If You Teach K-3 If You Teach K-3 You Need This You Need This

BookBookNAD K-12 Teachers’ NAD K-12 Teachers’

ConventionConvention

Gaylord Opryland HotelGaylord Opryland Hotel

August 7, 2006August 7, 2006

Session 245: Jackson ASession 245: Jackson A

PresentersPresenters

Carol L. Myers, M.Ed.Carol L. Myers, M.Ed.Curriculum SpecialistCurriculum Specialist

Greater Collegedale School Greater Collegedale School SystemSystem

Cynthia M. Gettys, Ph.D.Cynthia M. Gettys, Ph.D.Vice President for Vice President for

EducationEducationGeorgia-Cumberland Georgia-Cumberland

ConferenceConference

Teaching from the ♥♥♥ Teaching from the ♥♥♥ Means:Means:

Promoting a love for learning,Promoting a love for learning, Creating a warm classroom atmosphere,Creating a warm classroom atmosphere, Maintaining a positive attitude among & Maintaining a positive attitude among &

toward all students,toward all students, Believing each child is a unique individual Believing each child is a unique individual

created by God with varying talents waiting created by God with varying talents waiting to be developed,to be developed,

Understanding children develop at different Understanding children develop at different rates,rates,

Have different ways of learning, andHave different ways of learning, and Many needs which must be met before Many needs which must be met before

teaching can begin. teaching can begin. ♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥

Put Reading FirstPut Reading FirstNational Institute for LiteracyNational Institute for LiteracyThe Partnership for ReadingThe Partnership for ReadingUS Department of EducationUS Department of Education

The goal for teaching students to read is to The goal for teaching students to read is to enable them to become independent thinkers enable them to become independent thinkers who choose to read to learn. A generation of who choose to read to learn. A generation of life-long learners preparing for success in life-long learners preparing for success in this world and the world to come.this world and the world to come.

To obtain a copy of this To obtain a copy of this book:book:

Go to the Go to the Put Reading FirstPut Reading First Website Website and request a free copy:and request a free copy:

http://www.nifl.gov/partnershipforrehttp://www.nifl.gov/partnershipforreading/publications/k-3.htmlading/publications/k-3.html

Essential Elements which Essential Elements which enable enable

allall students to know students to know they are Readersthey are Readers

Phonemic awarenessPhonemic awareness PhonicsPhonics FluencyFluency VocabularyVocabulary Text ComprehensionText Comprehension

5 Key Elements Essential to 5 Key Elements Essential to Beginning Reading InstructionBeginning Reading Instruction

Phonemic awarenessPhonemic awareness is the ability to is the ability to notice, think about, and work with the individual notice, think about, and work with the individual sounds in spoken wordssounds in spoken words

PhonicsPhonics instruction teaches children the instruction teaches children the relationships between the letters and the relationships between the letters and the individual sounds of the spoken languageindividual sounds of the spoken language

FluencyFluency instruction is the ability to reach a text instruction is the ability to reach a text accurately and quicklyaccurately and quickly

VocabularyVocabulary refers to the words we must know refers to the words we must know to communicate effectivelyto communicate effectively

Text Text ComprehensionComprehension is the reason is the reason for readingfor reading

Phonemic AwarenessPhonemic Awareness

Phonemes are the smallest parts of Phonemes are the smallest parts of sound in a spoken word and make a sound in a spoken word and make a difference in the word’s meaning.difference in the word’s meaning.

Phonemic awareness is the Phonemic awareness is the understanding that the sounds of understanding that the sounds of spoken language work together to spoken language work together to make words.make words.

