Transcript Reading Mastery Plus - Oregon Reading First Center

Oregon Reading First
Institute on Beginning Reading I
Cohort B
Day 2:
Five Big Ideas of Reading Instruction
August 24, 2005
1
Oregon Reading First
Institutes on Beginning Reading
Content developed by:
Edward J. Kame’enui, Ph. D. Deborah C. Simmons, Ph. D.
Professor, College of Education
Professor, College of Education
University of Oregon
University of Oregon
Michael D. Coyne, Ph. D.
University of Connecticut
Beth Harn, Ph. D
University of Oregon
Prepared by:
Patrick Kennedy-Paine
University of Oregon
Katie Tate
University of Oregon
2
Cohort B, IBR 1, Day 2
Content Development
Content developed by:
Tricia Travers
Amanda Sanford
Jeanie Mercier Smith
Carrie Thomas Beck
Ann Arbogast
Additional support:
Deni Basaraba
Julia Kepler
Katie Tate
3
Copyright
• All materials are copy written and should not
be reproduced or used without expressed
permission of Dr. Carrie Thomas Beck,
Oregon Reading First Center. Selected
slides were reproduced from other sources
and original references cited.
4
Reading Mastery Plus
5
Goal of the Institute on Beginning
Reading (IBR)
Build the capacity, communication, and
commitment to ensure that all children
are readers by Grade 3.
6
Why Focus on a Reading Program?
Aligning what we know and what we do to maximize outcomes.
•
Unprecedented convergence on skills children need to be
successful readers
•
Much classroom practice is shaped by reading programs
– Publishers have responded to the research and redesigned
programs.
– A program provides continuity across classrooms and grades in
approach.
•
Many state standards are using research
to guide expectations
7
Advantages of Implementing a Core
Program
•
•
Increasing communication and learning
Improving communication
– Teachers within and across grades using common language and
objectives
Improving learning
– Provides students a consistent method or approach to reading
which is helpful for all students
– Provides teachers an instructional sequence of skill presentation
and strategies to maximize student learning
– Provides more opportunity to differentiate
instruction when necessary
8
Programs Implemented With High Fidelity
Programs are only as good as the level of
implementation
To optimize program effectiveness:
•
Implement the program everyday with fidelity
(i.e., the way it was written)
•
Deliver the instruction clearly, consistently, and explicitly
(e.g., model skills and strategies)
•
Provide scaffolded support to students
(e.g., give extra support to students who need it)
•
Provide opportunities for practice with corrective feedback
(e.g., maximize engagement and individualize feedback)
9
Design and Delivery
Features of well-designed programs include:
– Explicitness of instruction for teacher and student
• Making it obvious for the student
– Systematic & supportive instruction
• Building and developing skills
– Opportunities for practice
• Modeling and practicing the skill
– Cumulative review
• Revisiting and practicing skills to increase strength
– Integration of Big Ideas
• Linking essential skills
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Essential Instructional Content
1. Phonological Awareness: The ability to hear and
manipulate sounds in words.
2. Alphabetic Principle: The ability to associate
sounds with letters and use these sounds to read
words.
3. Automaticity and Fluency with the Code: The
effortless, automatic ability to read words in
connected text.
4. Vocabulary Development: The ability to
understand (receptive) and use (expressive) words
to acquire and convey meaning.
5. Comprehension: The complex cognitive process
involving the intentional interaction between reader
and text to extract meaning.
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Changing Emphasis of Big Ideas
K
1
2
3
Phonological
Awareness
Alphabetic
Principle
Letter Sounds &
Combinations
Multisyllables
Automaticity
and Fluency
with the Code
Vocabulary
Comprehension
Listening
Reading
Listening
Reading
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Phonological Awareness
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Objectives
 To define phonological awareness
 To become familiar with the research behind
phonological awareness
 To identify high priority skills of phonological
awareness
 To review the scope and sequence of phonological
awareness instruction in Reading Mastery Plus
 To identify and implement phonological components
within daily Reading Mastery Plus.
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Phonological Awareness
The ability to hear and manipulate
sounds in words.
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Phonemic Awareness: Research
The best predictor of reading difficulty in kindergarten or first
grade is the inability to segment words and syllables into
constituent sound units (phonemic awareness).
Lyon 1995
Poor phonemic awareness at four to six years of age is
predictive of reading difficulties throughout the elementary
years.
Torgesen and Burgess 1998
More advanced forms of phonemic awareness (such as the
ability to segment words into component sounds) are more
predictive of reading ability than simpler forms (such as being
able to detect rhymes).
Nation and Hulme 1997
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Critical Elements in Phonological
Awareness
•
The National Reading Panel report (2000) identifies the following elements as
essential in Phonological Awareness instruction:
A critical component but
not a complete reading
program
Focus on 1 or 2
types of PA
Teach in small
groups
Teach
explicitly &
systematically
Teach to manipulate
sounds with letters
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Definitions
•
•
•
•
•
•
•
•
•
Continuous sounds
Stop sounds
Onset-rime
Phoneme
Phoneme Blending
Phoneme Segmentation
Phonemic Awareness
Phonics
Phonological Awareness
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Activity
• Please take out your Phonological Awareness
Definitions activity sheet
• Partner up!
• Read the examples and definitions. Find the idea
that matches the definition or example from the
word bank. Write it in the box next to the
definition or example.
• Use your definitions sheet to help you if you get
stuck
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Word
A.
A. Stop sound
B.
B. Onset-Rime
C.
C. Phonics
D.
D. Phoneme
E.
E. Phoneme segmentation
F.
F. Continuous sound
G.
G. Phonological awareness
H.
H. Phonemic awareness
I.
I. Phoneme blending
Definition or Example
A. /t/
/t/
A.
B. /r/-/ipple/
B. /r/-/ipple/
C. mapping sounds to print
C. mapping sounds to print
D. The smallest unit of sound
D. The smallest unit of sound
E. taking a word apart into all of its
E.
taking a word apart into all of it’s
sounds
sounds
F. /mmm/
F. /mmm/
G. The understanding that words are
composed
of sounds, and
ability
G.
The understanding
thatthe
words
areto
hear
and manipulate
those
sounds
composed
of sounds,
and
the ability
hear
and manipulate
those sounds
H. to
The
awareness
of the individual
sounds
comprise
words
H.
