Beyond Blending and Segmenting: Advanced Phonemic Awareness for Improved Literacy Outcomes Pattan Literacy Symposium June 13, 2018

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Beyond Blending and Segmenting: Advanced Phonemic Awareness for Improved Literacy Outcomes PaTTAN Literacy Symposium June 13, 2018

Dr. Pam Kastner, PaTTAN State Lead for Literacy

Central Dauphin School District Team Reading Specialists: Tracy Hanna, Amy Murimi and Tina Sansoni Kindergarten Teachers: Emily Doyle, Mary Feaster, and Amy Kyte

1 Pennsylvania Training and Technical Assistance Network

PaTTAN’s Mission

The mission of the Pennsylvania Training and Technical Assistance Network (PaTTAN) is to support the efforts and initiatives of the Bureau of Special Education, and to build the capacity of local educational agencies to serve students who receive special education services.

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PDE’s Commitment to Least Restrictive Environment (LRE)

Our goal for each child is to ensure Individualized Education Program (IEP) teams begin with the general education setting with the use of Supplementary Aids and Services before considering a more restrictive environment.

In Loving Memory Dr. Michael Heggerty (1952‐2013)

A dedicated and brilliant educator, who will continue to touch the lives of teachers and children for years to come.

Thank you for helping us honor his legacy.

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Today’s Agenda

1.WHAT is Phonemic Awareness? *Defining Phonological Awareness, Phonemic Awareness and Phonics

2. WHY is Phonemic Awareness important? *Research and Standards

3. HOW can I implement the Phonemic Awareness lessons in my classroom? *Phonemic Awareness in the Literacy Block *10 Essential Phonemic Awareness Skills *Modeled Lesson & Lesson Practice

4.DETAILS and RESULTS from a quality improvement study of advanced phonemic awareness and the Heggerty Curriculum

What is Phonemic Awareness?

• Do you play rhyming games? • Do you recite nursery rhymes, poems, & songs? • Do you read books with word play & rhyme?

These activities all help to develop phonemic awareness. Share your ideas with a partner or small group.

Take a few minutes to answer this question at your tables: I think Phonemic Awareness is…

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Understanding Phonological Awareness

Phonological = big units Phoneme = smallest possible unit of sound Phonological awareness is a broad skill that includes identifying and manipulating units of oral language – words, syllables, and onsets and rimes.

Phonological Awareness

Phonemic Awareness

Phonemic awareness is a subset of phonological awareness that focuses specifically on recognizing and manipulating phonemes.

Find page iii or iv in your manual7

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Weeks 19 - 35 Weeks 13 – 24, 28-33 Blending & Segmenting

Weeks 9 – 12, 17, 18 Weeks 9 - 12, 26, 27

Weeks 5 – 8, 15, 16 Weeks 5 – 8, 24, 34, 35

Weeks 1 – 4, 13, 14 Weeks 1 – 4, 25

Phonemic Awareness Phonics

Main focus is on graphemes/letters and their The main focus is on sounds/phonemes corresponding sounds

Deals with spoken language Deals with written language/print

Mostly auditory Both visual and auditory

Students work with reading and writing letters Students work with manipulating sounds in according to their sounds, spelling patterns, and words phonological structure

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Why is Phonemic Awareness Important ?

The lack of phonemic awareness is the MOST powerful

determinant of the likelihood of failure to read. (Adams, 1990) Research indicates that, without direct instructional support, phonemic awareness eludes roughly 25 percent of middle-class first graders and substantially more of those who come from less literacy-rich backgrounds. Furthermore, these children evidence serious difficulty in learning to read and write. (Adams, 1990)

Locate page i – ii in your phonemic awareness manual and we will review the

research behind the program11

Findings of the National Early Literacy Panel

Conventional reading and writing skills that are developed in the years from birth to age 5 have a clear and consistently strong relationship with later conventional literacy skills. 4 out of the 6 variables that were determined in the studies are included in the daily Phonemic Awareness lessons. These 4 variables include: 1.Alphabet knowledge 2.Phonological awareness 3.Rapid automatic naming (RAN) of letters 4.Phonological memory

Executive Summary Developing Early Literacy: Report of the National Early Literacy Panel, 2009 https://lincs.ed.gov/publications/pdf/NELPReport09.pdf12

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Using Phonemic Awareness with Older Students…

