence to determine if
it is built into your program

Simmons, Harn, & Kame'enui © 2003 60

 Building in Review and Opportunities to
Learn: Sample Scope and Sequence

Unit New PA Skill & Focus Review Skills

Rhyming
1 Beginning sounds
Beginning sounds Initial sounds (s, m, r)
2 Initial sounds (s, m, r)
Blending Onset and rime; Initial sounds (t, b, n, s,
3 Segmenting onset and rime; m, r)
Initial sounds (t, b, n)
Blending and segmenting; Blending Onset and
4 Initial sounds (h, v, c) rime; Initial sounds (t, b,
Blending short “a” words n, s, m, h, v, c)
Blending phonemes Blending short “a”
5 Initial sounds (p, g, f) words; Initial sounds (t,
b, n, s, m, r, v, c, p, g, f)
Blending and segmenting Blending short “a” and
phonemes “i” words; Initial sounds
6 Initial sounds (l, k, q) (t, b, n, s, m, r, h, v, c, p, g, f,
Blending short “a” words l, k, q)

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 Building in Review and Opportunities to
Learn: Sample Scope and Sequence

Unit New PA Skill & Focus Review Skills

Listen to Sounds Not explicitly
Recognizing rhyming words stated
Listen for beginning sounds
Blending onset and rimes
Blending syllables
Identifying rhyming words
1 Listen for ending sounds
Blending syllables
Listen for middle sounds
Listen for beginning and ending sounds
Listen for beginning and middle sounds
Blending sounds
Skills taught within the first Unit (5 weeks) of
Kindergarten. How does this match up with the
curriculum maps?
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 Video Example: Teaching PA;
Segmenting
 Video Clip
 Evaluate the present lesson according to the following
criteria:
Rating the Lesson
Demonstrates explicit steps and
strategies
Models multiple examples
Provides multiple opportunities to
practice
How well do you feel the lesson will
meet the needs of the students?
These students were identified as intensive at the
beginning of Kindergarten and received additional
instructional support.
Simmons, Harn, & Kame'enui © 2003 63
 Evaluating A Lesson

K Example: Isolating First Sound

 Listen for Beginning Sounds: Tell children to listen

for the beginning sounds as you say the words.
 Listen for the beginning sound: bear, baby, boy.
Say the words with me: bear, baby, boy. I hear
the /b/ sound at the beginning of bear, baby, boy.
Say the sound: /b/.
 Ask children to listen to the words, repeat the
words, and name the sound they hear at the
beginning of the words. Continue using the
following: map, mouse, mad; sat, sun, sock; cat,
cap, carrot; rope, run, rug; tip, top, tap.

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 Evaluating the Effectiveness of the
Lesson
Follow the steps below to evaluate the lesson.
Rating the Lesson
Underline the “instructional language” and
evaluate how well it demonstrates explicit
steps and strategies
Models multiple examples (Number of
models provided: ________ )
Provides multiple opportunities to practice
(Number of opportunities for students to
practice: _______ )
How well do you feel the lesson will meet
the needs of all students?

Simmons, Harn, & Kame'enui © 2003 65

 Fix-Up for the Lesson

 What skill is being taught: ____________

 Is it a high priority skill? Yes No

Areas Targeted for Enhancement

Criteria How to Enhance
Explicit steps & Make more explicit
strategies
Number of modeled Add at least 1 more model
examples
Opportunities to Increase student production of
practice initial sound
Simmons, Harn, & Kame'enui © 2003 66
 Fixed-Up Lesson

K Example: Isolating First Sound

 Listen for Beginning Sounds: Tell children to listen
for the beginning sounds as you say the words.
 Listen for the beginning sound. The beginning
sound in bear, baby, boy is /b/. What sound? /b/.
Say the words with me: bear, baby, boy. The /b/
sound is at the beginning of bear, baby, boy. Say the
beginning sound: /b/.
 The beginning sound in map, mouse, mad is /m/.
What sound? /m/. Say the words with me: map,
mouse, mad. The /m/ sound is at the beginning of
map, mouse, mad. Say the beginning sound: /m/.

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 Evaluating A Lesson

Kindergarten Example: Blending and Segmenting

Onset & Rime
 Read “My Baby Teddy Bear” on page 38 of the
student book. Then play a guessing game. “I’ll
say some sounds. You put them together to
make words from the poem: /b/ ../ear/ (bear); /f/
../ur/ (fur); /n/ ../eed/ (need).
 Now have students create a word. Have them
separate the beginning sound from the rest of
the word, and then they ask the rest of the
class to blend the word.
Simmons, Harn, & Kame'enui © 2003 68
 Evaluating the Effectiveness of the
Lesson
Follow the steps below to evaluate the lesson.
Rating the Lesson
Underline the “instructional language” and
evaluate how well it demonstrates explicit
steps and strategies
Models multiple examples (Number of
models provided: ________ )
Provides multiple opportunities to practice
(Number of opportunities for students to
practice: _______ )
How well do you feel the lesson will meet
the needs of all students?

