How to Close Reading Gaps Using the 5

How to Close Reading Gaps { Using the 5 approaches to reading and the DRA Word Analysis to solve reading struggles in students Presented by Kelly Ford of Fred Carrigg and Associates Summer 2014

Read ME! I cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdgnieg. The phaonmneal pweor of the hmuan mnid, Aoccdrnig to rscheearch at Cmabrigde Uinervtisy, it deosn't mttaer inwaht oredr the ltteers in a wrod are, the olny iprmoatnt tihng is taht the frist and lsat ltteer be in the rghit pclae. The rset can be a taotl mses and you can sitll raed it wouthit a porbelm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Amzanig uh? yaeh and I awlyas thought slpeling was ipmorantt!

What skills did you use to read this? With the other teachers at your table think about and then list the skills you used to read this? I’ll help. 1. There are punctuation marks to separate clauses, phrases, and sentences so we knew where to pause and stop.

What skills did you use to read this? 2. The basic syntax of English is maintained through noun phrase – verb phrase typical structures. 3. There is a consistency in the misspellings in that the first and last letters are correct (which connects to our basic phonic notions of CVC) 4. Many sight words are in tact and positioned correctly (of, the, by, as, but) which aid in all the processes listed above. 5. Background Knowledge _ ie. The topic is education which is very familiar to us. 6. Vocabulary – once we break the code (misspellings), we know the meanings of all the words and their correct pronunciations,

The Reading Wars Is it phonics or whole word language? ? ? National Research Council: Preventing Reading Difficulties in Young Children

Phonics Is Essential, But Not Sufficient Link to Teaching Vowel Patterns using word families K-2: Phonics instruction is essential, but…… Many words on the Dolch list do not follow phonics CVC rules…think about “are, been, was, do” You Can’t Sound These Out! Love vs. Move Post vs. Cost Once vs. Only Seen vs. Been Done vs. Gone Was vs. Has Have vs. Save Wind vs. Kind The “EA” – When two vowels go walking, the first DOES NOT always do the talking! Read Lead Head Break Wear Great Thread Weather

Phonics Is Essential, But Not Sufficient 3 rd-12 th grades: Polysyllabic words introduce new situations where phonics rules break down. Since many multi-syllable words are of Latin origin, traditional CVC is of little use Apply becomes application which becomes applicable or applicable. From first few pages of The Lightning Thief: threatened, philosophical, café, appetite, triumphant, misinterpreting

The 5 Approaches to Reading Most teaching colleges are not teaching the science of reading. In one study of 72 college institutions for teaching, only 11 were found to teach the science of reading. click here to read study National Council on Teacher Quality, 2006 The teacher relies on the basal. But the basal does not address all 5 approaches to reading.

Approach #1 and #2 Phonics Blending (also called Encoding) Phonics Decoding (the opposite of blending) Think Sesame Street What sounds do you hear in cat? /k/ - /a/ - /t/ M-a-n…man… St-op…stop What is COAT without the /K/? OAT Phonics Scope and Sequence

Approach #3 Sight Words (aka High Frequency or Dolch) Before the 1970 s, this is how everyone learned how to read. Dick and Jane, Spot, etc. “High-frequency words are the most commonly used words in printed text and over 50 percent of all text is composed of them. Because many are phonetically irregular, tend to be abstract, have limited visual correspondence, or even easily understood definitions, students must memorize them to read quickly and fluently. ” Reading A-Z

Keep Track of Sight Word Progress link to Dolch sight word checklists for students

Approach #4 Picture Walking/Context/Syntax This is why in DRA students do a “picture walk” to make meaning before they encounter the words. Students know the words from their auditory bank, but they may have not yet seen it in print – Example: in Allie’s Wish, the picture shows her brushing a dog, and students who stop at the word “brush” will usually figure it out quickly because of the picture walk.

Approach #5 Link to Teaching Vowel Patterns using word families Word Families Ø This is why the ability to distinguish rhyming sounds as a preschooler is critical. Ø When you can hear rhyming sounds, you can then replace the beginning sound with another sound ( Cat in the Hat)

But…how do you know which gaps your students have ? ? ?

The DRA 2 Word Analysis This book contains 40 tasks of increasingly complex skills for reading. Task 1 is to identify rhyming pictures – Task 40 is to break 4 and 5 syllables words into their correct chunks. These tasks inform you of exactly what the gap is and HOW to close it. The last section of the book are all mini-lessons for each task a student did not succeed at. Aka “Goldmine of Information”

Explore the Main Tasks Video clips

Monitor Progress

Sum up the morning Phew! That was A LOT of information!

My contact information: Kelly Ford kellyford 102@yahoo. com

www. connect 2 dra. com