“Every point in a child’s development of word-level reading is substantially affected by phonological awareness skills, from learning letter names all the way up to efficiently adding new, multi-syllabic words to the sight vocabulary.” (Kilpatrick, 2015)

Phonological awareness difficulties represent the most common source of word-level reading difficulties. (Hulme, Bowyer-Crane, Carroll, Duff, & Snowling, 2012; Melby-Lervag, Hulme, & Halaas Lyster, 2012; Vellutino et al., 2004)

Phonemic Awareness is needed for efficient sight-word learning. (Dixon et al. 2002, Ehri, 2005a; Lang & Hulme, 1999)

Phonological awareness continues to develop in typical readers beyond first grade. 13 (Kilpatrick, 2012a; Lipka et al.,2006; Wagner, Torgesen, Rashotte, & Pearson, 2013)

PA Core State Standards

Phonological Awareness Standards for Kindergarten Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

RF.K.2.A: Recognize and produce rhyming words. RF.K.2.B: Count, pronounce, blend, and segment syllables in spoken words. RF.K.2.C: Blend and segment onsets and rimes of single-syllable spoken words. RF.K.2.D: Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) RF.K.2.E: Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. Print Concepts: Recognize and name all uppercase and lowercase letters of the alphabet Source: http://www.corestandards.org/the-standards/english-language-arts-standards/reading-foundational-skills/kindergarten/

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PA Core State Standards

Phonological Awareness Standards for 1st Grade PA CORE Demonstrate understanding of spoken words, syllables, and sounds.

RF.1.2.A: Distinguish long from short vowel sounds in spoken single-syllable words. RF.1.2.B: Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. RF.1.2.C: Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. RF.1.2.D: Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes). http://www.corestandards.org/the-standards/english-language-arts-standards/reading-foundationalskills/grade-1/

Levels of Phonological Awareness and Reading

Early Phonological Awareness: Level 1: Letters and Sounds:  Rhyming Children learn letter names and sounds.  Segment words into syllables  Onset Fluency (alliteration & isolating the first sound) Basic Phonemic Awareness: Level 2: Phonic Decoding: Children combine letter-sound knowledge  Blending with phonological blending to sound out  Segmentation unfamiliar words.

Level 3: Orthographic Mapping: Advanced Phonemic Awareness: Children efficiently expand their sight Proficiency in manipulating sounds vocabularies through Deleting Substituting 16 Reversals Kilpatrick, 2015, pg. 92

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Three Key Areas Critical to Success #1

Name Sound Keyword Video

Correct and consistent modeling and pronunciation of the sounds of the English Language

Three Key Areas Critical to Success # 2 Consistent Hand Motions

Correct and consistent hand motions https://sites.google.com/view/lrimotions

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Three Key Areas Critical to Success # 3 IMPLEMENT THE CURRICULUM WITH FIDELITY

Follow the script EXACTLY

DO NOT skip skills

DO NOT add print (except the card decks)

USE data to inform core and small group instruction

About the Study

• Heggerty training for all elementary principals and kindergarten teachers, reading specialists, data interventionists in the summer of 2017

• Knowledge and Practice pre-test and post-test conducted • Full implementation of Heggerty curriculum in all kindergarten classes in 13 elementary schools

• Three “focus” schools selected that represent the demographics of the district selected for further professional development

• The three “focus” schools are- Middle Paxton, Mountain View and Tri-Community

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About the Study

• Monthly PLCs conducted at the focus schools focused on the science of reading with reading specialists and kindergarten teachers

• PLCs included monthly peer observation and feedback and eventually videos of Heggerty lessons to be shared throughout the district

• Videos from Alisa Van Hekken prior to skills transitions

• Heggerty Assessment was greatly adjusted to ensure standard procedures (wait time, discontinue rules, consistent prompting, hand signals, etc…)

• All assessors were trained in the new assessment and procedures to ensure standard assessment practices and valid and reliable data

About the Study

• DIBELS screenings conducted three times per year

• Fidelity checks of practice were conducted twice

• Interviews of kindergarten teachers and students were conducted (qualitative data)

• Results

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DIBELS – FSF Scores by School

DIBELS – PSF Scores by School

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DIBELS First Sound Fluency- DISTRICT

• BOY

•M OY

DIBELS DATA- PSF- DISTRICT

• Middle of Year

• End of Year

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DIBELS First Sound Fluency- Middle Paxton

