Slide

1 Unit 6

Teaching Word Identification

and Spelling

• Rationale for explicit instruction in decoding and

Spelling

• Exploring syllable structure

• How to teach decoding and spelling?

• Fluency

• Assessment for reading, spelling and fluency

Before beginning this unit review the TOP DOWN WEB. Review the Trainer Notes and Resource guide as well as articles on the secured trainer website. As you now prepare to present Unit 6, there will be continued opportunities throughout the training for participants to work with partners. Establish procedures for forming partnerships for this unit. You may have participants count off by 4‘s. (When it‘s time to work with partners you can have each ―1‖ find another ―1‖, ―2‖ find another ―2‖, and so on.) During the next activity you may have a ―2 get together with a ―4‖, ―3‖ get together with a ―1‖, etc. We want to get people up and moving, as well as mixing with other participants. If you used the ―Clock Buddies‖ in the previous session you may wish to continue with those partners. Before the beginning of this unit make sure participants identify their 12:00 buddy, 1:00 buddy, and so on. When it‘s time to work with a partner, you simply tell them to find their 3:00 buddy, etc. You may also introduce this unit by reading the book, Thank You, Mr. Falker by P. Pollacco. This is a beautifully written and illustrated book written by a person who had difficulty learning to read as a child and who was helped by a teacher. If you have internet connection you can go to this website and have the story read by the by actress Jane Kaczmarek http://www.storylineonline.net/ Storyonline is sponsored by Screen Actors Guild and has books read by actors/actresses. Another option is to read a selection from Sharon‘s Stories by Sharon Turcot who speaks eloquently of her struggles as a child and adult who could not read. Place on the tables copies of decodable text and some leveled text that participants may want to look at during the day. You will be making reference to them during the fluency section.

Slide

2 “…You can‟t become a

skilled reader unless you

know the system.”

Linnea Ehri, 2002

We cannot leave the acquisition of learning how to read to be one of a guessing game. As we discussed in the previous unit we identified that graphophonemic information plays a highly prominent role in both reading and spelling. Virtually every child has to be taught how sound/symbol relationships work coupled with opportunities to apply newly acquired information if they are to be successful.

Slide

3

Approximately 86% of English words are phonetically regular for spelling

64% of those are made up of 2 syllable patterns

Word meaning and word origin help with many words

Why Teach Syllable Patterns for

Reading & Spelling?

Remind teacher in the structure of English language is fairly regular…. Bullet 1: Syllable patterns provide the structure for teaching in a strategic, systematic, sequential, and multisensory manner. This structure is critical for teaching decoding, spelling, and syllabication especially for students who are struggling. Bullet 2: Approximately 64% of those regular words are made up of 2 syllable patterns (i.e., closed and open syllables) This also means that if they are regular for spelling then students can apply decoding for reading. Bullet 3: About 60% of English words are made up of Latin or Greek roots. Many more words could be spelled correctly if additional information was taken into account such as the meaning of the word and where the word originated from. Beyond primary grades increased affixes are added to known syllable structure which aides in vocabulary expansion and automatic word reading. For additional background information read this article: THE SOURCE http://www.justreadflorida.com/docs/manual.pdf The whole word method of acquiring and learning words via sight may serve a student adequately up to about 2nd grade but by 3 grade the students with inefficient decoding abilities can take its toll on the reader and comprehension will suffer (Jeanne Chall)

Slide

4 Automatic Processing

frimpabruntiveshime

Three nonsense words will show up on this slide one at a time for a fraction of a second. Before revealing the first word tell participants to focus on the purple box in the middle of the slide. A nonsense word will appear and everyone should say it aloud as soon as they see it. Click through the next words pausing long enough for participants to read the words aloud. Go on to the next slide for discussion

Slide

5 Automatic Processing

frimp

shime

abruntive

Ask participants if they have seen these words before. Most of them will have read these words the same way. How did they know how to pronounce them? Why wasn‘t frimp pronounced with a long i? Why was shime pronounced with long i? If someone suggests they knew the silent e rule, you may ask did they have time to recite a rule to themselves before saying the word. Then talk about abruntive. Why did they pronounce the like short u? Why did they pronounce the last syllable with a short i even though it has a silent e on the end? Most skilled readers can pronounce these words even when exposed for a fraction of a second because they do have the system of English orthography well established in their brains. For skilled readers, it is not conscious knowledge that accomplishes this fast decoding but automatic knowledge of common patterns of letters and syllables. The next few slides explore this further.

Slide

6 Automatic Processing

scrayconzaymentyrmhvecnmztnyao

In this exercise groups of letters will again be flashed as before, but after seeing the letters rather than say the word participants should write down the letters they saw. Assure them that you will give them time between words to write down all the letters. Then flash the four ―words‖ one at a time and wait until all are ready before flashing the next word.

Slide

7 Automatic Processing

scray

conzayment

yrmhv

ecnmztnyao

Point with the arrow to each word and ask for a show of hands for how many got the word exactly right. Ask participants to look around to see how many got each word (or count and report to the group how many got each word.) The usual results are that almost all get ―scray,‖ a good number get ―yrmhv,‖ most get ―conzayment‖ and almost no one gets ―ecnmztnyao.‖ Point out that the last ―word‖ has the same number of letters as ―conzayment‖ and in fact, has all the same letters, just in a different order. Ask what makes ―scray‖ and ―conzayment‖ easier to remember? Some may say they look like words. How? Ask if anyone was aware of saying the word to them self to help remember it? It is again the familiar patterns of letters in the first and third word that make them both pronounceable and memorable to skilled readers.

Slide

8 Unit 6

Teaching Word Identification

and Spelling

• Rationale for explicit instruction in decoding and

Spelling

• Exploring syllable structure

• How do we teach decoding and spelling?

• Fluency

• Assessment for reading, spelling and fluency

Refer to Top Down web and predict what will be taught in this next session. As we have previously discussed research shows that learning to read and spell rely on much of the same underlying knowledge so it is important to show these direct relationships between our letters and sounds. Proficient readers who have internalized our language system may not be conscious of specific syllable types yet they are able to process print without conscious thought. For the individuals who haven‘t mastered the code syllable instruction can be extremely beneficial. Reading and spelling instruction that directly teaches syllable structure can facilitate specific strategies that can be applied to acquire unknown patterns and words. In this next section we will be looking directly at what syllables are, the types of syllables that are in our language and specific strategies for teaching this structure for our students. Ask how many participants was directly taught syllable structure when they attended college. Before going onto the next slide ask the participants to write down the syllable types they are familiar with on their note taking document. Do not ask them to share as this is for their personal benefit. After this section the participants can compare how accurate they were. .

Slide

9 What is a Syllable?

―A Syllable is a unit of pronunciation that is

organized around a vowel. It may or may not

have consonants before or after the vowel.‖

“I sure wish somebody

had told me that before!”

Child Friendly: A syllable is a word or part of a

word with one vowel sound. Every syllable has

to have at least one vowel.

Moats, 2011

Click 1: Discuss the definition click and a child and an example of a child friendly definition appears. Click 2: It is important to remind participants to use child friendly definitions for younger students. As teachers we have to be mindful that we cannot take things for granted and think that our students know even the simplest concepts. This is a student in NC who was receiving a reading intervention to address some skill deficits. This student had some knowledge of syllables but had no concept of the fact that syllables have to contain vowels. Click 3: When this child friendly definition was given to him, he made this comment “I sure wish somebody had told me that before!” Complex syllables is any syllable containing a consonant cluster; a sequence of 2 or more consonants phonemes in the same syllable. These are harder for children because of the blends, digraph blends (examples: (shrine, stick, strict, shrink Simple syllables; a syllable that doesn‘t contain any consonant clusters (examples: cake, time, bee, she,) The syllable definition comes directly from Louisa Moats Moats, Louisa. (2011) Speech to Print: Language Essentials for Teachers 2nd edition. Baltimore: Paul H. Brookes Publishing Co. p. 281

Slide

10 C losed

L consonant-le

O pen

V owel team

E vowel consonant “e”

R -controlled

2

Activity: Handout #2 CLOVER Flipbook Tell the participants this handout will be used to cover all of the syllable structure. Quickly explain that we will be covering the syllable types in a typical teaching order. Explain that the CLOVER is just for the mnemonic to aid them in acquisition of the syllable types and is not the teaching order! Tell the participants that there are 6 syllable types that will be taught and that we will be going into quite a bit of detail for each one. THE BIG PICTURE: Syllable patterns are the spelling patterns in words that are the key to pronouncing the words – the pattern of letters tell us how to pronounce the vowels. As we explore syllable structure we will first look at the vowel(s) in the word and what comes after it. This is what determines the type of syllable and how to pronounce the vowel. Tell participants you will explain this in more detail as you go through each syllable type and to take note that the vowels will be colored coded to focus in on the vowel patterns. Many specific reading programs come with letter cards with vowels color coded separate from the consonants. ***Have the participants cut across the front page to separate each syllable type. They will be filling in the blanks for each syllable type that is covered and will be marking up or coding each syllable type. Note to trainer: Materials needed: Make a sample of the CLOVER handout. Fill in

all blanks before hand for your reference. Make sure you have a pocket chart, individual sound cards or magnetic board with individual sound cards with magnets on the back (2 sets if possible because of chosen have vowels coded in an alternate color from the consonants. For each of the syllable types as a trainer you will be making these words using individual sound cards as each syllable is introduced. If you would like to use additional words other than the ones on the slide for this activity feel free to do so. In some cases letter duplication) Make sure the cards exceptions to the syllable types are also introduced.

