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?
2
Essential Components
of Reading Instruction
3
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?
4
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
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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
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The Five Essential
Components of Reading
Instruction
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The Five Essential Components of Reading
Instruction
Fluency
Vocabulary Development
Phonics
Phonemic Awareness
Comprehension
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Phonemic Awareness
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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!
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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
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Phonemic Awareness
Why It Matters:
• It improves children’s word reading.
• It improves children’s reading
comprehension.
• It helps children learn to spell.
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Phonemic Awareness
What It Looks Like
Complexity
less
more
Word Comparison
Rhyming
Sentence Segmentation
Syllable Segmentation/Blending
Onset-rime blending/Segmentation
Blending/Segmenting Individual Phonemes
Phoneme Deletion and Manipulation
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Phonemic Awareness
Let’s Practice!
How Many Phonemes?
dog
up
sing
fax
though
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Phonemic Awareness
Assessing Phonemic
Awareness
• DIBELS
(phoneme segmentation fluency)
– http//dibels.uoregon.edu.
• PALS
• Scholastic Phonemic Awareness Skills
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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
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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/.
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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
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Phonics
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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
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Phonics
Phonics Skills
Letter-Sound Correspondence
Advanced Word
Analysis Skills
Reading in Texts
Regular Word
Reading
Irregular Word Reading
Adapted from Reading and Language arts 22
(2002)
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
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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
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Phonics
Assessing Phonics
DIBELS Nonsense Word Fluency
lut
sim
Basal Reading Series Assessments
TOWRE Test of Word Reading Efficiency
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Strategies
• Providing opportunities for frequent
practice with sound/symbol
relationships
• Blending phonemic awareness skills to
enhance phonics development
• Making Words
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Fluency
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What It Is
…the ability to read a text with
appropriate speed, expression and
phrasing
… accurately
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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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Take a Deep Breath
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tnemgip elbaredisnoc fI .roloc evitinifed sti
semussa siri eht ,ecafrus roiretna eht no
raeppa ot snigeb tnemgip eht sA .roloc
yarg-etals ro hsiulb a fo tceffe eht gnivig
yllausu, eussit tneculsnart eht hguorht
swohs reyal tnemgip roiretsop ehT .siri eht
of ecafrus roiretna eht no tnemgip on ro
elttil si ereht htrib tA.
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Fluency
What It Looks Like
•
•
•
•
•
Automatic recognition of words
Speed
Accuracy
Expression
Prosody
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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
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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
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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)
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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 80100 words per minute
– Should not have sound effects or music
– 1st reading-student follows along
– Subsequent readings should be done
until student can read independently of
tape
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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
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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”
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Fluency
Assessing Fluency
DIBELS Oral Reading Fluency
Curriculum-based Measurement
Informal Reading Inventories
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Vocabulary
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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
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writing
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.
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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)
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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
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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
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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
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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!)
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Vocabulary
Vocabulary:
Definition Mapping
What is it? Definition
What is it like?
The
Word
™
What are some examples?
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Vocabulary
Vocabulary:
Definition Mapping
What is it? Definition
The
Word
™
What is it like?
rodent
What are some examples?
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Vocabulary
Vocabulary:
Definition Mapping
What is it? Definition
What is it like?
mammal
The
Word
™
rodent
What are some examples?
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Vocabulary
Vocabulary:
Definition Mapping
What is it? Definition
mammal
What is it like?
2 sharp front teeth
Gnaws on hard objects
The
Word
™
rodent
Smooth, short fur
What are some examples?
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Vocabulary
Vocabulary:
Definition Mapping
What is it? Definition
What is it like?
2 sharp front teeth
mammal
Gnaws on hard objects
The
Word
™
rodent
mouse
Smooth, short fur
rat
squirrel
What are some examples?
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Vocabulary
Vocabulary:
Frayer Model
Definition
Characteristics
Word
Examples
Non-examples
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Vocabulary
Vocabulary:
Frayer Model
Characteristics
Closed
Plane Figure
More than 2 straight sides
2-dimensional
Made of line segments
Definition
A mathematical shape
that is a closed plane
Figure bounded by 3 or
More line segments.
Examples
Hexagon
Square
Trapezoid
Rhombus
Word
Word
Polygon
Non-examples
Circle
Cube
Sphere
Cylinder
Cone
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Vocabulary
Vocabulary Assessment
Graphic Organizers
Reading Inventories
Curriculum
Assessments
(science, social
studies, math,
music, etc.)
cylinder
Geometrical shape
circular
Pringles can
mammal
dog
4-legs
pet
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Vocabulary
What Words to Teach
• Important words
– Words critical for understanding concept/text
• Useful words
– Words student likely to see/use again and
again in many contexts
• Difficult words
– Words with multiple meanings
– idiomatic expressions
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Comprehension
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What It Is
• The process of constructing meaning
from written texts, based on a
complex coordination of a number of
interrelated sources of information.
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Comprehension
Why It Matters
• The reason for
reading!
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Comprehension
What It Looks Like
• Primary Grade Skills
(K-3)
– Literal
comprehension
– Sequencing
– Summarization
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Comprehension
What It Looks Like
• Intermediate Grade Skills
(4-12)
– Connecting ideas within
the reading
– Comprehending
complicated sentences
– Critically reading
passages
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Comprehension
Comprehension Activities
• Prereading
• During reading
• Postreading
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Comprehension
Prereading Activities
•
•
•
•
•
Connect to prior knowledge
Preview the text
Make predictions
Set a purpose for reading
Review Vocabulary
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Comprehension
During Reading Activities
•
•
•
•
•
•
Establish a purpose for reading
Confirm/reject predictions
Questioning self/text
Identify and clarify key ideas
Summarize
Visualize
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Comprehension
After Reading Activities
• Was purpose met?
• Paraphrasing important ideas
– Identify main ideas
– Identify details
• Making connections
• Drawing conclusions
• Making judgments about the text
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Comprehension
Comprehension
Assessment
•
•
•
•
Standardized tests (formal)
Reading Inventories (formal)
Retell (informal)
Semantic map (informal)
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Other Strategies
• Talk the student through a problem solving
situation
• Understand the graphic organizers you will
use with a student
• Ask the student a variety of types of
questions
• Have students draw a picture
•
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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?
67
“Any book that helps a
child to form a habit of
reading, to make reading
one of his deep and
continuing needs, is good
for him.”
Maya Angelou
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