PhonicsPhonicsis the understanding there is a is the understanding there is a predictable relationship between predictable relationship between phones and graphemes, the letters phones and graphemes, the letters represent those sounds in written represent those sounds in written language language

graphophonemic relationshipsgraphophonemic relationships letter-sound associationsletter-sound associations letter-sound correspondencesletter-sound correspondences sound-symbol correspondencessound-symbol correspondences sound-spellingssound-spellings

Types of Phonics Types of Phonics InstructionInstruction

Synthetic – convert letters or letter combinations into Synthetic – convert letters or letter combinations into soundssounds

Analytic – analyze letter-sound relationships in Analytic – analyze letter-sound relationships in previously learned wordspreviously learned words

Analogy-based phonics – use parts of word families to Analogy-based phonics – use parts of word families to identify new words with similar partsidentify new words with similar parts

Phonics through spelling – segment words into Phonics through spelling – segment words into phonemes and make words by writing lettersphonemes and make words by writing letters

Embedded phonics – taught letter-sound relationships Embedded phonics – taught letter-sound relationships during the reading of textduring the reading of text

Onset-rime phonics instruction – identify the sound of Onset-rime phonics instruction – identify the sound of the letter or letter before the first vowel (onset) in a the letter or letter before the first vowel (onset) in a one-syllable word and the sound of the remaining part one-syllable word and the sound of the remaining part of the word (rime)of the word (rime)

Phonics Instruction Phonics Instruction should beshould be

Systematic and explicit to significantly Systematic and explicit to significantly improve kindergarten and first-grade improve kindergarten and first-grade children’s skills with:children’s skills with:

--word recognition and spelling--word recognition and spelling

--reading comprehension--reading comprehension

Beneficial for at-risk children having difficulty learning Beneficial for at-risk children having difficulty learning

Best when introduced earlyBest when introduced early

Effective for all levels of Effective for all levels of learnerslearners

FluencyFluency

Repeated and monitored oral reading Repeated and monitored oral reading improves reading fluency and overall improves reading fluency and overall reading achievementreading achievement

Oral reading practice is increased Oral reading practice is increased through the use of audiotapes, tutors, through the use of audiotapes, tutors, and peer guidanceand peer guidance

Fluency is not increased by round-robin Fluency is not increased by round-robin reading or silent reading and answering reading or silent reading and answering questions at the end of the reading.questions at the end of the reading.

Difference between Difference between FluencyFluency and and AutomaticityAutomaticity

In the early stages of learning to In the early stages of learning to read, readers may be accurate but read, readers may be accurate but slow and inefficient at recognizing slow and inefficient at recognizing wordswords

Automaticity is the fast, effortless Automaticity is the fast, effortless word recognition that comes with a word recognition that comes with a great deal of reading practicegreat deal of reading practice

Continued reading practice helps Continued reading practice helps word recognition become more word recognition become more automatic, rapid, and effortlessautomatic, rapid, and effortless

VocabularyVocabulary

Oral vocabulary refers to words we Oral vocabulary refers to words we use in speaking or recognize in use in speaking or recognize in listeninglistening

Reading vocabulary refers to words Reading vocabulary refers to words we recognize in printwe recognize in print

Listening vocabulary refers to words Listening vocabulary refers to words we recognize in listeningwe recognize in listening

Writing vocabulary refers to words we Writing vocabulary refers to words we use in writinguse in writing

Children learn vocabulary Children learn vocabulary in 3 ways:in 3 ways:

They engage daily in oral language – they They engage daily in oral language – they talktalk

They listen to adults read to them – read They listen to adults read to them – read aloud in your classroom at least 30 minutes aloud in your classroom at least 30 minutes a daya day

They read extensively on their own – once They read extensively on their own – once they master the skills and fall in love with they master the skills and fall in love with wordswords

When should vocabulary be When should vocabulary be taught?taught?

Before reading Before reading

During readingDuring reading

After reading After reading

ComprehensionComprehension Good readers are purposefulGood readers are purposeful

Good readers are activeGood readers are active

Text comprehension can be improved by Text comprehension can be improved by instruction that helps readers use specific instruction that helps readers use specific comprehension strategiescomprehension strategies

Instruction in comprehension strategies can Instruction in comprehension strategies can help students understand what they read, help students understand what they read, remember what they read, and communicate remember what they read, and communicate with others about what they read.with others about what they read.