Slide

11

o kr c

s ka

ulc b

w s te

Closed Syllable

Structure: Only one vowel,

at least one consonant after

the vowel

Type of Vowel Sound: Short

Vowel is marked with breve

2

trick

Handout #2 Clover Flipbook Materials needed: Pocket chart, individual sound cards or magnetic board with individual sound cards with magnets on the back (2 sets if possible because of letter duplication) Make sure the cards chosen have vowels coded in an alternate color from the consonants. Here are examples of closed single syllable words. Note how the different color of the vowels makes the syllable patterns much more obvious. Locate the vowel and put your finger under it. Structure: Only one vowel, at least one consonant after the vowel. The vowel is short and marked with a breve. Remind them vowels are the glue that hold the syllable together and are key to the syllable type. Show participants how to tap out each sound and blend it back together. Go over the structure and type of vowel sound. Discuss digraphs, blends and position of the vowel. Make sure they know the difference between blends and digraphs. On a whiteboard, chart paper or tablets write each word. Model how to mark closed syllables –scoop the word, put a c (closed) under the word and mark the vowel with a breve. Have them write at least one of the words in the Clover Flip book in the designated space. Before you go to the next syllable make sure everyone has the correct information filled in. For this first syllable go ahead and read the definition of a closed syllable. Trainer Information on some Exceptions: ind, old, ost, ild, colt, all (these are usually taught as word families and are only in a few words. These are Anglo-Saxon in origin) Mnemonic from Wilson Reading: The kind old host went wild on his colt. To mark these you may want to show an X marked over the c to show it is an exception to the closed syllable rule.

Slide

12 OPEN

og

em

ulf

ysh

Open Syllable

Structure: Only one

vowel, at the end of a

syllable

Type of Vowel Sound:

Long

Vowel is marked with a

macron

2

we

Handout #2 Clover Flipbook Structure: Only one vowel, at the end of a syllable. The vowel is long and marked with a macron Here are examples open-syllable words. Note how the different color of the vowels continues to make the syllable patterns much more obvious. Note the letter ‗y‘ is a vowel with the long sound of i. Show participants how to tap out each sound and blend it back together. Go over the structure and type of vowel sound. Discuss digraphs, blends and position of the vowel. Identify any blends or digraphs. Have them record and mark up an open syllable in their flip book Explain to the participants that a combination of closed and open syllable structure together make up approx. 64% of our decodable words. For example this could be combinations such as closed/closed, closed/open, open/open, open/closed etc. Before you go to the next syllable make sure everyone has the correct information filled in on their CLOVER handout. You may ask someone to share what words they used to complete the information on open syllables.

Slide

13

t ei m

rd eo v

th eab

y p

Vowel-Consonant-e Syllable

t e

Structure: 1 vowel

followed by 1

consonant sound

followed by an ―e‖

Type of Vowel Sound:

Long

Vowel is marked with a

macron

2

spoke

Handout #2 Clover Flipbook Structure: 1 vowel followed by 1 consonant sound followed by an “e”. The type of vowel is long and the vowel is marked with a macron. Make these words on individual sound cards on a pocket chart. Show how to mark up vowel-consonant-e patterns. Use a word on a card and mark macron and cross out silent e. Have them record at least one word and mark it up on handout #2. After this go over the examples of exceptions to this pattern. Discuss blends, digraphs and explain the function of digraph th in the word bathe Trainer information: You may want to share this information with your participants: The letter y functions as a vowel making the long I sound in this syllable type. U-e makes two sounds: u as in mule and u as in tune. Stress these sounds so participants can hear the difference. U-e can produce the long sound as in mule or /oo/ as in rule but are both considered v-e patterns. Some phonics programs teach the less /oo/ sound explicitly after the students have learned the pure long vowel u pattern well. The program may teach it as a v-e or as an exception There are exceptions to all syllable patterns. Trainer information on some Exceptions: In our English language the letter v will almost always be followed by an e. Examples such as live, give, love and have are taught typically as sight words. Again these words are Anglo-Saxon. ―We do want to discuss a couple of exceptions: Make the word love on the pocket chart. Say – the „e‟ on the end of love is there in English because words can‟t end in v in English (have give live). The letter E is on the end as a place holder and is important for spelling.” Before introducing the vowel-team syllable make sure all participants have filled in their CLOVER handout.

Slide

14 h ea t n igh t

oi nc mn oo

toab

dh ea

Vowel-Team Syllable

Structure: Two or more vowels together that stand for one

vowel sound (may include consonants as in ―igh,‖ ―eigh‖)

Type of Vowel Sounds: variant sounds; long, short,

diphthong sound

2

draw

Handout #2 Clover Flipbook Structure: Two or more vowels together that stand for one vowel sound (may include consonants as in “igh,” “eigh”) Type of Vowel Sounds: variant sounds; long, short, diphthong sound These slide shows a number of vowel teams in words. Discuss with the participants that often teachers have taught ‗the two vowels out walking, the first one does the talking‘ might need to be revisited in instruction as it is really only true 37% - 43%of the time. It will work if the pattern is ee, ay, ai, and oa but not for examples such as: oo, oy, ew, au, aw Show marking up – circle the vowel team. Before you go to the next syllable make sure everyone has the correct information filled in. Ask for a volunteer to read their information to the group.

Slide

15

f

ir

ar m

f eror k

n d

h

oo

dd th

rurb

R-Controlled Syllable

Structure: 1 or 2 vowels followed by ―r‖

Type of Vowel Sound: r-controlled

2

her

Structure: 1 or 2 vowels followed by “r” Type of Vowel Sound: r-controlled http://www.youtube.com/watch?v=Q1bpT3YNN50 This is a web link to a ―Bossy R‖ THE ELECTRIC COMPANY: Veronica Jackson's "Bossy R" and is also on the web as a resource. Discuss the first bullet: The most common r-controlled vowels have one vowel followed by r. Examples of two vowels followed by r include ear which has different sounds in fear, wear, and bear, and also air which is more consistent in sound in words such as hair, fair, stair. We also have words with eer. Note: some programs classify some of this latter group of patterns differently but this is not really important – the important thing is that the teacher understands that there is a logical system and can point this out to the student. Before you go to the next syllable make sure everyone has the correct information filled in. Solicit a volunteer to read how they filled in the blanks.

Slide

16 O

pen

Clo

sed

t a l e

r i l e

p a d

ig g l e

Var

iou

s m l ear

b ee l e

Consonant-L-e Syllable

l eb

f l e

l ed

g l e

b l e

t l e

Structure: Consonant

followed by ―L‖ followed

by ―e‖; found at the end

of a word unless part of

a multi-syllable word

Type of Vowel Sound:

schwa

2

sim ple

Structure: Consonant followed by “L” followed by “e”; found at the end of a word unless part of a multi-syllable word Type of Vowel Sound: schwa You may want to remind participants about schwa that was referred to when we discussed the structure of the English language in unit 4. A couple of examples of multisyllable word include: gentleman, simpleton.

Slide

17

m a

Consonant-L-e Syllable

l ep

l ep

p

a p p

2

The slide begins with the words map. Ask participants why the ‗a‘ in map is short (it is a closed syllable). CLICK 1: (MAPLE) Letters le rise up with magnet and draws the p towards it. The le draws the previous consonant toward it because the le syllable always consists of three letters, a consonant plus le. When the p becomes part of the second syllable the first syllable becomes open causing the a to become long. The word, of course, is maple. CLICK 2: (APPLE) The syllable ap appears with short vowel sound because it is a closed syllable. CLICK 3: Le rises up, produces a magnet, and draws the p toward the final syllable. This leaves the a open and it becomes a long a. If left alone the word would be aple with a long a. CLICK 4: An extra p slides into place. The a becomes short again because the syllable is closed. This is why many words with consonant-le syllables have a double consonant—to close off the first syllable. Examples: bubble, giggle, rattle Show how to mark up. Make sure everyone has the correct information filled in the appropriate space. You may wish to have a volunteer read what they filled in. Before going to the next slide which shows syllable frequency have your participants refer back to the information they recorded on their note taking document and have them check to see how they did. This is a reflective activity and not intended to be shared with the group unless someone volunteers to share.

Slide

18 Syllable Types % of Frequency

Closed 43.3%

Open 28.9%

Vowel-e 6.7%

Vowel Team 9.5%

R-controlled 10.2%

Consonant-le 1.4%

Syllable Frequency

BIG IDEA: Syllable patterns are important! Look at how many words students can read if they know closed and open syllable patterns – over 70% of all words in our language! These are also listed on the back of your CLOVER handout. Closed 43.3% Open 28.9% Vowel-e 6.7% Vowel Team 9.5% R-controlled 10.2% Consonant-le 1.4% You may wish to cVce is not that common in the English language but these words are frequent in beginning readers. Make sure participants understand that the spelling (orthographic pattern) determines the syllable type. In good phonics programs, these will be taught explicitly AFTER the students have learned the pattern well. This resource is from Arts/Reading. February 18, 2011. Digging Deeper with. Differentiation ... instruction utilizing F.A.I.R. and Interim data; ... (instructional reading level). District Interim. Assessments ... ©2009 Florida Department of Education ... languageartsreading.dadeschools.net/.../Differentiated%20Instruction%20Feb%202011%20Gr%203-...

Slide

19

Closed -le Open

Vowel teams Vowel-e R-controlled

pancakepan cake

pan

cake

staplesta ple

plesta

3-4

Handout #3: Syllable House #4 Syllable Chart will be for recording the words in the syllable sorting activity. See directions in resource guide for instructions.

Slide

20 Unit 6

Teaching Word Identification

and Spelling

• Rationale for explicit instruction in decoding and

Spelling

• Exploring syllable structure

• How to teach decoding and spelling

• Fluency

• Assessment for reading, spelling and fluency

At this point we have covered both the rationale for teaching syllable structure and have learned the syllable types along with an activity for sorting according to their structure. This activity should reinforce how regular our language is and should provide the necessary knowledge that as educators we need to have. It is important to note that we do not teach all of the syllables at once and that these patterns are taught over a period of time. Now that we‘ve spent time expanding our knowledge of syllable structure we are better equipped to share this information with our students. In this next section we will explore some ways in which we can teach in systematic ways to provide our students with sound strategies for decoding and spelling. While some programs may teach syllable combining early on we are going to first only look at teaching strategies of one syllable words. There are several really good resources cited for this unit. The following are articles that can be downloaded from the internet and you may want to print off one copy for reading and put in your notebooks. The first two are recommendations from Louisa Moats: How Spelling Supports Reading: And Why It Is More Regular and Predictable Than You May Think; American Educator, Moats Winter, 2005 /06. This article can be found at http://www.dyslexia-ncbida.org/articles/winter08/beyond _phonics.html Teaching Decoding by Louisa Moats http://www.readinghorizons.com/research/teaching_decoding.aspx Beyond Phonics by Nancy Cushen White, Ed.D and comes off of the NC Branch of International Dyxlexia Association website: http://www.dyslexia-ncbida.org/articles/winter08/ beyond_phonics.html Beyond Phonic Review contents of this section using the top down web.