Simmons, Harn, & Kame'enui © 2003 69

 Fix-Up for the Lesson

 What skill is being taught: ____________

 Is it a high priority skill? Yes No

Areas Targeted for Enhancement

Criteria How to Enhance
Explicit steps & Make more explicit
strategies
Number of modeled Add at least 2 models
examples
Opportunities to Increase student production of
practice the skill
Simmons, Harn, & Kame'enui © 2003 70
 Fixed-Up Lesson

 “I’ll say some sounds that make words from our

poem. You put the sounds together to make
words from the poem. I’ll show you how to do it.
Listen to the sounds, /b/ ../ear/ is bear. Listen
again, /b/../ear/ is bear. What word? Let’s try
another, listen to the sounds /n/ ../eed/ is need.
What word? Your turn to put the sounds
together to make a word. Listen to the sounds,
/f/ ../ur/. What word?”
 Repeat activity with the same words in a
different order and other short common words
getting all students to participate.
Simmons, Harn, & Kame'enui © 2003 71
 Evaluating A Lesson

1st Grade Example: Blending & Segmenting

 In a pocket chart, place picture cards for blue,
flag, pig, globe, top, plug, and sled face down.
Tell the children that you are thinking of a picture
name. Explain that you will say the sounds in the
picture name, and that they should blend the
sounds to figure out the word.
 Say: /s/ /l/ /e/ /d/. Have children repeat, blend the
sounds, and raise their hands when they know
the word. Show picture when they say it together.

Simmons, Harn, & Kame'enui © 2003 72

 Evaluating the Effectiveness of the
Lesson
Follow the steps below to evaluate the lesson.
Rating the Lesson
Underline the “instructional language” and
evaluate how well it demonstrates explicit
steps and strategies
Models multiple examples (Number of
models provided: ________ )
Provides multiple opportunities to practice
(Number of opportunities for students to
practice: _______ )
How well do you feel the lesson will meet
the needs of all students?

Simmons, Harn, & Kame'enui © 2003 73

 Fix-Up for the Lesson

 What skill is being taught: ____________

 Is it a high priority skill? Yes No

Areas Targeted for Enhancement

Criteria How to Enhance
Explicit steps & Make more explicit
strategies
Number of modeled Provide at least 2 direct
examples models
Opportunities to Increase student production
practice of the skill
Simmons, Harn, & Kame'enui © 2003 74
 Fixed-Up Lesson

1st Grade Example: Blending & Segmenting

 Say, I am going to say the sounds of one of our

picture words and I want you to put the sounds
together to make the word. I’ll show you how to do
it. Listen to the sounds /t/ /o/ /p/ is top (turn card).
Say the sounds in top with me /t/ /o/ /p/. Here’s
another, listen to the sounds: /s/ /l/ /e/ /d/ is sled
(turn card). Say the sounds in sled with me /s/ /l/
/e/ /d/. Your turn to put sounds together to name
the picture card
 Continue with other picture cards. Have children
repeat sounds, blend the sounds, and raise their
hands when they know the word. Show picture
when they say it together.
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 Application Activity

 Using the following lesson, evaluate according to

the table below and identify 2 areas for
enhancements.
 Areas for enhancements: _______________________
____________________________________________
Rating the Lesson
Underline the “instructional language” and evaluate how
well it demonstrates explicit steps and strategies
Models multiple examples (Number of models
provided: ________ )
Provides multiple opportunities to practice (Number
of opportunities for students to practice: _______ )

How well do you feel the lesson will meet the needs
of all students?

Simmons, Harn, & Kame'enui © 2003 76

 Enhancing the Lesson

1st Grade Example: Blending

 Display in random order the picture cards can,
cot, den, dig, hat, jam, and six
 Say “Listen as I say the sounds in a picture
name. Raise your hand when you know which
picture card I name. Say: /k/ /o/ /t/.” When most
hands are up, tell children to blend the word
with you. Then say it together naturally. “Say
this with me: /k/ /o/ /t/…cot.” Continue with
remaining picture cards.

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 Evaluating A Lesson in Your Core
Program

 Using your adopted core reading materials,

identify an initial lesson teaching phonological
awareness and complete the included
Breakout Activity.

 What things do you want to follow-up on

within your team reading meetings?

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