From Academy Curriculum to Instructional Design

4/6/19

AOGPE Spring Conference April 2019 – White Plains

Lisa M. Brooks, F/AOGPE & Mary Briggs, F/AOGPE

Guiding Questions

• How do Fellows ensure that their training programs are reflecting AOGPE standards? • How do trainers support trainees in meeting learning outcomes?

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Session Goals

In this session, we will take you through an instructional design process. Participants will learn to:

• Match AOGPE curriculum goals and objectives to learning outcomes in their training • Design teaching modules and practice activities • Develop assessment activities • Refine teaching strategies to meet trainee learning styles

Instructional Design

The practice of systematically designing, developing, and delivering learning experiences

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Learning Outcomes Learning Activities Assessment of Learning

Associate - Phonemic Awareness AOGPE Curriculum Syllabus objective Direct Instruction during VAKT activities Assessment/ Objective coursework Accommodations Trainees will demonstrate Candidates will Lecture: Elkonin boxes Candidates understanding of and ability • Definition of a practice to teach the following Explain the role instructional topics: of phonemic phoneme, # of Use plastic chips phonogram cards IA. Phonological and phonemes in English, to segment with one another awareness in Phonemic Awareness articulators, sounds in spoken Quiz on 1. The nature of phonological learning to read awareness as a foundational voiced/unvoiced words voiced/unvoiced skill in reading and spell and Evaluate sample acquisition and as a core develop • Blending Isolate and student spelling deficit in students with • Segmenting discriminate short errors due to dyslexia exercises to 2. The hierarchy in the support its • Isolating vowel sounds phonemic progression of phonological development in • Manipulating using vowel toys confusions skill development ------students 3. The phonological • Role of PA in reading Activity: # of *Work with manipulations at the sentence, word and phoneme and spelling sounds vs. # of teachers on level • Model association 2 letters clipping consonant and its role in LP sounds II The Orton-Gillingham Approach *Work with B. Knowledge of the structure • Examples of student ------teachers on of the English language confusions and errors pronouncing /a/ 1. Incorporation of Complete and /r/ phonological awareness activities appropriate to the • Review CCSS related to assigned readings *extra practice in student’s PA segmenting words developmental level into the Model activities to support with consonant lesson PA blends

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Elkonin Cards

Segmenting with Chips

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Segmenting with Chips

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a i o u e

Name______

1. 6.

2. 7.

3. 8. . 4. 9. ! 6. . 5. 10.

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Phonemic confusions in spelling – Why? jrove inethin efer shufls sgudr fapiyre ungul chree sbend bruvr glubs wile mamufs inportant elpow wif simpol

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Associate - Spelling

AOGPE Curriculum Syllabus objective Direct Instruction VAKT activities Assessment/ Objective during coursework Accommodations II The Orton- Candidates will Model SOS steps Practice SOS Develop lesson Gillingham Identify the steps plan in pairs Approach sequence of skills Teach and model ------A. Knowledge of the necessary to provide early spelling Listening for ------history of the instruction in generalizations. vowel sound English language reading, spelling, and and pointing to In later seminar, B. Knowledge of the handwriting through Teach rationale for ck or k for develop 6 structure of the the Orton-Gillingham rule: ck vs. k at the spelling: sentences for English language Approach end of a one- dictation that 2. Ability to teach syllable word pack practice floss, the spelling rules trick ck/k, ch/tch and generalizations Prerequisites and take direct teaching of duck rule like spoke sick lake

------Moats article

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ck k

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S.O.S. Critique: Find the teacher errors The 4th grade student has received OG instruction in: • Closed syllables • Consonant digraphs and blends • Silent e • Ff ll ss rule • Ck/k spelling generalization • Syllable division for vc/cv with closed and silent e ------1. /ch/ ch 11. The skunk had a black and white tail. 2. /th/ th 3. /gr/ gr 12. Try not to fall off the top of the bunk bed. 4. /k/ c 5. smell 13. A crack in the ice made the pond unsafe for skating. 6. call 7. spoke 14. Give mommy a nice kiss and then get in bed. 8. shark 9. sniff 10. pull

Dictation Exercise

Dictation Exercise 2

Write the dictation part of your lesson for a 3rd grade student who has learned:  short vowels  silent e  consonant digraphs sh,ch,th,qu,ck,  initial and final consonant blends  ff,ll,ss rule  ck-k spelling generalization

The lesson objective is to practice the ck-k spelling generalization.

Dictate 4 sounds, 8 words and 2 sentences. Each sentence should have 5 to 8 words.