Slide

21 Principles for Systematic Instruction

Teach system of phoneme grapheme correspondence in logical order

Teach pattern recognition; not rule memorization

Use active engaging hands on methods

The next two slides are going to provide specific principles of instruction. These are recommendations from Louisa Moats How Spelling Supports Reading: And Why It Is More Regular and Predictable Than You May Think; American Educator, Moats Winter, 2005 /06 This article can be found at http://www.readingrockets .org/article/8845h The first two are recommendations from Louisa Moats: How Spelling Supports Reading: And Why It Is More Regular and Predictable Than You May Think; American Educator, Moats Winter, 2005 /06 . This article can be found at http://www.readingrockets.org/article/8845h Teaching Decoding by Louisa Moats http://www.readinghorizons.com/research/teaching_decoding.asp x

Slide

22 Principles for Systematic Instruction

Teach decoding and spelling together

Teach total word structure

Reid Lyon and Louisa Moats suggest that learning should be controlled and the amount of instruction and practice needs to be monitored for students with learning disabilities. To make sure that a word image is formed for automatic recall and retrieval without conscious thought it is suggested that instruction should consist of 80% of old information coupled with 20% as a good rule of thumb for individuals who spells poorly. Also the number of words should also be taken into account; students who learned 5-6 words per day and were tested per day did better with learning the words. Students with severe disabilities did best with only learning 3 words per day. Teach one concept at a time if a new concept, rule or generalization is being taught. The students may need 30 or more examples being practiced during a session for the pattern can be internalized therefore children need lots of repeated exposures. Grace Fernald in 1943 found that some children needed up to 40 times of writing a word correctly before they remembered it. Good spellers were able to learn as many as 20 new words per week when given the words at the beginning of the week and tested at the end of the week. Moats, Louisa (1995) Spelling Development Disability and Instruction. Pro-Ed, Inc. p 90

Slide

23

Spelling Reading

―Word Study is a specific and focused

attention to the encoding (spelling) and

decoding (word level reading words)” Apel,

2007

McEwan, 2009

5

Handout #5 Multi-Linguistic Knowledge for Spelling (Refer your participants to handout#5. Tell them this handout is for participants to take home for further reading on word study. Spell Talk, the spelling program referred in the handout, uses this word study approach) Do not spend time on this handout as it is simply an added resource they may find beneficial but there is not time to go into the detail that is needed to teach this thoroughly. After looking at the principles of systematic instruction tell your participants that instruction of word level reading/spelling will be referred to as a “Word Study” approach. We want to emphasize what is taught for decoding is reinforced with spelling. In the upcoming slide we will look specifically at what word study should involve in primary grades. For additional reading for trainers: What Do Spelling Errors Tell Us About Language Knowledge? Jan Wasowicz, 2007 that is in the trainer‘s resource. The Word Study definition was written by Kenn Apel cited in Teach Them All to Read by Elaine McEwan 2009 Spelling skills have been linked to other literacy and literacy related skills such as reading, phonological/phonemic awareness and morphological knowledge. Strong correlations between these have been recognized for some time. Research has shown that if there is explicit instruction in sounding out words decoding will improve. Research is suggesting that spelling instruction play a more important role in literacy instruction. It is still not uncommon to have words introduced on Monday followed by a test on Friday. The Friday approach encourages students to memorize. Often the spelling words aren‘t related and might be theme based or pulled from content areas. According to Steve Graham, 2008 when some spelling instruction does occur many students only receive less than 30 minutes per week. While working with decoding instruction is good it is not sufficient and research has surprising findings. When teachers focus only on reading to improve both reading and spelling the research demonstrates while there improvements in reading there is a drop in spelling.

Slide

24

K - 2 3 4 5… …8+

Phonological

awareness

Alphabet

Sounds

Decoding &

Spelling

Compound

Words

Prefixes and

Suffixes

syllable

division

patterns

Latin

roots

Review

of all

previous

material

Greek Combining

Forms

The Continuum of Integrated

Decoding and Spelling Instruction

Syllable

Patterns

K., Marcia. Unlocking Literacy: Effective Decoding & Spelling Instruction. 2nd.

Baltimore, MD: Paul H Brookes Publishing, 2010. Print.

Have the groups talk in their groups about the Word Study skills generally taught in K-2 and how it is addressed in their schools. What programs do they use? How much time is devoted to Word Study and what does that instruction look like? Are syllable patterns explicitly and directly taught? Take a couple of minutes to share out. Tell the participants that we‘ve posted the Common Core standards on the SIP website for grade level curriculum standards. You may have the Common Core website posted for participants to write down. http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

Slide

25

Active &

Strategic

Engagement

Moats 1995, 2010

VAKT

We are moving from what to teach to how to teach. Our students need to be involved with the patterns and words they are learning for reading and spelling. To reinforce principles of instruction we want to encourage practices that actively involve our students. To do this we will look at a few ways to actively engage our students in ―Word Study‖. These next few slides will show examples of Active, Engaging, ―Hands-on‖ Methods the brain responds to novelty and to tasks that engage learners to respond actively and strategically; therefore we learn better by doing than just by listening. Activities such as these will result in more thorough word learning for reading and spelling. This builds the case for encouraging teacher-student interaction to work with concepts and worksheets/workbooks to be for independent practice. Use techniques that require learners to select, classify and consciously manipulate sounds and letters. Moats, Louisa. (2011) Speech to Print: Language Essentials for Teachers 2nd edition. Baltimore: Paul H. Brookes Publishing Co. Moats, Louisa (1995) Spelling Development Disability and Instruction. Pro-Ed, Inc. p 90-91 Remedial teachers have used VAKT instruction rather than a unisensory approach and have found this method produced better results for their students. (1943 by Fernald, 1960 Gillingham and Stillman, King 1984, Bryant and Bradley 1985, Hulme, Monk, and Ives 1987, Thomson 1991)

Slide

26 Word Study:

Instructional Strategies

•Discovery

•Marking Up

•Sorting

•Mnemonics

Tell the participants that in this few slides we are going to explore these 4 instructional strategies for teaching decoding and spelling. These are NOT the only ways to teach decoding/encoding or word study. Make the point that you will be basically addressing one syllable words to begin with and then later we will move towards multi-syllabic words.

Slide

27

ew

Word Study: Discovery

t

6

This is one way to introduce the closed using a visual cue. Here we have one vowel, with one or more consonants after it, the vowel will be short. Students will be helped by a mnemonic like the one presented here where the final consonant represents a door that closes off the vowel sound keeping it short. You can use an index card and cut open a door way for your students to make it tangible and multisensory. They are sure to remember opening and closing the door. Later, we can teach the open syllable pattern using the same analogy. When the door opens (there is no consonant there), the vowel is free to shout it‘s name out the door.

Slide

28

Used with permission by Flyleaf Publishing

Word Study: Discovery

Click Video: Discovery Sort Used with permission by Flyleaf Publishing from Laura Appleton-Smith Discuss the background information for this video prior to showing it. This Maureen Ruby who wrote the activity guides for Flyleaf Publishing books who is working with a group of students who are reviewing a list of controlled pattern words that appear in their story, Mr. Sanchez and the Kickball Champ. At first the students are sorting words with the /ch/ in the beginning, middle and end discussing the sound of /ch/ and where it occurs. You can see that this instructor does a formative assessment by targeting certain words with particular children to see if they have learned the word. After they work to complete the sort the students are asked to work with the final column in which the /ch/ appears at the end of the word. Before this sort the word sandwich is removed from the pile as one that doesn‘t play fair but she gives an explanation as to why. Using the discover methods following the resorting of the remaining /ch/ words the students then create a hypothesis of when to apply the spelling of /ch/ using the letters tch or ch. Watch the video until the students have sorted a few of the words and generalize the pattern. www.flyleafpublishing.com

Slide

29 Student List – Unit 18

Highlight long a. Draw a line through silent e.

Review

A B C Words

take make lake quack

bag dad came all

name same bag less

had cake made buns

gave lake mat doll

tape lap cab fuss

Word Study: Marking Up

This slide (from Word Study by Stamey Carter) illustrates another type of word level practice. The teacher has explicitly taught the syllable type vowel-consonant-e and the students have opportunity to mark up. As you can see there is review words on the right hand side because all students benefit from review of past concepts. It is critical that the students we are talking about in this course have ample practice with past concepts as well as new information. This marking up serves as a cueing system to help with solidifying the patterns being taught for quick reading and to reinforce the spelling.

Slide

30 Word Study: Sorting

ff

stiff

cuff

huff

off

spiff

ll

well

bill

dull

spell

sell

ss

dress

gloss

cross

class

kiss

zz

fizz

razz

jazz

fuzz

frizz

THE BIG IDEA: ―Comparison, sorting, and classification are much more effective than rule recitation alone for learning about patterns.‖ There are different ways to use word sorting for reading and spelling for learning patterns. A closed sort would have a pre-determined heading such as ff, ll, ss, zz or word cards with that pattern such as stiff, well, dress, and fizz. The students would sort according to the pattern within a whole class, a small group or individually. Anytime students are sorting it is best practice to have them read their columns back for automatic word reading. Ask questions to further clarify the grouping so comparison and classification can be addressed. For example, if the ―student‖ says, I put the ones with ff‘s ll‘s, ss, zz‘‘s together.‖ You might say, ―Yes, that makes sense. Can you tell us what sound the vowel is making?‖ You might continue questioning to establish that all the vowels are short, and that in each word immediately following the vowel is followed by a double consonant ff, ll, ss, zz. This makes them all closed syllables which tells us they should all have short vowel sounds, which they do.

