Reading 101Para Academy

Jolene AhlschwedeFDLRS

No Child Left Behind• January 8, 2002 - President Bush signed

into law the No Child Left Behind Act of 2001 (NCLB)

Four basic education reform principles:– Stronger accountability for results– Increased flexibility and local control– Expanded options for parents– Emphasis on teaching methods that have

been proven to work

The goal of NCLB is to have 100 percent of students proficient by 2013-2014.

Just Read, Florida!• Statewide reading initiative

launched in 2001 by Governor Jeb Bush with the unequivocal goal of every child being able to read at or above grade level by the year 2012.

Florida’s Formula For Reading Improvement

6 + 3 + ii + iii = NCLB (No Child Left Behind)

6 Instructional components: phonemic awareness, phonics, oral language, fluency, vocabulary, and comprehension

3 Types of assessment to guide instruction: screening, diagnosis, and progress monitoring

ii Initial instruction that is high quality and consistent

iii Immediate intensive intervention

Literacy Centers / Literacy Stations

• Centers allows teachers time to teach a flexible small group, offer support to individual children, and to monitor children’s progress while other children are working.

• Consider student needs and class size, classroom space, daily schedule, management system to establish easy-to-follow routines, monitor activities, strong literacy focus

• www.fcrr.org

Four Corners

1. How did you learn to read?

2. Did your experiences with learning to read influence how you assist student’s reading? In what way?

3. What is you biggest concern about helping students read?

Book Knowledge

• General knowledge of print and book concepts– Print Concepts include knowing . . .

• that print is read from left to right• what a letter is• what a word is• what a sentence is• that there are spaces between words• the function of capital letters and punctuation

marks• that oral language can be written and then read

– Book concepts include understanding. . . • that a book is for reading• the function and location of a book’s

front, back, top, and bottom• how to turn the pages properly• where to begin reading• the functions of print and pictures• title, author, and illustrator

Environmental Print

• Children’s names on tubs, folders or charts

• Labels on centers and classroom materials

• Lists of classroom helpers / group members

• Topics to be studied are posted• Written directions for activities• Signs / print around the school campus

Phonological Awareness

• A broad term which includes phonemic awareness– Phonemic awareness specifically

focuses on individual sounds (known as phonemes: /h/ /i/ /m/) in words.

– Phonological awareness refers to the more general understanding of sound structure of words and sentences.

Phonemic Awareness• It is ORAL, not written• It can be done in the dark- It is

what you do with your ears when your eyes are closed.

• Strong predictor of how well children will learn to read.

Phonological Awareness Continuum (increasing degrees

of difficulty)

Rhyme Recognition

Production

Does cat rhyme with hat? (yes)What rhymes with cat? (rat)

Alliteration Recognizing words with the same initial sounds

Daisy duck dances.Sweet Suzie sits on a soft sofa.

Sentence Segments

Words in sentences

How many words are in this sentence?Mary bakes bread. (3)

Hooway For

Wodney Wat!!!

Syllables Blending

Segmenting

Deletion

Listen to the two word parts: side…walk. Say the whole word. (sidewalk)

Listen: yesterday. Say each part. (yes…ter…day)

Say lightbulb without light. (bulb)

Onset and rimes

Blending What word is this?/c/…/ake/ (cake)/fl/…/ip/ (flip)

Phoneme Matching initial sound

Isolating initial sound

Final soundMedial sound

Which words begin with the same sounds?cake, cat, dog (cake, cat)

What is the first sound in bird? (/b/)

Phoneme Blending What word am I saying?/b/ /a/ /t/ (bat)

Phoneme Segmenting How many sounds do you hear in stop? (4)What are the sounds in stop? (/s/ /t/ /o/ /p/)

Phoneme ManipulationInitial and final phoneme deletion

Initial phoneme in blend deletion

Phoneme substitution

Second phoneme in blend deletion

Say Sam without the /s/. (am)Say seat without the /t/. (sea)

Say flip without the /f/.(lip)

Say hat. Now say /p/ instead of /h/. What’s the new word? (pat)Say tan. Now say /p/ instead of /n/. What’s the new word? (tap)Say tap. Now say /o/ instead of /a/. What’s the new word? (top)Say black without the /l/. What’s the new word? (back)

• Phonemic awareness can be taught!