The that
awareness
of the
individual
soundssounds
that comprise
I. putting
togetherwords
to make a
word
I. putting sounds together to make a
word
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High Priority Skills for Kindergarten
• Students should be taught to orally blend separate
phonemes starting in mid-kindergarten.
• Students should be taught to identify the first sound in
one-syllable words by the middle of kindergarten at a
rate of 25 sounds per minute.
• Students should segment individual sounds in words
at the rate of 35 sounds per minute by the end of
kindergarten.
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Identifying first sound:
25 sounds/minute by middle of kindergarten
Teacher:
Tell me the first sound in the word cat.
Student:
/c/
Teacher:
Listen: mouse… flower…. which begins
with the sound /ffff/?
Student:
flower
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Segmenting sounds:
35 sounds/minute by end of kindergarten
Teacher:
Tell me all the sounds in the word
‘cat’.
Student:
/c/ …. /a/… /t/
Teacher:
Tell me all the sounds in the word
‘plate’.
Student:
/p/…/l/…/a/…/t/
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High Priority Skills for First Grade
• Students should blend three and four phonemes
into a whole word by the middle of grade 1.
• Students should segment three and four phoneme
words at the rate of 35 phoneme segments per
minute by the beginning of grade 1.
• Student must master blending and
segmenting words before they can learn to
decode words in print successfully
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Phonological Awareness
Sequence of Instruction Continuum
Concept of Word—comparison and segmentation
Rhyme—recognition and production
Syllable—blending, segmentation, deletion
Onset/Rime—blending, segmentation
Phoneme—matching, blending, segmentation,
deletion, and manipulation
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Activity
Phonological Awareness:
Sequence of Instruction
• Take out your “Phonological Awareness Sequence of
Instruction” activity worksheet
• Pair up with a partner.
• Read the activity
– Identify what kind of phonological awareness skill
is being tested
– Identify when the skill should be taught (1st, 2nd,
5th?)
• Put a star next to the most important skill for students
to master
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Debrief
Phonological Awareness: Sequence of Instruction
Activity:
Teacher asks studentsDo fan and man rhyme?
Type of phonological Order taught
awareness skills
(1-5)
Rhyming
2
Syllables
3
Phonemes
5
I’ll say the parts, you say the
word, k…. itten, what
word?
Onset/Rime
4
Listen, “the man ran”. What
was the first word?
Concept of word
1
I’ll say the parts, you say the
word… kitt…en, what
word?
Tell me the sounds in ‘mop’.
Let’s look at some examples in
Reading Mastery Plus …
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Phonological Awareness
Pattern of Instruction in Reading Mastery Plus
Kindergarten
• Rhyming
• Saying Sounds
• On-Set Rimes
• Say it Fast
• Identifying the First Sound
• Phonological skills integrated into decoding activities
Level 1
• Phonological skills integrated into decoding activities
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Phonological Awareness Instruction:
Kindergarten Example
•
Topic: Rhyming: Level K, Lesson 60 (Language Book), pg 70,
Example 1
a. You’ve learned some rhyming words. Here are words that rhyme.
Listen: hat, that, rat, cat, mat, splat, fat.
b. I’m going to say some word. You tell me if they rhyme. Listen: hat,
mat. Say those words. (Signal.) hat, mat. Do they rhyme?
(Signal.) no.
Listen: hat, lake. Say those words. (Signal.) Hat, lake. Do they
rhyme? (Signal.) no.
Listen: flat, cat. Say those words. (Signal.) flat, cat. Do they
rhyme? (Signal.) yes.
Listen: mat, mold. Say those words. (Signal.) mat, mold. Do they
rhyme? (Signal.) no.
a. Listen: Cat. Say some words that rhyme with cat. (Call on different
children. Repeat correct words and praise children who said
them.)
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Phonological Awareness Instruction:
Kindergarten Example
Topic: Saying Sounds; Level K, Lesson 104, pg 26,
Example 1
a. You’re going to say some sounds. When I hold up my
finger, say (pause) rrr. Get ready. (Hold up one finger.)
rrr.
b. Next sound. Say (pause) sss. Get ready. (Hold up one
finger.) sss.
c. Next sound. Say (pause) mmm. Get ready. (Hold up
one finger). mmm.
d. (Repeat c for sounds rrr. sss, and mmm.)
e. (Call on different children to do a, b, or c.)
f. Good saying the sounds.
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Phonological Awareness Instruction:
Kindergarten
Topic: Says at a normal rate a compound word - Lesson 101, pg 5,
“Say it Fast”
a)
(Do not show picture until step g.)
b)
If you can say this word fast, I’ll show you a picture.
c)
(Hold up your hand). Listen. Foot (pause) ball. (Pause). Say it fast!
(Drop your hand.) Football.
What word? (Signal.) Football.
d)
Yes, what is the picture going to show? (Signal.) Football. Yes,
football.
e)
(Hold up your hand.) The boys you will see in the picture are
playing…(Pause.) Foot (pause) ball
f)
(Repeat e until firm.)
g)
Here’s the picture. (Show the picture.)
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Phonological Awareness Instruction:
Level 1
Topic: Reading Vocabulary-Rhyming: Children rhyme with at, Lesson
1, Exercise 17, pg 5
a)
b)
c)
d)
e)
f)
g)
h)
(Point to at and rat.) These words rhyme.
(Touch the ball of the arrow for at. Pause.) Sound it out. Get ready.
(Move quickly under each sound.) aaat
(Return to the ball.) Again, sound it out. Get ready. (Move quickly
under each sound.) aaat.
(Return to the ball.) Say it fast. (Slash.) At. Yes, at.
(Touch the ball of the arrow for rat.) The red part of this word is
(pause) at. This word rhymes with (pause) at. (Pause.) Get ready.
(Slash.) Rat. Yes, rat.
(Return to the ball for rat.) Again, rhyme with (pause) at. Get ready.
(Slash.) Rat. Yes, rat.
(Repeat until firm.)
(Call on different children to do f.)
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Phonological Awareness Instruction:
Kindergarten Example
Topic: On-Set Rimes; Level K, Lesson 115, pg 116, Example 9:
Children say word parts slowly, then say them fast
a. Let’s do the hard Say It Fast. Listen. (Hold up one finger.) First
you’ll say (pause) mmm. (Hold up second finger.) Then you’ll
say (pause) at.
b. My turn: mmmat. Listen again. (Hold up one finger.) First you’ll
say (pause) mmm. (Hold up second finger.) Then you’ll say
(pause) at.