Slide

31 Word Study:

Phoneme Grapheme Mapping

t i ck d o dge p i tch

p a ck r i dge w i tch

th i ck b r i dge p a tch

t r a ck g r u dge s w i tch

r o ck j u dge th a tch

Adapted from Phonics and Spelling Through Phoneme-

Grapheme Mapping

7-8

Handout # 7 Grapheme/Mapping Handout This phoneme grapheme mapping idea has been adapted by Phonics and spelling Through Phoneme-Grapheme Mapping by Kathryn Grace-Sopris Activity: You Do: Quickly draw a grid on chart paper and model these words: track, hope, and grudge. Talk about the rationale for the phoneme/grapheme placement. After modeling then do a few with your participants. We DO: Have participants use handout #7 to write the words in the grids. whim, shift, fish. Next have them independently do the last two words. Have them compare the words with their neighbor and discuss the number of sounds and corresponding graphemes. You Do: help, script. (Words such as hope, dime have 3 graphemes. The „pe‟, and „me‟ would be placed in the same box representing one sound but indicating the knowledge that the letter e is there for orthographic representation.) Handout #8 28 Rules for English Spelling After completing the activity refer participants to this handout to use as a quick reference that has been provided by Riggs Institute. www.riggsinst.org

Slide

32 Word Study: Mnemonics

“…the most effective

mnemonic devices are

those that students make

up themselves.” Wolf, 2001

The princiPAL

is your PAL.

9

Handout #9 Mnemonics and Cues for Spelling. Talk about the benefits of using mnemonics. Research shows that mnemonics that students tend to remember the mnemonics they create themselves. Have groups work together and share a favorite mnemonic or create a mnemonic to share at their tables. Solicit a few volunteers to share. Mnemonics are memory devices that help learners recall information, especially in the form of lists like characteristics, steps, stages, parts, phases, etc. Mnemonics work on the principle that the brain is always looking for patterns or associations between information filtering information. In 1967 Gerald R. Miller did a study to see the effects of recall with the use of mnemonics He found that students who regularly used mnemonic devices increased test scores up to 77%! Many types of mnemonics are used especially with students who have retrieval problems. It is a more efficient way of acquiring the information more efficiently. This is a

website that provides additional information: http://www.learningassistance.com/2006/january/mnemonics.html Music, Name, Expression/Word, Model, Ode/Rhyme, Note Organization, Image, Connection, and Spelling Mnemonics (Mnemonics, Acronyms, Stories, Pictures)

Slide

33 Word Study: Mnemonics

Live Spelling

33Letterland Int.

Click Video: Live Spelling The concept of live reading and live spelling originated with the Letterland program. In this picture children are using the cueing system to assist with their grapheme-phonemic awareness. www.letterland.com

Slide

34

Letterland Int. 34

Word Study: Mnemonics

Live Reading & Live Spelling10

Handout #10 Live Reading and Live Spelling Optional Activity: The concept of live reading and live spelling originated with the Letterland program. In this picture children are using the cueing system to assist with their grapheme-phonemic awareness. If you are familiar with Letterland use participants to demonstrate the concepts of live reading and live spelling using the picture code cards. If not plain letters could be used. See trainer Resource Guide for Live Reading and Live Spelling directions. Activity Demonstrate and practice the multisensory reading and spelling of the following: Words to Build: cat, hat, had Words for spelling: mop, map, cot, cob

Slide

35 green

tree

see

feet

week

feel

free

three

wee

glee

eat

meal

heat

heal

read

team

meat

leaf

treat

tea

Word Study: Mnemonics For Vowel Teams

ACTIVITY: This may be an optional activity especially if you have a middle school or high school group or if time is short. If the activity isn‘t done explain how this type of mnemonic activity is used to assist with vowel teams. Materials: Pass out chart paper and colored markers. Directions: Have participants in pairs or small groups, write a brief story, poem, song, chant, rap or illustration that relates all the ea words and one group do the same but use the letters ee. Have several groups share their story with the whole group. PROBLEM: The problem in learning to spell these words is knowing which are spelled with ee and which with ea. There is no rhyme or reason why some words have ee and some ea. In fact, many of these have homonyms which are spelled differently week/weak, feet/feat/ meat/meat, etc. With these patterns there are no clues as to which one should be used. Students must memorize which pattern goes with each word. SOLUTION: Students and teacher create meaning links between words that are spelled with the same pattern this may be in the form of a picture, a story or a song. Tell participants this ―story‖ that a group of students related the ee words in this set: ―We like to be outside in spring and see the green grass and trees. We like to feel the grass with our bare feet. We hope the weather stays nice all week so we can enjoy the green spring.‖ Then to show that these stories are fairly easy to remember, ask ―What see have to do with this story. What about ―feel?‖ What about ―week?‖ The next step for students would be review the words on cards and remembering how each related to the story. Then the teacher could call out word (the students can‘t see them) and ask them to relate to one of the stories and then tell which spelling pattern ea or ee. Each day you study the words; have a student(s) review the story for the group, then try dictating some of the words for spelling. Have students spell the words in two columns one for ea and one for ee. Later if a student misspells a word, the teacher can ask, ―Does that word go with the green story or the eat story‖ to prompt a correction.

Slide

36 K 1 2 3 4 5… …8+

Phonological

awareness

Alphabet

Sounds

Anglo-

Saxon

consonants

and vowels

Compound

Words

Prefixes and

Suffixes

Syllable

and

syllable

division

patterns

Latin

roots

Review

of all

previous

material

Greek Combining

Forms

The Continuum of Integrated

Decoding and Spelling Instruction11

K., Marcia. Unlocking Literacy: Effective Decoding & Spelling Instruction. 2nd.

Baltimore, MD: Paul H Brookes Publishing, 2010. Print.

Handout # 11 Scope and Sequence for Upper Grades Spelling Orthography Refer your participants to the handout and explain that it provides a sample of a typical scope and sequence of skills taught for this grade span. Since the emphasis of one syllable words have been stressed and if sufficiently taught then our students are ready to deal with high levels of word study in grades 3 and beyond. Our focus is on more complex words which constitutes continuation of direct and systematic instruction. Look at the material that is covered and taught from grades 3-5. Again have the participants discuss how ―Word Study‖ is taught in these grades. Are schools using specific programs? How much time is devoted to this instruction? ―Reading and spelling longer words accurately requires the student to parse them by syllable and/or morpheme. Recognition of prefixes, suffixes, roots, and parts of Knowledge foundations for teaching reading and spelling compounds, and recognition of the morphological structure of words to which inflections have been added, facilitates word recognition, access to word meaning, recall for spelling, and ultimately, comprehension‖ (Perfetti, 2007) Perfetti, C. (2007). Reading ability: Lexical quality to comprehension. Scientific Studies of Reading, 11, 357–383. http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

Slide

37

―Knowledge of morphology is critical to the

acquisition of the longer, more complex

written words that occur …in reading

materials from mid-elementary school

through high school and college.‖

Teacher Knowledge

Virginia W. Berninger, 2006

This quote comes from Virginia Berninger; Developmental Dyslexia: A Developmental Neurolinguistic ApproachVirginia W. Berninger, William Nagy, Todd Richard, and Wendy Raskind, 2008 Many institutes or higher education are not addressing this in their programs of study since comprehension is the focus beyond primary grades. We need to work towards getting this as part of their pedagogical studies.

Slide

38 “Now is the

time that we

must choose

between what is

right, and what

is easy.”

Albus Dumbledore in Harry Potter and the

Goblet of Fire

Meanwhile it is up to our schools to acquire the necessary knowledge of morphology and word study. We as educators have to recognize the importance of this knowledge and advocate for this study in our school curriculum. For elementary and beyond this is a gateway to creating even better readers as it equips them with better understanding of word structure in more complex words and patterns.

Slide

39 Word Study: Multisyllable

Readers break the syllable between

letters that rarely occur in sequence within

a syllable. In this word, between g-w and

z-p.

cagwitzpatcag witz pat

When we look at a longer word, certain letters are drawn together in our minds because they appear frequently together in syllables. Other letters push apart in our minds because we seldom see them together in the same syllable. This process helps us break words into syllables mentally and process each syllable quickly to decode the whole word. Of course, all this skill develops over a long periods of time from massive exposure to words in text. For most of us this process develops through all of elementary school. It doesn‘t happen overnight for anyone.

Slide

40 Word Study: Syllable Division

12

Video: Syllable Division Dr. Rebecca Felton is using guided discovery to teach syllable division rules. She is presenting the most common first – when there are two consonants between the two vowels. She leads the class in discovering the rule and how to read a multisyllabic word. Watch as she teaches explicitly using multi-sensory supported instruction. In the next set of slides you will see how to then move on to larger chunks for reading and spelling.

Slide

41 Word Study: Decoding Multi-Syllable

Words

Students use this

multisensory method to

read compensate

pancake

subtract

simple

confident

demonstrate

morphemic

orthographic

com pen sate

This slide shows how a student who has difficulty reading multi-syllable words can be taught gradually to read longer words. Words are written on syllable cards and they read them in small segments followed by putting the words together. The student reads each syllable touching each card and then scoop under each syllable and then read the word as a unit. To begin instruction students work with two syllable words using the syllable structure they have been taught and then move onto 3 syllable words etc. but only as mastery and automaticity has been established. Model this for the participants: You will need to use blank index cards (laminated works), or some other material that you can write on. One resource that works nicely is to get white marker boards from Lowes Hardware or Home Depot and have them cut about the size of large index cards. You can then use wipe off markers to demonstrate the words one at a time. (Prior to this unit if you want to pre-write the words on syllable cards and have ready to demonstrate that will be fine.) You also can model a child just scooping under each syllable and then reading it as one word. Use words the words provided on the slide to demonstrate from. You may adapt the words you to adapt to your audience but just make sure the syllables are regular and the syllable division rules work to avoid demonstrating exceptions. The last point to cover is to remind participants that as readers encounter words with more than one syllable they will be reading words with the schwa sound. You will be covering schwa on a limited basis in subsequent slides. Tell participants that after working with syllables then whole word reading it is important to go back and read all the words for accuracy and automaticity. Read the list of words with your participants.

