The Nuts and Bolts of Reading - Central Intermediate Unit # 10

Transcript The Nuts and Bolts of Reading - Central Intermediate Unit # 10

Agenda

• 8am: Check in Activity • 8:30am-12pm: The “what” of literacy; essential components of literacy instruction • 12pm-1pm: Lunch • 1pm-3pm: The “how” of literacy instruction • 3pm- 3:15pm: Evaluation 1

Check In

• How are you feeling today?

• What is your biggest question regarding your role in reading instruction?

Essential Components of Reading Instruction

Essential Questions

• Besides comprehension, what are some of the other skills and strategies students need to develop in reading?

• What can I do to support students in reading?

• How does my own understanding and proficiency in reading affect my ability to help my students?

Word Sort

• Pre-reading, during reading and after reading activity • Used to introduce and develop vocabulary understanding • Directions: – Cut out top (heading) “5 Essential Components of Reading Instruction” – Cut out other words – Sort words under heading (3 minutes) – Share thoughts – Revisit throughout 5

Phonics

Effective Programs Provide…

…repeated opportunities to apply what they are learning about how to read and understand what is read …motivating and purposeful 6

Effective Programs Are… • Systematic- the plan of instruction includes carefully selected set of skills or concepts that are organized into a logical sequence • Explicit- Programs provide teachers with precise directions for the teaching of these skills or concepts • Engaging, yet focused- programs DO NOT need to be scripted to be systematic and explicit 7

The Five Essential Components of Reading Instruction

The Five Essential Components of Reading Instruction Fluency Vocabulary Development Phonics Comprehension Phonemic Awareness 9

Phonemic Awareness

PHONEMIC AWARENESS

• The ability to hear, identify, and manipulate individual sounds (phonemes) in spoken words.

– Phonemes are the smallest parts of sound in a spoken word that make a distinction in the word’s meaning – Phonemic Awareness involves NO PRINT!

Phonemic Awareness

What It Is

• Recognizing which words in a given set begin with the same sound .

• Isolating and saying the first or last sound in a word.

• Combining/blending the separate sounds in a word to say the word.

• Breaking or segmenting a word into separate sounds 12

Phonemic Awareness

Why It Matters:

• It improves children’s word reading.

• It improves children’s reading comprehension.

• It helps children learn to spell.

Phonemic Awareness

What It Looks Like

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Word Comparison Rhyming Sentence Segmentation Syllable Segmentation/Blending Onset-rime blending/Segmentation Blending/Segmenting Individual Phonemes Phoneme Deletion and Manipulation

more

Phonemic Awareness

Let’s Practice!

How Many Phonemes?

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Phonemic Awareness

Assessing Phonemic Awareness

• DIBELS (phoneme segmentation fluency) – http//dibels.uoregon.edu.

• PALS • Scholastic Phonemic Awareness Skills 16

Phonemic Awareness

Strategies

• Making oral rhymes – Rhyme Away Stories – Use “Down by the Bay” • Working with syllables in spoken words – I can clap the parts in my name – Bethann 17

Phonemic Awareness More Strategies… • Identifying and working with onsets (beginnings) and rimes (endings) in spoken syllables or words.

– The first part of sip is s-.

– The last part of win is -in.

• Identifying and working with individual phonemes in spoken words.

– The first sound in sun is /s/.

Phonemic Awareness More Strategies… • Children recognize the same sounds in different words.

– What sound is the same in fix, fall, and fun?

• Recognize the word in a given set that has a different sound.

– Which word does not belong?

• bus, bug, run 19

Phonics

What It Is

Phonics instruction teaches children the relationships between the letters of written language and the individual sounds (phonemes) of spoken language.

Also known as Alphabetic Principle 21

Phonics Advanced Word Analysis Skills

Phonics Skills

Letter-Sound Correspondence Regular Word Reading Reading in Texts Irregular Word Reading Adapted from Reading and Language arts (2002) 22

Phonics

Why It Matters

• Leads to an understanding of the alphabetic principle: the systematic and predictable relationship between written letters and spoken sounds.

