Oregon Reading First Institute on Beginning Reading I
Oregon Reading First Institute on Beginning Reading I Cohort B Day 2: Five Big Ideas of Reading Instruction August 24, 2005 1
Oregon Reading First Institutes on Beginning Reading Content developed by: Edward J. Kame’enui, Ph. D. Deborah C. Simmons, Ph. D. Professor, College of Education University of Oregon Michael D. Coyne, Ph. D. University of Connecticut Beth Harn, Ph. D University of Oregon Prepared by: Patrick Kennedy-Paine University of Oregon Katie Tate University of Oregon 2
Cohort B, IBR 1, Day 2 Content Development Content developed by: Tricia Travers Amanda Sanford Jeanie Mercier Smith Carrie Thomas Beck Ann Arbogast Additional support: Deni Basaraba Julia Kepler Katie Tate 3
Copyright • All materials are copy written and should not be reproduced or used without expressed permission of Dr. Carrie Thomas Beck, Oregon Reading First Center. Selected slides were reproduced from other sources and original references cited. 4
Reading Mastery Plus 5
Goal of the Institute on Beginning Reading (IBR) Build the capacity, communication, and commitment to ensure that all children are readers by Grade 3. 6
Why Focus on a Reading Program? Aligning what we know and what we do to maximize outcomes. • Unprecedented convergence on skills children need to be successful readers • Much classroom practice is shaped by reading programs – Publishers have responded to the research and redesigned programs. – A program provides continuity across classrooms and grades in approach. • Many state standards are using research to guide expectations 7
Advantages of Implementing a Core Program • • Increasing communication and learning Improving communication – Teachers within and across grades using common language and objectives Improving learning – Provides students a consistent method or approach to reading which is helpful for all students – Provides teachers an instructional sequence of skill presentation and strategies to maximize student learning – Provides more opportunity to differentiate instruction when necessary 8
Programs Implemented With High Fidelity Programs are only as good as the level of implementation To optimize program effectiveness: • Implement the program everyday with fidelity (i. e. , the way it was written) • Deliver the instruction clearly, consistently, and explicitly (e. g. , model skills and strategies) • Provide scaffolded support to students (e. g. , give extra support to students who need it) • Provide opportunities for practice with corrective feedback (e. g. , maximize engagement and individualize feedback) 9
Design and Delivery Features of well-designed programs include: – Explicitness of instruction for teacher and student • Making it obvious for the student – Systematic & supportive instruction • Building and developing skills – Opportunities for practice • Modeling and practicing the skill – Cumulative review • Revisiting and practicing skills to increase strength – Integration of Big Ideas • Linking essential skills 10
Essential Instructional Content 1. Phonological Awareness: The ability to hear and manipulate sounds in words. 2. Alphabetic Principle: The ability to associate sounds with letters and use these sounds to read words. 3. Automaticity and Fluency with the Code: The effortless, automatic ability to read words in connected text. 4. Vocabulary Development: The ability to understand (receptive) and use (expressive) words to acquire and convey meaning. 5. Comprehension: The complex cognitive process involving the intentional interaction between reader and text to extract meaning. 11
Changing Emphasis of Big Ideas K 1 2 3 Phonological Awareness Alphabetic Principle Automaticity and Fluency with the Code Letter Sounds & Combinations Multisyllables Vocabulary Comprehension Listening. Reading 12
Phonological Awareness 13
Objectives Ø To define phonological awareness Ø To become familiar with the research behind phonological awareness Ø To identify high priority skills of phonological awareness Ø To review the scope and sequence of phonological awareness instruction in Reading Mastery Plus Ø To identify and implement phonological components within daily Reading Mastery Plus. 14
Phonological Awareness The ability to hear and manipulate sounds in words. 15
Phonemic Awareness: Research The best predictor of reading difficulty in kindergarten or first grade is the inability to segment words and syllables into constituent sound units (phonemic awareness). Lyon 1995 Poor phonemic awareness at four to six years of age is predictive of reading difficulties throughout the elementary years. Torgesen and Burgess 1998 More advanced forms of phonemic awareness (such as the ability to segment words into component sounds) are more predictive of reading ability than simpler forms (such as being able to detect rhymes). Nation and Hulme 1997 16
Critical Elements in Phonological Awareness • The National Reading Panel report (2000) identifies the following elements as essential in Phonological Awareness instruction: A critical component but not a complete reading program Focus on 1 or 2 types of PA Teach in small groups Teach explicitly & systematically Teach to manipulate sounds with letters 17
Definitions • • • Continuous sounds Stop sounds Onset-rime Phoneme Blending Phoneme Segmentation Phonemic Awareness Phonics Phonological Awareness 18
Activity • Please take out your Phonological Awareness Definitions activity sheet • Partner up! • Read the examples and definitions. Find the idea that matches the definition or example from the word bank. Write it in the box next to the definition or example. • Use your definitions sheet to help you if you get stuck 19
Word A. A. Stop sound B. B. Onset-Rime C. C. Phonics D. D. Phoneme E. E. Phoneme segmentation F. F. Continuous sound G. G. Phonological awareness H. H. Phonemic awareness I. I. Phoneme blending Definitionor or. Example A. /t/ A. B. /r/-/ipple/ C. mapping sounds to print D. The smallest unit of sound E. taking a word apart into all of its E. taking a word apart into all of it’s sounds F. /mmm/ G. The understanding that words are composed of sounds, and ability G. The understanding that the words areto hear and manipulate those composed of sounds, andsounds the ability hear and manipulate those sounds H. to. The awareness of the individual sounds that comprise words H. The awareness of the individual that comprise words I. sounds putting sounds together to make a word I. putting sounds together to make a word 20