Slide

42 Stake out the Schwa

―The schwa is like a

vampire; it sucks the sound

out of vowels in unaccented

syllables, leaving them

muffled and lifeless.‖

Spellography, Moats, Rosow

cotton wagon pocket

13

Handout #13 Stake Out the Schwa (Optional Activity) This comes from Louisa Moat‘s & Bruce Rosow‘s spelling program Spellography. She uses a vampire theme to explain concepts like the schwa. Go over these words emphasizing the syllables containing the schwa sound. There may not be time to complete this activity but is available depending on your participant audience. Activity: Use Stake out the Schwa Activity using Handout #13. Directions for this activity are found directly on the handouts. if you have teachers who work with upper elementary, middle school and high school. Example: contract with emphasis on the con; say with emphasis on the tract – the vowel sound in con is reduced. Use page 2 of handout 15 for examples to review.

Slide

43 Word Study: Spelling Multi-Syllable

Words

s u b t r a c t

sub tract

This is a way of scaffolding instruction for spelling used for students who need lots of support and aren‟t ready to spell full syllables at a time. Watch as I model how to provide instruction to spell multi-syllable words using syllable cards and letter tiles. Some students need this instruction before writing the words. Watch as I model. Model for participants: The word is Subtract. 1) Repeat the word subtract “subtract” 2) Touch each card and say each syllable one at a time ―sub” “tract” 3) Next touch first card and repeat first syllable, “sub” 4) Spell first syllable aloud as you pull down a letter tile for each sound represented “s- u- b” 5) Now touch the second syllable card and say “tract” 6) Spell the second syllable as you pull down a letter tile for each sound in tract “ t-r-a-c-t” 7) Scoop under each syllable spelling together “s-u-b-t-r-a-c-t” subtract 8) Spell it orally without looking at it say “subtract” “s-u-b-t-r-a-c-t” After modeling this process also share with participants that Orton Gillingham programs

may provide this much support along with sound tapping each syllable before pulling down the letter tiles. This is for those students with double and triple deficits. If time permits you may wish to demonstrate a couple more words such as kickball, re-quire, complex

Slide

44

sub tract ing

Simultaneous Oral Spelling (SOS)

Multi-Syllable Words

sub tract ing

Now we are going to continue to scaffold our instruction for our students for writing multi-syllable words to lead them to more independence. This is similar to the previous slide but involves writing each syllable one syllable at a time. This requires the student to segment each syllable and to hold larger chunks in their working memory before writing. I will demonstrate a couple and then we will try some together. You will be demonstrating how to spell using the SOS method having participants watch while you do this. Use sticky notes, syllable tiles, felt squares, construction paper marker board tiles etc. for each syllable. Cue them on the steps: “The word is subtracting” • Repeat whole word, ―subtracting” • Touch imaginary cards and say each syllable, ―sub” “tract” “ing” • Touch first card and repeat first syllable, “sub” • Spell first syllable aloud, ―s-u-b” • Write first syllable while saying letter-names, “s-u-b” • Touch and say second syllable “tract” • Spell second syllable aloud, “t-r-a-c-t” • Write second syllable while saying letter-names, “t-r-a-c-t” • Touch and say third syllable, “ing” • Spell third syllable aloud, “i-n-g” • Write third syllable while saying letter-names, “i-n-g” • Underline or scoop each syllable spelling it aloud quickly “s-u-b-t-r-a-c-t-i-n-g” Have the participants practice a few: requirement, Microsoft, computer

Slide

45 K 1 2 3 4 5… …8+

Phonological

awareness

Alphabet

Sounds

Anglo-

Saxon

consonants

and vowels

Compound

Words

Prefixes and

Suffixes

Syllable

and

syllable

division

patterns

Latin

roots

Review

of all

previous

material

Greek Combining

Forms

The Continuum of Integrated

Decoding and Spelling Instruction

K., Marcia. Unlocking Literacy: Effective Decoding & Spelling Instruction. 2nd.

Baltimore, MD: Paul H Brookes Publishing, 2010. Print.

After teaching and laying a foundation for syllable combining and division the word structure becomes much more complex. Notice the emphasis change to word structure that involves Latin roots, Greek combining forms along with continued review and application on past concepts. At this point the learners are encountering much longer words which are more content specific. Have the groups talk about what is generally taught at their current grade level in the area of reading. In the upcoming slides we will be looking at some specific examples of this structure. As a reminder to the participants: The new Common Core Standards that breaks what is covered per grade level and is cited on the NC SIP website. Some districts and states will elect to add to the standards to be even more specific as to what is covered at each grade level. http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

Slide

46 It‟s Rootamentary My Dear Watson

This picture is to take us back to our roots. As we‘ve discussed in the Structure of English Language unit the study of morphology plays an important role in reading, spelling, vocabulary and comprehension. There are several strategies and mnemonics that are used to help assist students with quick decoding of words with affixes attached. In the next slide we will be exploring an example of a specific approach that has proven beneficial to students.

Slide

47 Multisyllabic Word Identification

Using Structural Analysis

• H – highlight the prefix

and/or suffix parts

• I – identify the sounds in

the base word

• N – name the base word

• T – tie the parts together

• S – say the word

(adapted from Archer, Gleason & Vaughn, 2000)

exportable

unlikely

disagreement

unexpectedly

(The HINTS strategy is adapted from Archer, Gleason & Vaughn, 2000) This model using structural analysis for reading words with prefixes and suffixes comes from Anita Archer‘s program Rewards. Go over the HINTS strategy and be prepared to model the first two examples: exportable and unlikely. I Do: HINTS is used as an acronym to assist our students with a quick strategy to use when they encounter these types of words. Let‘s look at the first one. The ex is a prefix and able is a suffix so I have highlighted them in red. Next identify the sounds in the base word and then name the base word. As I look at the sounds between I see the root port and say that aloud. Finally to put the word parts together I will read through each highlighted/segmented part to read ex port able and then quickly read the word ―exportable‖. In the beginning stages of this strategy for structural analysis you may encourage your students to scoop underneath each part before they read it together. Now let‘s look at the word unlikely. Model and discuss unlikely. “We do” Next have the participants discuss disagreement and unexpectedly with a partner and then have someone report out. “You do” Refer your participants to handout #14 and have them work with their partner to practice ―HINTS‖ strategy with a few of the words provided. This is modeling the ―I do‖ ―We do‖ ―You do‖ instructional routine.

Slide

48 Words for Hints

• manufacture

• consultant

• performance

• incentive

• respectful

• conductor

• ungrateful

• consistent

• deception

• unhappiness

14

Handout # 14 Multisyllabic Word Identification (HINTS/SPLITS) Trainers you may want to have a few copies of the handout (#3 Latin Roots from Unit 4) that participants received when we covered the Structure of English Language. (If you decide to have them on hand one per table should be sufficient) Be mindful that the participants might have lively discussions about these words and their word parts. Tell the participants to work with their partners and use the HINTS mnemonic to use structural analysis to identify the prefix, base word, root, suffix in words listed on the slide. Choose 5 words, write them down and do the the HINTS strategy. Refer to the Latin Roots handout as necessary. H– highlight the prefix and/or suffix parts I – identify the sounds in the base word N – name the base word T – tie the parts together S – say the word Tell the participants that also on their handout are another strategy: SPLIT (adapted from Durkin, 1993) Due to time they are not expected to apply the SPLITS strategy but take as another good resource to use with students. •S-see the syllable patterns •P–place a line between the syllables •L–look at each syllable •I–identify the syllable sounds •T–try to say the word

Slide

49 Teaching Irregular Words

wasRegular word

shesheshesheRainbow Spelling

see

15

where

Handout #15: 107 Most Frequently Used Words in Written English Because we want students to approach irregular words in a different way than regular words, it is a good idea when working with word cards to routinely make irregular words in different color ink or on different color cards or in some format that will provide a reminder to your students not to sound out the word. An example of this is the word was. You don‘t want your students to remember that w-h-o is ―who‖ because it is in blue ink and w-h-y is ―why‖ because it is green. Some teachers will still use white word cards but use ink or card color to highlight difference between irregular words and regular words. Present the words to students and have them tell you which parts of the word are irregular. In the example was, the a sounds like either short u or short o depending on the speaker. The s sounds like /z/. Sky writing and Rainbow Spelling: Use multisensory strategies to practice the letters in the word while saying letter names. Using Sky writing requires gross motor movements of the whole arm to form letters in the air, has also been used to help reinforce by combining auditory, visual and tactile-kinesthetic cues. Demonstrate for your participants. Participants stand up. Use the word „where‟ as the word to practice. Provide them with a good sentence. Then tell them what your procedures will be and then demonstrate for them. With a stiff arm facing away from the participants sky write the word „where‟ with large motor movements. Say the letters as you are writing the word.

Look at word, say letters, say the word Look at word, then close eyes and air write while visualizing Pretend red ink is coming from your finger and write again while spelling Other ways to practice: Write letter on textured surface (such as carpet) Write the letter on paper saying the names of the letters and repeating the word Use rainbow spelling – write a word like ‗she‘ using several different colors The word ‗see‘ written with eyes as a picture cue

The word ‗what‘ with the letter a in red – this is what doesn‘t play fair. The word lip is shown on a card that is white – the word where is on a colored card. Use different colors of cards to help distinguish between regular and irregular words.

Examples of sight words that may become decodable later but need to be taught early: is he she has her http://imagineticsonline.com/prices.php is a good resource for gel boards for practicing irregular words Heart words –underline the irregular part and put a small heart to indicate that these have to be memorized (learned by heart) Kathy Oliver one our talented Reading Foundation trainers, has a website with songs she wrote for teaching sight words and lots more. This link is on the website for participants to check out. www.songs2read4.com

Slide

50 Irregular Words: Visualization

was

Picture a television in front of you. Draw an imaginary TV screen in front of your face. Click enter and read the word was. (Usually words would be written on an index card and the student reads the card directly in front of them) Say the word and orally say the letters as you air write was with your index finger directly in front of your face focusing on the letters as they are written. Look for the slight shadow of the letters you wrote. Ask the student to close their eyes and try to visualize the word. Tell them you are going to ask them some specific questions about the letters in the word. Examples of question to ask the student to answer orally: What was the first letter? Third letter? Spell it backwards…what is the 2nd letter. Spell the word forward. This strategy being emphasized here is enhancing the students' ability to "see" the letter patterns visually in their minds. ( This type of instruction is used in Seeing Stars Nanci Bell, 1997) If time try other words such as: what, very, where, why. Have them practice teaching a word to a small group. Write words on index card.

