If You Teach K3 You Need This Book

If You Teach K-3 You Need This Book NAD K-12 Teachers’ Convention Gaylord Opryland Hotel August 7, 2006 Session 245: Jackson A

Presenters Cynthia M. Gettys, Ph. D. Vice President for Education Georgia-Cumberland Conference Carol L. Myers, M. Ed. Curriculum Specialist Greater Collegedale School System

Teaching from the ♥♥♥ Means: n n n n Promoting a love for learning, Creating a warm classroom atmosphere, Maintaining a positive attitude among & toward all students, Believing each child is a unique individual created by God with varying talents waiting to be developed, Understanding children develop at different rates, Have different ways of learning, and Many needs which must be met before teaching can begin. ♥♥♥♥♥♥♥♥

Put Reading First National Institute for Literacy The Partnership for Reading US Department of Education The goal for teaching students to read is to enable them to become independent thinkers who choose to read to learn. A generation of life-long learners preparing for success in this world and the world to come.

To obtain a copy of this book: n Go to the Put Reading First Website and request a free copy: http: //www. nifl. gov/partnershipforreading/publ ications/k-3. html

Essential Elements which enable all students to know they are Readers Phonemic awareness n Phonics n Fluency n Vocabulary n Text Comprehension n

5 Key Elements Essential to Beginning Reading Instruction n Phonemic awareness is the ability to notice, think about, and work with the individual sounds in spoken words n Phonics instruction teaches children the relationships between the letters and the individual sounds of the spoken language n Fluency instruction is the ability to reach a text accurately and quickly n Vocabulary refers to the words we must know to communicate effectively n Text Comprehension is the reason for reading

Phonemic Awareness n Phonemes are the smallest parts of sound in a spoken word and make a difference in the word’s meaning. n Phonemic awareness is the understanding that the sounds of spoken language work together to make words.

Phonics is the understanding there is a predictable relationship between phones and graphemes, the letters represent those sounds in written language graphophonemic relationships n letter-sound associations n letter-sound correspondences n sound-symbol correspondences n sound-spellings n

Types of Phonics Instruction n n n Synthetic – convert letters or letter combinations into sounds Analytic – analyze letter-sound relationships in previously learned words Analogy-based phonics – use parts of word families to identify new words with similar parts Phonics through spelling – segment words into phonemes and make words by writing letters Embedded phonics – taught letter-sound relationships during the reading of text Onset-rime phonics instruction – identify the sound of the letter or letter before the first vowel (onset) in a one-syllable word and the sound of the remaining part of the word (rime)

Phonics Instruction should be n Systematic and explicit to significantly improve kindergarten and first-grade children’s skills with: --word recognition and spelling --reading comprehension § Effective for all levels of learners § Beneficial for at-risk children having difficulty learning § Best when introduced early

Fluency Repeated and monitored oral reading improves reading fluency and overall reading achievement n Oral reading practice is increased through the use of audiotapes, tutors, and peer guidance n Fluency is not increased by round-robin reading or silent reading and answering questions at the end of the reading. n

Difference between Fluency and Automaticity In the early stages of learning to read, readers may be accurate but slow and inefficient at recognizing words n Automaticity is the fast, effortless word recognition that comes with a great deal of reading practice n Continued reading practice helps word recognition become more automatic, rapid, and effortless n

Vocabulary Oral vocabulary refers to words we use in speaking or recognize in listening n Reading vocabulary refers to words we recognize in print n Listening vocabulary refers to words we recognize in listening n Writing vocabulary refers to words we use in writing n

Children learn vocabulary in 3 ways: n They engage daily in oral language – they talk n They listen to adults read to them – read aloud in your classroom at least 30 minutes a day n They read extensively on their own – once they master the skills and fall in love with words

When should vocabulary be taught? n Before reading n During reading n After reading

Comprehension n Good readers are purposeful n Good readers are active n Text comprehension can be improved by instruction that helps readers use specific comprehension strategies n Instruction in comprehension strategies can help students understand what they read, remember what they read, and communicate with others about what they read.