High Priority Skills for Kindergarten • Students should be taught to orally blend separate phonemes starting in mid-kindergarten. • Students should be taught to identify the first sound in one-syllable words by the middle of kindergarten at a rate of 25 sounds per minute. • Students should segment individual sounds in words at the rate of 35 sounds per minute by the end of kindergarten. 22
Identifying first sound: 25 sounds/minute by middle of kindergarten Teacher: Tell me the first sound in the word cat. Student: /c/ Teacher: Listen: mouse… flower…. which begins with the sound /ffff/? Student: flower 23
Segmenting sounds: 35 sounds/minute by end of kindergarten Teacher: Tell me all the sounds in the word ‘cat’. Student: /c/ …. /a/… /t/ Teacher: Tell me all the sounds in the word ‘plate’. Student: /p/…/l/…/a/…/t/ 24
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High Priority Skills for First Grade • Students should blend three and four phonemes into a whole word by the middle of grade 1. • Students should segment three and four phoneme words at the rate of 35 phoneme segments per minute by the beginning of grade 1. • Student must master blending and segmenting words before they can learn to decode words in print successfully 26
Phonological Awareness Sequence of Instruction Continuum Concept of Word—comparison and segmentation Rhyme—recognition and production Syllable—blending, segmentation, deletion Onset/Rime—blending, segmentation Phoneme—matching, blending, segmentation, deletion, and manipulation 27
Activity Phonological Awareness: Sequence of Instruction • Take out your “Phonological Awareness Sequence of Instruction” activity worksheet • Pair up with a partner. • Read the activity – Identify what kind of phonological awareness skill is being tested – Identify when the skill should be taught (1 st, 2 nd, 5 th? ) • Put a star next to the most important skill for students to master 28
Debrief Phonological Awareness: Sequence of Instruction Activity: Teacher asks students. Do fan and man rhyme? Type of phonological Order taught awareness skills (1 -5) Rhyming 2 Syllables 3 Phonemes 5 I’ll say the parts, you say the word, k…. itten, what word? Onset/Rime 4 Listen, “the man ran”. What was the first word? Concept of word 1 I’ll say the parts, you say the word… kitt…en, what word? Tell me the sounds in ‘mop’.
Let’s look at some examples in Reading Mastery Plus … 30
Phonological Awareness Pattern of Instruction in Reading Mastery Plus Kindergarten • Rhyming • Saying Sounds • On-Set Rimes • Say it Fast • Identifying the First Sound • Phonological skills integrated into decoding activities Level 1 • Phonological skills integrated into decoding activities 31
Phonological Awareness Instruction: Kindergarten Example • Topic: Rhyming: Level K, Lesson 60 (Language Book), pg 70, Example 1 a. You’ve learned some rhyming words. Here are words that rhyme. Listen: hat, that, rat, cat, mat, splat, fat. b. I’m going to say some word. You tell me if they rhyme. Listen: hat, mat. Say those words. (Signal. ) hat, mat. Do they rhyme? (Signal. ) no. Listen: hat, lake. Say those words. (Signal. ) Hat, lake. Do they rhyme? (Signal. ) no. Listen: flat, cat. Say those words. (Signal. ) flat, cat. Do they rhyme? (Signal. ) yes. Listen: mat, mold. Say those words. (Signal. ) mat, mold. Do they rhyme? (Signal. ) no. a. Listen: Cat. Say some words that rhyme with cat. (Call on different children. Repeat correct words and praise children who said them. ) 32
Phonological Awareness Instruction: Kindergarten Example Topic: Saying Sounds; Level K, Lesson 104, pg 26, Example 1 a. You’re going to say some sounds. When I hold up my finger, say (pause) rrr. Get ready. (Hold up one finger. ) rrr. b. Next sound. Say (pause) sss. Get ready. (Hold up one finger. ) sss. c. Next sound. Say (pause) mmm. Get ready. (Hold up one finger). mmm. d. (Repeat c for sounds rrr. sss, and mmm. ) e. (Call on different children to do a, b, or c. ) f. Good saying the sounds. 33
Phonological Awareness Instruction: Kindergarten Topic: Says at a normal rate a compound word - Lesson 101, pg 5, “Say it Fast” a) (Do not show picture until step g. ) b) If you can say this word fast, I’ll show you a picture. c) (Hold up your hand). Listen. Foot (pause) ball. (Pause). Say it fast! (Drop your hand. ) Football. What word? (Signal. ) Football. d) Yes, what is the picture going to show? (Signal. ) Football. Yes, football. e) (Hold up your hand. ) The boys you will see in the picture are playing…(Pause. ) Foot (pause) ball f) (Repeat e until firm. ) g) Here’s the picture. (Show the picture. ) 34
Phonological Awareness Instruction: Level 1 Topic: Reading Vocabulary-Rhyming: Children rhyme with at, Lesson 1, Exercise 17, pg 5 a) b) c) d) e) f) g) h) (Point to at and rat. ) These words rhyme. (Touch the ball of the arrow for at. Pause. ) Sound it out. Get ready. (Move quickly under each sound. ) aaat (Return to the ball. ) Again, sound it out. Get ready. (Move quickly under each sound. ) aaat. (Return to the ball. ) Say it fast. (Slash. ) At. Yes, at. (Touch the ball of the arrow for rat. ) The red part of this word is (pause) at. This word rhymes with (pause) at. (Pause. ) Get ready. (Slash. ) Rat. Yes, rat. (Return to the ball for rat. ) Again, rhyme with (pause) at. Get ready. (Slash. ) Rat. Yes, rat. (Repeat until firm. ) (Call on different children to do f. ) 35
Phonological Awareness Instruction: Kindergarten Example Topic: On-Set Rimes; Level K, Lesson 115, pg 116, Example 9: Children say word parts slowly, then say them fast a. Let’s do the hard Say It Fast. Listen. (Hold up one finger. ) First you’ll say (pause) mmm. (Hold up second finger. ) Then you’ll say (pause) at. b. My turn: mmmat. Listen again. (Hold up one finger. ) First you’ll say (pause) mmm. (Hold up second finger. ) Then you’ll say (pause) at. Your turn. Say it slowly. Get ready. (Hold up one finger). mmm. (Hold up second finger. ) (mmm)at. Say it fast. (Signal. ) Mat. Yes, mat. c. (Repeat b until firm. ) Lesson Continues… 36