Your turn. Say it slowly. Get ready. (Hold up one finger).mmm.
(Hold up second finger.) (mmm)at. Say it fast. (Signal.) Mat.
Yes, mat.
c. (Repeat b until firm.)
Lesson Continues…
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Phonological Awareness Instruction: Kindergarten Example
Topic: Identifies First Sound in One Syllable Words; Level K, Lesson 131, pg
216, Example 14
Children sound out the word and say it fast
a. (Hold up worksheet.) Everybody, look at my worksheet. (Point to word me.)
Touch the first ball for this word on your worksheet.√ (Put down your
worksheet.)
b. Everybody, you’re going to read this word. You’re going to sound it out and
then say it fast. What sound are you going to say first? (Signal.) mmm. Yes,
mmm. What sound are you going to say next? (Signal.) eee. Yes, eee.
c. (Repeat b until firm.)
d. Sound it out. Get ready. (Tap for each sound, pausing about tow seconds
between taps. Check that the children are moving their fingers under each
sound as they say mmmeee.)
e. Again, finger on the first ball of the arrow. √ Sound it out. Get ready. (Tap for
each sound, pausing about tow seconds between taps.) mmmeee.
f. (Repeat e until firm.)
g. Everybody, say it fast. (Signal.) Me. Yes, me.
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h. (Repeat e and g until firm.)
Signals
Five parts of a signal:
1. Focus
2. Think Time
3. Verbal Cue
4. Timing Interval
5. Response Cue
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Activity
Teaching Phonological Awareness
Practice Kindergarten Lesson 126, pg 183,
Examples 10 & 11
• Demonstration
• Pair up with a partner
• Practice teaching the exercise as if you were
teaching it to a student
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Objectives
 To define phonological awareness
 To become familiar with the research behind
phonological awareness
 To identify high priority skills of phonological
awareness
 To review the scope and sequence of phonological
awareness instruction in Reading Mastery Plus
 To identify and implement phonological components
within daily Reading Mastery Plus lessons.
40
Reading Mastery Plus
Alphabetic Principle
41
Objectives
You will learn:
•
To define alphabetic principle
•
To become familiar with the research on the alphabetic
principle
•
To identify the high priority skills of alphabetic principle
•
To recognize the pattern of instruction on the alphabetic
principle in daily and weekly instruction
•
To identify and implement alphabetic principle instruction
within daily Reading Mastery Plus lessons.
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What is the Alphabetic Principle?
• The ability to associate sounds with letters and use these
sounds to form words.
– The understanding that words in spoken language are
represented in print.
– Sounds in words relate to the letters that represent them.
• Liberman & Liberman, 1990)
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Alphabetic Principle
Alphabetic Principle is composed of three main
components
• Letter-sound correspondence: Understanding that
letters represent sounds
• Blending: Understanding that we blend sounds from
left to right
• Phonological Recoding: Blending sounds together to
represent a word that has meaning
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Match the Phrase to the Definition
Phrase
Definition
____Decodable Text
Stringing
1. Stringing
sounds
sounds
together
together
to make
to make
a word.
a word.
____Regular Words
A
2. word
A word
in which
in which
all all
letters
letters
represent
represent
their
their
most
most
common
sounds
common(e.g.,
sounds
sit, (e.g.,
fan, got)
sit, fan, got).
____Decoding
____Irregular Word
____Phonics
A
3. word
A word
in which
in which
one
one
or or
more
more
letters
letters
does
does
notnot
represent
the
represent
most common
the mostsound
common
(e.g.,
sound
was,(e.g.,
of) orwas,
a word
of) for
or a
which
word for
thewhich
student
thehas
student
not learned
has notthe
learned
letter-sound
the lettercorrespondence
sound correspondence
or wordortype
word
(e.g.,
typeCVCe)
(e.g., CVCe)
Text
4. Text
in which
in which
thethe
reader
reader
can
can
read
read
thethe
majority
majority
of of
words
accurately
words accurately
because
because
the reader
the reader
has been
hastaught
been taught
the
sounds
the sounds
andand
wordword
types.
types.
The
5. The
systematic
systematic
process
process
of of
teaching
teaching
sound-symbol
sound-symbol
relationships to decode words.
____Explicit and Systematic
Instruction
Overtly
6. Overtly
teaching
teaching
thethe
steps
steps
required
required
forfor
teaching
teaching
a task
a
within
task within
a planned,
a planned,
sequential
sequential
program
program
of instruction.
of instruction.
____Blending
using
7. using
letter-sound
letter-sound
relationships
relationships
and
and
word
word
knowledge
knowledge
to
convert
to convert
printed
printed
words
words
intointo
spoken
spoken
language.
language.
What the Research Says About
Alphabetic Principle (AP)
•
A primary difference between good and poor readers is the ability to use letter-sound
correspondences to identify words. (Juel, 1991)
•
Difficulties in decoding and word recognition are at the core of most reading difficulties.
(Lyon, 1997)
•
Students who acquire and apply the alphabetic principle early in their reading careers reap
long-term benefits. (Stanovich,1986)
•
Because our language is alphabetic, decoding is an essential and primary means of
recognizing words. There are simply too many words in the English language to rely on
memorization as a primary word identification strategy. (Bay Area Reading Task Force, 1996)
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What Does the National Reading Panel
Say About Alphabetic Principle?
The meta-analysis revealed that systematic instruction in
phonics produces significant benefits for students in
kindergarten through 6th grade and for children having
difficulty learning to read.
These facts and findings provide converging evidence that
explicit, systematic phonics instruction is a valuable and
essential part of a successful classroom reading program.
Report of the National Reading Panel, 2000
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Why Teach Systematic & Explicit Phonics
Instruction?
By teaching explicitly and systematically:
•
We teach a strategy for attacking words students don’t know.
•
We can teach ALL students to use these strategies.
•
We don’t leave it up to the students to infer the strategy, because
the struggling reader won’t be able to guess it.
We must equip students with a strategy for them to attack
text in the real world.
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Why Teach Systematic & Explicit Phonics Instruction?
If we teach a child Then she can read:
to read:
10 words
10 words
10 letter-sounds
and blending
720 3-sound words
5040 4-sound words
302400 5-sound words
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Connecting Sounds to Letters
“Very early in the course of instruction, one
wants the students to understand that all
twenty-six of those strange little symbols that
comprise the alphabet are worth learning and
discriminating one from the other because
each stands for one of the sounds that occur
in spoken words.”
