Transcript The First Grade Teacher Reading Academy: An Overview

Summer
Institute
Overview
This publication is based on K-2 Teacher Reading Academies, ©2002 University of Texas System and the Texas
Education Agency, which has been reprinted and modified with their permission.
Kentucky Reading First Institute
Professional
Development
Kentucky Reading First Summer Institute 2004
The Institute is designed to
provide professional
development to all K-3 teachers
in reading instruction, including
teachers of Exceptional
Children and Limited English
Proficient (LEP).
Institute Goals
The goal of the Summer Institute is to
enhance K-3 teachers’ knowledge of effective
instructional practices that promote early
reading success.
The Institute examines research-based
practices for teaching all students to read,
including Limited English Proficient students
and those who have difficulty learning to
read.
Kentucky Reading First Summer Institute 2004
Institute Overview
Kentucky Reading First Summer Institute 2004
Institute Materials
Presentation slides with notes
Handouts
References
Glossary of Reading Terms
Kentucky Program of Studies
Kentucky Core Content for Assessment
Resources
Kentucky Reading First Summer Institute 2004
Additional Materials
Publications
Supplies and activity materials
Teacher’s Editions of reading
programs
Children’s books
Kentucky Reading First Summer Institute 2004
Institute Resources
Preventing Reading Difficulties in Young Children
(National Research Council)
Starting Out Right: A Guide to Promoting Children’s
Reading Success (National Research Council)
Teaching Children to Read: An Evidence-Based
Assessment of the Scientific Research Literature on
Reading and Its Implications for Reading Instruction
(National Reading Panel)
Put Reading First: The Research Building Blocks for
Teaching Children to Read (National Institute for
Literacy)
Put Reading First: Helping Your Child Learn to Read.
A Parent Guide (National Institute for Literacy)
Kentucky Reading First Summer Institute 2004
Institute Resources
Learning to Read and Write: Developmentally
Appropriate Practices for Young Children (published
in 2000, the practical explanation of the 1998 Joint
Position Statement of the International Reading
Association and the National Association for the
Education of Young Children)
Improving Schooling for Language-Minority
Children: A Research Agenda (National Research
Council)
Kentucky Program of Studies, Core Content for
Assessment
Kentucky Reading First Summer Institute 2004
Quilt Activity
Answer questions using the
Accomplishments handouts and Program of
Studies
Write answers on the quilt pieces
Design quilt square using all the pieces
Glue square to chart paper; sign names
Check answers
Tape quilt square on the wall
Kentucky Reading First Summer Institute 2004
Learning to Read
“The mission of public schooling is to offer
every child full and equal educational
opportunity, regardless of the background,
education, and income of their parents. To
achieve this goal, no time is as precious or as
fleeting as the first years of formal schooling.
Research consistently shows that children who
get off to a good start in reading rarely
stumble. Those who fall behind tend to stay
behind for the rest of their academic lives.”
— Burns, Griffin, & Snow, 1999, p. 61
Kentucky Reading First Summer Institute 2004
Learning to Read (cont.)
Children can have problems:
understanding vocabulary
recognizing the sound structure or
phonological properties of words
developing letter-sound knowledge
understanding the alphabetic principle
decoding words
relating content to background knowledge
reading words and text with fluency
(or quickly and accurately)
using comprehension strategies to help them
remember and understand what is read
Kentucky Reading First Summer Institute 2004
How Do Good Readers Differ
from Poor Readers?
Read the handout “What Do Good
Readers Do As They Read?”
Create a chart listing characteristics of
good and poor readers
Good Readers
Before Reading:
During Reading:
After Reading:
Overall:
Kentucky Reading First Summer Institute 2004
Poor Readers
Before Reading:
During Reading:
After Reading:
Overall:
How Do Good Readers Differ
from Poor Readers? (cont.)
Discuss the characteristics on both charts
Tape the charts together and post on the
wall
Overall, how would you describe good
readers? poor readers?