Phonological Awareness Instruction: Kindergarten Example Topic: Identifies First Sound in One Syllable Words; Level K, Lesson 131, pg 216, Example 14 Children sound out the word and say it fast a. (Hold up worksheet. ) Everybody, look at my worksheet. (Point to word me. ) Touch the first ball for this word on your worksheet. √ (Put down your worksheet. ) b. Everybody, you’re going to read this word. You’re going to sound it out and then say it fast. What sound are you going to say first? (Signal. ) mmm. Yes, mmm. What sound are you going to say next? (Signal. ) eee. Yes, eee. c. (Repeat b until firm. ) d. Sound it out. Get ready. (Tap for each sound, pausing about tow seconds between taps. Check that the children are moving their fingers under each sound as they say mmmeee. ) e. Again, finger on the first ball of the arrow. √ Sound it out. Get ready. (Tap for each sound, pausing about tow seconds between taps. ) mmmeee. f. (Repeat e until firm. ) g. Everybody, say it fast. (Signal. ) Me. Yes, me. 37 h. (Repeat e and g until firm. )
Signals Five parts of a signal: 1. Focus 2. Think Time 3. Verbal Cue 4. Timing Interval 5. Response Cue 38
Activity Teaching Phonological Awareness Practice Kindergarten Lesson 126, pg 183, Examples 10 & 11 • Demonstration • Pair up with a partner • Practice teaching the exercise as if you were teaching it to a student 39
Objectives Ø To define phonological awareness Ø To become familiar with the research behind phonological awareness Ø To identify high priority skills of phonological awareness Ø To review the scope and sequence of phonological awareness instruction in Reading Mastery Plus Ø To identify and implement phonological components within daily Reading Mastery Plus lessons. 40
Reading Mastery Plus Alphabetic Principle 41
Objectives You will learn: • To define alphabetic principle • To become familiar with the research on the alphabetic principle • To identify the high priority skills of alphabetic principle • To recognize the pattern of instruction on the alphabetic principle in daily and weekly instruction • To identify and implement alphabetic principle instruction within daily Reading Mastery Plus lessons. 42
What is the Alphabetic Principle? • The ability to associate sounds with letters and use these sounds to form words. – The understanding that words in spoken language are represented in print. – Sounds in words relate to the letters that represent them. • Liberman & Liberman, 1990) 43
Alphabetic Principle is composed of three main components • Letter-sound correspondence: Understanding that letters represent sounds • Blending: Understanding that we blend sounds from left to right • Phonological Recoding: Blending sounds together to represent a word that has meaning 44
Match the Phrase to the Definition Phrase Definition ____Decodable Text Stringing 1. Stringing sounds together to make a word. ____Regular Words 2. word A word in which letters represent their most A in which all letters represent their most common(e. g. , sounds (e. g. , got) sit, fan, got). sounds sit, fan, ____Decoding ____Irregular Word ____Phonics A 3. word A word in which one or or more letters does notnot represent the represent most common the mostsound common (e. g. , sound was, (e. g. , of) orwas, a word of) for or a which word for thewhich student thehas student not learned has notthe learned letter-sound the lettercorrespondence sound correspondence or wordortype word (e. g. , type. CVCe) (e. g. , CVCe) Text 4. Text in which thethe reader cancan read thethe majority of words of accurately words accurately because the reader has been hastaught been taught the sounds andand word types. The 5. The systematic process of teaching sound-symbol relationships to decode words. ____Explicit and Systematic Instruction Overtly 6. Overtly teaching thethe steps required forfor teaching a task a within task within a planned, sequential program of instruction. ____Blending using 7. using letter-sound relationships and word knowledge to convert printed words into spoken language.
What the Research Says About Alphabetic Principle (AP) • A primary difference between good and poor readers is the ability to use letter-sound correspondences to identify words. (Juel, 1991) • Difficulties in decoding and word recognition are at the core of most reading difficulties. (Lyon, 1997) • Students who acquire and apply the alphabetic principle early in their reading careers reap long-term benefits. (Stanovich, 1986) • Because our language is alphabetic, decoding is an essential and primary means of recognizing words. There are simply too many words in the English language to rely on memorization as a primary word identification strategy. (Bay Area Reading Task Force, 1996) 46
What Does the National Reading Panel Say About Alphabetic Principle? The meta-analysis revealed that systematic instruction in phonics produces significant benefits for students in kindergarten through 6 th grade and for children having difficulty learning to read. These facts and findings provide converging evidence that explicit, systematic phonics instruction is a valuable and essential part of a successful classroom reading program. Report of the National Reading Panel, 2000 47
Why Teach Systematic & Explicit Phonics Instruction? By teaching explicitly and systematically: • We teach a strategy for attacking words students don’t know. • We can teach ALL students to use these strategies. • We don’t leave it up to the students to infer the strategy, because the struggling reader won’t be able to guess it. We must equip students with a strategy for them to attack text in the real world. 48
Why Teach Systematic & Explicit Phonics Instruction? If we teach a child Then she can read: to read: 10 words 10 letter-sounds and blending 720 3 -sound words 5040 4 -sound words 302400 5 -sound words 49
Connecting Sounds to Letters “Very early in the course of instruction, one wants the students to understand that all twenty-six of those strange little symbols that comprise the alphabet are worth learning and discriminating one from the other because each stands for one of the sounds that occur in spoken words. ” Adams, 1990 50