How to differentiate How to differentiate between Good and Poor between Good and Poor

ComprehensionComprehension

Good readers comprehend what they readGood readers comprehend what they read

Poor readers think they comprehend what they Poor readers think they comprehend what they read read

Be specific and teach comprehension skillsBe specific and teach comprehension skills

Model how you think when you are reading to Model how you think when you are reading to gain comprehensiongain comprehension

6 Super Reading 6 Super Reading StrategiesStrategies

Make Connections I know… about this topic. This reminds me of a text-to-self, text-to-text, or text-to-world connection.

Predict/Infer I think this is about…

I know this because the clues include ... I inferred...by using the clues… and what I knew about…

Ask Questions I am wondering… What could the teacher ask?

(who, what, when, where, why, how) I would like to ask the author…

Monitor Does the reading make sense? What are the difficult words and ideas? How can you fix up the problem?

(reread, read on, look for parts you know)

Summarize/Synthesize I can summarize the main ideas and events in a few sentences. The theme, moral, and lesson is… Now I think…

Evaluate How do I rate the reading material, author’s style, ideas, and my reading?

Guided Reading Guided Reading

It is essential to teaching It is essential to teaching comprehension skillscomprehension skills

See handouts as referenced on the See handouts as referenced on the last slide of this presentationlast slide of this presentation

Guided Reading Essential Guided Reading Essential ElementsElements

Bring children with similar reading ability Bring children with similar reading ability together in small groups for focused, efficient together in small groups for focused, efficient instruction.instruction.

Select texts that are “just right” in that they Select texts that are “just right” in that they allow children to solve problems against a allow children to solve problems against a backdrop of accurate reading.backdrop of accurate reading.

Provide introductions that show children how the Provide introductions that show children how the text “works,” explain difficult words or concepts, text “works,” explain difficult words or concepts, and prepare them to read independently.and prepare them to read independently.

Support independent reading with brief, specific Support independent reading with brief, specific prompts to help children use the strategies you prompts to help children use the strategies you have previously demonstrated.have previously demonstrated.

Help children revisit and reflect on the text to Help children revisit and reflect on the text to support comprehension.support comprehension.

Work explicitly on word-solving strategies.Work explicitly on word-solving strategies.

How to proceed during the How to proceed during the guided reading lessonguided reading lesson

Before ReadingBefore Reading Introduce the text Introduce the text During ReadingDuring Reading Support effective Support effective

readingreading After ReadingAfter Reading Discuss & revisit the Discuss & revisit the

texttext

Teach for processing Teach for processing strategiesstrategies

Extend the textExtend the text

Conduct word analysis workConduct word analysis work

Student DescriptorsStudent DescriptorsReadersReaders CharacteristicCharacteristic

ssApp. Grade App. Grade

LevelsLevelsEmergentEmergent Rely on language and Rely on language and

meaning as they read simple meaning as they read simple texts with only one or two texts with only one or two lines of print. lines of print.

K-1K-1

EarlyEarly Have achieved control of Have achieved control of early behaviors such as early behaviors such as reading from left to right reading from left to right and are beginning to do and are beginning to do some reading without some reading without pointing. pointing.

K-1K-1

TransitionalTransitional Have early behaviors well Have early behaviors well under control and can read under control and can read texts with many lines of texts with many lines of print. Use multiple sources print. Use multiple sources of information while reading of information while reading for meaning. Read fluently. for meaning. Read fluently. Do not rely heavily on Do not rely heavily on picturepicture. .

1-21-2

Self-ExtendingSelf-Extending Make use of all sources of Make use of all sources of information flexibly in a information flexibly in a smoothly orchestrated smoothly orchestrated system. Can apply system. Can apply strategies to reading longer, strategies to reading longer, more complex texts. more complex texts.

3-43-4

How Many Reading Levels Should I Expect in My Classroom?