Good Readers
Kentucky Reading First Summer Institute 2004
Poor Readers
Wide Range of Reading Abilities
Those who can read
independently:
need opportunities to
extend and broaden their
knowledge of reading
Those who have simply
forgotten much of what
they learned over the
summer:
may recover quickly with a
well-structured review
Those who never learned
to read adequately:
need immediate
intervention to catch up
through explicit,
systematic instruction
Kentucky Reading First Summer Institute 2004
may need additional
instruction
A Call to Action
“Our understanding of ‘what works’ in
reading is dynamic and fluid, subject to
ongoing review and assessment through
quality research. . . . We encourage all
teachers to explore the research, open
their minds to changes in their
instructional practice, and take up the
challenge of helping all children become
successful readers.”
—National Institute for Literacy, 2001, p. iii
Kentucky Reading First Summer Institute 2004
Phonological
and
Phonemic
Awareness
This publication is based on K-2 Teacher Reading Academies, ©2002 University of Texas System
and the Texas Education Agency, which has been reprinted and modified with their permission.
Survey of Knowledge
Alphabetic Principle
Phonological Awareness
Phonemes
Phonemic Awareness
Kentucky Reading First Summer Institute 2004
Phonics
Onset
Rime
Phonological Awareness
A broad term which includes phonemic
awareness
In addition to phonemes, phonological
awareness activities can involve work with:
rhymes, syllables and discrete onset and
rimes
Phonemic awareness
specifically focuses
on individual sounds
(known as phonemes)
in words.
Phonological awareness
refers to the general
understanding of the
sound structure of words
and sentences.
The phoneme level of phonological awareness is
the most critical for learning to read.
Kentucky Reading First Summer Institute 2004
Phonological Awareness Continuum
Description
Type
PHONEMES
Blending phonemes into words,
segmenting words into individual
phonemes, and manipulating
phonemes in spoken words
ONSETS AND
RIMES
Blending and segmenting the initial
consonant or consonant cluster
(onset) and the vowel and
consonant sounds spoken after it
(rime)
SYLLABLES
Blending syllables to say words or
segmenting spoken words into syllables
SENTENCE
SEGMENTATION
Segmenting sentences into spoken
words
ALLITERATION
RHYME
Examples
/k/ /a/ /t/
/sh/ /i/ /p/
/s/ /t/ /o/ /p/
/m/ /ice/
/sh/ /ake/
/mag/ /net/
/pa/ /per/
The dog ran away.
1
2 3
4
Producing groups of words that begin
with the same initial sound
ten tiny tadpoles
Matching the ending sounds of words
cat, hat, bat, sat
Kentucky Reading First Summer Institute 2004
Rhyming, Alliteration, and
Sentence Segmentation
Rhyme
Is the match between ending sounds of words
Alliteration
Focuses attention on initial phonemes
Sentence Segmentation
Helps students to understand that
sentences are composed of separate
words that are spoken in a particular
order to convey meaning
Kentucky Reading First Summer Institute 2004
Syllable Blending
and Segmentation
Syllables
Kentucky Reading First Summer Institute 2004
Blending syllables
together to form
words and
segmenting words
into syllables
Onset-Rime
Blending and Segmentation
Onsets
and
Onset: initial consonant
or consonants of the
word
Rime: vowel and
consonants that follow
the onset
Rimes
In the word cat, the /k/
is the onset and the —
at is the rime.
Kentucky Reading First Summer Institute 2004
Say It and Move It
Kentucky Reading First Summer Institute 2004
Components of Effective
Reading Instruction
Kentucky Reading First Summer Institute 2004
What We Know from Research
Phonemic awareness instruction improves students’
understanding of how the words in spoken language
are represented in print.
Phonemic awareness instruction helps all young
students learn to read.
Phonemic awareness instruction is most effective
when students learn to use letters to represent
phonemes.