What Skills Does Alphabetic Principle Include? Advanced Word & Structural Analysis Skills Irregular Word Reading . Letter Sound Correspondences Reading in text Regular Word Reading 51
What Skills Does Alphabetic Principle Include? Letter-Sound Correspondences: Knowing the sounds that correspond to letters (the sound of b is /b/, the sound of a is /aaa/) Regular Word Reading/Spelling: Reading/spelling words in which each letter represents its most common sound (mat, sled, fast) Irregular Word Reading/Spelling: Reading/spelling words in which one or more letter does not represent its most common sound (the, have, was) Advanced Word Analysis Skills: Reading/spelling words that include letter patterns and combinations (make, train, string) Structural Analysis: Reading/spelling multisyllabic words and words with prefixes and suffixes (mu-sic, re-port, tall-est, Wis-con-sin) 52
Regular Word Reading Progression Sounding Out Saying each individual sound out loud Saying Whole Word Saying each individual sound and pronouncing whole word Sight Word Sounding out word in your head, if necessary, and saying the whole word Automatic Word Reading the word without sounding it out 53
What Alphabetic Skills Does a Student Need to Master to Read This Regular Word? man • Reading goes left to right • Knowledge of letter sounds for ‘m’, ‘a’, and ‘n’ • Blending • Phonological recoding Reading is a complex process- We MUST teach students these skills if we want them to become successful readers 54
Reviewing Curriculum Maps • Review the curriculum map for your grade to answer the following questions: – What are the high priority skills for the next 3 months? _______________ – What other skills may be necessary to teach before the high priority skills? ___________________________ – What skills do you predict to be difficult for some children? _____________ 55
Mapping of Instruction to Achieve Instructional Priorities: Kindergarten 56
Mapping of Instruction to Achieve Instructional Priorities: Grade 1 57
Mapping of Instruction to Achieve Instructional Priorities: Grade 2 58
Mapping of Instruction to Achieve Instructional Priorities: Grade 3 59
Let’s look at how Reading Mastery Plus teaches Alphabetic Principle. . . 60
Alphabetic Principle Instruction • Letter/Sound Correspondence • Blending (Phonics/Decoding Strategy) • Irregular Words • Decodable text 61
Kindergarten Example: Connecting Sounds to Letters • Lesson 101, Exercise 2, pg 2 a. (touch the first ball of the arrow) Everybody, what letter is this? (Signal. ) A. • That letter makes the sound you hear at the beginning of some words. Listen: am. What word? (Signal. ) am. • The first sound in am is aaa. What sound? (Signal. ) aaa. b. c. (Repeat b until firm. ) d. e. The letter A makes that sound. When I move under the letter, I’ll say the sound. I’ll keep on saying it as long as I touch under it. Watch. (Quickly move to the second ball. Hold for two seconds. ) aaa. Continue with lesson…. a 62
Alphabetic Principle Instruction • Letter/Sound Correspondence • Blending (Phonics/ Decoding Strategy) • Irregular Words • Decodable text 63
Blending • Blending: The process of combining individual sounds or word parts to form whole words either orally or in print • Example: combining the speech sounds /c/, /a/, and /t/ to form the word cat. 64
Two Types of Blending • Sound by sound blending: each sound is identified and produced one at a time, then blended together. /mmm/-/aaaaa/-/nnnnn/-- man • Continuous blending: sometimes called ‘whole word blending’. Each sound is stretched out and strung to the next sound in a word without pausing between sounds /mmmmaaaannnnn/- man 65
Kindergarten Example: Blending Level K, Lesson 123, pg 168, Exercise 8 (Worksheet 123, Side 2) Children say the sounds without stopping a. (Touch the first ball of the arrow for ra. ) My turn. I’ll show you how to say these sounds without stopping between the sounds. (Move under each sound. Hold. Say rrraaa. ) b. (Return to the first ball of the arrow for ra. ) Your turn. Say the sounds as I touch under them. Don’t stop between the sounds. Get ready. (Move under each sound. Hold. ) rrraaa. (Return to the first ball of the arrow). Again. Get ready. (Move under each sound. Hold. ) rrraaa. Good saying rrraaa. c. (Call on different children to do b. ) ra 66
Level 1 Example: Continuous Blending Level 1, Lesson 1, pg 5, Exercise 15 Children sound out the word and say it fast a. (Touch the ball of the arrow for see. ) Sound it out. Get ready. (Move quickly under each sound. ) ssseee. b. (Return to the ball). Again, sound it out. Get ready. (Move quickly under each sound. ) ssseee. c. (Repeat b until firm. ) d. (Return to the ball. ) Say it fast. (Slash. ) See. Yes, what word? (Signal. ) See. see 67
Blending Two-Part Words: Example Level 1, Lesson 132, Exercise 4, pg 164 a. (Cover ball. Point to foot). Everybody, tell me what this part of the word says. Get ready. (Signal. ) foot. b. (Uncover ball. ) Touc h the ball for football. ) Now tell me what the whole word says. Get ready. (Signal. ) football. Yes, football. c. (Repeat exercise until firm. ) football 68
Level 1 Example: Teaching of Common Affixes Level 1, Lesson 70, pg 123, Exercise 1: Teaching -ing a. b. c. d. (Point to ing. ) Here’s a new sound. My turn. (Pause. Touch ing and say: ) iiing Again. (Touch ing for a longer time. ) iiing (Lift your finger. ) (Point to ing. ) Your turn. When I touch it, you say the sound. (Pause. ) Get ready. (Touch ing. ) iiing. (Lift your finger) e. Again. (Touch ing). iiing. (Lift your finger) f. (Repeat e until firm. ) ing g n i 69
Level 1 Example: Teaching Affixes Level 1, Lesson 80, Exercise 16, pg 190 a. (Touch the ball for dig. ) You’re going to read this word the fast way. (Pause for three seconds. ) Get ready. (Move your finger quickly along the arrow. ) Dig. b. (Return to the ball for dig. ) Yes, this word is dig. c. (Touch the ball for digging. ) So this must be dig…(Touch ing. ) ing. What word? (Signal. ) Digging. Yes, digging. d. Again. (Repeat b and c until firm. ) e. (Touch the ball for dig. ) This word is dig. f. (Touch the ball for digging. ) So this must be…(Quickly run your finger under dig and tap ing. ) Digging. Yes, digging. g. Again. (Repeat e and f until firm. ) h. Now you are going to sound out (pause) digging. Get ready. (Touch d, I, between the gs, ing as the children say diiiigiiing. ) Yes, what word? (Signal. ) Digging. Yes, digging 70
