Sharon Walpole Michael C. McKenna Zoi A. Philippakos Goals 1. Discuss assessments necessary for this group 2.
Download ReportTranscript Sharon Walpole Michael C. McKenna Zoi A. Philippakos Goals 1. Discuss assessments necessary for this group 2.
Sharon Walpole Michael C. McKenna Zoi A. Philippakos Goals 1. Discuss assessments necessary for this group 2. Provide background information on word recognition development 3. Provide a potential scope and sequence for short multisyllabic word recognition lessons 4. Provide video examples of teachers piloting these lessons Word Recognition Development Sounds Consonant Vowel Patterns in Single-Syllable Words Short Vowel Long Vowel Other Vowels Word Parts in Multisyllabic Words Syllables Morphemes Word Recognition by Grade Level Kindergarten Individual letter names and sounds First grade Short vowel patterns Blends and digraphs Vowel-consonant-e R-controlled vowels High-frequency vowel teams Second grade Low-frequency vowel teams Affixes (prefixes and suffixes) Third grade Multisyllabic words Developing early decoding Use the informal phonics inventory (p. 125) to identify needs. Use the model lessons to address the needs, and then take stock. What about older struggling readers? It is possible (common, perhaps) for students to master all of these lower-level phonics skills in single-syllable words and still have significant word recognition problems. We are working a series of reasonable steps to identify these students and then try to address their needs within regular classrooms. What challenges have you faced with older struggling readers? Weak oral reading fluency Strong word recognition Weak word recognition Use an informal measure of multisyllabic decoding to investigate word recognition For students with strong word recognition and weak fluency, plan to build fluency and comprehension For students with weak word recognition and weak fluency, plan to build multisyllabic word recognition, fluency, and comprehension For students who do not respond to this instruction, consider intensive decoding interventions A sample informal measure The Advanced Decoding Survey copyright indicates that it can be used for educational use by nonprofit agencies; it cannot be distributed or used for profit. We use it here as an example. You may have similar measures in your core program materials or in your professional books. Zoi’s Pilot Test Zoi has been working with us to create an informal assessment that is matched directly to our differentiated lessons. We know that we have to deal with multisyllabic words. We are giving you a draft copy of the test, in case it is useful to you now. Possibilities Use a fluency screening to identify older elementary students with potential word recognition problems. Use this (or another) informal test of word recognition in isolation to identify three groups: those with no word recognition problems, those with single-syllable pattern problems, and those who can read single syllables but not longer words. Caveat While students with single-syllable word recognition problems might be served by the lessons in How to Plan Differentiated Reading Instruction, it is important to note that we did not intend them to be used with older struggling readers. Consider whether an intensive intervention of some sort might be more appropriate. Lesson Plan Components Decoding Practice dividing and reading multisyllabic words Fluency Choral read new selection Comprehensio n Inferential or Partner read or summary questions whisper read same (either in discussion selection or later, in writing) (either with the teacher or later) How to Plan the Lesson 1. Choose or write a list of words to have the students divide and decode. You could select words from the book you’re using. We are working on word lists now that are similar to those in How to Plan Differentiated Reading Instruction. How to Plan the Lesson 2. Choose text that provides enough challenge to make the choral reading necessary and the repeated reading meaningful. Choose chapter books, information texts, leveled texts, magazines, internet-based texts, but not decodable or predictable texts. We favor chapter books as a start, because you can plan to use a new chapter each day. How to Plan the Lesson 3. Write high-level questions. Remember that you must motivate older readers to want and like to read. The texts you choose have to be challenging and interesting and the questions you ask have to be meaningful. You may have to teach students what it means to make an inference within the text or between the text and prior knowledge. If you begin with how or why, the question is almost always inferential. How do you think your 4th- and 5th- grade teachers would respond to this? Review of Syllable Types Type Closed Open VowelConsonant-e Description Short vowel followed by one or more consonants Vowel is at end of syllable and is pronounced with its long sound Final e marks the long vowel sound Example trash con tent she remote time enrage OR is dropped when a vowel blaming suffix is added Type R-controlled Vowel Team Consonant-l-e Description Link a vowel and r to make a vowel sound that is neither long nor short Two vowels (and sometimes w or y) working together to represent one sound Example shark purpose team contain boyish Always comes at the end of a enable word and is never accented New Resource Kathy Ganske’s Mindful of Words integrates the background knowledge of word recognition development with useful activities that you can use first with teachers and eventually with children. Let’s get a taste of it Look at the Table of Contents for Chapter 2. Assign each of these topics to someone at your table. compound words (p. 22) plus sort 1 -ed and –ing (p. 26) plus sort 5 comparisons (p. 45) plus sort 9 Read your section; be prepared to share the talking points, and then do the sort together! How would we begin teaching children to divide and decode? Teach them to be flexible! Provide lists of words with similar structures. Give some guided practice: Divide. Decode and blend. Check to see if the word is one you know! (But as children get older, they will meet more words that they’ve never heard and don’t understand.) Combinations We Are Considering Compounds