Sky writing uses gross motor movements of the whole arm to form letters in the air, has also been used to help reinforce by combining visual, auditory and tactile-kinesthetic cues. More recently an air writing technique has been included as a component of a program intended to improve symbol imagery, or the formation of orthographic representations (i.e., Seeing Stars Nanci Bell, 1997). This technique involves having the student look at a word or word part pronounced by the teacher, name the letters, and then use his finger to write the word in the air directly in his visual field while looking at his finger. The student then reads the word from memory and the teacher questions him about the order and placement of specific letters in the word (e.g., "What is the third letter in the syllable?" "What is the second letter?" etc.). The emphasis here is on enhancing the students' ability to "see" the letter patterns in their minds.

Slide

51

youtube 911 message with eucalyptus street

http://www.youtube.com/watch?v=z8nqi-RrfX0

You never know when

advanced word study

might just save a life!

Audio Clip: 911 Emergency Before we leave our decoding and spelling portion of this unit let‟s take a quick commercial break on the importance of being a good speller! Click on the slide for the 911 call. After sharing the 911 call refer participants to the top down web and recap the previous sections of the day. Eucalyptus eu ca lyp tus Word History is copied directly from http://www.word-origins.com/definition/eucalyptus.html ―Date of Origin 19th c. Europeans first encountered eucalyptus trees in Australia at the end of the 18th century. The French botanist Charles Louis l‘Héritier based its Latin name, which he coined in 1788, on the fact that its flower buds have a characteristic conical cover (the Greek prefix eu- means ‗well‘ and Greek kaluptós means ‗covered‘).‖ youtube 911 message with eucalyptus street http://www.youtube.com/watch?v=z8nqi-RrfX0

Slide

52 Unit 6

Teaching Word Identification

and Spelling

• Rationale for explicit instruction in decoding and

spelling

• Exploring syllable structure

• How do we teach decoding and spelling?

• Fluency

• Assessment for reading, spelling and fluency

We have spent the bulk of our day talking about why decoding and spelling are important. We looked at syllable structure and identified the regularity of our English Language. Next we looked at some principles of instruction for one syllable words, multisyllable words and finally sight words. Now tell the participants that we are going to begin to put all parts together. We want to make sure that our students are involved in reading appropriate text so they can become fluent readers. Bring examples of professional books on fluency, leveled text, and decodable text to show during this section. There will not be a lot of time to spend on this section so we want to share sources your have available to refer them to.

Slide

53 Defining Automaticity

Automaticity:

The immediate recognition of

words while decoding.

K., Marcia. Unlocking Literacy: Effective Decoding & Spelling Instruction. 2nd.

Baltimore, MD: Paul H Brookes Publishing, 2010. Print.

We have basically spent our time addressing automaticity at the word level. Make sure that the participants understand that automaticity is only one component of fluency and WHY it is critical for reading comprehension.

Slide

54 Fluency

―Fluency is the most

overlooked aspect in

the field of dyslexia.‖

K., Marcia. Unlocking Literacy: Effective Decoding & Spelling Instruction. 2nd.

Baltimore, MD: Paul H Brookes Publishing, 2010. Print.

This is a direct quote from Marcia Henry‘s Unlocking Literacy 2nd edition (2010) p. 16. We want to make sure that you leave here have an understanding that fluency instruction should be a routine practice in literacy instruction. This isn‘t considered an add on but an intricate part that is woven into our daily instruction.

Slide

55 Defining Fluency

Birsh, 1999

…“Beyond the ability to

merely decode words, the

ability to use punctuation

and other cues to read

smoothly and easily, with

proper speed, accuracy and

phrasing.”

Expanding the definition to include reading with expression which is referred to as prosody. ―Fluency is the most overlooked aspect in the field of dyslexia.‖

Slide

56 Reading Levels

Independent Level

• 98-100% Accuracy

Instructional Level

• 95-98% Accuracy

Frustration Level

• Below 90% Accuracy

16

Handout # 16: Oral Reading Fluency Norms by Hasbrouck & Tindal 2005 This handout provides reading norms that were developed in 2005. Notice the grade levels and the percentiles addressed. Have participants look at the chart and think about a student in the grade level that they teach. What reading rate should a student be reading this time of year? These are stringent guidelines and other reading inventories may have the cut-offs lower. The first step is to select appropriate text for the student to practice. For fluency practice, students should be working at the independent or instructional levels. It is the responsibility of the teacher to provide appropriate materials for fluency practice! Independent level: 98-100% accuracy

read without assistance can be used for fluency practice This should be used for home reading

Instructional level: 95-98% accuracy Some programs suggest 90% as the lower limit of instructional

read with assistance used for fluency after accuracy practice

Frustration level: below 90% accuracy too difficult not used for instruction

Slide

57 Text Selection For Instruction

Decodable Text

Read Alouds

Leveled Text

Data Driven Instructional Needs

17

Handout #17: Text Level Description Handout #17 gives information about leveled readers. (You may want to pass out some leveled text.) Ask how many folks use leveled texts. What is the purpose for using leveled texts? (Example of response – to move kids to higher levels and for assessment). Look at the descriptions of the different levels. Look at text structure that students are asked to read in level F (level 10) mid first grade: What is the overall focus here? (Pattern more characteristic of natural level; more abstract; genres; longer sentences; greater variety of vocabulary). Look at Level I – end of grade 1 – chapter books – complex word-solving in multi-syllable words. Mention decodable readers – use to provide practice for students who are learning to read words with different syllable patterns. Words that students can decode are the words they should be reading. Tell participant decodable text will be talked about in more detail in upcoming slides. Their vocabulary enhancement should come from read alouds rather than from what they can read. Leveled text does not provide the amount of practice that a lot of poor readers need. With poor readers, the only leveled text they should be asked to read is text they can read very accurately. Some may need to work in decodable materials for a long time before they can handle leveled text. Refer back to the students we looked at in previous units and talk about why they needed more pattern driven text. Next refer them to think back to the case study we looked at with the student name Kelly from Unit 5. What kind of text is really needed to improve this student‘s skill deficits? Why is this important to get Kelly into decodable text? It is April and there are just a couple months left in Kelly‘s first grade school year….Would students that fit the profile like Kelly be able to handle reading a DRA Level 10? What about DRA Level 12? What is the instructional focus on these levels? What instructional focus does Kelly need?

Slide

58 • Provide more adult

guidance during

reading

• Use more

decodable text

• Review word

structure, words ,

and phrases before

reading

Model expressive

reading

Provide multiple daily

sessions

More incentives may

be necessary

Use shorter passages

For the More Impaired Readers

Repeated readings work well for more impaired readers but such students often need more guidance and scaffolding during the sessions. Students with more severe fluency problems (e.g., students with retrieval problems) may need much more practice in order to make progress. For some students, daily practice (even multiple daily sessions) is critical for progress. While research indicates that some students may never reach the normal range of reading rate, they can improve! Improvement from painfully slow reading to moderately slow reading is an acceptable goal for some students and may allow them to function independently with modifications.

Slide

59

Skill Application

Range of 70% to 90+%

Controlled Decodable Text

As quick as we

spot them,

they spot us.

The buck and the

doe jump a log and

run along the road.

“That buck was a

big fellow,”

Uncle Joe says.

Refer participants to the decodable books that have been placed on their tables. Take a moment and have them glance through them and discuss at their table some of the skills that the decodable book is addressing. Decodable books are a critical part of decoding instruction for most poor readers. Books with only the letter-sounds, patterns and sight words already taught. Decodable books provide practice in applying the skills that are currently being taught or reviewed. Decodable books should contain controlled patterns that are at least 70% decodable. Bursuck,W. D., & Damer, M. (2007). Reading instruction for students who are at risk or have disabilities. New York: Pearson Discuss how these books differ from Predictable books (those with a variety of syllable patterns in no particular order but with key phrases repeated in the story) or from high-interest/low reading level books (the vocabulary is ―controlled‖ based on high frequency words that are considered appropriate for students of different grade levels) or from ―authentic literature‖ (stories chosen for their literary qualities with no regard for the types of words used). All of these book types have a role to play in instruction; the point is for participants to understand how decodable books differ.

Programs such as Corrective Reading, Language!, Wilson Reading System, and others have decodable stories included in their materials. Several publishers now also have decodable stories for older readers. Talk about how the quality of literature is not the issue, but that some stories are more appealing than others. The point, of course, is for students to practice the skills they have learned. Students should be getting exposure to literature, literary language, new vocabulary and information from teachers reading aloud on a regular basis. Tell participants there is a resource handout on the NC SIP website for Evaluating Decodable Text

Slide

60 RAPID RECOGNITION CHART

sings jumps quick last glass grass

grass glass last quick jumps sings

glass grass jumps sings quick last

last quick sings jumps grass glass

quick sings grass glass jumps last

http://www.readingteachersnetwork.org/tools/

The words generated are taken from a decodable text book that we will be viewing in upcoming slides using http://www.readingteachersnetwork.org/tools/ This is an excellent website. These words were formatted using a resource on the website off of the Neuhaus The words generated are taken from a decodable text book that we will be viewing in upcoming slides. http://www.readingteachersnetwork.org/tools/ These words are taken from the decodable story The Singing Cricket by Laura Appleton-Smith with Flyleaf Publishing. In later slide the words are then put in the context of phrases the students can use for practice and then text.

Slide

61 Word Reading

sings jump last glass

Phrase Reading

sings to me in the grass

Sentence Reading

I let him go next to my swing.

Steps to Reading Connected Text

Talk about the steps to connected text through scaffolding instruction first before showing the video. We‘ve talked about the importance of working at the word level but our goal is to make sure students are reading in text. To assist with automatic fluent reading students may need to work at the phrase level and then move on to the text level as demonstrated on this slide. These words, phrases and sentences are directly out of a decodable book that will be read in upcoming slides. If a student is reading decodable text or leveled text and their reading is labored word for word, choppy and non fluent then this approach should be considered.

Slide

62 Phrase Practice

Introduce the video: Phrase Reading This is a video from Flyleaf Publishing that demonstrates the concept of scooping phrases to improve reading fluency. Maureen Ruby uses a ice cream scoop as a prop to teach the concept of scooping. Notice how creative she is in teaching the concept of scooping phrases. Click anywhere on the black background and a video will begin.

