Transcript Document

Reading Workshop
Saturday, April 28, 2007
Martin Street Baptist Church
Reading Research
WCPSS
Reading
Model
Word Recognition
What is it?
Why is it important?
How can I help at home?
Phonemic Awareness
…the ability to hear, identify, and manipulate the
individual sounds (phonemes) in spoken words.
phonemes: are the smallest parts of sound in
a spoken word that make a difference in the
word’s meaning.
The word, shop contains 3 phonemes: /sh/ /o/
/p/
Example: bag to rag is a result of changing
the first phoneme in the word bag from /b/ to
/r/ therefore changing the meaning of the
word.
Phonemic Awareness…
• Can be taught and
learned
• Helps children learn to
read and spell
• Is most effective when
linked with letters
• Is most effective when
it focuses on only one
or two types of
phoneme manipulation
Phonemic Awareness
Development
Phoneme Blending-
listening to
separate phonemes and combining
them to form a word
– What word is /p/ /e/ /n/ ?
Phoneme Segmentation-breaking
a word into separate sounds
– What sounds are in the word:
flag?
Blending Strategy
“1-800-BLENDIT”
Segmenting Strategy
• Bubblegum
• Silly Putty
• Rubberband
Phonemic Awareness
Development
Phoneme Deletion-recognizing the
word that remains when a phoneme is
removed from the word
– Say farm. Now say farm without
the /f/.
Phoneme Substitution-substituting
one phoneme for another to make a
new word
– Say sip. Now change the /p/ to
/t/. What is the new word?
Phonics Instruction
“Phonics instruction teaches children the
relationship between the letters of written
language and the individual sounds of
spoken language”
Knowing these relationships helps children:
• Accurately recognize familiar words
• Learn to recognize words at an automatic level
• Decode words that are unfamiliar to them
• To read isolated words as well as words in
context
Systematic and Explicit
Phonics Instruction
• Improves word recognition and spelling
for students in grades K-1
• Improves reading comprehension
• Is effective for students from varying
socioeconomic levels
• Increases reading skills in students who
are having difficulty learning to read
• Most effective when provided early
• Should not stand alone as the entire
reading program
Sequence for Teaching Letters
There are many programs available that teach phonics,
and each has its own sequence for teaching the letters
and sounds. No one program is the only right way.
Research, however, does not support teaching the letters
sequentially.
Example of one program’s sequence for teaching the letters:
Recipe for Reading
c, o, a, d, g, m, l, h, t, i, j, k, p, ch,
u, b, r, f, n, e, s, sh, th, w, wh, y,
v, x, z, th, qu
Do children need to know all of
their letters before they can read
and spell?
NO!!!
Once children are taught an ample amount of letters
and their sounds, they can immediately begin to:
Blend letters to
make words
Decode new words
Manipulate letters
by deleting,
inserting, and
adding to create
new words
Spell and write
new words
Create rhyming
words
Oral Language and
Vocabulary
What is it?
Why is it important?
How can I help at home?
Four Types of
Vocabularies
Listening
Speaking
Reading
Writing
(Put Reading First, 2001)
Vocabulary Learning
DIRECT
Specific word
instruction
INDIRECT
Daily oral
language
Word-learning Read-alouds
strategies
Extensive
independent
reading
(Put Reading First, 2001)
Key Principles of
Oral Language Development
1. Model Higher-Level Language
2. Consciously Provide Language-Rich
Experiences
3. Read Aloud to Children
4. Promote Children’s Use of Language
1. Model Higher-Level Language
Use:
• a “big word” every day.
• complete sentences with explicit
referents.
• play word games (Scrabble,
Pictionary, Boggle)
DON’T just throw big
words into conversations with
children.
If children don’t have enough
conceptual knowledge, they will
not understand and will disregard
the big word. (Juel, 2002)
Limited Language
What did you
do in
school
today?
Nuthin’
Explicit Language
Ms. Sampson’s email said
you have been studying
oceans this week. How
did the tides experiment
go today?
It was really
cool!!! We
flooded…
Let’s Play Boggle!
gait
lair
moat
roam
ail
2. Consciously Provide Rich
Language Experiences
•
Field trips (online, museums, festivals/fairs,
•
•
•
Storytellers, author signings, library
Community-based activities
Talk to your children
etc…)
–
–
Discuss art, music, sports, history, politics,
common interests
Conversation with adults builds background for
comprehension
3. Read Aloud to Children
Use:
• material that is slightly above their
current reading level.
• texts that contain rich vocabulary and
are conceptually challenging.
• variety of genres.
– Nonfiction (e.g., trade books,
periodicals, references)
– Fiction
– Poetry, songs, and chants
Effective Strategies
• Get children expressively engaged!
–
–
–
–
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Dramatizing
Talking back
Critiquing or controlling
Inserting
Taking over
• Encourage children to follow the story with
their bodies, mime, props, drawing, etc…
• Reread, reread, reread!!!
• Allow wait-time for answering questions (up
to 60 sec.)
Adapted from New Essentials for Teaching Reading and Boys and Girls
Learn Differently
4. Promote Children’s Use of
Language
• Invite children
to “read”
wordless
picture books.
Ten or Twenty Questions
4. Promote Children’s Use of
Language
• Provide opportunities for
children to give directions.
Battleship
I Spy
• For young kids
• Great for car rides too!
Additional Resources
• The Read-Aloud Handbook by Jim
Trelease
• www.colorincolorado.org
• www.readingrockets.org
• www.ncte.org
• www.carnegie.org
• www.dpi.state.nc.us