Phonemic awareness instruction also helps
preschoolers, and early primary students.
Kentucky Reading First Summer Institute 2004
Put Reading First
Kentucky Reading First Summer Institute 2004
Grouping for Instruction
Teach phonemic awareness
in small groups.
Small-group instruction may be more effective
because students benefit from listening to their
peers and having more opportunities to
participate.
Kentucky Reading First Summer Institute 2004
Explicit, Systematic Phonemic
Awareness Instruction
Focus on types of phonemic awareness
most closely associated with beginning
reading and spelling achievement by
linking phonemes to print
Explicitly teach phonemic awareness,
and regularly schedule instruction
Kentucky Reading First Summer Institute 2004
Explicit, Systematic Phonemic
Awareness Instruction (cont.)
During a lesson, target only one type of
phonemic awareness, such as blending
phonemes or segmenting words into
phonemes
Begin with easier activities and progress to
more difficult ones
Model each activity
As soon as possible, help students make the
connection between letters and sounds to
read and spell words
Kentucky Reading First Summer Institute 2004
Consider Diversity:
Limited English Proficient Students
Capitalize on native
language ability
Teach blending,
segmenting, and
manipulating individual
phonemes and syllables
Accept oral
approximations
Focus on words
students already know
Kentucky Reading First Summer Institute 2004
Remember . . .
Phonemic awareness “ . . . provides children with essential
foundational knowledge in the alphabetic system. It is one
necessary instructional component within a complete and
integrated reading program.”
—National Reading Panel, 2000, p. 8
“Adding well-thought-out phonemic
awareness instruction to a beginning reading
program . . . is very likely to help your
students learn to read and spell.”
—National Institute for Literacy, 2001, p. 9
Kentucky Reading First Summer Institute 2004
Alphabetic
Understanding,
Phonics and
Word Study
This publication is based on K-2 Teacher Reading Academies, ©2002 University of Texas System
and the Texas Education Agency, which has been reprinted and modified with their permission.
Survey of Knowledge
Decoding
Decodable texts
Graphophonemic
knowledge
Instructional level
Irregular words
Morphemes
Kentucky Reading First Summer Institute 2004
Orthography
Phonics
Rime
Sight words
Sounding out
Syllable
Components of Effective
Reading Instruction
Kentucky Reading First Summer Institute 2004
Kentucky State Standards:
Program of Studies
Reading (1.2) Arts and Humanities (2.24, 2.25)
Meaning of Text:
Read materials that rhymes, is predictable, and has high frequency
words
Vocabulary:
Use auditory and visual strategies to understand words and their
meanings.
Employ sight word vocabulary to make sense of text.
Use word identification strategies, including prediction, context cues,
and phonetic awareness, to read and understand unknown words.
Concepts of Print:
Make sense of reading materials through using word-by-word
matching, punctuation, sentence structure, and the understanding that
letters make words.
Experience with Text:
Use syntactic (word structure) and semantic (word meaning) cues to
make sense of text.
Kentucky Reading First Summer Institute 2004
Kentucky State Standards:
Core Content
RD-E-x.0.1
Use word recognition strategies (e.g., phonetic
principles, context clues, structural analysis) to
determine pronunciations and meanings of words in
passages.
RD-E-x.0.2
Use knowledge of synonyms, antonyms, homonyms,
and compound words for comprehension.
RD-E-x.0.3
Know that some words have multiple meanings and
identify the correct meaning as the word is used.
RD-E-x.0.4
Recognize the meaning of a word when a prefix or suffix
has been added to a base word.
Kentucky Reading First Summer Institute 2004
Learning to Read and Spell . .