Adams, 1990
50
What Skills Does Alphabetic Principle
Include?
Advanced
Word & Structural
Analysis
Skills
Irregular
Word
Reading
.
Letter
Sound
Correspondences
Reading
in text
Regular
Word
Reading
51
What Skills Does Alphabetic Principle Include?
Letter-Sound Correspondences: Knowing the sounds that correspond to letters
(the sound of b is /b/, the sound of a is /aaa/)
Regular Word Reading/Spelling: Reading/spelling words in which each letter
represents its most common sound (mat, sled, fast)
Irregular Word Reading/Spelling: Reading/spelling words in which one or more
letter does not represent its most common sound (the, have, was)
Advanced Word Analysis Skills: Reading/spelling words that include letter
patterns and combinations (make, train, string)
Structural Analysis: Reading/spelling multisyllabic words and words with
prefixes and suffixes (mu-sic, re-port, tall-est, Wis-con-sin)
52
Regular Word Reading Progression
Sounding
Out
Saying each
individual sound
out loud
Saying
Whole
Word
Saying
each
individual sound
and pronouncing
whole word
Sight
Word
Sounding out
word in your
head, if necessary,
and saying the
whole word
Automatic
Word
Reading
Reading the word
without sounding it
out
53
What Alphabetic Skills Does a Student
Need to Master to Read This Regular
Word?
man
• Reading goes left to right
• Knowledge of letter sounds for ‘m’, ‘a’, and ‘n’
• Blending
• Phonological recoding
Reading is a complex process- We MUST
teach students these skills if we want them to
become successful readers
54
Reviewing Curriculum Maps
• Review the curriculum map for your grade to answer
the following questions:
– What are the high priority skills for the next 3
months? ______________________________
– What other skills may be necessary to teach before
the high priority skills? ______________
_______________________________________
– What skills do you predict to be difficult for some
children? _________________________
55
Mapping of Instruction to Achieve
Instructional Priorities: Kindergarten
56
Mapping of Instruction to Achieve
Instructional Priorities: Grade 1
57
Mapping of Instruction to Achieve
Instructional Priorities: Grade 2
58
Mapping of Instruction to Achieve
Instructional Priorities: Grade 3
59
Let’s look at how Reading Mastery Plus
teaches Alphabetic Principle......
60
Alphabetic Principle Instruction
• Letter/Sound Correspondence
• Blending (Phonics/Decoding Strategy)
• Irregular Words
• Decodable text
61
Kindergarten Example:
Connecting Sounds to Letters
•
Lesson 101, Exercise 2, pg 2
a.
(touch the first ball of the arrow) Everybody, what letter is this?
(Signal.) A.
•
That letter makes the sound you hear at the beginning of
some words.
Listen: am. What word? (Signal.) am.
•
The first sound in am is aaa. What sound? (Signal.) aaa.
b.
c. (Repeat b until firm.)
d.
e.
The letter A makes that sound.
When I move under the letter, I’ll say the sound. I’ll keep on
saying it as long as I touch under it. Watch. (Quickly move to the
second ball. Hold for two seconds.) aaa.
Continue with lesson….
a
62
Alphabetic Principle Instruction
• Letter/Sound Correspondence
• Blending (Phonics/ Decoding Strategy)
• Irregular Words
• Decodable text
63
Blending
• Blending: The process of combining
individual sounds or word parts to form
whole words either orally or in print
• Example: combining the speech sounds
/c/, /a/, and /t/ to form the word cat.
64
Two Types of Blending
• Sound by sound blending: each sound is identified and
produced one at a time, then blended together.
/mmm/-/aaaaa/-/nnnnn/-- man
• Continuous blending: sometimes called ‘whole word
blending’. Each sound is stretched out and strung to the
next sound in a word without pausing between sounds
/mmmmaaaannnnn/- man
65
Kindergarten Example: Blending
Level K, Lesson 123, pg 168, Exercise 8 (Worksheet 123, Side 2)
Children say the sounds without stopping
a. (Touch the first ball of the arrow for ra.) My turn. I’ll show you
how to say these sounds without stopping between the
sounds. (Move under each sound. Hold. Say rrraaa.)
b. (Return to the first ball of the arrow for ra.) Your turn. Say the
sounds as I touch under them. Don’t stop between the
sounds. Get ready. (Move under each sound. Hold.) rrraaa.
(Return to the first ball of the arrow). Again. Get ready. (Move
under each sound. Hold.) rrraaa. Good saying rrraaa.
c. (Call on different children to do b.)
ra
66
Level 1 Example: Continuous Blending
Level 1, Lesson 1, pg 5, Exercise 15
Children sound out the word and say it fast
a. (Touch the ball of the arrow for see.) Sound it out.
Get ready. (Move quickly under each sound.)
ssseee.
b. (Return to the ball). Again, sound it out. Get ready.
(Move quickly under each sound.) ssseee.
c. (Repeat b until firm.)
d. (Return to the ball.) Say it fast. (Slash.) See. Yes,
what word? (Signal.) See.
see
67
Blending Two-Part Words:
Example Level 1
Level 1, Lesson 132, Exercise 4, pg 164
a. (Cover ball. Point to foot). Everybody, tell me what
this part of the word says. Get ready. (Signal.) foot.
b. (Uncover ball.) Touc h the ball for football.) Now tell
me what the whole word says. Get ready. (Signal.)
football. Yes, football.
c. (Repeat exercise until firm.)
football
68
Level 1 Example:
Teaching of Common Affixes
Level 1, Lesson 70, pg 123, Exercise 1: Teaching -ing
(Point to ing.) Here’s a new sound.
My turn. (Pause. Touch ing and say:) iiing
Again. (Touch ing for a longer time.) iiing (Lift your finger.)
(Point to ing.) Your turn. When I touch it, you say the sound.
(Pause.) Get ready. (Touch ing.) iiing. (Lift your finger)
e. Again. (Touch ing). iiing. (Lift your finger)
f. (Repeat e until firm.)
a.
b.
c.
d.
ing
g
n
i
69
Level 1 Example: Teaching Affixes
Level 1, Lesson 80, Exercise 16, pg 190
a. (Touch the ball for dig.) You’re going to read this word the fast way.