• Beginning readers, as well as older, less able readers, benefit from phonemic awareness instruction.

• Current researchers state that a student’s phonemic awareness skill level is a more powerful predictor of reading ability than IQ.

How many phonemes?• At• Drip• Church• Star• Quit• That• Stop• Ship• box

Correct Sound Pronunciation is

Critical!

Sounds, Sounds, Sounds

Lips Lips/Teeth Tongue BetweenTeeth

Tongue Behind Teeth

Roof of Mouth

Back of Mouth

Throat

Stop

Nasal

Fricative

Affricate

Glide

Liquid

/p/ /b/ /t/ /d/ /k/ /g/

/m/ /n/ /ng/

/f/ /v/ /th/ /th/ /s/ /z/ /sh/ /zh/

/ch/ /j//w//wh/ /y/

/l/ /r/

/h/

Created by: FDLRS/NEFEC & FDLRS/Springs April 2006

33

Sounds website• http://www.uiowa.edu• Click on the English or

Spanish Library on the right side to launch videos on  44 phonenemes)

Elkonin Boxes

Learn Website• Elkonin Boxes• http://learn.nefec.org/resources/co

ntent

Say It & Move It

Phonics

• The goal of phonics instruction is to help children learn the relationship between the letters of written language and the individual sounds of spoken language.

• Helps children learn and use the alphabetic principle.

Letter Recognition

• Recognize, name, and write the letters of the alphabet

• Identify and distinguish both uppercase and lowercase letters

Letter-Sound Knowledge and Phonics• Letter-sound knowledge: learning the

common sounds of letters, letter combinations, and spelling patterns.

• Explicit and systematic phonics instruction: prescribed sequence of letter-sounds based on usefulness, elements are introduced in increased degree of difficulty.– Materials for reading and spelling align with the

sequence of letter-sound introduction and reinforce what has already been taught.

• Provide opportunities for children to apply their knowledge of letter sounds and spelling patterns by reading decodable texts– Decodable texts contain a high

percentage of words that consist of previously taught sounds and patterns

What about irregular words?

• Irregular words– Contain some letters that do not represent

their most commonly used sounds– Tend to be high frequency words that

students encounter often in their reading and writing

– Can be partially decoded– Are sometimes referred to as sight words or

outlaw words• Example: the, eight, is

Sight Words

• Sight words are words that are recognized immediately.

• The ultimate goal for all words, regular or irregular, to be read automatically with little effort.

Vocabulary

• Slap A Word• http://learn.nefec.org/resources/co

ntent/movieWindow.aspx

Word Study Strategies• Letter Recognition

– Match, identify, and order the letters in the alphabet

– Alphabet arc/mat• Letter/Sound Correspondence

– Identify and match sounds with letters (initial, final & medial).

• Making / building words• Word families

Word Study Strategies• Open sort activity• Syllable Patterns

– Learn syllable patterns and practice blending and segmenting syllables in words.

• Structural analysis – Practice blending compound words,

prefixes and suffixes (Twenty Prefixes account for 97% of the prefixed words in school reading materials. Four of them account for 58%. (un-, re-, in-, dis-)

http://learn.nefec.org/resources/content/movieWindow.aspx

Word Sorts

Fluency• Fluency is important because it

provides a bridge between word recognition and comprehension.

– Combines rate and accuracy– Requires automaticity– Includes reading with prosody/

expression (appropriate use of intonation and phrasing)

More fluent readers

focus their attention on making connections among the ideas in a text and between these ideas and their background knowledge. Therefore, they are able to focus on comprehension.

Less fluent readers

must focus their attention primarily on decoding individual words. Therefore, they have little attentions left for comprehending the text.