• BOY

• MOY

DIBELS DATA- PSF- Middle Paxton

• Middle of Year PSF FSF

• End of Year PSF

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DIBELS DATA- FSF and PSF- Middle Paxton 2016-17 to 2017-18

Middle Paxton Fall FSF Winter FSF % of Winter PSF Spring PSF % of Growth Growth

2016- 65% 80% +15% 75% 86% +11 2017 % 2017- 45% 79% +34% 93% 95% +2% 2018

DIBELS First Sound Fluency- Mountain View

• BOY

• MOY

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DIBELS DATA- PSF- Mountain View

Middle of Year

End of Year

. . .but, did they like it?

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What Teachers Said. . .

• I loved how Heggerty was something consistent that I could do every day. If I made it fun, the students had fun. Enthusiasm is important. If I brought enthusiasm to the activities, the kids loved it too. • The Heggerty program is a nice, neat program of instruction. • With a relatively short amount of instructional time, Heggerty is something that can be used to reach all kids. • I teach Heggerty every morning after our Morning Meeting. Heggerty is our routine and it gives positive structure to our day. • Teaching Heggerty is my favorite time of the day!

What Students Said. . .

• I loved playing word games. I liked the rhymes the best. • Yes, I had fun. I liked rhyming and chopping. • Playing with words and putting words together! (was what I liked the best) • Another favorite part was blending and using hand motions. • I liked chopping (segmenting) • My favorite part was the nursery rhymes. • It was fun because we get to chop words and rhyme words. • I like that we add to the end of a word. It’s kind of tricky but I like it. • I liked EVERYTHING!

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. . .now let’s look at the curriculum.

About the Curriculum…

Phonemic awareness should be part of the Tier 1 classroom curriculum for the whole class in Preschool, Kindergarten, 1st grade and some 2nd grade classrooms. It can also be used as a Tier II intervention in smaller groups or a Tier III intervention with one-on-one student support. 2nd Grade classrooms using the curriculum should begin around week 12- 15, instead of week 1.

Phonemic Awareness is a whole group lesson with 9-10 skills each day. The words and letters are not shown in print, but the students are hearing the words and responding orally.

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What are the Phonemic Awareness Skills? Phonemic Awareness Skills (easiest to most difficult)

I. Letter Naming: This is the only part of the lesson when the teacher shows letters II. Rhyming III. Onset Fluency IV. Blending Words, Syllables, Onset-Rime, & Phonemes V. Identifying Final or Medial Phonemes VI. Segmenting Words into Words, Syllables, Onset-Rime, & Phonemes VII. Substituting Words, Syllables and Phonemes (In purple book, begins in week 19) VIII. Adding Words, Syllables and Phonemes IX. Deleting Words, Syllables and Phonemes X. Language Awareness

Implementing Phonemic Awareness in your Classroom Literacy Instruction:

• Phonemic Awareness (10-12 minutes daily)

• Word Study Block (Spelling, Phonics, & Sight Words)

• Shared Reading & Reading Mini-lesson

• Guided and Independent Practice Reading with conferring

• Writing mini-lesson, Shared Writing/Interactive Writing, Independent practice

• Teacher Read Aloud

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Reviewing Your Curriculum Manual:

The beginning pages of the curriculum manual provide the following details: pages i-xiii *About the Curriculum: page ix, page xi, page x *Glossary of Terms: page xiii, page xiii, page xii *Scope and Sequence of skills: page xii, page xv, page xiii

Modeling ~ Let’s see what a lesson looks like!

Lesson Structure: Each lesson is… *Focused on a scaffolded scope and sequence

*Focused on a specific skill with 2 or 4-week transitions

*Cumulatively built, so teach the lessons everyday Just a note: / b / means to use the sound not the name

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Video of Heggerty Lesson

Reviewing the Curriculum Components…

I Do… We Do… You Do…

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Letter Naming

In order to provide support with letter names and sounds,

Letter Naming Activities are part of every lesson.

The 2 best predictors of reading success are alphabet recognition and phonemic awareness. (Marilyn Adams)

Letter-sound knowledge is essential for reading. (Ziegler & Goswami, 2005)

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Phonemic Awareness Letter Naming Activities:

*Card Pack: Use a pack of flashcards to practice letter and sound automaticity. Teacher shows the letter cards to the students and says,

Teacher says, “The letter is __. The sound is __.” Students repeat or say chorally with the teacher. *Note: Cards are out of alphabetical order.