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Certified - The Brain AOGPE Curriculum Syllabus Direct Instruction VAKT activities Assessment/ Objective objective during coursework Accommodations Goal 2 Candidates will: Lecture: Use fist to visualize Create a brain The Certified Steve Wilkins (guest the shape and project to share member of the outline current presenter): Building lobes. with the group Academy research in Better Networks for demonstrates the reading Reading Practice words: knowledge and skill acquisition and posterior, anterior, to provide the brain View Video: etc. instruction as an Guinevere Eden: independent Orton- Brain Imaging Label the parts of Gillingham Studies of Reading the brain on a practitioner. and Reading handout 2. The Certified Disability. member understands the Read nature and needs of Neurobiology of the learner. Dyslexia article

B. Knowledge of the neurobiological underpinnings of dyslexia

CONFIDENTIAL NOT FOR DISTRIBUTION

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Certified - Morphology

AOGPE Curriculum Syllabus objective Direct Instruction VAKT activities Assessment/ Objective during coursework Accommodations Goal 2 Candidates will: Morphology Fill in Latin root Candidates will The Certified presentation 1: web design a set of member of the Create materials • Overview of 3 materials for layers: A-S, Latin, Academy for and facilitate Matching teaching a Latin Greek demonstrates the teaching for both • Model sequence of worksheet – Latin morpheme – a knowledge and skill beginning and skills for teaching prefix/root to selected prefix, to provide more advanced Latin prefixes, meanings suffix, or root. instruction as an learners roots, and suffixes These materials independent Orton- to small groups. Make morpheme will include drill Gillingham Transition • Review sample cards and practice cards and at group morphology practitioner. students to with partner least two lessons Objectives: advanced word • Explore materials worksheets. 3. The Certified structure: and activities for Participate in a member is able to Prefixes/suffixes teaching roots and morphology teach the structure Roots affixes lesson led by of the English Latin connectives • Assign Latin Fellow language. morphology concepts for “Language of projects Origin” worksheet

Morpheme cards

transport port to carry

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Your turn: spect

spect

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The Structure of English – 3 Layers of Language LETTER-SOUND HISTORIC STRAND SYLLABLE PATTERNS MORPHEME PATTERNS CORRESPONDENCES sat bat thunderstorm Short vowels Closed Compound Words ANGLO-SAXON AND let hundred toothbrush NORSE cake carted (ed) Long vowels Open me Suffix spider softly (ly) Consonant this make Vowel-consonant-e prefix unlike 100 AD- Angles and Saxons Digraphs which invite 700 AD- Vikings feed Vowel digraphs r-controlled corn Prefix/suffix unlikely boat boy Diphthongs Consonant- le cradle saw her r-controlled Diphthongs toy car Silent letters kn, wr

-tion station Multi-syllabic with roots plus prefix Roots plus prefix and/or suffix LATIN – FRENCH -sion session and/or suffix (ROMANCE) -cian musician refuse captivity Prefix Root Suffix dismiss beneficial -tial partial bisect -cial special inter- rupt -ity

1066 - Normans -tious cautious re- spect -tion prediction Schwa /ᵊ/ competition ad- mit -cial admission machine intro- dict -ual excellent ch /sh/ champagne pre- port malevolent antique inspection que /k/ bouquet

chemist Multi-syllabic with combining forms Combining forms ch /k/ GREEKS chorus auto- -graph microscope micro- -scope chronometer physics 1485 - Renaissance ph photo- -meter phonology graph phon- -logy/-ology physiologist psych- psychology gym y /ĭ/ /ī/ architect cycle symphony (M. Henry)

Morphology Exercise Directions: Below is a chart with fifteen words. For each word, circle the origin of the word and then explain how you know. Word Origin How do you know? evasion Anglo-Saxon Latin-French Greek theology. Anglo-Saxon Latin-French Greek

frostbite Anglo-Saxon Latin-French Greek inspection Anglo-Saxon Latin-French Greek expeditious Anglo-Saxon Latin-French Greek flashlight Anglo-Saxon Latin-French Greek blameless Anglo-Saxon Latin-French Greek bipolar Anglo-Saxon Latin-French Greek psychology Anglo-Saxon Latin-French Greek chronometer Anglo-Saxon Latin-French Greek beneficial Anglo-Saxon Latin-French Greek respectful Anglo-Saxon Latin-French Greek byline Anglo-Saxon Latin-French Greek playing Anglo-Saxon Latin-French Greek philharmonic Anglo-Saxon Latin-French Greek

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Bloom’s Taxonomy

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Associate - Dyslexia

AOGPE Curriculum Syllabus Direct Instruction VAKT activities Assessment/ Objective objective during coursework Accommodations II. Dyslexia Candidates will A. Knowledge of the describe the nature and needs of characteristics of the dyslexic learner the learner with 1. Definition of dyslexia dyslexia 2. Awareness of the effects of dyslexia on the individual’s ability to communicate, on academic performance, and on life experiences C. Awareness of past and present research

Remembering Understanding Applying/Creating

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A reminder….

• Many of our candidates are our students now grown up. • Keep it as multisensory for candidates as we do for our students. • Spiral back, teach known to unknown, use VAKT strategies, give many opportunities for practice.

My Takeaways

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Thank you!

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