Reading LevelsReading Level

Description

Accuracy Level

Purpose for Reading

Independent Level

Relatively easy text, with no more than approx. 1 in 20 words difficult for the reader

95 – 100% Student are reading independently with little or no instructional support

InstructionalLevel

Challenging but manageable text, with no more than approx. 1 in 10 words difficult for the reader

90 -94% Small group instruction (including pairs) when teacher or others provide assistance before, during, and after reading

Reading Levels

Reading Level

Description Accuracy Level

Purpose for Reading

FrustrationalLevel

Difficult text, with more than 1 in 10 words difficult for the reader

Less than 90%

Only when extensive support and instruction are provided by the teacher

Example:• A student reads 120 words

correctly out of a selection of text that contains 125 words.

• The accuracy is 96%• 120 divided by 125 = .96• .96 x 100 = 96%

• Repeated and monitored oral reading improves fluency and overall reading achievement.

• Repeated reading can benefit most students throughout elementary school as well as struggling readers at higher grade levels.

Fluency Strategies• Model fluent reading – read aloud daily

to the students• Repeated reading activities

– Student / adult reading– Choral reading– Tape-assisted / computer-based reading– Partner reading– Readers Theatre

You Read to Me

VocabularyListening vocabulary

The words we need to know to understand what we hear

Speaking vocabulary

The words we use when we speak

Reading vocabulary The words we need to know to understand what we read

Writing vocabulary The words we use in writing

Children learn the meanings of most words indirectly, through everyday experiences with oral and written language.

– Engage daily in oral language– Listen to adults read to them– Read extensively on their own (also known

as wide reading: reading different types of texts)

Although a great deal of vocabulary is learned indirectly, some vocabulary should be taught directly.

• Direct or explicit vocabulary instruction focuses on specific words and their meanings– active engagement with words– repeated exposures in many contexts aids word learning– Teaching specific words before reading helps both

vocabulary learning and reading comprehension.

When teachers focus on specific words and their meanings, all students, including Limited English Proficient students, benefit.

Level of Word Knowledge

• Students know words to varying degrees.• Three levels of word knowledge:

– Unknown (completely unfamiliar / meaning is unknown)

– Acquainted (somewhat familiar / some idea of its basic meaning)

– Established (very familiar / immediately recognize its meaning and use the word correctly)

Vocabulary Strategies

Concept Mapping

Bubble Map (Thinking Map)

Graphic Organizer

Tree Map (Thinking Map)

Word

Picture can be added

What is it like?

What are some examples?

What are some non-examples?

Four Square-Vocabulary Map

Let’s do one!

Student Knowledge Rating Sheet

Vocabulary Words

I Can Define I Have Seen / Heard

I Don’t Know

triangleoctagonrhombustrapezoid

Topic:How much do I know about these words?

Comprehension

The goal of reading is comprehension, or getting meaning from the written text.

– Good readers are purposeful.– Good readers are active.

Instruction is comprehension can help students understand what they have read, and communicate with others about what they read.

Effective Comprehension

Instruction1. Monitor comprehension2. Use graphic organizers3. Answer questions4. Generate questions5. Recognize story structure6. Summarize

Steps of Direct Comprehension Instruction

1. Direct explanation (explain why the strategy helps and when to apply it)

2. Modeling (demonstrate how to apply strategy by “thinking aloud”)

3. Guided practice (guide and assist)4. Application (help practice until

student can apply it independently)

Different Types of TextsNarrative Texts1. tell stories2. follow a familiar story structure3. include short stories, folktales, tall tales, myths,

fables, legends, autobiographies, biographies, fantasies, mysteries, science fiction, historical fiction, plays

Expository Texts1. explain information or tell about topics2. provide a framework for comprehension of content-

area textbooks3. include informational books, content-area textbooks,

newspapers, magazines, brochures, catalogues

Comprehension Framework

• Before reading– Set a purpose for reading– Preview the text to:

• Activate and build students’ background knowledge

• Introduce vocabulary• Help students make predictions• Practice with stickies and children’s book

• During reading– Stop for reactions, comments,

questions, and predictions– Avoid too many interruptions– Encourage students to use self-

monitoring strategies (metacognition)

• After reading– Help students:

• Determine important or main ideas and summarize

• Draw conclusions and make inferences• Focus on story structure and themes

Early intervention is the key.

• Students who have difficulties in the beginning stages of learning to read often fall further and further behind their peers.

• There is a 90% chance that a student who has reading problems at the end of first grade will still be struggling with reading at the end of fourth grade.