The Five Key Components of Reading

1. The Five Key Componentsof Reading • Phonemic Awareness • Phonics • Fluency • Vocabulary • Comprehension

2. Phonemic Awareness

3. PHONEMIC AWARENESS • It’s Auditory • Remember: Lights Out!

4. To understand Phonemic Awareness, you need to understand the broader category: Phonological Awareness

5. Basic Levels of Phonological Awareness • Rhyming • Syllables • Manipulating and Identifying Onset and Rime • Counting Words in a Sentence

6. And, last but not least, Phonemic Awareness.It also falls under the same umbrella of auditory skills.

7. Phonemic Awareness • Phonemic awareness skills also fall within a hierarchy from “basic” to “complex” • Phonemic segmentation is considered a benchmark for demonstrating a complex level of phonemic awareness. • Example: How many sounds/ phonemes in ship? • /sh/ /i/ /p/=3

8. Findings from National Reading Panel • All young children benefit from phonemic awareness training • The most effective approach: direct and systematic • Using letters with phonemic awareness training is effective • Less is more! • Small group instruction is effective

9. Why is it so important? • Phonemic awareness turns out to be the single best predictor of risk for early reading failure (p. 90) • Dyslexia is associated with the “phonological component of language” so early detection of difficulties with phonemic awareness is critical. • Research suggests that intervention programs aimed at phonemic awareness are effective.

10. Phonics

11. Phonics Definition • Paired association between letters and the letter sounds they represent • Teaches sound-symbol correspondences of the approximately 44 sounds in the English spoken language Goal: • Help children use the sound-symbol relationship to read and write words. • Provide children with carefully sequenced, systematic direct instruction

12. Phonics Instruction National Reading Panel • Systematic and explicit phonics instruction is more effective than non-systematic or no phonics instruction. • Systematic and explicit phonics instruction significantly improves kindergarten and first-grade children’s word recognition and spelling. • Systematic and explicit phonics instruction significantly improves children’s reading comprehension. • Systematic and explicit phonics instruction is effective for children from various social and economic levels. • Systematic and explicit phonics instruction is particularly beneficial for children who are having difficulty learning to read and who are at risk for developing future reading problems. • Systematic and explicit phonics instruction is most effective when introduced early (K or 1).

13. Approaches to Phonics Instruction • Synthetic (explicit) phonics--Children learn how to convert letters or letter combinations into sounds, and then how to blend the sounds together to form recognizable words. Children have learned the letters m, a, n and the corresponding sounds /m/ /a/ /n/. They blend them to make the word man. • Analytic (implicit) phonics--Children learn to analyze letter-sound relationships in previously learned words. They do not pronounce sounds in isolation. Children see and say the word man. The teacher tells the students that the letter m makes the beginning sound in man. • Analogy-based phonics--Children learn to use parts of word families they know to identify words they don’t know that have similar parts. Children use their knowledge of key words such as must and ate to read the word frustrate. • Phonics through Spelling--Children learn to segment words into phonemes and to select letters for those phonemes. Children learn to compare unknown words to words they already know. Children focus on phonics during writing experiences.

14. Phonics • Activities should include: • Letter recognition • Students practice matching, identifying, and ordering letters in the alphabet ~ http://www.fcrr.org/curriculum/pdf/GK-1/Archive/P_Final_Part1.pdf • Letter-sound correspondence • Students practice identifying and matching sounds to letters (initial, final, and medial) http://www.fcrr.org/curriculum/pdf/GK-1/Archive/P_Final_Part2.pdf • Onset and Rime • Students practice identifying initial consonant and any consonants that follow it; then practice blending, sorting, and segmenting the onset and rime http://www.fcrr.org/curriculum/pdf/GK-1/Archive/P_Final_Part3.pdf • Word study • Students practice sorting, blending, segmenting, and manipulating the sounds of letters in words and practice identifying high-frequency words http://www.fcrr.org/curriculum/pdf/GK-1/Archive/P_Final_Part4.pdf • Syllable Patterns • Students practice blending and segmenting syllables in words http://www.fcrr.org/curriculum/pdf/GK-1/Archive/P_Final_Part5.pdf • Morpheme Structures • Students practice blending compound words, roots, and affixes http://www.fcrr.org/curriculum/pdf/GK-1/Archive/P_Final_Part5.pdf