Level 2 Example: Teaching of Common Affixes Level 2, Lesson 146, pg 281, Exercise 1: Reading Words a. Open your textbook to lesson 146. Find the fire. b. The letters R-E at the beginning of many familiar words mean again. What does R-E mean? (Signal. ) Again. c. Find the raft. It has four words. You’ll spell each word, and them tell me the word. d. Spell word 1. Get ready. (Tap 7 times. ) R-E-O-R-D-E-R What word? (Signal. ) Reorder e. Yes, when you reorder something, you order something again. re Lesson continues… 1. 2. 3. 4. Reorder Rejoin Reheat Refill 71
Level 3 Example Level 3, Lesson 19, Exercise 2, pg 104 f. Find column 2. These words have more than one syllable. The first syllable is underlined. g. Word 1. What’s the first syllable? (Signal. ) tramp. What’s the whole word? (Signal. ) Tramping. h. Word 2. What’s the first syllable? (Signal. ) weak What’s the whole word? (Signal. ) weakness 1. Tramping i. Lesson continues… 2. Weakness 3. Stubby 4. Problem 5. Middle 72
Practice Activity Lesson: • Demonstration • Pair up with a partner • Practice teaching the exercise as if you were teaching it to a student 73
Alphabetic Principle Instruction • Letter/Sound Correspondence • Blending (Decoding and Word Reading) • Irregular Words • Decodable text 74
Irregular Words: Example Level 1, Lesson 51, Exercise 4, pg 3 Children sound out an irregular word (to) to a. (Touch the ball for to. ) Sound it out. b. Get ready. (Quickly touch each sound as the children say toooo. ) c. Again. (Repeat b until firm. ) d. That’s how we sound out the word. Here’s how we say the word. To. How do we say the word? (Signal. ) To. e. Now you’re going to sound out the word. Get ready. (Touch each sound a s the children say tooo. ) f. (Repeat e and f until firm. ) g. Yes, this word is to. I went to the store. 75
Irregular Word: Level 1 Example Level 1, Lesson 74, Exercise 12, pg 151 Children sound out an irregular word (walk) a. (Touch the ball for walk. ) Sound it out. b. Get ready. (Quickly touch each sound as the children say wwwaaaalllk. ) c. Again. (Repeat b until firm. ) d. That’s how we sound out the word. Here’s how we say the word. Walk. How do we say the word? (Signal. ) Walk. e. Now you’re going to sound out the word. Get ready. (Touch each sound as the children say wwwaaalllk. ) f. Now you’re going too say the word. Get ready. (Signal. ) Walk. g. (Repeat e and f until firm. ) 76
Alphabetic Principle Instruction • Letter/Sound Correspondence • Blending (Decoding and Word Reading) • Irregular Words • Decodable text 77
Definition and Purpose of Decodable Text Decodable text: Text in which most words (i. e. , 80%) are wholly decodable and the majority of the remaining words are previously taught sight words, including both high-frequency words and story words. Instruction should always provide students opportunities to apply what they are learning in the context of use. Decodable text builds automaticity and fluency in beginning readers. It is used as an intervening step between explicit skill acquisition and students’ ability to read authentic literature. 78
Reading Decodable Text 1. Student engagement with the text is critical! 2. Students must be prompted to track the text by pointing under (not over or on) the text with their finger to ensure they are actually looking at the words. 3. Teacher MUST monitor student response to make sure students are not just parroting students next to them. 4. Students need to have sufficient practice with word reading (blending) tasks prior to reading the decodable text to ensure they are successful. 5. Students who struggle with reading decodable text need to have opportunities in small groups to read and be monitored more closely by the teacher. This will increase success with the time spent reading during whole-group instruction. 79
Activity: Decodable Text Level 1, Lesson 131, pg 161, Exercises 20 and 21 • Demonstration • Pair up with a partner • Practice teaching the exercise as if you were teaching it to a student 80
Objectives You will learn: • To define alphabetic principle • To become familiar with the research on the alphabetic principle • To identify the high priority skills of alphabetic principle • To recognize the pattern of instruction on the alphabetic principle in daily and weekly instruction • To identify and implement alphabetic principle instruction within daily Reading Mastery Plus lessons. 81
Reading Mastery Plus Vocabulary 82
Objectives You will learn: • To define vocabulary instruction and relevant skills • To become familiar with the research behind vocabulary instruction • To identify high priority skills of vocabulary • To recognize the pattern of instruction for vocabulary within Reading Mastery Plus • To become familiar with the two types of vocabulary instruction within Reading Mastery Plus • To identify and implement vocabulary components within daily Reading Mastery Plus lessons 83
Vocabulary Development The ability to understand (receptive) and use (expressive) words to acquire and convey meaning. 84
Vocabulary Knowledge • What is it? . . . – Expressive Vocabulary: Requires a speaker or writer to produce a specific label for a particular meaning. – Receptive Vocabulary: Requires a reader or listener to associate a specific meaning with a given label as in reading or listening. 85
Critical Elements in Vocabulary Knowledge • The National Reading Panel report (2000) indicates the following components as essential in Vocabulary Knowledge: Multiple Methods Preinstruction can have significant effects on learning. Direct & Indirect Repetition & Multiple Exposures to Words In Varied Contexts Assessment should match instruction. Promise of computer technology 86
The Vocabulary Gap • Children who enter with limited vocabulary knowledge grow more discrepant over time from their peers who have rich vocabulary knowledge (Baker, Simmons, & Kame’enui, 1997) • The number of words students learn varies greatly. 2 vs. 8 words per day 750 vs. 3000 per year 87
