Overview of the Essential Components of Reading Instruction

Overview of the Essential Components of Reading Instruction K– 5 Part 3. 1: Introduction Collaboration for Effective Educator Development, Accountability, and Reform H 325 A 120003

Overview of the Essential Components of Reading Instruction K– 5 Part 3. 1: Introduction A special thanks to the Meadows Center for Preventing Education Risk at the University of Texas at Austin for permission to use and adapt material from a module created by the Higher Education Collaborative: Foundations of Reading Instruction. © 2009 University of Texas System/Texas Education Agency www. meadowscenter. org H 325 A 120003

Lean, Look, and Whisper • Find a partner. • Decide who is Partner A and Partner B. • Lean, Look, and Whisper o Introduce yourselves o Discuss for one minute: What should a teacher directly teach a student when teaching reading?

What Should Teachers Teach? • With your partner, write one thing teachers should directly teach students about reading. • Place your responses on the sticky board.

Module Objective Implementation of evidence-based instruction to teach all students including: • Students from poverty. • Students with disabilities. • Students who are English language learners (ELLs). • Students who struggle learning to read.

Big Ideas & Questions 1. What is the idea? Why is it important? What does the research say? 2. What should students know and be able to do at each grade level? 3. How do we assess what students know and the progress they are making?

Big Ideas & Questions 4. How do we effectively and efficiently teach the big idea? 5. How do we develop instructional plans that incorporate standards, assessment data, and evidence-based instructional strategies? 6. What do we do if students are not learning the big idea?

Module Outcomes 1. Design instruction for all students. 2. Differentiate instruction. 3. Use assessment data to inform instruction, form groups, monitor progress. 4. Incorporate standards and evidence-based practices (EBPs).

Major Reports National Early Literacy Panel (NELP, 2008) for children ages 0– 5: http: //lincs. ed. gov/publications/pdf/NELPReport 09. pdf

National Reading Panel Elements of Reading Instruction 1. 2. 3. 4. 5. Phonemic Awareness Phonics Fluency Vocabulary Text Comprehension National Reading Panel Report, 2000

Phonemic Awareness • The awareness of the speech sounds in words. • The ability to: o manipulate the sounds o segment phonemes o blend phonemes Phonemes are the smallest units of sound Ehri, 2000; Snow, Burns & Griffin, 1998; National Early Literacy Panel, 2008; National Reading Panel, 2000

Phonics Alphabetic Principle. An awareness of letters and that letters represent sounds. Phonics = graphophonemic relationships or sound-symbol relationships. Ehri, 2002; Honig et al. , 2008

Fluency The ability to read accurately, at an appropriate rate, with prosody and comprehension. Kuhn et al. , 2010; Rasinski et al. , 2011; Hudson et al. , 2005

Vocabulary Word study to increase. . . • Word knowledge • Word consciousness • Words for life • Academic language Necessary for reading comprehension Graves, 2006

Comprehension Making meaning of text Good readers apply strategies before, during, and after reading, including: • Activate prior knowledge • Set a purpose for reading • Monitor their understanding • Use fix-up strategies • Paraphrase and summarize Coyne, Zipoli, Chard, Fagella-Luby, Ruby, Santoro et al. 2009; Duke & Pearson, 2002; Pressley, 2001

The Reading Rope Used with permission from Guilford Press.

Tier 1 Core Reading Instruction • All students included • Uninterrupted time • Small, flexible groups • Data informs instruction

Scaffolding Instruction • Small group instruction • Task presented in smaller units • More time • More models • More practice with feedback • More explicit • More systematic • More progress monitoring Archer & Hughes, 2011; Meadow Center for Preventing Educational Risk, 2009; Rosenshine, 2012

Review & Reflect With your partner…. 1. Explain the five essential components of reading instruction 2. Create questions about each component

Essential Components of Reading Instruction K– 5 Part 3. 2: Phonological and Phonemic Awareness