Slide

63 Chunking and Phrasing

“Chunking Machine”

In the grass

at last

Is quick

next to my swing

In the grass

trap the cricket

jumps fast

In the grass

set him free

sings to me

In the glass

at last

next to my swing

Adapted Hook, 2001

Reading in phrases is a very important component of reading with comprehension. Some students do not easily recognize phrases in text and must be taught this skill directly. Marking the phrases for students and teaching them to read the text as marked is one way to teach this skill. It is important to recognize that many sentences can be divided in more than one way. In an article in the Perspectives, Spring 2004, The International Dyslexia Association Pamela Hook and Sandra Jones provide the Chunking Machine as a tool that teachers can make for students to use for practicing phrases. These particular phrases are taken from the decodable story The Singing Cricket by Laura Appleton-Smith with Flyleaf Publishing

Slide

64 Sentence Level Practice

Explain to student the importance of phrasing and expression. Marking text in proper phrases can determine the meaning in the text. An example of this will be made in the following slide. Phrasing: Mark copy of text to indicate natural phrasing. Look for prepositional phrases as they are good syntactic structures for this type of fluency work. Signals: Discuss the importance of looking for signals. Periods require the reader to pause longer. Question marks require the reader to raise their voice at the end. Sentences that end in an exclamation require the reader to read with emotion. It is critical for the teacher to model reading with appropriate phrasing and expression. Initially reading in meaningful phrases and chunking text may be difficult for the reader so pre marking the text (pre-scooping of phrases) may be beneficial for some students. Scaffold the pre scooping towards having the student scoop the text. Have the student read silently, mark/scoop the text and then read the text aloud Questioning for reinforcement and comprehension: After the student reads sentences select key sentences to question for comprehension, review vocabulary and use visualization strategies to help the reader connect with the text in meaningful ways. After sentence practice the opportunity to have the student go back into the text and

locate phonic concepts that are current or need to be reviewed and reinforced. For example in the text that is presented on this slide the teacher might as students: Find me a word with a digraph, a word with a blend, a word with two closed syllables, a word with a base word and a suffix etc. Say: In the upcoming slide we will see how improper phrasing can alter the meaning of the text.

Slide

65 Phrasing/Comprehension

• The panda eats shoots and leaves.

• The panda eats, shoots, and leaves.

Here is an example that illustrates the importance of phrasing and how incorrect phrasing can totally alter the intended meaning. Teachers can provide explicit instruction in identifying phrase boundaries which are determined in oral language mainly through prosodic cues but are not evident from written texts. In order to do this, teachers may scoop or mark texts at naturally occurring pause points.

Slide

66

When you click on this slide it will advance to the story: The Cricket Sings (This decodable book is authored by Laura Appleton-and illustrated by Keinyo White and the adorable little girl is her daughter when she was a young child.) This is a decodable book provided by Flyleaf Publishing called The Cricket Sings. Decodable texts have historically not been considered engaging and visually appealing. Flyleaf Publishing has broken away from traditional format and have created a series of books that are well written, beautifully illustrated yet contain a good balance of controlled decodable text. We‘ve looked at word, phrase and sentence reading but want to get our students practicing fluent reading in text. Students need practice reading with proper phrasing, expression and speed. While the student reads have them track their reading with a pencil, marker or finger to assist with focusing on the print and add to the flow of reading. If the students reading are not reading fluently teachers should model on the spot and have the students read afterwards. As we read this book looks closely at how the author carefully picked high frequency words to assist with the story. These are words that have been previously taught to the student and they know them automatically. (high frequency words: by, go, be, he, me, my, and to) The decodable words are primarily closed syllables with short vowels containing both blends, digraphs and a few combined closed syllable words such as inspect, inspects, cricket, and rubbing. The phonic element being reviewed is /ng/. . Visit this website for additional information: www.flyleafpublishing.com Click: and read the story…note the individual words that were practiced and phrasing that we‟ve already seen in the chunking machine.

Slide

67 Choosing Text for Repeated Readings

This slide is a reminder of the importance to choose text or passages on instructional level or independent level. Some technology supported programs may allow text to be used below instructional level but for the students we are talking about in this course use at least instructional leveled text.

Slide

68 Fluency Strategies: 4-Way Oral

Reading

1.Unison choral reading

2.Echo reading

3.Paired reading

4.Mumble reading

Teachers lead reading of text using varying types of oral reading. Students never read individually but read with a partner or group. These are descriptions of the 4 types of oral reading used in this method: 1. Unison choral reading--- the whole group reads aloud together. 2. Echo Reading--- teacher reads a section, group choral reads same section 3. Paired reading--choral reading with a partner 4. Mumble reading (everyone reads orally, quietly, at own pace)

Slide

69 Assisted Reading

• Books are presented in visual and auditory forms

• Student highlights sentences or unknown words

• Some programs allow student to read and computer records accuracy and rate

Assistive Technology can be helpful with assisting students in print. Some examples of media that are available: Personal Digital Assistants (PDA's) and Cell Phones, Digital Recorders, Reading Pens, Word Processors software, books on tape with visual and auditory formats, See http://www.ldonline.org/article/11908/ for a good resource that talks about Assistive Technology. For repeated reading purposes: use instructional and independent reading level If working independently with an assistive device the student must look at print while listening; track print and then reread orally. Students who are compatible and are at the same reading level can benefit from partner reading. Students read assigned text aloud in unison, take turns reading certain sections etc... The student may practice independently or with a partner and record their reading. This can hold the students accountable for their reading. Later the students and teacher listen to tape and discuss rate, phrasing, intonation, expression and comprehension

Slide

70 Poetry Coffee House

In Timothy Rasinski‘s book, The Fluent Reader, he recommends a number of poetry books that are suited for this type of repeated reading. There are many fun poetry books available as well as books for children of famous poets. Any library also serves as a good resource for these. Interest level, complexity of the poem, etc. all need to be taken into consideration. Students prepare for the Coffee House Party early in the week. Individual poems are selected based on interest and readability by students and

teachers. Poems can be read individually or in pairs. Daily practice sessions with the teacher serving as the poetry coach. Students practice at home.

Slide

71 Then Great Big Billy Goat started across

the bridge. “TRIP-TRAP, TRIP-TRAP, TRIP-

TRAP.”

The old troll called out, “Who’s that trip-

trapping over my bridge?”

“It is I, Great Big Billy Goat Gruff. What

are you going to do about it?”

“I’m coming up there to eat you,” roared

the troll.

“Well, come on up,” bellowed the Great,

Big Billy Goat Gruff. I’m waiting for you.”

The troll rushed up to the top of the bridge.

Narrator 1

Narrator 2

All

Great Big

Billy Goat

Troll

Performance Reading

Explain to your participants this is an example of a reader‘s theatre abbreviated script to show how text could be marked for individual parts assigned for reading. Students practice individual parts then read together as a play. Discuss expression, phrasing, etc. and reread. Select scripts that have lots of dialogue. Have the readers practice reading aloud using the voice of specific character in a story. This technique called ―say it like the character‖ gives the reader practice in learning how to use infer intonation and feelings, so that they can have a better understanding the author's intended meaning and communicate this to others when reading aloud with prosody. Exchange scripts and parts and reread. There are several examples of reader‘s theatre scripts available for you to download for this unit. If time permits have participants practice some repeated readings. Reader‘s Theatre is a really good one to use to help explain how this repeated reading technique works. • What is Reader‘s Theatre? • The Three Billy Goat‘s Gruff with an Attitude • The Giving Tree • The Night Before Christmas • Gettysburg and Mr. Lincoln‘s Speech • Preamble to the Constitution

Slide

72

The goal of reading…

Isn‘t this our goal?

Slide

73 Unit 6

Teaching Word Identification

and Spelling

• Rationale for explicit instruction in decoding and

Spelling

• Exploring syllable structure

• How do we teach decoding and spelling?

• Fluency

• Assessment for reading, spelling and fluency

Look at the top down web and go over the specifics covered in this section. Explain that we will first look at an example of a student who received a specific treatment to increase her reading fluency. Finally we will look at a case study involving a second grader and see if we can use what we know about assessment and instruction to determine next steps for this child. THE SOURCE http://www.justreadflorida.com/docs/manual.pdf This document will be on the NC SIP Website and available to participants. This is a excellent resource to be familiar with as this document has additional assessments as well as many interventions to use post assessment. 1. San Diego Quick Assessments with pre-primer to tenth grade word identification word lists. (will be on website for participants to download) 2. Test of Word Reading Efficiency (TOWE) 3. Sight Word Proficiency and Automaticity Assessment

Slide

74

Katie is a student whose data suggest issues with fluency. In the assessment unit we viewed her profile that showed reading comprehension was deficient and when assessed fluency word was the area that needed to be addressed. The following slides will show actual data of a 6th grade student from one of our NC SIP sites who was receiving fluency sessions twice a week by a trained fluency instruction. You will see the impact of these repeated reading sessions. Initially her reading was robotic, labored and very slow with limited expression. Over time with the repeated readings her reading rate improved as well as her expression and intonation. With assessment data information provided after giving her an Individual Reading Inventory (IRI) it was determined that she was accurate when reading decodable text but her rate was interfering with her ability to process print quickly. The following slides will show an example of how her assessment data drove instruction and provides concrete examples of how treatment was provided.

Slide

75

0

20

40

60

80

100

120

140

160

Words Per

Minute

1 2 3 4 5

SessionReading 1

Reading 2

Reading 3

Katie's Repeated Readings

The next three slides provide an example of a student who received practice using repeated reading. These are the first five sessions for Katie who was a 6th grader at the time. Katie was given a passage to read silently with opportunity to become familiar with the text. After text orientation, Katie read the text orally while being timed. Immediately afterwards Katie re-read the passage and graphed the results. The following session Katie re-read the passage and again graphed the result; then she began the process with a new passage. Each set of bar graphs (color coded) represents Katie‘s progress in repeated reading of a passage over a period of time. For the most part, each time the Katie re-read the same passage, the reading rate increased. This graph represents Katie‘s progress over approximately one month. Notice that on each first reading (pink bar) of each new passage, Katie read a little faster. Initially Katie‘s first reading was at 81 words per minute; at the fifth session, her first reading was approximately 110 words per minute. This is the type of improvement that should be seen with repeated readings.

