Explicit Reading Instruction In the Elementary Classroom

1. Explicit Reading Instruction In the Elementary Classroom Deborah A. Guardino, Coordinated Early Intervention Specialist Orton-Gillingham IMSE Community Educator Dr. Jane Lawson, Director of Special Education Ms. Rita Goss, Associate Superintendent

2. Explicit Reading Instruction The goal of explicit reading instruction is to enable the student to see and experience how language develops from vowels and consonants, to words and phrases, to the comprehension of fiction and non-fiction reading passages.

3. Explicit Reading Instruction Explicit reading instruction is an approach to teaching the structure of language. It is based on years of study about the brain and how we learn, combined with the logical, sequential building blocks of language. Lessons are prescriptive and diagnostic and based on the needs of the student or students in the classroom.

4. Explicit Reading Instruction The approach uses multisensory techniques for learning. The neural senses (sight, sound and feeling) are engaged simultaneously, to create a neural network that the student needs to manipulate the components of the language structure. • The student uses their visual, auditory, and kinesthetic senses to make letter/sound associations.

5. Explicit Reading Instruction Educators who participate in this training will gain confidence as they grow in knowledge through direct instruction, guided-practice, hands-on experience and feedback that will enable them to teach students in an explicit, interactive, multisensory and cumulative way.

6. Professional development will be provided to teach: • Phonemes - Letter/Sound/Symbol Correspondence • Syllables - The Six/Seven Syllable Types • Fluency • Syllabication Rules • Spelling Rules • Sentence Structure • Paragraph / Essay Structure • Reading Comprehension

7. Phonological awareness is central to all instruction Participants will learn: • to manipulate phonemes in words to explicitly teach phonological awareness. • letter formation (upper and lower-case) are taught through i.e. verbal cuing, finger tracing, and writing.

8. Phonological awareness is central to all instruction • to teach letter/sound mastery in a developmentally appropriate sequence. • word structure that is taught systematically through the six/seven syllable patterns in English. • to teach high frequency words utilizing multisensory techniques

9. to help students segment and associate letters to sounds. • to incorporate spelling as an integrated part of the approach. • Utilize strategies for teaching spelling rules that correspond to the syllable patterns taught.

10. learn the process to help students check capitalization, punctuation and spelling. • how automaticity is a component of fluent reading, prosody and expression. • how word study and fluency are practiced through controlled words lists, sentence, paragraph and text reading of skills already introduced.

11. learn ways to incorporate student friendly vocabulary instruction into daily lessons. • to use activities including read-alouds, text-based instruction, and close reading that are woven into instruction to improve student comprehension