Transcript What New in Reading?

The “Big 5” of
Reading
February 2006
Reading Skills Development
Pre-Reading
Stage
-Letter and
Sound
Knowledge
-Concepts
about Print
-Blending and
Segmenting
Decoding
Stage
Fluency
Stage
-Reading Skills -Phrasing and
and Strategies Chunking Text
-Automatic
Word
Recognition
-Speed and
Accuracy
-Expression
and Intonation
Comprehension
Stage
-Answering and
Generating
Questions
-Recognizing
Story Structure
-Retelling Events
-Summarizing
Information
Good readers are active and
think as they read.
Good readers use metacognitive strategies to think
about and have control over
their reading.
(Put Reading First, 2001 p. 49)
Assessment Tools
Running Records or Rigby Benchmark
 DIBELS
 Observation Survey
 Informal Reading Inventories (IRI)
 Words Their Way
 Core Reading program assessments
 Fluency checks
 High Frequency Word Lists
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Assessment (Continued)
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Observation is a powerful assessment
tool.
 Teachers
can determine students’
understanding of the reading process and
knowledge of reading strategies.
 Make them tell you what they are thinking as
they read.
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We use all of these things to help group
our students and drive our instruction.
The Big 5! Daily
Phonemic Awareness
 Phonics
 Fluency
 Vocabulary
 Comprehension
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Phonemic Awareness
Pre K-Grade One
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Phonemic awareness is the ability to notice,
think about, hear, and manipulate the sounds or
phonemes that compose words in spoken
language.
It involves:
 Segmenting-pulling
apart words into sounds
 Blending-putting sounds back together
 Manipulating-adding, deleting and substituting these
sounds
Phonemic Awareness (continued)

Phonemes are the smallest units of sound
in spoken words
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/m/
 First
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/a/
Second
/p/
Third
Phonemic awareness is an auditory skill that
consists of multiple components and does
not involve print.
Research says….
Explicitly and systematically teaching
children to manipulate phonemes
significantly improves children’s reading,
comprehension and spelling abilities.
 Phonemic awareness is a strong predictor
of later reading success.
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Phonological Awareness Continuum
Type
Description
Example
Phonemic Awareness
Blending phonemes into words,
segmenting words into
individual phonemes, and
manipulating phonemes in
spoken words
/k/ /a/ /t/
/sh/ /i/ /p/
/s/ /t/ /o/ /p/
Onset and Rimes
Blending and segmenting the
initial consonant or consonant
cluster (onset) and the vowel
and consonant sounds that
follow (rime)
/m/ /ice/
/sh/ /ake/
Syllables
Combining syllables to say
words or segmenting spoken
words into syllables
/mag/ /net/
/pa/ /per/
Sentence
Segmentation
Segmenting sentences into
spoken words
The dog ran away.
1
2 3
4
Alliteration
Producing groups of words that
begin with the same initial
sound
Matching the ending sounds of
words
ten tiny tadpoles
Rhyme
cat, hat, bat, sat
Phonics
Grades K-3 and for students not at grade level.
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Phonics Instruction teaches children the
relationship between the letters (graphemes) of
the written language and the individual sounds
(phonemes) of spoken language.
Phonics teaches children to use these
relationships to read and write. It is a tool, not an
end of itself.
Phonics helps children learn and use the
alphabetic principle.
Research says…
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When introduced in Kindergarten and First
Grade, explicit systematic phonics instruction
is significantly more effective than alternative
programs that provide nonsystematic or no
phonics instruction.
Phonics improves word recognition, spelling and
reading comprehension.
 This
is not the old workbook and worksheets to just fill
in a letter. It is making words, finding patterns in
books and using phonics patterns in writing.
Fluency
Grades 1-5
Fluency is the ability to read a text
accurately and quickly (automaticity).
 Fluency is the ability to read text with
accuracy at an appropriate rate, and with
appropriate expression/phrasing
(prosody).
