Fostering Automatic Readers, Writers, and Spellers

1. Fostering Automatic Readers, Writers, and Spellers USING DIRECT, EXPLICIT, SYSTEMATIC, AND CUMULATIVE METHODS TO IMPROVE THE READING OF OUR STUDENTS JODI HIRSCH REIN

2. Improving Our Students’ Reading • Through a better understanding the language system • By understanding how the language system impacts a students’ reading ability • Teaching the patterns of English • Using multisensory learning strategies in the classroom

3. LANGUAGE COMPREHENSION Skilled Reading- fluent coordination of word reading and comprehension processes BACKGROUND KNOWLEDGE VOCABULARY KNOWLEDGE LANGUAGE STRUCTURES VERBAL REASONING LITERACY KNOWLEDGE SKILLED READING: fluent execution and coordination of word recognition and text comprehension. increasingly strategic WORD RECOGNITION PHON. AWARENESS DECODING (and SPELLING) SIGHT RECOGNITION increasingly automatic The Many Strands that are Woven into Skilled Reading (Scarborough, 2001) Reading is a multifaceted skill, gradually acquired over years of instruction and practice.

5. Levels of Proficiency • Accuracy: is the ability to perform the task correctly with help • Fluency: is the ability to perform the task correctly, independently taking time and effort • Automaticity: is unconsciously performing a task which frees up all your cognitive resources for higher order thinking • Children who have not achieved automaticity in reading may seem to read fluently and with expression, but don’t comprehend what they have read

6. Developmental Red Flags forReading Difficulties • Delay in speaking • Pronunciation problems: childrenshould have little to no problems saying most words by 5-6, should not be confusing the order of sounds • Insensitivity to rhyme:children should hear rhyme in pairs of words and be able to do other phonological Awareness tasks • Word retrieval: children who talk around a words in order to avoid words • Letter names and sounds: Children who enter preschool and do not know all the letters and sounds are those who later may have reading problems

7. Good Readers • They accurately process internal details of each word including the phonological, morphological and orthographic features. • They have strategies to break words into syllables are to break down the phonemes within words and syllables. • They translate print to speech rapidly and accurately. • They are able to attend to the meaning of what they are reading and read with comprehension.

8. Poor Readers • Often have weakness in phoneme awareness and phoneme manipulation skills • Decode slowly and inaccurately or decode smoothly without comprehension • Have difficulty with spelling • Exhibit language processing difficulties • Have poor inferencing skills • Avoid reading, say that they do not want to read

9. Speed and Accuracy • Students need to be reading quickly enough to be able to process upper level grammar.

10. Phonological Awareness • The ability to hear and manipulate the sound structure of language at the phoneme, word, and syllable level. • This is an entirely oral language skill that is assessed and taught entirely without text. • These skills are not easily acquired and need to be systematically developed. • When we add text, the skills being practiced are phonics skills and tasks are much harder.

11. Phonemic Awareness Phonemic awareness is the strongest predictor of reading success in young children and lack of skills in this area can contribute to reading problems into adulthood

12. Phonemic Awareness Children who lack phonemic awareness are unable to distinguish or manipulate SOUNDS within SPOKEN words or syllables. They would be unable to do the following tasks: Phoneme Segmentation: what sounds do you hear in the word hot? What's the last sound in the word map? Phoneme Deletion: what word would be left if the /k/ sound were taken away from cat? Phoneme Matching: do pen and pipe start with the same sound? Phoneme Counting: how many sounds do you hear in the word cake? Phoneme Substitution: what word would you have if you changed the /h/ in hot to /p/? Blending: what word would you have if you put these sounds together? /s/ /a/ /t/ Rhyming: tell me as many words as you can that rhyme with the word eat.

13. Teaching Phonemic Awareness:Sequencing Phonemic Awareness Skills

14. Teaching Phonemic Awareness:Sequencing Phonemic Awareness Skills

15. How We Develop Phonics Skills? • Ensure that students have strong skills in phoneme (sound) manipulation before introducing text. • Teach the patterns of language: the spellings of the sounds, the syllable types, and the syllable dividing rules. • Use multisensory methods to teach the connections between text and the sounds of language.

16. What is Multisensory Instruction? • A multisensory method stimulates the visual, auditory, tactile, and kinesthetic sensory channels at the same time. • Simultaneous oral spelling (SOS) is the basis of the Orton-Gillingham multisensory reading remediation method. The student writes or traces the spelling pattern saying the sound out loud.