(Pause for three seconds.) Get ready. (Move your finger quickly along
the arrow.) Dig.
b. (Return to the ball for dig.) Yes, this word is dig.
c. (Touch the ball for digging.) So this must be dig…(Touch ing.) ing.
What word? (Signal.) Digging. Yes, digging.
d. Again. (Repeat b and c until firm.)
e. (Touch the ball for dig.) This word is dig.
f. (Touch the ball for digging.) So this must be…(Quickly run your finger
under dig and tap ing.) Digging. Yes, digging.
g. Again. (Repeat e and f until firm.)
h. Now you are going to sound out (pause) digging. Get ready. (Touch d,
I, between the gs, ing as the children say diiiigiiing.) Yes, what word?
(Signal.) Digging. Yes, digging.
dig
digging
70
Level 2 Example:
Teaching of Common Affixes
Level 2, Lesson 146, pg 281, Exercise 1: Reading Words
a. Open your textbook to lesson 146. Find the fire.
b. The letters R-E at the beginning of many familiar words mean
again. What does R-E mean? (Signal.) Again.
c. Find the raft. It has four words. You’ll spell each word,and them
tell me the word.
d. Spell word 1. Get ready. (Tap 7 times.) R-E-O-R-D-E-R What
word? (Signal.) Reorder
e. Yes, when you reorder something, you order something again.
re
Lesson continues…
1.
2.
3.
4.
Reorder
Rejoin
Reheat
Refill
71
Level 3 Example
Level 3, Lesson 19, Exercise 2, pg 104
f. Find column 2. These words have more than one
syllable. The first syllable is underlined.
g. Word 1. What’s the first syllable? (Signal.) tramp.
What’s the whole word? (Signal.) Tramping.
h. Word 2. What’s the first syllable? (Signal.) weak
What’s the whole word? (Signal.) weakness
1. Tramping
Lesson continues…
2. Weakness
3. Stubby
4. Problem
5. Middle
72
Practice Activity
Lesson:
• Demonstration
• Pair up with a partner
• Practice teaching the exercise as if you were
teaching it to a student
73
Alphabetic Principle Instruction
• Letter/Sound Correspondence
• Blending (Decoding and Word Reading)
• Irregular Words
• Decodable text
74
Irregular Words: Example Level 1
Level 1, Lesson 51, Exercise 4, pg 3
Children sound out an irregular word (to)
to
a. (Touch the ball for to.) Sound it out.
b. Get ready. (Quickly touch each sound as the children say toooo.)
c.
Again. (Repeat b until firm.)
d. That’s how we sound out the word. Here’s how we say the word.
To. How do we say the word? (Signal.) To.
e. Now you’re going to sound out the word. Get ready. (Touch each
sound a s the children say tooo.)
f.
(Repeat e and f until firm.)
g.
Yes, this word is to. I went to the store.
75
Irregular Word: Level 1 Example
Level 1, Lesson 74, Exercise 12, pg 151
Children sound out an irregular word (walk)
a. (Touch the ball for walk.) Sound it out.
b. Get ready. (Quickly touch each sound as the children
say wwwaaaalllk.)
c. Again. (Repeat b until firm.)
d. That’s how we sound out the word. Here’s how we
say the word. Walk. How do we say the word?
(Signal.) Walk.
e. Now you’re going to sound out the word. Get ready.
(Touch each sound as the children say wwwaaalllk.)
f. Now you’re going too say the word. Get ready.
(Signal.) Walk.
g. (Repeat e and f until firm.)
76
Alphabetic Principle Instruction
• Letter/Sound Correspondence
• Blending (Decoding and Word Reading)
• Irregular Words
• Decodable text
77
Definition and Purpose
of Decodable Text
Decodable text: Text in which most words (i.e., 80%) are wholly
decodable and the majority of the remaining words are previously
taught sight words, including both high-frequency words and story
words.
Instruction should always provide students opportunities to apply
what they are learning in the context of use. Decodable text builds
automaticity and fluency in beginning readers. It is used as an
intervening step between explicit skill acquisition and students’ ability
to read authentic literature.
78
Reading Decodable Text
1. Student engagement with the text is critical!
2. Students must be prompted to track the text by pointing under (not
over or on) the text with their finger to ensure they are actually looking
at the words.
3. Teacher MUST monitor student response to make sure students are
not just parroting students next to them.
4. Students need to have sufficient practice with word reading (blending)
tasks prior to reading the decodable text to ensure they are successful.
5. Students who struggle with reading decodable text need to have
opportunities in small groups to read and be monitored more closely by
the teacher. This will increase success with the time spent reading
during whole-group instruction.
79
Activity: Decodable Text
Level 1, Lesson 131, pg 161, Exercises 20 and 21
• Demonstration
• Pair up with a partner
• Practice teaching the exercise as if you were
teaching it to a student
80
Objectives
You will learn:
•
To define alphabetic principle
•
To become familiar with the research on the alphabetic
principle
•
To identify the high priority skills of alphabetic principle
•
To recognize the pattern of instruction on the alphabetic
principle in daily and weekly instruction
•
To identify and implement alphabetic principle instruction
within daily Reading Mastery Plus lessons.
81
Reading Mastery Plus
Vocabulary
82
Objectives
You will learn:
•
To define vocabulary instruction and relevant skills
•
To become familiar with the research behind vocabulary
instruction
•
To identify high priority skills of vocabulary
•
To recognize the pattern of instruction for vocabulary
within Reading Mastery Plus
•
To become familiar with the two types of vocabulary
instruction within Reading Mastery Plus
•
To identify and implement vocabulary components within
daily Reading Mastery Plus lessons
83
Vocabulary Development
The ability to understand (receptive) and
use (expressive) words to acquire and
convey meaning.
84
Vocabulary Knowledge
• What is it? . . .
– Expressive Vocabulary: Requires a speaker or writer to
produce a specific label for a particular meaning.
– Receptive Vocabulary: Requires a reader or listener to
associate a specific meaning with a given label as in reading
or listening.
85
Critical Elements in Vocabulary Knowledge
•
The National Reading Panel report (2000) indicates the following components as essential in
Vocabulary Knowledge:
Multiple Methods
Preinstruction can have
significant effects on learning.
Direct & Indirect
Repetition &
Multiple Exposures
to Words In Varied
Contexts
Assessment
should match
instruction.