*Letter Cheer: Teacher: Give me a “_____” (writes the letter and students cheer its name) *Keep going until entire word is spelled and each letter is named in the cheer Teacher: What’s the word? Everyone says the word aloud.

Using Blends & Digraphs Flashcards: When students are learning the sound, have them find phonics friends Resource for flashcards on LRI Website: http://www.literacyresourcesinc.com/resources/curriculum-implementation-aids Mark the combination sounds: Blends, digraphs, special vowel sounds, r-controlled vowels br cr sh ch au oi ar or

Example: b r u s h c h a r t

Why? Because many of our students focus on the size of the word and not the phonic skills and sight words within the longer word.

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Rhyming

RHYME Preschool Kindergarten Purple Book Blue Book Hearing and Repeating Weeks 1-15 Weeks 1-2 Rhyming Words

Rhyme Recognition Weeks 16-35 Weeks 3-4, 18, 23-27, Weeks 1, 6-7, 9, 12, 29, 34, 35 13, 16-18, 20, 23, 24-29, 32-34 Rhyme Recognition with Weeks 5-12, 23, 24 Weeks 2, 6-14, 17, a series of words 18, 20, 25, 27, 28

Rhyme Production Weeks 3-12, 28, 30 Weeks 3, 4, 15, 19, Produce a rhyming word with an 21, 26, 27, 30 unfamiliar word

Rhyme Production Weeks 13-17, 19-24, Weeks 5, 10-14, 20, Produce a rhyming word with a 31-35 22-24, 28, 31, 35 word or word family

Rhyming

Begins in Week 3 (in the blue and yellow books) • Using categories, think of categories in which children are sure to know the correct word. Examples: parts of your body, things you eat, things in your desk or room, colors, students in the classroom, etc. T: /zellow/ S: not /zellow/, /yellow/  Introduce the concept to your students by reading The Hungry Thing or  A Wocket in My Pocket by Dr. Seuss

*You can introduce the category with examples of real words

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Onset Fluency

ONSET FLUENCY Preschool Kindergarten Purple Book Blue Book Isolating onset phonemes in Weeks 1-35 Weeks 1-4, 13-25, Weeks 1, 2, 7, 11, 12, 19, spoken words 27-31 20, 22-28

Identifying same onset Weeks 5-12, 26, 32, Weeks 3-6, 8-10, 13, 14, phonemes in a series of words 33, 34, 35 16-18, 29, 30, 31, 34

Identifying the same beginning Weeks 32, 33, 35 syllable in a series of words

Blending BLENDING Preschool Kindergarten Purple Book Blue Book

Blending individual Weeks 1 – 4, 13-14 Weeks 1-4, 25 Weeks 1-2 words into compound words Blending syllables into Weeks 5-8, 15-16 Weeks 5-8, 25, 34, 35 Weeks 3-4, 32-35 spoken words

Blending onset with Weeks 9-12, 17-18 Weeks 9-12, 26, 27 Weeks 5-6 rime into spoken words Blending phonemes 2-phoneme words: Weeks 19- 2-phoneme words: Weeks 13-14 2-phoneme words: Week 8 into spoken words 27 3 phoneme words: Weeks 15-22 3 phoneme words: Weeks 8- 3 phoneme words: Weeks 28- 4 & more phoneme words: 10 35 Weeks 23-24, 28-33 4 & more phoneme words: Weeks 11-31

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Let’s Look At The Hand Motion For Blending

https://sites.google.com/view/lrimotions/blending

Blending Phonemes into Words

Elkonin boxes: Use counters to show the phonemes (sounds) in words

*Can be for any number of sounds – add boxes 

**See Blending Activity in blue book~ Weeks 13, 14, & 21**

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Identifying Final or Medial Sounds

FINAL or MEDIAL Preschool Kindergarten SOUNDS Purple Book Blue Book

Isolating final Weeks 1-12, 23-28, 30, Weeks 1-6, 11-12, 23-26, 29 Weeks 1-4, 9, 12, 17, 20, phonemes in spoken 32, 34 24, 27, 30 words Identifying same final Weeks 6-10, 27-28, 34, 35 Weeks 5-8, 14-16, 22, 23, phonemes in a series 28-29; 32, 33, 35 of words Isolating medial Weeks 13-22, 29, 31, 33, Weeks 13-22, 29, 31, 33 Weeks 10-12, 14-15 17, phonemes in spoken 35 19-28, 30-31 words Phoneme Location Weeks 30, 32, 33 Weeks 13, 18, 34

