One Minute Activities and Other Phonological Awareness Tasks EfRS Chapter 7

Opener

• Review meeting norms

• Share celebrations

Discussion

Let’s familiarize ourselves:

• Review the developmental progression of phonological skills.  Reading Rockets has a great table illustrating this progression:  (https://www.readingrockets.org/article/development-phonological-skills). 

• One-minute activities begin at Level D p. 128 with processing syllables and continue through Level N p. 231. Many levels have supplemental lists that can be used for additional practice. 

• Facilitator Presents (see slide show provided):

• The following bullets are additional information from recent research (use slides provided to present this information): 

•  Any phonological skill (rhyming, syllable clapping, alliteration) not at the phoneme level can contribute to oral language development, but does not correlate to proficient reading development (S. Brady, Haskins’s Laboratory, 2021)

• Skill activities such as rhyming, alliteration, syllable identification are currently referred to as phonological sensitivity.

• Current literature recommends that students in kindergarten start work at the phoneme level no later than the 2nd month of kindergarten (isolating, segmenting and blending).

• Look through the beginning phonological activities, and practice reading the text and providing feedback, Kilpatrick believes that students should be working on two different levels in EFRS at a time: one to practice automaticity, and the other to practice accuracy.

• Teachers should practice giving One Minute Activities to their peers before they give it to students. Note the correction feedback process (this will be part of our chapter 11 book study meeting).  

Facilitator should point out that there are additional one-minute activities (supplemental) in the back of the book on page 127 in a section titled “One Minute Activities”. There are also additional activities in the Rosner Program (free) linked in the resources column.

Activity

• Coach models a One Minute Activity, noting the difference between the Syllable Levels, Onset Rime Levels, Phoneme Levels and Advanced Phoneme Levels.

• Teachers pick a level to go through and practice with a partner. Focus on saying the prompt correctly for the activity and practice what you do when a child makes an error. Reference the example videos.

• After practicing with a partner, discuss the following: 

• How could you use One Minute activities in small, target groups to differentiate instruction? 

• With what challenges do you need support to do this successfully?