Promise of
computer
technology
86
The Vocabulary Gap
• Children who enter with limited vocabulary knowledge
grow more discrepant over time from their peers who
have rich vocabulary knowledge (Baker, Simmons, &
Kame’enui, 1997)
• The number of words students learn varies greatly.
2 vs. 8 words per day
750 vs. 3000 per year
87
Meaningful Differences
Words
heard
per hour
Words
heard in
a 100-hour
week
Words
heard in
a 5,200
hour year
4 years
Welfare
616
62,000
3 million
13 million
Working
Class
1,251
125,000
6 million
26 million
Professional
2,153
215,000
11 million
45 million
Hart & Risley 1995, 2002
88
Importance of
Independent Reading
Research has shown that children who read even
ten minutes a day outside of school experience
substantially higher rates of vocabulary growth
between second and fifth grade than children
who do little or no reading.
Anderson & Nagy, 1992
89
Variation in the Amount of
Independent Reading
Percentile
Rank
Minutes Per Day
Words Read Per Year
Books
Text
Books
Text
98
65.0
67.3
4,358,000
4,733,000
90
21.2
33.4
1,823,000
2,357,000
80
14.2
24.6
1,146,000
1,697,000
70
9.6
16.9
622,000
1,168,000
60
6.5
13.1
432,000
722,000
50
4.6
9.2
282,000
601,000
40
3.2
6.2
200,000
421,000
30
1.8
4.3
106,000
251,000
20
0.7
2.4
21,000
134,000
10
0.1
1.0
8,000
51,000
2
0
0
0
8,000
R.C. Anderson, 1992
90
91
Reviewing Curriculum Maps
• Review the curriculum map for your grade to answer the
following questions:
– What are the high priority skills for the next 3 months?
______________________________
– What other skills may be necessary to teach before the
high priority skills? ______________
_______________________________________
– What skills do you predict to be difficult for some
children? _________________________
92
Mapping of Instruction to Achieve
Instructional Priorities: Kindergarten
93
Mapping of Instruction to Achieve
Instructional Priorities: Grade 1
94
Mapping of Instruction to Achieve
Instructional Priorities: Grade 2
95
Mapping of Instruction to Achieve
Instructional Priorities: Grade 3
96
Reading Mastery Plus
Kindergarten Language Component
• Phase 1: Lessons 1-50; Beginning Language Program
– Language Presentation Book A
• Phase 2: Lessons 51-100; Language and Pre-Reading
– Language Presentation Book B
– Pre-Reading Presentation Book
• Phase 3: Lessons 100-150; Reading and Language
– Reading Presentation Book
– Language Presentation Book C
97
Kindergarten High Priority Skill Example:
Uses words to describe location, size, color and shape
Level K, Lesson 29 Exercise 6: Prepositions- On/Over
a. We’re going to talk about kites and a house. (Point to a kite.) What is this?
(Touch.) A kite. (Point to the house.) What is this? (Touch.) A house.
b. One of these kites is on the house. (Point to each kite and ask:) Is this kite
on the house? (The children answer yes or no.) (Repeat until firm.)
c. (Point to c.) Everybody, where is this kite? (Touch.) On the house. Say the
whole thing about where the kite is. (Touch.) This kite is on the house.
Lesson Continues….
98
Reading Mastery Plus
Levels 1 and 2 Reading Vocabulary
•
Reading Vocabulary:
1. Reinforces recognition of previously taught regular words
2. Introduction to irregular words
3. Teaches “Word Attack Skills”
4. Expands child’s reading vocabulary to prepare for more
difficult text
•
Vocabulary Comprehension:
– While emphasis is on decoding, we want to make sure children
understand that they are reading real words.
– Meaning sentences are not specified for all words. If you feel that
your children would benefit from a meaning sentence- add it in.
99
Example: Vocabulary Comprehension Format
Level 2, Presentation Book C, Lesson 97; Exercise 4: Words with eee
a. Find the desk.
b. All these words ave and E that makes the sounds eee. I’ll spell each
word. You tell me the word.
c. Word 1 is spelled H-E-A-D. What word? (Signal.) Head.
d. Word 2 is spelled H-E-A-V-Y. That word is heavy. What word? (Signal.)
Heavy. Yes the rock was very heavy.
e. Word 3 is spelled S-L-E-P-T. What word? (Signal.) Slept. Yes, We slept
well last night.
f. Word 4 is spelled R-E-S-T. What word? (Signal.) Rest.
g. Word 5 is spelled S-M-E-L-L. What word? (Signal.) Smell.
h. Word 6 is spelled H-E-Y. What word? (Signal.) Hey. Yes, she yelled,
“Hey, there.”
i. Let’s read those words again the fast way.
• Word 1. What word? (Signal.) Head.
• (Repeat for remaining words: heavy, slept, rest, smell, hey.)
100
Level 3 Example
Level 3, Lesson 4, Exercise 1, pg 22
a. Find page 338 in your textbook. These are sentences that you’ll
be working with during the year. They contain vocabulary words
that you’ll learn. Touch sentence 1. It says: You measure your
weight in pounds. Everybody, read that sentence. Get ready.
(Signal.) You measure your weight in pounds. Close your eyes
and say the sentence. Get ready. You measure your weight in
pounds. (Repeat until firm.)
b. Listen: You measure your weight in pounds. When you measure
something, you find out how long it is or how hot it is or how
heavy it is or how tall it is.
c. The sentence tells about measuring weight. The weight of an
object is how heavy that object is. Who know how much they
weigh? (Call on a student.)
Lesson Continues…
101
Activity
Lesson:
• Demonstration
• Pair up with a partner
• Practice teaching the exercise as if you
were teaching it to a student
102
Objectives
You will learn:
•
To define vocabulary instruction and relevant skills
•
To become familiar with the research behind vocabulary
instruction
•
To identify high priority skills of vocabulary
•
To recognize the pattern of instruction for vocabulary
within Reading Mastery Plus
•
To become familiar with the two types of vocabulary
instruction within Reading Mastery Plus
•
To identify and implement vocabulary components within
daily Reading Mastery Plus lessons
103
Reading Mastery Plus
Comprehension and Fluency
104
Objectives
• To define comprehension instruction and relevant skills
• To become familiar with research on comprehension.
• To Identify the high priority skills of comprehension
• To recognize the patterns of instruction for comprehension
within Reading Mastery Plus
• To identify and implement comprehension components
within daily Reading Mastery Plus lessons
105
Comprehension
106
Comprehension
The complex cognitive process involving the
intentional interaction between reader and
text to extract meaning.