Let’s Look At The Hand Motion For Final and Medial Sounds

https://sites.google.com/view/lrimotions/final-sounds

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Activity: punCH iT ouT! See Week 9 in Purple book; Week 11 in Blue Book; Week 9 in Yellow Book

Roller Coaster for 3 Sound Words and/or Syllable

Be sure to work into multisyllabic words when doing the final sound skill. Students need to be trained to hear the sounds in bigger words as well.

Medial roller coasters only work with three sound words or syllables.

For an example…See Week 13 (pg.25) in blue book; See Week 10 of yellow book (pg. 29) 56

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Teaching Phoneme Location:

1. Split class into 3 groups and place them in lines or bring 3 students to the front of the classroom

2. Teacher says a word, and each line responds with the initial, medial, and final sound.

Initial Sound Medial Sound Final Sound

Segmenting Segmenting Preschool Kindergarten Purple Book Blue Book

Segmenting individual Weeks 1 – 4, 13-14 Weeks 1-4, 25 Weeks 1-2 words in compound words Segmenting syllables Weeks 5-8, 15-16 Weeks 5-8, 25, 34, 35 Weeks 3-4, 32-35 in spoken words

Segmenting onset Weeks 9-12, 17-18 Weeks 9-12, 26, 27 Weeks 5-7 and rime in spoken words Segmenting 2-phoneme words: Weeks 19- 2-phoneme words: Weeks 13-14 2-phoneme words: Week 8 phonemes in spoken 27 3 phoneme words: Weeks 15-22 3 phoneme words: Weeks 8-10 3 phoneme words: Weeks 28- 4 & more phoneme words: 4 & more phoneme words: words 35 Weeks 23-24, 28-33 Weeks 11-31

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Let’s Look At The Hand Motion For Segmenting

https://sites.google.com/view/lrimotions/segmenting

Substituting

Substituting Preschool Kindergarten Purple Book Blue Book Substituting words in compound Weeks 1-4 Weeks 1-2 words Substituting syllables in words Weeks 5-8 Weeks 3-4, 34, 35

Substituting the initial phonemes Weeks 19-35 Weeks 9 - 32 Weeks 5-18, 22-29 in spoken words

Substituting the medial phonemes Weeks 33-35 Weeks 19-30 in spoken words Substituting the final phonemes in Weeks 23, 31-33 spoken words Substituting the rime in spoken Week 18, 20-22, 25-28 words Substituting the 2nd letter of a Week 33 consonant blend

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Let’s Look At The Hand Motion For Substituting

https://sites.google.com/view/lrimotions/substituting

Adding Phonemes Adding Preschool Kindergarten Purple Book Blue Book

Adding words to make Weeks 1-4, 13-14 Weeks 1-4, 25 Weeks 1-2, 26, 28 compound words

Adding syllables to words Weeks 5-8, 15-16 Weeks 5-8, 26 Weeks 3-4, 25-28, 31-35 or word parts Adding initial phonemes Weeks 9-12, 17-35 Weeks 9-24, 27-31, 33 Weeks 5-18, 23, 24, 25, to spoken words 28-30 Adding final phonemes to Weeks: 32 Weeks 23-24, 26 spoken words Adding a phoneme to Weeks 19-21 make a consonant blend

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Let’s Look At The Hand Motion For Adding

https://sites.google.com/view/lrimotions/adding

Deleting Phonemes

Deleting Preschool Kindergarten Purple Book Blue Book

Deleting words from Weeks 1-4, 13-14 Weeks 1-4 Weeks 1-2, 28 compound words Deleting syllables from Weeks 5-8, 15-16 Weeks 5-8, 34, 35 Weeks 1-2, 28 spoken words Deleting initial phonemes Weeks 9-12, 17-35 Weeks 9-31, 33 Weeks 5-18, 22-26, 28-30 from spoken words

Deleting final phonemes to Weeks: 32 Weeks 23 - 26 spoken words Deleting the 2nd sound Weeks 19-21 from a consonant blend:

Deleting the rime from the Week 22 end of a word:

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Let’s Look At The Hand Motion For Deleting

https://sites.google.com/view/lrimotions/deleting

Language Awareness

Language Awareness Preschool Kindergarten Purple Book Blue Book

Reciting Nursery Weeks 1 - 35 Weeks 9-33 Weeks 6-7 Rhymes Breaking a sentence into Weeks 1-8 Weeks 1-5, 8, 9 separate, spoken words Clapping words in a Weeks 1-8 sentence

Counting words in a Weeks 2-8 Weeks 1 – 5, 8, 9 sentence

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Nursery Rhyme Resources

Websites to print out nursery rhymes:

• PreKinders: http://www.prekinders.com/nursery-rhymes • Mother Goose Club: http://www.mothergooseclub.com/printables.php • Literacy Resources, Inc. www.literacyresourcesinc.com • Fun with Mother Goose: http://www.funwithmothergoose.com/rhymes/rhymes.htm • DLTK’s Growing Together: http://www.dltk-teach.com/rhymes/ • Story It: www.storyit.com • First-School Preschool Activities and Crafts: http://www.first-school.ws/theme/cp_nursery_rhymes.htm

• Hubbard’s Cupboard: Printable letter writing pages with nursery rhymes & art project ideas to match nursery rhymes: http://www.hubbardscupboard.org/abcs-and-rhyme/

• 24 Printable Nursery Rhymes Mini Books: http://www.state.lib.la.us/literacy-and-reading/early-literacy/nursery-rhyme-printable-mini-books

• Nursery Rhyme Flip Chart: www.scholastic.com

Using Read Alouds to Reinforce Nursery Rhymes

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Strategies for Effective Implementation of the Lessons: • The lesson should not exceed 15 minutes • If it does…do not skip skills! Reduce the number of words used with each skill, but still practice all nine skills. Plan to get back to using all five or ten words.

• Listen to your sounds for letters: Clip your sounds so that they are short, and do not have /ŭ/ at the end.

• Prior to teaching the lesson each day, read through the lesson and practice. Your pace determines your students’ engagement and pace.

YOUR TURN! Now you try it…

Practice a lesson with a partner  • You watched a video and practiced the skills of a kindergarten lesson – week 25, Monday • With a partner practice the same lesson or choose another day’s lesson!

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Examples of Assessment

Phonemic Awareness: The Skills They Need to Help them Succeed. Use a lesson you have not used whole group in a one-on-one or small group format and record results for each activity Comprehensive Test of Phonological Awareness- CTOP 4

Preschool, Kindergarten & 1st Grade Phonemic Awareness Assessment: http://www.literacyresourcesinc.com/resources/assessments/ Screener assessment for 2nd grade and above PAST: Phonological Awareness Skills Test

Phonemic Awareness in Young Children by Adams, Foorman, Lundberg, & Beeler. Pages 107-131 71

Professional Resources

Phonemic Awareness in Young Children by Marilyn Adams

Phonics from A to Z by Wiley Blevins Published by Scholastic

Overcoming Dyslexia by Sally Shaywitz, M.D.

Essentials… and Equipped for Reading Success By David Kilpatrick equippedforreadingsuccess.com/

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One final thought…

Research has shown that explicit phonemic awareness instruction increases reading and spelling achievement among preschoolers, primary-grade children, and students with learning disabilities. (Ball and Blachman, 1991; Lundberg, Frost, and Petersen, 1988; Yopp, 1992)

EXIT SLIP

What is your take away from today?

On a scale of 1, 2, or 3, share your comfort level with using the Phonemic Awareness lessons with students? 1. I need more time to review the slides & practice the lessons. 2. I think I am ready… 3. I can’t wait to attend a Heggerty training and implement this in my classroom next school year… 74

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Contact Information www.pattan.net

Dr. Pam Kastner- PaTTAN State Lead for Literacy [email protected]

Central Dauphin School District Emily Doyle- Kindergarten Teacher [email protected] Mary Feaster- Kindergarten Teacher [email protected] Commonwealth of Pennsylvania Tracy Hanna [email protected] Tom Wolf, Governor Amy Kyte- Kindergarten Teacher [email protected] Amy Murimi-Reading Specialist [email protected] Tina Sansoni- Reading Specialist [email protected] Pam Saylor- Kindergarten Teacher [email protected]