lighthouse, flashpoint Closed/Closed custom, comment Open/Open cozy, ivy Open/Closed depend, moment Closed/VCe, Open/VCe escape, membrane, delete R-Controlled/Closed, R/Open, R/R garnish, firmly, curler Vowel Team/Closed, VT-Open, VT/R, VT/VCe maiden, paisley, reader, meanwhile Closed/Cle, Open/Cle, VT/Cle, R/Cle cattle, fable, eagle, startle 3-Syllable Combinations operate, dynamite, occupy Prefixes foreshadow, discomfort Suffixes homeless, harmful, peacefulness Both Prefix and Suffix unsuccessful, unidentifiable Yikes! You don’t have to be a linguist to do this! The goal of this type of instruction is to get students to divide and pronounce, and to build their confidence in attacking longer and longer words. We want children to use syllable types as a tool. Please note: THERE ARE MANY ODDBALLS, and if you demonstrate that, you can help students to become wordsmiths. Another Taste Everyone read pages 48-56. The issues of decoding open and closed syllables are key to getting children to decode longer words. Let’s all do Sorts 11 and 12 Compounds Closed-Closed Open-Closed -Cle breakfast myself snowstorm throughout beside downpour napkin happen magnet dentist plastic absent music robot female fever human basic table battle handle bugle cable sample Divide between the vowel and the consonant Divide before the Cle syllable Divide between Divide between words you know consonants Prefix Only Suffix Only Both Prefix and Suffix misjudge pretest unicorn tripod nonsense extend roughly weakness plentiful comfortable cautious craziest unhappiness mistreatment subtraction pretreatment replacement Divide between the Divide between the Divide between prefix and the rest suffix and the rest both the prefix and of the word of the word the suffix and the rest of the word Teacher Talk We are Piloting Compound Words Today we will work with compound words. Compound words contain two words that are joined together to make up a new word. We will break each compound word into its two separate words and then read the whole word together. You know already how to read short words and you can apply this knowledge into reading these longer words. The challenge is to figure out where to divide the word. For compounds, you divide between the two words. Compound Word Introduction Teacher Talk We Are Piloting Finding Syllables You already know how to read short words and you can apply this knowledge to read longer words. The challenge is to figure out where to divide the word into syllables. Each syllable has to have a vowel sound. A strategy you can use is to first find the vowels. You can mark them. Then divide between consonants. Blends are usually not divided and digraphs are never divided. Pronounce each syllable, blend them into a word, and see if it sounds like a word. If it doesn’t, divide in a different way. Finding Syllables Teaching Children to Correct Teacher Talk We Are Piloting Closed Syllables Today we will work with words that have closed syllables. A syllable is called closed if the vowel is followed by one or more consonants and the vowel is pronounced with its short sound. Closed syllables can come in any part of a word. Closed Syllables Teacher Talk We Are Piloting Open and Closed Syllables Today we will work with words that have both open and closed syllables. A syllable is called open if the vowel is not followed by a consonant and is pronounced with its long sound. Open syllables and closed syllables can come at the beginning or end of words. Open and Closed Syllables Student Practice Once you have introduced the syllable types, provide the students an opportunity to apply their knowledge to actually read words. Student Practice What about fluency? What do you think your 4th- and 5th- grade teachers will think about more targeted fluency work? Is it important for upper elementary? Students with stronger oral reading fluency typically have stronger comprehension. Fluency is necessary but insufficient for comprehension. Fluency is developed by wide and repeated reading of text – which may also build vocabulary, knowledge and motivation to read. Is it reasonable for upper elementary? Remember that all students should receive grade-level Tier I instruction, and that instruction includes comprehension, vocabulary, and fluency work with grade-level selections and vocabulary and comprehension in read-alouds. Students whose oral reading rate is weak may experience great benefits from additional fluency work during Tier II instruction. Planning and implementing this instruction are very simple. Weak oral reading fluency Strong word recognition Weak word recognition Tier I 45-60 min? Tier II 45-60 min? Grade-Level Instruction Interactive Read-Aloud Written Response WR & F Reading Practice F&C Reading Practice Written Response Written Response Literature or Idea Circles V&C Tier I 45-60 min? Tier II 45-60 min? Grade-Level Instruction Interactive Read-Aloud Written Response WR & F Reading Practice F&C Reading Practice Written Response Written Response Literature or Idea Circles V&C If word recognition is weak, WR & F Decoding Practice dividing and reading multisyllabic words Fluency Choral read new selection Partner read or whisper read same selection (either with the teacher or later) Comprehension Inferential or summary questions (either in discussion or later, in writing) If word recognition is strong, F & C Fluency Choral read new selection Comprehensio n Inferential or summary questions Partner read or whisper read same (in discussion and perhaps later, in selection writing) (either with the teacher or later) The fluency techniques are simple Echo Choral Partner Whisper Choral Reading of a Book Partner Reading of a Book Whisper Reading Rationale for Repetition Students may wonder why you are asking them to reread. Listen to Zoi explain that to a group of Fourth Graders. Rationale for Rereading Comprehension Discussion You will see that we choose to ask just a few questions and engage the children in as much talk as possible. If you then ask the students to reread the text and answer the questions in writing, you will have also planned meaningful practice. Discussion with teacher Using Written Questions What do you think about making this differentiation model K-5?