How to differentiate between Good and Poor Comprehension n Good readers comprehend what they read n Poor readers think they comprehend what they read n Be specific and teach comprehension skills n Model how you think when you are reading to gain comprehension

6 Super Reading Strategies n Make Connections n n I know… about this topic. This reminds me of a text-to-self, text-to-text, or text-to-world connection. n Predict/Infer n n I think this is about… I know this because the clues include. . . I inferred. . . by using the clues… and what I knew about… n Ask Questions n n I am wondering… What could the teacher ask? (who, what, when, where, why, how) I would like to ask the author… n Monitor n Does the reading make sense? What are the difficult words and ideas? How can you fix up the problem? (reread, read on, look for parts you know) n n Summarize/Synthesize n n I can summarize the main ideas and events in a few sentences. The theme, moral, and lesson is… Now I think… n Evaluate n How do I rate the reading material, author’s style, ideas, and my reading? n n

Guided Reading It is essential to teaching comprehension skills n See handouts as referenced on the last slide of this presentation n

Guided Reading Essential Elements n n n Bring children with similar reading ability together in small groups for focused, efficient instruction. Select texts that are “just right” in that they allow children to solve problems against a backdrop of accurate reading. Provide introductions that show children how the text “works, ” explain difficult words or concepts, and prepare them to read independently. Support independent reading with brief, specific prompts to help children use the strategies you have previously demonstrated. Help children revisit and reflect on the text to support comprehension. Work explicitly on word-solving strategies.

How to proceed during the guided reading lesson Before Reading Introduce the text n During Reading Support effective reading n After Reading Discuss & revisit the text Teach for processing strategies Extend the text Conduct word analysis work n

Student Descriptors Readers Characteristics App. Grade Levels Emergent Rely on language and meaning as they read simple texts with only one or two lines of print. K-1 Early Have achieved control of early behaviors such as reading from left to right and are beginning to do some reading without pointing. K-1 Transitional Have early behaviors well under control and can read texts with many lines of print. Use multiple sources of information while reading for meaning. Read fluently. Do not rely heavily on picture. 1 -2 Self-Extending Make use of all sources of information flexibly in a smoothly orchestrated system. Can apply strategies to reading longer, more complex texts. 3 -4

How Many Reading Levels Should I Expect in My Classroom?

Integrated Language Arts Two Types of Language Instruction n Receptive n Expressive n Viewing n Speaking n Listening n Visually representing n Reading n Writing

Integrated Teaching and Grading n Integrated Language Arts Literature Units include: Social Studies Themes & Concepts n Science Themes & Concepts and n Utilize Technology for Student Presentations n

Theme Books & Daily Lesson Guides Guided Reading Groups Reading Workshop Writing Workshop

Theme Books Writer’s Handbook Guided Reading Leveled Readers Phonics Student Workbook Phonics Readers Student Alphabet Cards

Philosophy & Goals: • Reading instruction • Spiritual growth • Motivated readers • Opportunities to write & talk about their ideas • Opportunities to write about various topics • Comprehend of text through use of strategies • Phonics Skills/Spelling instruction/Assessment • Classroom organization and management

Pathways Themes & Content THEME Heroes My World and Others Living Things Spiritual Journey Friends and Family Environment Personal Feelings & Growth Yesterday Social Issues and Culture CONTENT AREA Literature Development Geography Science Adventist Heritage Social Science Health and Guidance History Social Science/Current Events

If You are already utilizing a 4 Block Literacy Teaching Plan Great, you are using: n Guided Reading – Reader’s Workshop n n n Include the Super 6 Comprehension Strategies Self-Selected Reading – Literature Working with Words – Word Wall (Sight Words) – Word Analysis (a phonics program)

What can you do if your school hasn’t ordered Pathways yet? Utilize teacher developed Integrated Units available from Pacific Press and other book companies n Utilize sets of leveled readers available from publishers: A Reason for Reading, Time for Kids, Wright Group, Seedlings, Sundance, and Rigby. n

This is the end of this presentation, and the beginning of Pathways n Empowering you to be in charge of learning by: n Integrating your curriculum, n Gaining time to teach, n Lighting the lamp for independent learning.

For further information, please contact us at: n cgettys@gccsda. org n clmyers@spalding. net

Handouts from NAD Presentation Handouts can be downloaded from the gccsda. org website. n Go to gccsda. org Click on Ministries Click on Education Click on Teacher Resources Click on Gettys and Myers NAD Teacher's Convention Handouts n