• Significantly improves word recognition, spelling, and comprehension 23

Phonics What It Looks Like • Systematic- the plan of instruction includes carefully selected set of letter-sound relationships that are organized into a logical sequence • Explicit- Programs provide teachers with precise directions for the teaching of these relationships 24

Phonics

Assessing Phonics

DIBELS Nonsense Word Fluency lut sim Basal Reading Series Assessments TOWRE Test of Word Reading Efficiency 25

Strategies

• Providing opportunities for frequent practice with sound/symbol relationships • Blending phonemic awareness skills to enhance phonics development • Making Words 26

Fluency

What It Is

…the ability to read a text with appropriate speed, expression and phrasing … accurately 28

Fluency

Why It Matters

• Fluency allows students to concentrate more on understanding what they read rather than focusing on decoding the words • Provides a bridge between word

recognition and comprehension

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Fluency

What It Looks Like

• Automatic • Speed • Accuracy • Expression • Prosody recognition of words 31

Fluency Recognizing Non-fluent Readers • Students are not automatic at recognizing words in their texts • Student reads orally (not practiced) and makes more than 10% word recognition errors • Student does not/can not read with expression • Student’s comprehension is poor when reading to someone out loud 32

Fluency

Strategies to Build Fluency

• Repeated Reading with a purpose – First time reading to familiarize – Second reading to identify storyline, make predictions – Third reading to build speed, accuracy, and expression 33

Fluency

Read- Aloud Strategies

• Student-adult reading – Adult reads first, providing model • Student reads same passage until fluent • Choral reading – Students read along as a group with you.

• Must be independent level for most (if not all) • Patterned or predictable books particularly good • Begin by adult reading first to model • 3-5 readings of same passage until fluent (not necessarily on same day) 34

Fluency

Tape-assisted reading

– Students read along as they hear a fluent reader on tape reading book.

– Must be at reader’s independent level and read by fluent reader at rate of 80 100 words per minute – Should not have sound effects or music – 1 st reading-student follows along – Subsequent readings should be done until student can read independently of tape 35

Fluency

Partner Reading

– Paired students take turns reading to each other • More fluent readers can be paired with less fluent readers* • Stronger reader reads first, providing the model • Less fluent reader reads same text • More fluent reader helps with word recognition as needed • Rereads until fluent 36

Fluency

Reader’s Theater

– Students rehearse and perform play for peers or others • Script derived from books rich in dialog • Students play characters who speak lines or • a narrator who shares background info • Provides readers with legitimate reason to reread text and to practice fluency • Promotes cooperative interaction with peers • Makes reading task appealing http://www.mandygregory.com

– On left “Reader’s Theatre” 37

Fluency

Assessing Fluency

DIBELS Oral Reading Fluency Curriculum-based Measurement Informal Reading Inventories 38

Vocabulary

What It Is Vocabulary are the words we must know to communicate effectively – Receptive (listening) vocabulary: words we need to know to understand what we hear – Speaking vocabulary: words we use when we speak – Reading vocabulary: words we need to now to understand what we read – Writing vocabulary: words we use in writing 40

Vocabulary

Why It Matters

• Beginning readers use their oral vocabulary to make sense of words they see in print • Readers must know what most of words mean before they can understand what they are reading • Students need in-depth understanding of words in order to apply them and use them. 41

Vocabulary Speaking/Receptive and Reading Vocabulary Learning, as a language-based activity, is fundamentally and profoundly dependent on vocabulary knowledge. (Baker, Simmons, & Kame’enui, 1998) 42

Vocabulary

What It Looks Like

Vocabulary Instruction

Direct:

– Provides students with specific word instruction – Teaches student word-learning strategies

Indirect:

– Children learn indirectly in 3 ways: • Engagement daily in oral language • Listening to adults read to them • Reading extensively on their own 43

Vocabulary

Strategies

• Specific word instruction – Teach specific words before reading to help both vocabulary learning and reading comprehension – Provide extended instruction to promote active engagement with vocabulary, which improves word learning – Provide repeated exposure to vocabulary in many contexts to aid word learning 44

Vocabulary

Strategies

• Word learning – How to use thesaurus’, dictionaries, glossaries and other reference aids to learn word meanings and deepen knowledge of word meanings – How to use information about word parts to figure out meanings of words in text – How to use context clues to determine word meanings 45

Vocabulary

Strategies

• Reading aloud – Models fluent reading – Exposes students to a variety of texts – Provides opportunities to discuss new/out-of-learned-context vocabulary • Definition mapping (aka graphic organizers!) 46

Vocabulary