Meaningful Differences Words heard per hour Words heard in a 100 -hour week Words heard in a 5, 200 hour year 4 years Welfare 616 62, 000 3 million 13 million Working Class 1, 251 125, 000 6 million 26 million Professional 2, 153 215, 000 11 million 45 million Hart & Risley 1995, 2002 88
Importance of Independent Reading Research has shown that children who read even ten minutes a day outside of school experience substantially higher rates of vocabulary growth between second and fifth grade than children who do little or no reading. Anderson & Nagy, 1992 89
Variation in the Amount of Independent Reading Percentile Rank Minutes Per Day Words Read Per Year Books Text 98 65. 0 67. 3 4, 358, 000 4, 733, 000 90 21. 2 33. 4 1, 823, 000 2, 357, 000 80 14. 2 24. 6 1, 146, 000 1, 697, 000 70 9. 6 16. 9 622, 000 1, 168, 000 60 6. 5 13. 1 432, 000 722, 000 50 4. 6 9. 2 282, 000 601, 000 40 3. 2 6. 2 200, 000 421, 000 30 1. 8 4. 3 106, 000 251, 000 20 0. 7 2. 4 21, 000 134, 000 10 0. 1 1. 0 8, 000 51, 000 2 0 0 0 8, 000 R. C. Anderson, 1992 90
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Reviewing Curriculum Maps • Review the curriculum map for your grade to answer the following questions: – What are the high priority skills for the next 3 months? _______________ – What other skills may be necessary to teach before the high priority skills? ___________________________ – What skills do you predict to be difficult for some children? _____________ 92
Mapping of Instruction to Achieve Instructional Priorities: Kindergarten 93
Mapping of Instruction to Achieve Instructional Priorities: Grade 1 94
Mapping of Instruction to Achieve Instructional Priorities: Grade 2 95
Mapping of Instruction to Achieve Instructional Priorities: Grade 3 96
Reading Mastery Plus Kindergarten Language Component • Phase 1: Lessons 1 -50; Beginning Language Program – Language Presentation Book A • Phase 2: Lessons 51 -100; Language and Pre-Reading – Language Presentation Book B – Pre-Reading Presentation Book • Phase 3: Lessons 100 -150; Reading and Language – Reading Presentation Book – Language Presentation Book C 97
Kindergarten High Priority Skill Example: Uses words to describe location, size, color and shape Level K, Lesson 29 Exercise 6: Prepositions- On/Over a. We’re going to talk about kites and a house. (Point to a kite. ) What is this? (Touch. ) A kite. (Point to the house. ) What is this? (Touch. ) A house. b. One of these kites is on the house. (Point to each kite and ask: ) Is this kite on the house? (The children answer yes or no. ) (Repeat until firm. ) c. (Point to c. ) Everybody, where is this kite? (Touch. ) On the house. Say the whole thing about where the kite is. (Touch. ) This kite is on the house. Lesson Continues…. 98
Reading Mastery Plus Levels 1 and 2 Reading Vocabulary • Reading Vocabulary: 1. Reinforces recognition of previously taught regular words 2. Introduction to irregular words 3. Teaches “Word Attack Skills” 4. Expands child’s reading vocabulary to prepare for more difficult text • Vocabulary Comprehension: – While emphasis is on decoding, we want to make sure children understand that they are reading real words. – Meaning sentences are not specified for all words. If you feel that your children would benefit from a meaning sentence- add it in. 99
Example: Vocabulary Comprehension Format Level 2, Presentation Book C, Lesson 97; Exercise 4: Words with eee a. Find the desk. b. All these words ave and E that makes the sounds eee. I’ll spell each word. You tell me the word. c. Word 1 is spelled H-E-A-D. What word? (Signal. ) Head. d. Word 2 is spelled H-E-A-V-Y. That word is heavy. What word? (Signal. ) Heavy. Yes the rock was very heavy. e. Word 3 is spelled S-L-E-P-T. What word? (Signal. ) Slept. Yes, We slept well last night. f. Word 4 is spelled R-E-S-T. What word? (Signal. ) Rest. g. Word 5 is spelled S-M-E-L-L. What word? (Signal. ) Smell. h. Word 6 is spelled H-E-Y. What word? (Signal. ) Hey. Yes, she yelled, “Hey, there. ” i. Let’s read those words again the fast way. • Word 1. What word? (Signal. ) Head. • (Repeat for remaining words: heavy, slept, rest, smell, hey. ) 100
Level 3 Example Level 3, Lesson 4, Exercise 1, pg 22 a. Find page 338 in your textbook. These are sentences that you’ll be working with during the year. They contain vocabulary words that you’ll learn. Touch sentence 1. It says: You measure your weight in pounds. Everybody, read that sentence. Get ready. (Signal. ) You measure your weight in pounds. Close your eyes and say the sentence. Get ready. You measure your weight in pounds. (Repeat until firm. ) b. Listen: You measure your weight in pounds. When you measure something, you find out how long it is or how hot it is or how heavy it is or how tall it is. c. The sentence tells about measuring weight. The weight of an object is how heavy that object is. Who know how much they weigh? (Call on a student. ) d. Lesson Continues… 101
Activity Lesson: • Demonstration • Pair up with a partner • Practice teaching the exercise as if you were teaching it to a student 102
Objectives You will learn: • To define vocabulary instruction and relevant skills • To become familiar with the research behind vocabulary instruction • To identify high priority skills of vocabulary • To recognize the pattern of instruction for vocabulary within Reading Mastery Plus • To become familiar with the two types of vocabulary instruction within Reading Mastery Plus • To identify and implement vocabulary components within daily Reading Mastery Plus lessons 103
Reading Mastery Plus Comprehension and Fluency 104
Objectives • To define comprehension instruction and relevant skills • To become familiar with research on comprehension. • To Identify the high priority skills of comprehension • To recognize the patterns of instruction for comprehension within Reading Mastery Plus • To identify and implement comprehension components within daily Reading Mastery Plus lessons 105
Comprehension 106
Comprehension The complex cognitive process involving the intentional interaction between reader and text to extract meaning. 107