107
Research on Reading Comprehension
tells us that...
Readers who comprehend well are also good
decoders.
Implications: Teach decoding and word recognition
strategies.
Time spent reading is highly correlated with
comprehension.
Implications: Provide for lots of in-class reading, outside
of class reading, independent reading. Encourage
students to read more, read widely, and help them
develop a passion for reading.
Big Ideas in Beginning Reading, Univ. of Oregon
http://reading.uoregon.edu/comp/comp_why.php
108
Critical Elements in Comprehension of Text
•
The National Reading Panel report (2000) identifies the following elements as
essential in Comprehension instruction:
Multiple opposed
to a single strategy
Teaching students
to become strategic
takes time.
Active
involvement of
students
Teaching rather
than mentioning
or assessing
Seven categories of
strategies provide
evidence of efficacy.
109
Factors that Impact Reading
Comprehension
Reader Based Factors
•
•
•
•
•
•
Phonemic awareness
Alphabetic understanding
Fluency with the code
Vocabulary knowledge
Prior knowledge
Engagement and interest
Text Based Factors
• Narrative vs.
expository
• Genre considerations
• Quality of text
• Density and difficulty of
concepts
Big Ideas in Beginning Reading, Univ. of Oregon
http://reading.uoregon.edu/comp/comp_why.php
110
Causes of Reading
Comprehension Failure
•
Inadequate instruction
•
Insufficient exposure and practice
•
Deficient word recognition skills
•
Significant language deficiencies
•
Inadequate comprehension monitoring and selfevaluation
•
Unfamiliarity with text features and task demands
•
Inadequate reading experiences
111
Reviewing Curriculum Maps
• Review the curriculum map for your grade to answer
the following questions:
– What are the high priority skills for the next 3
months? ______________________________
– What other skills may be necessary to teach
before the high priority skills? ______________
_______________________________________
– What skills do you predict to be difficult for some
children? _________________________
112
Mapping of Instruction to Achieve Instructional
Priorities: Kindergarten
113
Mapping of Instruction to Achieve
Instructional Priorities: Grade 1
114
Mapping of Instruction to Achieve
Instructional Priorities: Grade 1
115
Mapping of Instruction to Achieve
Instructional Priorities: Grade 2
116
Mapping of Instruction to Achieve
Instructional Priorities: Grade 2
117
Mapping of Instruction to Achieve
Instructional Priorities: Grade 3
118
Mapping of Instruction to
Achieve Instructional Priorities: Grade 3
119
Comprehension Strategy Use for
Proficient Readers Relies on...
• An awareness and understanding of
one's own cognitive processes
• Recognition of when one doesn't
understand
• Coordination and shifting the use of
strategies as needed
Big Ideas in Beginning Reading, University of Oregon
http://reading.uoregon.edu/comp/comp_why.php
120
Steps in Explicit Strategy Instruction
• Direct explanation
• Modeling
• Guided practice
• Feedback
• Application
Dickson, Collins, Simmons, and
Kame’enui, 1998
121
Let’s look at some examples........
122
High Priority Skills Levels 1 and 2:
WHO, WHAT, WHEN, WHERE, WHY
Language Level 1, Lesson 49, pg 178, Exercise 3
a. Listen to this story.
b. The man woke up early in the morning. He was very
sleepy, so he drank some coffee. After he drank the
coffee, he went to work in his garage.
c. (Repeat step b.)
d. Tell who woke up. Get ready. (Signal.) The man.
• Tell when the man woke up. Get ready. (Signal). Early
in the morning.
• Tell me what the man did after he drank the coffee. Get
ready. (Signal). Went to work.
• Tell where the man went to work Get ready. (Signal). In
his garage.
e. (Repeat step d until firm.)
123
High Priority Skills Levels 1 and 2:
WHO, WHAT, WHEN, WHERE, and WHY
• Language Level 1, Worksheet 157, Side 2
124
Comprehension: Grade 1 Example
Lesson 21, Exercise 21, Pg. 141
Second Reading- Children reread the story and answer
questions
a. This time you’ll read the story and I’ll ask some questions.
Back to the first word.
b. (Repeat c through f in exercise 20. Ask the comprehension
questions below as the children read. )
After the children read:
You say:
He ate a fig.
What did he eat? (Signal.) A fig.
And he is sick.
How does he feel? (Signal.) Sick. Why?
(Signal). Because he ate a fig
125
Comprehension: Grade 2 Example
Lesson 43, Storybook Exercise 5, pg
211
g. (When the children read to the red 5
without making more than five
errors: read the story to the
children from the beginning. Ask
the specified comprehension
questions. When you reach the 5,
call on individual children to
continue reading the story. Have
each child read tow or three
sentences. Ask the specified
comprehension questions.)
126
Comprehension: Grade 2 Example
continued…
1.
2.
3.
4.
5.
6.
7.
What’s this tory going to be about? (Signal.) The ghosts meet the
monster.
What did the biggest ghost say? (Signal.) I’ll scare her so much
shell turn into a mouse. Who is he going to scare? (Signal.) The
monster.
What did that ghost say? (Signal.) I’ll scare her so much she’ll
turn into a bug.
Why did they do that? The children respond.
Where was the monster sitting? (Signal.) At a table. Was the gold
rod near her? (Signal.) No.
What happened to the table? The children respond.
Why were they doing that? (Signal.) To scare the monster. Do
you think they will scare her enough to make her leave? The
children respond. Let’s read and find out.
127
Activity
Level 1, Lesson 41 in Language Presentation BookExercise 8: Story Telling
• Demonstration
• Pair up with a partner
• Practice teaching the exercise as if you were
teaching it to a student
128
Objectives
• To define comprehension instruction and relevant skills
• To become familiar with research on comprehension.
• To Identify the high priority skills of comprehension
• To recognize the patterns of instruction for comprehension
within Reading Mastery Plus
• To identify and implement comprehension components
within daily Reading Mastery Plus lessons
129
Fluency
130
Objectives
• To define fluency instruction and relevant skills
• To become familiar with research on fluency instruction.
• To identify the high priority skills of fluency
• To recognize the patterns of instruction for fluency within
Reading Mastery Plus
• To identify and implement fluency components within
daily Reading Mastery Plus lessons
• To understand the link between Fluency and
Comprehension
131
Automaticity and Fluency with the Code
• The effortless, automatic ability to read words in connected text.