.
requires students to remember exact letter
patterns and sequences that represent speech
sounds
progresses from understanding letter-sound
correspondences and spelling patterns to
understanding meaningful units
Alphabet
Pattern
Letter-sound
correspondences
Spelling patterns
(rimes) and
syllables
Kentucky Reading First Summer Institute 2004
Meaning
Morphemes
(smallest
meaningful
units)
Alphabetic Understanding and Phonics
Focus on teaching the letters of the
alphabet and letter-sound
correspondences
Alphabetic
Principle
Kentucky Reading First Summer Institute 2004
The goal of phonics instruction is
to help children understand the
alphabetic principle:
the sequence of letters in written
words represents the sequence of
sounds (or phonemes) in spoken
words.
Letter Recognition
Recognizing, naming
and writing the letters
of the alphabet
Identifying and
distinguishing both
uppercase and
lowercase letters
Kentucky Reading First Summer Institute 2004
Letter Recognition Activities
Alphabet
Mats
and
Alphabet
Arcs
Kentucky Reading First Summer Institute 2004
Help children learn:
Letter names
The sequence of letters
in the alphabet
Letter-Sound Knowledge and Phonics
Letter-sound knowledge involves
learning the common sounds of letters,
letter combinations, and spelling
patterns
Explicit and systematic phonics
instruction teaches students a carefully
selected set of letter-sound
correspondences and spelling patterns
that are organized into a logical
sequence
Kentucky Reading First Summer Institute 2004
Standard Pronunciations
Because we co-articulate, or
blend, individual sounds together
when we say words, it is
sometimes difficult to isolate
individual sounds.
Kentucky Reading First Summer Institute 2004
Phonics and Word Study
Students should come to understand:
Sounds can be represented by single letter or
combination of letters
Some letters can represent more than one
sound
Different letters can represent the same sound
Different word study strategies can be used to
decode and read unknown words
Generalization (or rules) may help determine
the correct pronunciations of words but may
not apply to every word
Kentucky Reading First Summer Institute 2004
Decoding
Explicit and systematic phonics
instruction includes teaching students
how to decode words.
Effective phonics instruction teaches
students a carefully selected set of
letter-sound correspondences, letter
combinations, and spelling patterns
that are organized into a logical
sequence.
Kentucky Reading First Summer Institute 2004
Decoding (cont.)
Single letter-sound correspondences and letter
combinations that represent a particular sound or
sounds in words are usually introduced in lower
primary
Consonant blends, consonant digraphs, vowel
combinations (or vowel pairs) and letter combinations
are the primary focus of phonics instruction in the third
year of primary
In upper primary, exploration and reinforcement of
several different kinds of decoding strategies are used
and practiced; the emphasis begins to shift from letterby-letter decoding to more elaborate study of word
pattern and rules
Kentucky Reading First Summer Institute 2004
Decoding: What About
Irregular Words?
Irregular words:
contain some letters that do not
represent their most commonly used
sounds
tend to be high frequency words that
students encounter often in their
reading and writing
can be partially decoded
are sometimes referred to as sight
words
Kentucky Reading First Summer Institute 2004
Sight Words
Sight words are words that are
recognized immediately
The ultimate goal is for all words,
regular and irregular, to be read
automatically with little effort
Kentucky Reading First Summer Institute 2004
Making Analogies
Helps students remember words with
sounds or spellings patterns that they
already know and apply this knowledge
to read and spell unknown words
Include explicit teacher modeling
Kentucky Reading First Summer Institute 2004
Word Study Strategies
Identify and blending together the letter
sounds in words
Recognizing high frequency and irregular
words
Using common spelling patterns
Using common syllable patterns
Using structural analysis
Using knowledge of context and syntax to
support pronunciation and confirm word
meaning
Kentucky Reading First Summer Institute 2004
Making and Sorting Words Lessons
Provide opportunities for children to
make, sort, and read words that consist
of letter sound correspondences they are
learning
Focus on individual phonemes in words,
spelling patterns, and blending sounds