15. Fluency

16. Fluency • What is reading fluency? • “Ability to read text quickly, accurately, and with proper expression.” Report of the National Reading Panel (p. 3-5) • Why is fluency important? • “Fluency provides a bridge between word recognition and comprehension.” National Institute for Literacy (NIFL), 2001, p. 22 • Fluent readers are able to focus their attention on understanding text.

17. Fluency • What are the essential components? • Accuracy and Automaticity of Decoding Processes • Readers decode words accurately • Readers decode words effortlessly • Reading Speed or Rate • Readers read with an age or grade level appropriate rate • Reading speed is adjusted for purpose and text difficulty • Expression and Prosody • Readers read with smoothness, phrasing, and inflection. • Comprehension • Readers comprehend important ideas in connected text.

18. Fluency • What instruction helps develop fluency? • Speed Drills • Phrase Reading • Repeated Reading • Paired Reading • Choral Reading • Reader’s Theatre • Books on Tape

19. Fluency • How can we monitor students’ progress? • Assess fluency regularly and systematically • Listen to students read aloud • Take timed readings and compare performance with norms • Adjust instruction, if necessary, based on: • Progress monitoring assessments • Observational data • Why is monitoring progress important? • Motivating to students • Useful in setting instructional goals

20. Vocabulary

21. Vocabulary • Vocabulary is.. • The words we must know to communicate effectively. • Oral vocabulary • Words we use in speaking or recognize in listening. • Reading vocabulary • Words we recognize in reading or use in writing. • Importance of Vocabulary • Learning to read • Beginning readers have a much more difficult time reading words that are not part of their oral vocabulary. • Reading comprehension • Readers can not understand what they are reading without knowing what most of the words mean.

22. Vocabulary • Most vocabulary is learned indirectly through everyday experiences with oral language as children: • Engage in daily oral language • Listen to adults read to them • Read extensively on their own • Some vocabulary requires direct instruction in the form of: • Specific word instruction- explicit teaching of individual word meaning. • Word learning instruction- teaching of strategies for deriving word meaning. • How to use dictionaries and other reference aids. • Knowledge of common affixes, base and root words. • Using context clues.

23. Vocabulary • The vocabulary words selected for instruction should be: • Important Words that are important for understanding a concept or the text. • Useful Words that are likely to be seen and used again. • Difficult Words that are particularly difficult.

24. Comprehension

25. Comprehension Comprehension is the reason for reading • Good readers are purposeful and actively engaged in the text • Text comprehension can be improved by using the following six comprehension strategies: • Monitoring Comprehension: • Teaches students to be aware of what they do understand, identify what they do not understand and use strategies to resolve problems with text comprehension

26. Comprehension 2. Using graphic and semantic organizers: • Helps students focus on text structure as they read • Provides students with tools they can use to visually examine relationships in a text • Helps students write summaries of text 3. Answering questions • Gives students a purpose for reading • Focuses students’ attention on the text • Encourages active thinking as they read • Encourages monitoring of comprehension • Helps students connect text to previously learned material

27. Comprehension 4. Generating questions: • Improves students’ active processing of text • Promotes students to self-monitor for understanding 5. Summarizing: • Helps students identify main idea • Assists students in connecting main idea • Allows students to eliminate unnecessary information • Helps students remember what they read

28. Comprehension 6. Recognizing story structure • Promotes greater appreciation, understanding and memory for stories • Allows students to see how contents of a story are organized into a plot Effective comprehension strategy instruction: • Is explicit and direct • Can be accomplished through cooperative learning • Helps readers use comprehension strategies flexibly and in combination

29. Writing Specific Reading Approaches Rachel Kuklinski

30. Our Objectives • Define purposes of writing • Think about what good writing instruction is • Examine some of the difficulties students who struggle encompass • Explore and share strategies that facilitate skill in writing for students who struggle

31. Agenda • Definitions, questions about writing • Reading Rocket webcast or power point • Discussion • Power point presentation on Technology and Writing Instruction

32. Overarching Questions What are some of the purposes of writing and why do we teach it in school? In what ways does writing relate to reading? How have you integrated writing across the curriculum? What are some other ways that you might incorporate writing into other content areas? What are some of the more difficult areas in teaching the writing process that you have experienced with your students?