Phonemic Awareness • The ability to hear, identify, and manipulate individual sounds— phonemes—in spoken words. • Part of the phonological awareness umbrella. Al Otaiba, Kosanovich, & Torgesen, 2012; Ehri, 2001; Torgesen & Mathes, 2000; Uhry, 2011

PA begins with listening © 2009 University of Texas System/Texas Education Agency

Phonological Awareness Continuum © 2009 University of Texas System/Texas Education Agency

Another View of the Phonological Awareness Continuum © 2009 University of Texas System/Texas Education Agency

Phonological Awareness Continuum As you watch, note: • Activities for each level. • Phonological awareness in Spanish. • The connection of sounds to letters.

PA Continuum Student has difficulty. . . 1. Blending phonemes into a whole word. 2. Telling which word is different. 3. Identifying medial sound. 4. Substituting individual sounds.

English Phonemes • 26 letters. • 44 phonemes. • 98 phoneme-grapheme associations. Vaughn & Linan-Thompson, 2004

Phonemes © 2009 University of Texas System/Texas Education Agency

Important Points About Phonological Awareness • Ability to blend and segment phonemes predicts reading skills. • Phonological awareness can be taught. • Phonological awareness helps with spelling. • Direct, explicit instruction is essential for students. Brady, 2011; Foorman & Torgesen, 2001

More Points About Phonological Awareness • instruction should be paired with letters as soon as students and segment and blend three phoneme words. • 15 -20 minutes of phonological awareness instruction a day is sufficient for most K-1 students. Ehri et al. , 2001; Ehri & Roberts, 2006; Foorman & Torgesen, 2001

Mouth Pictures • Letters plus mouth pictures illustrating articulation improved learning. • Mouth with closed lips: /b/ /p/ /m/ • Teeth touching lower lip: /f/ /v/ • Mouth open & lips rounded: /o/ Ehri, 2014

Phonological, Phonemic, Phonics • Partner A: phonological awareness and phonics? • Partner B: phonemic awareness and phonological awareness? • Create “elevator” explanation of phonemic awareness.

Common Core State Standards Foundational Skills–Kdg • 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). • a. Recognize and produce rhyming words. • b. Count, pronounce, blend, and segment syllables in spoken words. • c. Blend and segment onsets and rimes of single-syllable spoken words. • d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. * (This does not include CVCs ending with /l/, /r/, or /x/. ) • e. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

Common Core State Standards Foundational Skills–Grade 1 • 2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). • a. Distinguish long from short vowel sounds in spoken single-syllable words. • b. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. • c. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. • d. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Practice and Application Instructional Sequence • I Do (teacher models) • We Do (teacher and students) • You Do (students)

Say It and Move It Blachman et al. , 2000

Manipulating Phonemes Elision & Substitution

Grab a Group A fun way to practice identifying phonemes after students understand the concept. Remember, this is a listening activity. Always have students repeat the words and orally segment the words.

Phonological Awareness Activity Cards • What concept is addressed? • On the continuum, what concepts should precede the on the card? © 2002 University of Texas System/Texas Education Agency

Phoneme Mapping f a s t c r a sh m e t t r u Adapted from the work of Berninger et al. , 1998; Ehri, 1998; Moats, 2004 ck

Challenges With your partner, discuss the challenges you anticipate some students may have with phonemic awareness. For each challenge, list ways you could scaffold instruction. You have 5 minutes.

More Indicators of Risk Difficulty with inventive or emergent spelling. Difficulty following finger-point reading.

In Action • Partner A: Note what facets of phonological awareness are taught. • Partner B: Note how the teacher reinforces the learning. • All: Note how the teacher differentiates the instruction.

Application Assignment Review the materials at: www. fcrr. org Grades K & 1: Phonemic Awareness Teach the activity to a young student Reflect: What worked? What will I do differently next time? How can I differentiate the instruction?

Assessment 1. Complete the quiz independently. 2. In a small group, discuss your answers and reach a consensus. 3. Submit one quiz with the names of group members.