Research on Reading Comprehension tells us that. . . Readers who comprehend well are also good decoders. Implications: Teach decoding and word recognition strategies. Time spent reading is highly correlated with comprehension. Implications: Provide for lots of in-class reading, outside of class reading, independent reading. Encourage students to read more, read widely, and help them develop a passion for reading. Big Ideas in Beginning Reading, Univ. of Oregon http: //reading. uoregon. edu/comp_why. php 108
Critical Elements in Comprehension of Text • The National Reading Panel report (2000) identifies the following elements as essential in Comprehension instruction: Multiple opposed to a single strategy Teaching rather than mentioning or assessing Teaching students to become strategic takes time. Active involvement of students Seven categories of strategies provide evidence of efficacy. 109
Factors that Impact Reading Comprehension Reader Based Factors • • • Phonemic awareness Alphabetic understanding Fluency with the code Vocabulary knowledge Prior knowledge Engagement and interest Text Based Factors • • Narrative vs. expository Genre considerations Quality of text Density and difficulty of concepts Big Ideas in Beginning Reading, Univ. of Oregon http: //reading. uoregon. edu/comp_why. php 110
Causes of Reading Comprehension Failure • Inadequate instruction • Insufficient exposure and practice • Deficient word recognition skills • Significant language deficiencies • Inadequate comprehension monitoring and selfevaluation • Unfamiliarity with text features and task demands • Inadequate reading experiences 111
Reviewing Curriculum Maps • Review the curriculum map for your grade to answer the following questions: – What are the high priority skills for the next 3 months? _______________ – What other skills may be necessary to teach before the high priority skills? ___________________________ – What skills do you predict to be difficult for some children? _____________ 112
Mapping of Instruction to Achieve Instructional Priorities: Kindergarten 113
Mapping of Instruction to Achieve Instructional Priorities: Grade 1 114
Mapping of Instruction to Achieve Instructional Priorities: Grade 1 115
Mapping of Instruction to Achieve Instructional Priorities: Grade 2 116
Mapping of Instruction to Achieve Instructional Priorities: Grade 2 117
Mapping of Instruction to Achieve Instructional Priorities: Grade 3 118
Mapping of Instruction to Achieve Instructional Priorities: Grade 3 119
Comprehension Strategy Use for Proficient Readers Relies on. . . • An awareness and understanding of one's own cognitive processes • Recognition of when one doesn't understand • Coordination and shifting the use of strategies as needed Big Ideas in Beginning Reading, University of Oregon http: //reading. uoregon. edu/comp_why. php 120
Steps in Explicit Strategy Instruction • Direct explanation • Modeling • Guided practice • Feedback • Application Dickson, Collins, Simmons, and Kame’enui, 1998 121
Let’s look at some examples. . . . 122
High Priority Skills Levels 1 and 2: WHO, WHAT, WHEN, WHERE, WHY Language Level 1, Lesson 49, pg 178, Exercise 3 a. Listen to this story. b. The man woke up early in the morning. He was very sleepy, so he drank some coffee. After he drank the coffee, he went to work in his garage. c. (Repeat step b. ) d. Tell who woke up. Get ready. (Signal. ) The man. • Tell when the man woke up. Get ready. (Signal). Early in the morning. • Tell me what the man did after he drank the coffee. Get ready. (Signal). Went to work. • Tell where the man went to work Get ready. (Signal). In his garage. e. (Repeat step d until firm. ) 123
High Priority Skills Levels 1 and 2: WHO, WHAT, WHEN, WHERE, and WHY • Language Level 1, Worksheet 157, Side 2 124
Comprehension: Grade 1 Example Lesson 21, Exercise 21, Pg. 141 Second Reading- Children reread the story and answer questions a. This time you’ll read the story and I’ll ask some questions. Back to the first word. b. (Repeat c through f in exercise 20. Ask the comprehension questions below as the children read. ) After the children read: You say: He ate a fig. What did he eat? (Signal. ) A fig. And he is sick. How does he feel? (Signal. ) Sick. Why? (Signal). Because he ate a fig 125
Comprehension: Grade 2 Example Lesson 43, Storybook Exercise 5, pg 211 g. (When the children read to the red 5 without making more than five errors: read the story to the children from the beginning. Ask the specified comprehension questions. When you reach the 5, call on individual children to continue reading the story. Have each child read tow or three sentences. Ask the specified comprehension questions. ) 126
Comprehension: Grade 2 Example continued… 1. 2. 3. 4. 5. 6. 7. What’s this tory going to be about? (Signal. ) The ghosts meet the monster. What did the biggest ghost say? (Signal. ) I’ll scare her so much shell turn into a mouse. Who is he going to scare? (Signal. ) The monster. What did that ghost say? (Signal. ) I’ll scare her so much she’ll turn into a bug. Why did they do that? The children respond. Where was the monster sitting? (Signal. ) At a table. Was the gold rod near her? (Signal. ) No. What happened to the table? The children respond. Why were they doing that? (Signal. ) To scare the monster. Do you think they will scare her enough to make her leave? The children respond. Let’s read and find out. 127
Activity Level 1, Lesson 41 in Language Presentation Book. Exercise 8: Story Telling • Demonstration • Pair up with a partner • Practice teaching the exercise as if you were teaching it to a student 128
Objectives • To define comprehension instruction and relevant skills • To become familiar with research on comprehension. • To Identify the high priority skills of comprehension • To recognize the patterns of instruction for comprehension within Reading Mastery Plus • To identify and implement comprehension components within daily Reading Mastery Plus lessons 129
Fluency 130
Objectives • To define fluency instruction and relevant skills • To become familiar with research on fluency instruction. • To identify the high priority skills of fluency • To recognize the patterns of instruction for fluency within Reading Mastery Plus • To identify and implement fluency components within daily Reading Mastery Plus lessons • To understand the link between Fluency and Comprehension 131