Integrated Language Arts Integrated Language Arts

Two Types of Language Two Types of Language InstructionInstruction

ReceptiveReceptive ViewingViewing ListeningListening

ReadingReading

ExpressiveExpressive SpeakingSpeaking Visually Visually

representingrepresenting

WritingWriting

Integrated Integrated TeachingTeaching and and

GradingGrading Integrated Language Arts Integrated Language Arts

Literature Units include:Literature Units include: Social Studies Themes & ConceptsSocial Studies Themes & Concepts Science Themes & Concepts andScience Themes & Concepts and Utilize Technology for Student Utilize Technology for Student

PresentationsPresentations

Theme Books & Daily Lesson Guides

Guided Reading Groups

Reading Workshop

Writing Workshop

Theme Books

Writer’s Handbook

Guided Reading Leveled Readers

Phonics Student Workbook

Phonics Readers

Student Alphabet Cards

• Reading instruction

• Spiritual growth

• Motivated readers

• Opportunities to write & talk about their ideas

• Opportunities to write about various topics

• Comprehend of text through use of strategies

• Phonics Skills/Spelling instruction/Assessment

• Classroom organization and management

Philosophy & Goals:

Pathways Themes & Pathways Themes & ContentContent

THEMETHEME CONTENT AREACONTENT AREA

HeroesHeroes Literature Literature DevelopmentDevelopment

My World and OthersMy World and Others GeographyGeography

Living ThingsLiving Things ScienceScience

Spiritual JourneySpiritual Journey Adventist HeritageAdventist Heritage

Friends and FamilyFriends and Family Social ScienceSocial Science

EnvironmentEnvironment ScienceScience

Personal Feelings & Personal Feelings & GrowthGrowth

Health and Health and GuidanceGuidance

YesterdayYesterday HistoryHistory

Social Issues and Social Issues and CultureCulture

Social Science/Current Social Science/Current EventsEvents

If You are already If You are already utilizing a utilizing a

4 Block Literacy 4 Block Literacy Teaching Plan Great, you Teaching Plan Great, you

are using:are using: Guided Reading – Reader’s Guided Reading – Reader’s WorkshopWorkshop

Include the Super 6 Comprehension Include the Super 6 Comprehension StrategiesStrategies

Self-Selected Reading – Literature Self-Selected Reading – Literature Working with Words – Word Wall Working with Words – Word Wall (Sight Words)(Sight Words) – – Word Word Analysis Analysis (a phonics (a phonics

program)program)

Writing – Writer’s WorkshopWriting – Writer’s Workshop

Utilize teacher developed Integrated Utilize teacher developed Integrated Units available from Pacific Press and Units available from Pacific Press and other book companies other book companies

Utilize sets of leveled readers available Utilize sets of leveled readers available from publishers: A Reason for from publishers: A Reason for Reading, Time for Kids, Wright Group, Reading, Time for Kids, Wright Group, Seedlings, Sundance, and Rigby.Seedlings, Sundance, and Rigby.

What can you do if your What can you do if your school hasn’t ordered school hasn’t ordered

Pathways yet?Pathways yet?

This is the end of This is the end of this this presentation, presentation, and the and the beginning of beginning of PathwaysPathways Empowering you to be in charge of learning by:Empowering you to be in charge of learning by:

Integrating your curriculum,Integrating your curriculum, Gaining time to teach,Gaining time to teach, Lighting the lamp for independent learning.Lighting the lamp for independent learning.

For further information, For further information, please contact us at:please contact us at:

cgettys@gccsda.orgcgettys@gccsda.org

clmyers@spalding.netclmyers@spalding.net

Handouts from NAD Handouts from NAD PresentationPresentation

Handouts can be downloaded from Handouts can be downloaded from the gccsda.org website. the gccsda.org website.

Go to gccsda.org Go to gccsda.org Click on Ministries Click on Ministries Click on Education Click on Education Click on Teacher Resources Click on Teacher Resources Click on Gettys and Myers NAD Click on Gettys and Myers NAD Teacher's Convention Handouts Teacher's Convention Handouts