18. How do we bring this to the classroom? • Have students read out loud in class • Repeated reading is well documented to be a very effective way to increase reading speed and accuracy. • Use peer tutors • Use choral reading • Have students read aloud at home what they have read in school • Have students partner with younger students to read aloud to them

19. Tools for the Classroom Air Spelling Sound Blocks Sandpaper Carpet Chalk Wiki Sticks Playdough Sand Rice Jeans/Clothing

20. Teach Spelling Patterns • Teach spellings and their most common positions in words: • For example: LONG A SPELLINGS: • ai is most often used at the beginning and in the middle of words mail, aim • ay is found at the end of words may, Friday • eigh is found anywhere in a word eight, neigh, weight

21. Teach Spelling Patterns • Avoid teaching more than one spelling of one sound at a time: • For example: teach ai and ee in one lesson, don’t teach ee and ea in one lesson • Teach one sound for one spelling at a time: • Teach ea as /ē/ in one lesson lead, speak • Teach ea as /ĕ/ in another lesson bread or as a sight word

22. Teach Spelling Patterns • Avoid teaching exceptions to a spelling rule in the same lesson as you are teaching the rule • Do practice different spellings in a practice dictation: • 1. tail • 2. say • 3. main • 4. tray • Does the sound come in the middle or at the end of the syllable?

23. Teach the Syllable Types A syllable is a word or part of a word with 1 talking vowel.

24. Syllable Patterns - CLOVER • C – closed – has one vowel and usually a short sound that is closed in by a consonant at, cat, struct • L – consonant le – (-ble, -cle, -dle, -ckle, -fle, -gle, -ple, -tle) bubble, uncle, handle, rifle, giggle, apple, kettle, pickle, huddle • O – open­ –one vowel, usually long sound, opened at the end and is not closed by consonant – ro, me, hi, go, tri • V – vowel team – two vowels together that usually make one vowel sound - ee, ea, oi, ou, ow, oa, aw, oy, ew – ouch, stream, spoil, float • E – silent e – VCe – e at end makes first vowel have a long sound - ake, ite, ube, ade, eve, ane, ize, ate, ile, oke • R – r controlled – all the vowels are controlled by r, er, ir, ur, or, ar– her, third, purse, sharp, earth

25. Teach Syllable Division Rules

26. Teach Word Parts as Vocabulary • pro means “ahead” • ject means “to throw” • or means “thing that” or noun • Projector • a projector is a thing that throws (light) ahead

27. Writing and Tracing Words as Part of Spelling and Vocabulary • least __________: the least has less than any other • ____________________________________ • most__________: the most has more than any other • _____________________________________ • difference_______: the amount of one is less than the other • ____________________________________

28. Differentiating Instruction • Different students need differing amounts of practice. Some need many perfect repetitions of a skill to learn it to automaticity • Computer • Work in small groups • Train peer tutors • Train parents to work on skills at home • Repeated Reading

29. By Fifth Grade: • Students need to be reading passages with sentences longer than two clauses. • They need to be reading grade level texts at at least 120 WPM without errors and with comprehension • Elementary students need to practice reading non-fiction texts fluently and accurately

30. Every Student Can Learn to Read Well • By learning the patterns of written and spoken language • The spelling patterns • The syllable patterns • By practicing the patterns using simultaneous oral spelling • By learning the word parts, what they mean, and when they are used • Insist that students re-read passages that they struggle with.

31. Resources Words their Way – Bear, Invernizzi, Templeton, Johnston PAF (Preventing Academic Failure) – Bertin, Perlman How to Teach Spelling – Laura Rudginsky, Elizabeth Haskell Explode the Code – Nancy Hall, Rena Price Beyond the Code Megawords – Kristin Johnson Project Read, Phonics Guide – Green, Enfield Vocabulary from Classical Roots Vocabulary through Morphemes

32. Megawords Book 1: Syllable Patterns Book 2: Common Suffixes and Prefixes Books 3&4: Schwa and Advanced Suffixes Books 5-6: Vowel and Consonant Variations Books 7&8: Unaccented Vowel , Advanced Syllables and Prefixes

33. Vocabulary From Classical Roots

34. Vocabulary Through Morphemes

35. Advanced Reading Skills for Our Students We need to continue to address decoding after children have learned to read in order to make sure that they reach the level of skill and automaticity that will serve them in middle and high school. We do that by teaching the patterns of written language including the meaningful word parts that contribute to the child’s vocabulary.

36. A final thought about reading… • “…Socrates never knew the secret at the heart of reading: the time it frees for the brain to have thoughts deeper than those that came before….the mysterious, invisible gift of time to think beyond is the reading brain’s greatest achievement; these built-in milliseconds form the basis of our ability to propel knowledge, to ponder virtue, and to articulate what was once inexpressible—which, when expressed, builds the next platform from which we dive below or soar above.” • - Maryanne Wolf in Proust and the Squid