together to read words
Kentucky Reading First Summer Institute 2004
Making and Sorting Words
Activities
Activity
With a partner, use the letter cards
at your table to practice the lesson
on the handout “Reviewing Letter
Sounds to Blend Sounds and Read
Words”
Kentucky Reading First Summer Institute 2004
Open Sort Activity
Place the blank heading cards across the
table
Shuffle the deck of word cards
Sort the words by commonalities
Create your own category for each set of
words
Label the heading cards after you’ve
determined the categories
Kentucky Reading First Summer Institute 2004
Making Analogies:
Common Syllable Patterns
Closed syllable
(CVC)
ends in at least one consonant; the vowel is
short
Open syllable (CV)
ends in one vowel; the vowel is long
Vowel-Consonant-e
(VCe or CVCe)
ends in one vowel, one consonant, and a final
e; final e is silent; the vowel is long
Vowel + r syllable
has an r after the vowel; the vowel makes an
unexpected sound
Vowel pair syllable
has two adjacent vowels; each vowel pair
syllable must be learned individually
Final stable syllable
has a final consonant-l-e combination or a
nonphonetic but reliable unit such as -tion
/shun/; accent usually falls on the preceding
syllable
Kentucky Reading First Summer Institute 2004
Teaching with Word Walls
Group words in different categories to help
students learn to read and spell words
independently
Select words from a variety of sources
Limit the number of words that are added
Categorize words in a variety of ways
Provide many opportunities for word-wall
practice
Kentucky Reading First Summer Institute 2004
Structural Analysis
Helps students analyze words, or break them into
parts they already know, to help them read and
spell unfamiliar words
Compound words
Base (or root) words
Inflectional endings
Prefixes
Suffixes
Kentucky Reading First Summer Institute 2004
Consider Diversity:
Limited English Proficient Students
Help children use phonemic awareness
and their understanding of the alphabetic
principle to decode words.
Teach children how to transfer what they
know in their native language to English
Teach letter combinations and sounds
that do not occur in a child’s native
language.
Kentucky Reading First Summer Institute 2004
Monitoring Students’ Progress
Regularly monitor children’s
knowledge of letters and letter-sound
correspondences and their ability to
decode as they read words and text
Administer reading inventories
Regularly monitor students’ phonics
and word-study knowledge
Listen to students read aloud
instructional-level texts
Kentucky Reading First Summer Institute 2004
Taking a Closer Look
Review the elements of effective
phonics and word study instruction on
the handout “Elements of Effective
Instruction: Phonics and Word Study
Find a lesson that focuses on phonics
or word study
Complete the handout “Taking a Closer
Look”
Discuss the lesson and its elements
Kentucky Reading First Summer Institute 2004
Phonics Continuum
Our experiences, and those of many teachers,
suggest that once students are phonemically
aware and have a grasp of the alphabetic principle
they begin organizing knowledge of letter names
and letter-sound correspondences in coherent and
systematic ways.
This systemizing of knowledge may not
correspond to the neat, additive phonics
progression described in a reading program, and it
may proceed at a pace that lags behind or outruns
the progression’s suggested time frame.
Kentucky Reading First Summer Institute 2004
Phonics Continuum (cont.)
We argue that students are at risk of developing
superficial and piecemeal understandings rather
than coherent and orderly knowledge of the
alphabetic principle if teachers impose
systematic phonics instruction without
monitoring how students organize the
information.
Similarly, we reason that students are at risk of
becoming disenchanted with the world of print if
teachers require them to spend significant time in
activities that reinforce what they already know
but simulate few, if any additional insights.
Kentucky Reading First Summer Institute 2004
Remember . . .
Explicit and systematic phonics and word study
instruction is an important component of a
beginning reading program.
“The goal [of systematic phonics instruction] is
to enable learners to acquire sufficient
knowledge and use of the alphabetic code so
that they can make normal progress in learning
to read and comprehend written language.”
—National Reading Panel, 2000, p. 2.99
Kentucky Reading First Summer Institute 2004