kconklehenry k 12 ga us Keri Conkle hcs

• kconkle@henry. k 12. ga. us • @Keri. Conkle #hcs 2015 #hcsela • Keri Conkle

Can you name the 5 components of reading instructions? • Phonemic Awareness • Phonics or Word Study • Fluency • Vocabulary • Comprehension

What is the goal of reading? • Comprehension! • It is imperative that teachers teach decoding skills, build fluency, build prior knowledge, teach new vocabulary, motivate, and engage students with the text in order to improve reading comprehension (Pardo, 2004).

Have you ever heard or said. . . ? • They should have learned that in K-2!!! • I don’t have time to go back and teach all of that stuff. • We don’t teach phonics in 3 rd grade! • You should! • There are reading fundamental standards in every grade level K-5.

CCSS READING STANDARDS • Literature Key ideas and details Craft and structure Integration of knowledge and ideas Range of reading and level of text complexity • Informational Text Key ideas and details Craft and structure Integration of knowledge and ideas Range of reading and level of text complexity • Foundational Skills Print concepts Phonological awareness Phonics and word recognition Fluency

Let’s take a closer look!

Print Awareness • ELACC RF 1 Demonstrate understanding of the organization and basic features of print. Kindergarten Grade 1 ELACC RF 1 Demonstrate understanding of the organization and basic features of print. a. b. c. d. *Follow words from left to right, top to bottom, and page by page. Recognize that spoken words are represented in written language by specific sequences of letters. Understand that words are separated by spaces in print. * / **Recognize and name all upper- and lowercase letters of the alphabet. a Recognize the distinguishing features of a sentence (e. g. , first word, capitalization, ending punctuation).

What’s the Difference? Phonemic Awareness Phonics Main focus is on phonemes / sounds Main focus is on graphemes / letters Deals with spoken language Deals with written language / print Mostly auditory Both visual and auditory Students work with manipulating sounds and sounds in words Students work with reading and writing letters according to their sounds, spelling patterns, and phonological structure

Phonemic Awareness vs. Phonics • Phonemic awareness is the understanding that spoken words are made up of individual sounds, which are called phonemes. A child who is phonemically aware is able to isolate sounds, manipulate the sounds, blend and segment the sounds into spoken and written words. Phonemic awareness is an auditory training process. It does not involve print. It is not phonics! • Phonics is more of the letter-to-sound association. Since a reader’s primary phonemic awareness develops through speaking and listening, most children come to reading with many phonemes stored in their knowledge banks. Phonics instruction connects these phonemes with written letters so that they can transfer their knowledge of sounds to the printed word.

Do you know the difference? • • • Recognize and produce rhyming words. Phonemic and Phonological Awareness Segment spoken single-syllable words into their complete sequence of individual sounds. Phonemic and Phonological Awareness Associate the long and short sounds with the common spellings. Phonics Decode words with common prefixes and suffixes. Phonics Distinguish long from short vowel sounds in spoken single-syllable words. Phonemic and Phonological Awareness Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Phonics

• Did you know there are phonics standards for Kindergarten through Fifth Grade? • Sort the standards by grade level.

Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant. Know the spelling-sound Distinguish long and short correspondences for common vowels when reading consonant digraphs. regularly spelled one-syllable words. Decode regularly spelled one- Know spelling-sound syllable words. correspondences for Associate the long and short Know final –e and common additional common vowel sounds with the common vowel team conventions for teams. spellings (graphemes) for the representing long vowel Decode regularly spelled twofive major vowels. sounds. syllable words with long vowels. Read common high-frequency Use knowledge that every Decode words with common words by sight (e. g. , the, of, to, syllable must have a vowel prefixes and suffixes. you, she, my, is, are, does). sound to determine the Identify words with inconsistent but common Distinguish between similarly number of syllables in a printed word. spelling-sound spelled words by identifying correspondence the sounds of the letters that Read words with inflectional Recognize and read gradediffer. endings. appropriate irregularly spelled Recognize and read gradewords. appropriate irregularly spelled words. Identify and know the meaning of the most common prefixes and derivational suffixes. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e. g. , roots and Decode words with common affixes) to read accurately unfamiliar multisyllabic words Latin suffixes. in context and out of context. Decode multi-syllable words. Read grade-appropriate irregularly spelled words.

Let’s Think About… • • • Struggling Readers Pressley notes that nearly all reading problems are related to decoding difficulties (including fluency). Often poor readers use semantic cues in an attempt to decode. It’s difficult and largely inaccurate. Poor readers often do not use efficient comprehension strategies and are less likely to have relevant background knowledge.

What is fluency? • "After it is fully developed, reading fluency refers to a level of accuracy and rate where decoding is relatively effortless; where oral reading is smooth and accurate with correct prosody; and where attention can be allocated to comprehension" (Wolf & Katzir-Cohen, 2001). • The three elements of fluency are: • Accuracy • Rate or Speed • Prosody

How do you teach fluency? • Acquiring fluency depends on have a few basic skills. • These skills are addressed through the Georgia Common Core in the area of Reading Fundamentals. • Fluency Video from Comprehension Reading Solutions • Let’s take a look at those standards.

Kindergarten Fluency Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 ELACC RF 4: Read with sufficient accuracy and fluency to support comprehension. a. Read emergentreader texts with purpose and understanding. a. Read grade-level text with purpose and a. Read grade-level text with understanding. purpose and understanding. b. Read grade-level text orally b. +Read grade-level prose and poetry orally with accuracy, appropriate rate, with accuracy, appropriate and expression. rate, and expression. c. Use context to confirm or self-correct c. Use context to confirm or word recognition and understanding, self-correct word recognition rereading as necessary. and understanding, rereading as necessary. .

Which books work best? • For Word Recognition and Fluency, use decodable books. • For Fluency and Comprehension use books that are interesting but just difficult enough to warrant repeated readings. • Use the Lexile framework to select books that are at or slightly below grade level. • Fiction books work best because they model natural speech better than Nonfiction. • Consider series books.

Why do some readers struggle with comprehension? • Readers lacking fluency spend excessive time decoding, leading to less short-term memory available for comprehension (Brownell, 2000). • Other issues that struggling readers need to overcome include: lowquality literature, boring reading materials, and inferior classroom instruction (Brownell, 2000).

Reading Comprehension • Prior to the 1970 s, the process of reading comprehension was viewed as the reader’s ability to restate the text (Brooks, 2004). • Historical strategies include worksheets, which did not engage students, resulting in not much being gained by these activities (Brownell, 2000). • Today it is known that skillful readers use prior knowledge, make connections, visualize, infer, ask questions, determine importance, and synthesize the materials that they read (Grimes, 2004). • Struggling readers need to be taught to fix their reading when it does not make sense. Teachers need to provide explicit instruction in using reading strategies. It is imperative that teachers “show not tell” how skillful readers read.

What is our responsibility as teachers? • How do we pinpoint the problem? • What could the problem be? • What tools are available? • How do we determine where to start?

How do we remediate in the classroom and still teach at the 3 - 5 level? • Strategies 1. Engagement and Motivation to Read 2. Activation of Prior Knowledge 3. Teacher Read Alouds 4. Vocabulary Instruction 5. Comprehension Checklist 6. Sustained Silent Reading of Student Selected Text 7. Scaffolded Retelling 8. School Wide Reading Programs 9. Extended Day Literacy Programs

Other questions to consider • What materials can be used to remediate? • When in the day can I fit this in?

• http: //comprehensivereadingsolutions. com • http: //www. thedailycafe. com • http: //fcrr. org • http: //www. scootpad. com • www. mobymax. com • www. newsela. com • www. readworks. org