• A fluent reader’s focus is on understanding the passage by
reading each word accurately and with speed to enable
comprehension.
• The term fluency incorporates two things:
• Accruacy and Pace
Adapted from Harn (2005)
132
Critical Elements in Automaticity & Fluency with
the Code
•
The National Reading Panel report (2000) identifies the following elements as
essential in Automaticity and Fluency instruction:
Repeated
Readings
Corrective
Feedback
Not all children
need all...
differentiate!
Keep the
end in mind..
Fluency is only part
of the picture!
Relatively brief
sessions (15-30
minutes)
133
Frustration: How it Feels to Read Without Fluency
He had never seen dogs fight as these w______ish c___ f______t,
and his first ex________ t______t him an unf________able l______n.
It is true, it was a vi___ ex________, else he would not have lived to
pr___it by it. Curly was the v________. They were camped near the
log store, where she, in her friend__ way, made ad________ to a
husky dog the size of a full-_______ wolf, the_____ not half so large
as ____he. ____ere was no w___ing, only a leap in like a flash, a
met______ clip of teeth, a leap out equal__ swift, and Curly’s face
was ripped open from eye to jaw. It was the wolf manner of
fight_____, to st____ and leap away; but there was more to it than
this. Th____ or forty huskies ran _o the spot and not com_____d
that s______t circle. Buck did not com_______d that s______t
in_____, not the e__ way with which they were licking their chops.
134
Fluency provides a bridge between
word recognition and comprehension
(National Institute for Literacy (2001)
•Fluency “may be almost a necessary condition for
good comprehension and enjoyable reading
experiences” (Nathan & Stanovich, 1991, pg. 176).
•If a reader has to spend too much time and energy
figuring out what the words are, she will be unable
to concentrate on what the words mean (Coyne,
Kame’enui, & Simmons, 2001).
135
Mapping of Instruction to Achieve
Instructional Priorities: Grade 1
136
Mapping of Instruction to Achieve
Instructional Priorities: Grade 2
137
Mapping of Instruction to Achieve Instructional
Priorities: Grade 3
138
Let’s look at some examples from
Reading Mastery Plus....
139
Individual Rate and Accuracy Check-Outs
• Begin after children have learned to read the fast way in the first
reading. In Level 1, Lesson 54,
• Occur approximately lessons in every 5th lessons until the end
of the program
• Presented individually
• Provide practice in reading a long passage the fast way
• Provide information on children’s fluency progress
• Differ from the mastery tests
• To pass a check-out, children must read with a specified rate
and accuracy
• Provide information on whether additional firming is needed and
whether current placement and pacing is appropriate for each
child.
140
Reading Check-out
Level 1, Lesson 54, Exercise 25, pg 26
a. As you are doing your worksheet, I’ll call on children one at a time to
read the whole story. If you can read the whole story the fast way in
less than two and a half minutes and if you make no more than three
errors, I’ll put two stars after your name on the chart for lesson 54.
b. If you make to many errors or don’t read the story in less than two
and a half minutes, you’ll have to practice it an do it again. When you
do read it under two and a half minutes wit no more than three errors,
you’ll get one star. Remember, two stars if you can do it the first time,
one star if you do it the second or third try.
c. (Call on a child. Tell the child:) Read the whole story very carefully
the fast way. Go. (Time the child. If the child makes a mistake, quickly
tell the child the correct word and permit the child to continue
reading. As soon as the child makes more than three errors or
exceeds the time limit, tell the child to stop.) You’ll have to read the
story to yourself and try again later. (Plan to monitor the child’s
practice.)
Instructions continue…
141
Reading Mastery Test:
Reading Check-out
Level 2, Lesson 95, pg 221
2-minute individual check-out: rate and accuracy
a. As you are doing your worksheet. I’ll call on children one at
a time to read to the star. Remember, you get two stars on
the chart if you read to the star in less than two minutes and
make no more than five errors.
b. (Call on each child. Tell the child: ) Read to the star very
carefully. Start with the title. Go. ( Time the child. Tell the
child any words the child misses. Stop the child as soon as
the child makes the sixth err or exceeds the time limit.)
c. (If the child meets the rate-accuracy criterion, record 2 starts
on your chart for lesson 95. Congratulate the child. Give
children who do not earn to stars a chance to read to the star
again.)
142
Reading Mastery Plus
First Grade Fluency Instruction:
Reading Words the Fast Way
• Sounding Out Words (Lessons 1-20)
• Reading Words the Fast Way (Lessons 21-160)
– Children identify whole words when they “read the
fast way”
– Children begin reading sentences the fast way in
Lesson 21
– By Lesson 42, Children read most words the fast
way
– In Lessons 53-105, Children no longer sound out
words
143
Fluency Instruction Example: First Grade
•
Lesson 21, Exercise 24, pg 141
Children read the first sentence the fast way
a. Everybody, now you’re going to read part of the story the fast way. Finger on
the ball af the top line.
b. Move your finger under the sounds of the first word and figure out the sounds
your going to say. Don’t say the sounds out loud. Just figure out what you are
going to say. (Prompt children who don’t touch under the sounds. Pause 5
seconds.) Read the words the fast way. Get ready. (Tap say he with the
children.) He.
c. (Pause 5 seconds.) Read the word the fast way. Get ready. (Tap. Say ate with
the children.) Ate.
d. (Repeat c. for the words a, fig.)
e. Let’s read the words the fast way again. Everybody, finger on the ball of the
top line. Figure out the fist word and get ready to read it the fast way. Say the
sounds to yourself. (Pause five seconds.) What words? (Tap.) He. Yes, he.
f. Figure out the next word. Say the sounds to yourself. (Pause 5 seconds.)
What word? (Tap.) Ate. Yes, ate.
g. (Repeat f for the words a, fig.)
144
Activity:
Fluency Instruction
Practice Level 2, Lesson 95
• Demonstration
• Pair up with a partner
• Practice teaching the exercise as if you were
teaching it to a student
145
Objectives
• To define fluency instruction and relevant skills
• To become familiar with research on fluency
instruction.
• To identify the high priority skills of fluency
• To recognize the patterns of instruction for
fluency within Reading Mastery Plus
• To identify and implement fluency components
within daily Reading Mastery Plus lessons
• To understand the link between Fluency and
Comprehension
146