Slide

76

010

20

30

40

50

60

7080

90

100

Percent

Correct

1 2 3 4 5

SessionReading 1

Reading 2

Reading 3

Katie's Oral Accuracy

This slide is a reminder that repeated readings should be done with passages that can be read accurately (95% or greater). As you can see, Katie consistently has command of the printed material and can expend her mental energies to increasing rate and comprehension.

Slide

77

81

135

153151

184 180

0

50

100

150

200

Words Per

Minute

Feb April

Reading 1

Reading 2

Reading 3

Katie‟s Pre- Post Comparisons

The graphed bars for February represent Katie‘s original (beginning of fluency practice) repeated readings in February. Two months later the same passage was presented for Katie to re-read. You can see that she has benefited from this practice as she almost doubled her initial words per minutes (comparing February to April).

Slide

78 Case Study

Ned- Second Grade

Background:• history of ear infections

• motivated

• no attention or behavior problems

Trainers: Make enough copies of Ned‟s profile (in your Trainer Resources) for each of your small group to view while this case study is being discussed. Plan on collecting them after this session for future use. We are going to look at a case study of a young student. Ned is in the second and still struggles with reading. We will explore his background, look at some past data, view interventions that took place and testing results spring of his 2nd grade and talk about the kinds of instruction he needs. Background: has a history of numerous ear infections with intermittent hearing loss (a 15 percent loss was reported during the most recent episode). Earlier in March, N had tubes inserted for the fifth time and testing afterwards indicated normal hearing. Although N is very motivated to learn and has no problems with attention or behavior, his reading skills have not developed as quickly as other students. In Kindergarten, Ned‘s progress report indicated that he satisfied grade level expectations in all areas of language arts except for spelling. On the DIBELS assessments, he met the goal in all but one area at the middle of the year (hearing and using sounds in words) and one other area at the end of the year (recognizing and naming letters). In the First Grade, by the second grading period, his teacher reported that Ned was below level in reading and a copy of an oral reading fluency assessment indicated numerous word reading errors (e.g., homes for house; when for with; said for his; lets for Lee). At the end of the year his reading level was G (the goal for the end of the first grade is level I). During the summers before Kindergarten and First Grade, Ned participated in the NC State reading program which provided work on phonics skills. Following first grade, Ned worked with a teacher from his school during the summer with a focus on reading skills. At the beginning of second grade, Ned scored in the ―needs some support‖ range on the DIBELS oral reading fluency measure and his reading level was listed as D (lexile level = beginning reader). His parents arranged for Ned to receive after school tutoring twice weekly for 30 minutes to work on phonics. Neds school used RTI as a framework for monitoring students. According to information shared by the EC Chairperson, Ned began PSM Level 1 intervention within the classroom at the beginning of the year (grade 2) and moved to Level 2 after little progress was noted. For Level 2 intervention, Ned began participating in a small, pull out group for Reading Mastery instruction (Level A Decoding). In mid-December, DIBELS probes indicated that Ned was ―well below

proficient‖ in Phrase Fluency, Oral Reading Fluency, and Retell Fluency and an Initial Level 3 meeting was scheduled for February 8, 2011. At that time, the team decided to add Level 3 interventions in the areas of Phrase Fluency (15 minutes 1 x weekly), Oral Reading and Retell Fluency (15 minutes 1x weekly) in addition to classroom interventions and the Reading Mastery group. Ned‘s parents report that they first attended a PSM meeting on February 15 and were told that an EC teacher would begin working with Ned once weekly for 30 minutes to deliver the level 3 interventions (beginning February 21). Twice (February 28 and March 15) Ned fell below the aim line in Phrase Fluency and his intervention time was increased to a total of 45 minutes a week (delivered in 15 minute segments). His RM teacher stated that Ned was doing well in level and was able to pass most of the mastery test items. He was described as ―showing improvement but needs continued support‖. In late April, Ned was reported to read on Level I and at the beginning of May, he read at Level K. Parents report that Ned works hard on spelling but ―words just don‘t stay in his mind‖ and they have begun using multisensory strategies (e.g., letter tiles and writing in shaving cream) to work on spelling with some positive results. In late spring, Ned continued to fail to meet the goals for ORF and Phrase Fluency and the school indicated that he may not meet the standards for promotion. He continues to be behind in reading in spite of all of the intervention efforts.

Slide

79 Case Study

Ned- Kindergarten

Kindergarten: Concerns

• spelling

• letter naming fluency

• phoneme segmentation fluency

Ned – Kindergarten Concerns: spelling, letter naming fluency, phoneme segmentation fluency

Slide

80 Case Study

Ned- First Grade

First Grade: Concerns

• accuracy below grade level

• spelling

Word reading errors (called for could; home for house; lets for Lee; when for with; and for had; its for sit )

• Decoding: th – sh – sh – a – k for shake

Ned – Grade 1 Concerns: text reading accuracy below grade level; spelling Word reading errors (called for could; home for house; lets for Lee; when for with; and for had; its for sit ) Decoding: th – sh – sh – a – k for shake

Slide

81 Case Study

Ned- Second Grade

Second Grade: Concerns

• Oral Reading, Phrase and Retell Fluency

• Text reading below grade level; numerous word reading errors

• Spelling

Ned - Grade 2 Concerns: Oral Reading, Phrase and Retell Fluency Text reading below grade level; numerous word reading errors

Slide

82 Case Study

Ned

Interventions:

• Summer reading program before K and Grade 1

• 1:1 tutoring summer after Grade 1 and during Grade 2

• Beginning of Year Grade 2: Level 1 - general edsmall group

• Middle of Year: Level 2 - small group, Reading Mastery

• February: Level 3: 30 minutes small group, text and phrase fluency

• March: 45 minutes, text and phrase fluency

Interventions: These are the interventions that Ned received Summer reading program before K and Grade 1 1:1 tutoring summer after Grade 1 and during Grade 2 Beginning of Year Grade 2: Level 1 - general ed. small group Middle of Year: Level 2 - small group, Reading Mastery February: Level 3: 30 minutes small group, text and phrase fluency March: 45 minutes, text and phrase fluency

Slide

83 Ned: Need for Further

Assessment

Interventions not effective

Continues to fall further behind peers

School considering retention

Additional assessment information is needed for Ned. His interventions have not been effective and he continues to fall further behind his same age peers in his classroom. At this point the school is considering retaining Ned.

Slide

84 Fluency

Oral Reading Fluency Grade 1

Passage

Median Score

Rate Correct: 51 words correct per minute

Rate Incorrect: 8 words incorrect per minute

Accuracy: 89 out of 100 words correct

Norms : Ned‟s score is between 10th-25%

(Spring of Grade 2)

Oral Reading Fluency Grade 1 passages – Median Score Rate correct: 51 words correct per minute Rate incorrect: 8 words incorrect per minute Accuracy: 89 out of 100 words correct Norms: Ned‘s score is between the 10th and 25th percentile for spring of grade 2

Slide

85 CORE: Graded High Frequency

Word Survey

List 2 12/24

Intensive

List 1 14/24

Intensive

List K 10/10

Benchmark

CORE: Graded High Frequency Word Survey List 2 12/24 Intensive List 1 14/24 Intensive High Frequency cont‘d to List K. 10/10 Benchmark

Slide

86 Reading and Decoding

Part E. Short Vowels

in CVC Words

3/5

3/5

0/5

ban for bun – DK sip

rat for rut – DK set

nap for nop – bit for dit

CORE Phonics Survey: Reading and Decoding Part E. Short vowels in CVC words: 3/5 ban for bun – DK sip; 3/5 rat for rut – DK set; 0/5 nap for nop – bit for dit

Slide

87 Reading and Decoding

Part F. Consonant

blends with short

vowels

3/5

2/5

1/5

spot for stop - quiet for quit

help for held – DK silk and lump

read only ―dran‖

Part F. Consonant blends with short vowels: 3/5 spot for stop - quiet for quit; 2/5 help for held – DK silk and lump; 1/5 read only dran

Slide

88 Reading and Decoding

Part G. Short vowels,

digraphs

2/5

2/5

1/5

―chop‖ and ―shut‖ correct

―rash‖ and ―ring‖ correct

―chid‖ correct

Part G: Short vowels, digraphs, -tch: 2/5 chop and shut correct 2/5 rash and ring correct 1/5 chid correct

Slide

89 Reading and Decoding

Part H. R-controlled

vowels

2/5

3/5

1/5

―harm‖ and ―form‖ correct

―bark‖, ―turn‖, and ―bird‖ correct

―carn‖ correct

Part H. R-controlled vowels: 2/5 harm and form correct 3/5 bark, turn, bird correct 1/5 carn correct

Slide

90 Reading and Decoding

Part I. Long vowel

spellings

2/5

2/5

1/5

―tape‖ and ―feet‖ correct

―boat‖ and ―ray‖ correct

―soat‖ correct

Parts J., K., L. no items correct

Part I. Long vowel spellings: 2/5 tape and feet correct 2/5 boat and ray correct 1/5 soat correct

Slide

91 CORE Phonological Segmentation

Test

Part A. Segmentation

into words 5/5

All Correct

Part B. Words into

syllables

8/8

All Correct

CORE: Phonological Segmentation Test Part A and B: all correct

Slide

92 CORE Phonological

Segmentation Test

Part C. Words

into phonemes 8/10

22. /st/ /a/ /k/

23. /cl/ /ow/ /n/

Part C: Words into Phonemes 8/10 22. /st/ /a/ /k/ 23. /cl/ /ow/ /n/

Slide

93 Congratulations Reading

Teachers!

Unit 6: Teaching Word Identification,

Spelling and Fluency

Unit 6 Assignments for All Participants: Go over these with the participants and answer any questions they have regarding the assessment. 1. Administer the Core Phonics Survey to a struggling reader. 2. Administer the CORE High Frequency Word list to a struggling reader. 3. Administer a Fluency Assessment to a struggling reader.