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Fluency (continued)
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Fluent readers focus on and can devote attention to
comprehension.
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Non-fluent readers focus on decoding.
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Fluency is important because it provides a bridge
between word recognition and comprehension.
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Fluency develops from practice. Students need to read
and re-read and re-read appropriate books at their
independent level.
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Fluency can be very motivating to students.
Techniques for Developing Reading
Fluency
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Repeated Reading
Partner Reading
Echo Reading, Choral Reading
Chunking
Tape-Assisted Reading
Readers’ Theater
Timed Reading
Read Alouds
Research says…
 Repeated
and monitored oral reading improves
fluency.
 Repeated
reading can benefit most students
throughout elementary school, as well as struggling
readers at higher grade levels.
 It
develops because students are given opportunities
to practice reading with a high degree of success.
Vocabulary
Grades K-5
Vocabulary refers to words we must know
to communicate effectively.
 Oral vocabulary refers to words that we
recognize in listening (receptive) or use in
speaking (productive).
 Written vocabulary refers to words we
recognize in reading (receptive) or use in
writing (productive).
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Research says…
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Becoming literate requires knowing thousands of
words.
Gaps in vocabulary start in preschool.
Word knowledge in preschool correlates to
comprehension in upper elementary.
Vocabulary is central to learning.
Lots of exposure to books and wide reading are
essential.
Instruction can make a difference.
What Can We Do to Close the Gap?
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Explicit robust vocabulary instruction:
 Offers
rich information about words and their uses.
 Provide frequent and varied opportunities for students
to think about and use words.
 Enhance students’ language comprehension and
production.
 Connect new words with prior experiences.
 Include labeling and classifying sorts.
Tier One: Basic Words
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The most basic words; rarely require instruction.
 clock
 baby
 happy
 boy
 sit
 to
 run
Tier Three: Low-Frequency Words
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Seldom used, often limited to specific
domains
 isotope
 lathe
 peninsula
 prospector
 outrider
Tier Two: Rich Words
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High Frequency words
Instruction with these words can add
productively to a student’s language ability
 coincidence
 absurd
 delicious
 fortunate
 eager
Tier Two Words
Generate a list of possible words which
describe a picture.
 Beat the Parent
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 “I’m
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thinking of a word” ex. Happy
What’s in the bag?
 Each
child gets one bag, looks inside, and
chooses six words that describe the item.
Comprehension
Grades K-5
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Reading comprehension is best facilitated by
systematically teaching students a variety of techniques
and systematic strategies to assist in the following:
 Recall information
 Question generation
 Answer questions
 Summarize information
 Sequence events
 Learn new vocabulary
 Monitor their comprehension
 Recognize story structure
 Organize information using graphic organizers
Research Say…
Monitor as they are reading
 Create mental images
 Determine what is important
 Infer while reading
 Synthesize
 Make connections
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 Text
to self
 Text to text
 Text to world
Comprehension Framework
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Before Reading:
 Set
a purpose for reading.
 Preview the text to:
Activate and build background knowledge
 Introduce vocabulary
 Make predictions
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Comprehension Framework
(continued)
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During Reading:
 Stop
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for reactions, comments, and predictions.
After Reading:
 Help
your child:
Determine important ideas and summarize.
 Draw conclusions and make inferences.
 Focus on story structure and themes.
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Comprehension Strategies
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Think Aloud
 Begin
reading a passage aloud while your
child listens or follows along. When you come
to a trouble spot, stop and think through it
aloud while they listen to what you have to
offer.
Comprehension Strategies
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Listening Thinking Activity
 Preview
the text and make predictions based
on the title. As you read aloud stop and think
out loud making connections or changing
predictions.
Just Right Books
The availability of appropriate reading
materials greatly impacts children’s
literacy development. The more books the
better the reading achievement. (Routman
2002)
 Students need texts that they can read
accurately, fluently, and with good
comprehension (Allington 2001 & 2005)
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