Automaticity and Fluency with the Code • The effortless, automatic ability to read words in connected text. • A fluent reader’s focus is on understanding the passage by reading each word accurately and with speed to enable comprehension. • The term fluency incorporates two things: • Accruacy and Pace Adapted from Harn (2005) 132
Critical Elements in Automaticity & Fluency with the Code • The National Reading Panel report (2000) identifies the following elements as essential in Automaticity and Fluency instruction: Repeated Readings Corrective Feedback Not all children need all. . . differentiate! Keep the end in mind. . Fluency is only part of the picture! Relatively brief sessions (15 -30 minutes) 133
Frustration: How it Feels to Read Without Fluency 134
Fluency provides a bridge between word recognition and comprehension (National Institute for Literacy (2001) • Fluency “may be almost a necessary condition for good comprehension and enjoyable reading experiences” (Nathan & Stanovich, 1991, pg. 176). • If a reader has to spend too much time and energy figuring out what the words are, she will be unable to concentrate on what the words mean (Coyne, Kame’enui, & Simmons, 2001). 135
Mapping of Instruction to Achieve Instructional Priorities: Grade 1 136
Mapping of Instruction to Achieve Instructional Priorities: Grade 2 137
Mapping of Instruction to Achieve Instructional Priorities: Grade 3 138
Let’s look at some examples from Reading Mastery Plus. . 139
Individual Rate and Accuracy Check-Outs • Begin after children have learned to read the fast way in the first reading. In Level 1, Lesson 54, • Occur approximately lessons in every 5 th lessons until the end of the program • Presented individually • Provide practice in reading a long passage the fast way • Provide information on children’s fluency progress • Differ from the mastery tests • To pass a check-out, children must read with a specified rate and accuracy • Provide information on whether additional firming is needed and whether current placement and pacing is appropriate for each child. 140
Reading Check-out Level 1, Lesson 54, Exercise 25, pg 26 a. As you are doing your worksheet, I’ll call on children one at a time to read the whole story. If you can read the whole story the fast way in less than two and a half minutes and if you make no more than three errors, I’ll put two stars after your name on the chart for lesson 54. b. If you make to many errors or don’t read the story in less than two and a half minutes, you’ll have to practice it an do it again. When you do read it under two and a half minutes wit no more than three errors, you’ll get one star. Remember, two stars if you can do it the first time, one star if you do it the second or third try. c. (Call on a child. Tell the child: ) Read the whole story very carefully the fast way. Go. (Time the child. If the child makes a mistake, quickly tell the child the correct word and permit the child to continue reading. As soon as the child makes more than three errors or exceeds the time limit, tell the child to stop. ) You’ll have to read the story to yourself and try again later. (Plan to monitor the child’s practice. ) Instructions continue… 141
Reading Mastery Test: Reading Check-out Level 2, Lesson 95, pg 221 2 -minute individual check-out: rate and accuracy a. As you are doing your worksheet. I’ll call on children one at a time to read to the star. Remember, you get two stars on the chart if you read to the star in less than two minutes and make no more than five errors. b. (Call on each child. Tell the child: ) Read to the star very carefully. Start with the title. Go. ( Time the child. Tell the child any words the child misses. Stop the child as soon as the child makes the sixth err or exceeds the time limit. ) c. (If the child meets the rate-accuracy criterion, record 2 starts on your chart for lesson 95. Congratulate the child. Give children who do not earn to stars a chance to read to the star again. ) 142
Reading Mastery Plus First Grade Fluency Instruction: Reading Words the Fast Way • Sounding Out Words (Lessons 1 -20) • Reading Words the Fast Way (Lessons 21 -160) – Children identify whole words when they “read the fast way” – Children begin reading sentences the fast way in Lesson 21 – By Lesson 42, Children read most words the fast way – In Lessons 53 -105, Children no longer sound out words 143
Fluency Instruction Example: First Grade • Lesson 21, Exercise 24, pg 141 Children read the first sentence the fast way a. Everybody, now you’re going to read part of the story the fast way. Finger on the ball af the top line. b. Move your finger under the sounds of the first word and figure out the sounds your going to say. Don’t say the sounds out loud. Just figure out what you are going to say. (Prompt children who don’t touch under the sounds. Pause 5 seconds. ) Read the words the fast way. Get ready. (Tap say he with the children. ) He. c. (Pause 5 seconds. ) Read the word the fast way. Get ready. (Tap. Say ate with the children. ) Ate. d. (Repeat c. for the words a, fig. ) e. Let’s read the words the fast way again. Everybody, finger on the ball of the top line. Figure out the fist word and get ready to read it the fast way. Say the sounds to yourself. (Pause five seconds. ) What words? (Tap. ) He. Yes, he. f. Figure out the next word. Say the sounds to yourself. (Pause 5 seconds. ) What word? (Tap. ) Ate. Yes, ate. g. (Repeat f for the words a, fig. ) 144
Activity: Fluency Instruction Practice Level 2, Lesson 95 • Demonstration • Pair up with a partner • Practice teaching the exercise as if you were teaching it to a student 145
Objectives • To define fluency instruction and relevant skills • To become familiar with research on fluency instruction. • To identify the high priority skills of fluency • To recognize the patterns of instruction for fluency within Reading Mastery Plus • To identify and implement fluency components within daily Reading Mastery Plus lessons • To understand the link between Fluency and Comprehension 146
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