33. Begin at the Beginning Think about your own experiences with writing in school. Write about something from them that stands out in your mind, and how it has impacted you as a teacher. Define the purposes of writing and goals that you have when working with your students on writing.

34. Looking at Exemplars • DESE website

35. Debates • Should writing be taught before proficiency in decoding, spelling and handwriting? • Do students need full mastery of alphabetic principle before beginning writing? • Do students need full mastery of phoneme awareness before beginning writing?

36. Often under-taught, yet.. • Teaches organization/self expression • Teaches forms of text: narrative, expository, etc • Connects reading comprehension with written form • Connects vocabulary with comprehension (transitional words, conjunctions, parts of speech)

37. Direct instruction is needed within the workshop • Teaches development of sentence to paragraph to essay • Goal of sentence writing is to write compound and complex sentences: enhances comprehension • Goal of sentence writing is to improve revision and editing skills: enhances critical thinking • Goal of sentence is to apply knowledge of grammar and structure, enhances clarity of self expression and understanding of author’s craft

38. Strategies for Reluctant Writers • Process approach • Preplanning and organizing • Writing the draft • Proofing/revision • Editing • Final versions

39. Strategies • Encourage students to visualize situation, action, character • Role-play situations prior to organizing the information • Play with words • Create silly situations and have students verbally elaborate upon what might happen next

40. Strategies Cops – capitalization, organization, punctuation, spelling C-SOOP – capitalization, sentence structure, organization, overall format, punctuation STOPS – sentence structure, tenses, organization, punctuation, spelling

41. Strategies • Mind mapping – Kidspiration, Inspiration, Mind Maps • POWER – plan the paper, organize the ideas and elaborations, write the draft, edit the draft, revise the paper and enhance

42. Sentence Activities • Sentences and fragments • Scrambled sentences • Sentence types • Sentence expansion • Topic sentences

43. Paragraphs and Compositions • Persuasive writing • Descriptive writing • Compare and contrast composition

44. Integral for success: time, model, direct • Plan • Outline • Revise and edit • Write final copy

45. Outlines • Quick outline – develops single paragraph and intended to help students discern basic structure of paragraph: topic sentence, supporting details, conclusion • Transitional Outline – beginning of composition writing: two or three paragraphs • Multiple Paragraph Outline- compositions of 3 or more paragraphs

46. Outline • Select topic that will be the basis for title when writing the draft • Discuss purpose and audience • Write main idea as a phrase or category for each paragraph • Write supporting details

47. Teaching Spelling Taken from: Multisensory Teaching of Basic Language Skills by Judith R. Birsh

48. Objectives After this presentation participants will • Understand the importance of spelling instruction and how spelling develops • Learn reliable spelling patterns and rules of English • Learn activities, procedures, and lesson planning for effective spelling instruction

49. Spelling Development • Requires phonological knowledge • the knowledge of and sensitivity to the phonological structure of words in a language. • Orthographic knowledge • Orthographic knowledge refers to the knowledge of how the sounds (phonemes) of a language are mapped to the symbols (letters) of that language for use in reading and writing. • Begins with visual strategies

50. Prephonetic Stage • Also called the precommunicative Stage • Stage in spelling development in which not all of the sounds of the word are represented by letters (e.g., JS for dress). • Differentiate writing from drawing • Imitate the print they have seen • Use ltter-like or number-like forms • Shows lack of understanding of the concept of a word