Transcript BIG IDEAS in Beginning Reading Part 2

Teaching Phonics
• Alphabetic Principle
• Alphabetic Understanding
–Automaticity with the Code
1
Reflection:
• Why is explicit teaching with opportunities for
using language important to meet the needs
of diverse learners?
• What are some ways we have learned to
explicitly teach and use language in class so
far?
2
Content Objective
• Given student assessment data on a phonics
skills assessment, teacher candidates will plan
a week of phonics instruction using effective
principles of sequencing and teaching phonics
instruction (as described in Carnine et al. and
class notes)
– (This will be assessed on the decoding assignment
rather than on a class quiz)
3
Language Objective
• Given a week’s worth of phonics lesson plans,
teacher candidates will deliver a sample
phonics lesson using effective instructional
delivery elements (as described in the
Teaching Reading Sourcebook; Carnine et al.;
and class notes)
– (This will be assessed by modeling a lesson in class
rather than on a quiz)
4
State Standards & IEP Goals =>
Lesson Objectives
Collaboration &
Teaming to
Intensify
Instruction
What do we
teach? Why is
it important?
What do we
do if students
did/didn’t
learn it?
Mastery
Measurement
& Progress
Monitoring
How do we
know if
students
learned it?
Student
Success
Screening &
Formative
Assessment
How do we
know if
students
know it?
What do we
do to teach
it?
Effective
Teaching
Strategies
5
What do we teach?
Accessing State Standards
• Go to Oregon Department of Education’s homepage
http://www.ode.state.or.us/search/results/?id=53
– Click on Standards by Design
– Click on what you need
•
•
•
•
Step 1: choose your format (probably Standards Only)
Step 2: choose your subjects: English Language Arts
Next
Step 3: choose your gradelevel
• You may also print the Common Core Standards, which
were adopted 2010, and will be assessed starting in
2013
6
What do we teach?
Common Core State Standards
• Identify a facilitator, note taker, & time keeper
• Review the Common Core State Standards for
your grade level.
– Assign each person to one or more questions below
to share with your small group:
•
•
•
•
•
Why were the Common Core Standards Adopted?
What are CCR Anchor Standards?
What are grade specific standards?
Where are Reading Foundation Skills Standards found?
What information do you need to know to “Read the
Document”
7
What do we teach? Why is it
important?
• As a group, discuss:
– What is it important for students to know and be
able to do at your grade level with regard to
phonemic awareness/phonological awareness and
phonics skills?
– Be prepared for each person to share out your
answer to this question in mixed grade level teams
8
What should kids be able to DO
by the end of Kindergarten?
First Grade?
Big Ideas in Beginning Reading
Curriculum Maps
http://reading.uoregon.edu/appendices/maps.ph
p
How do we know if students know
it?
• Phonics Assessment
– Divide into groups
•
•
•
•
Beginning Phonics Assessment (Carnine et al., p. 297)
Primary Phonics Assessment (Carnine et al., p. 303)
CORE Phonics Survey (RAMM, p. 41)
CORE Spanish Phonics Survey (RAMM, p. 53)
12
How do we know if students know
it?
• Examine your assessment & discuss as a
group:
– How do you administer & score your assessment?
– What does your assessment tell you about what
students already know and need to learn?
– How can you use this information to plan
instruction?
• Be prepared to share in a jigsaw the
information your group discussed
13
What do we do to teach
Phonemic Awareness?
-Model (my turn)
-Lead (our turn)
-Test (your turn)
• Telescoping (Blending) Format (Table 5.1 p.39)
• Segmenting Format (Table 5.2, p. 41)
• Auditory skill
Guidelines for Auditory Skills
• Teach first few months until mastery:
– Segmenting, Blending, Rhyming, Initial
Sound, Phoneme Manipulation
• Select words that will be in early
sounding out exercises
• Sequence
– vc  cvc  cvcc  ccvc  ccvcc
My Turn, Our Turn, Your Turn
MODEL
LEAD
TEST
• Use Segmenting Format (Table 5.3 , p. 43)
• Partner
• Teach words in the format (sad, me, fit)
What do we do to teach
Phonics/Alphabetic Understanding?
• Explicitly teach
– Beginning phonics:
• letter-sound correspondences and
blending
– Later phonics:
• common letter combinations, affixes,
and multisyllabic word reading
strategies
Teaching Alphabetic Understanding
• Scaffold the Instruction (errorless learning)
– Read and practice
• first in isolation...
• then in words...
• then in connected text
– Begin with most common, high frequency items
– Teach one item at a time with intensive practicethen continue cumulative and distributed
practice daily
Teaching
Alphabetic Understanding
• Teach letter / sound correspondences
– Introduce New Sound
• Introductory Format 7.3 (p. 68)
– Practice and Review
• Discrimination Format 7.4 (p. 70)
Introducing Letter-Sound Correspondence
Introductory Format
d
Format 7.3
1. When I touch under the
letter, you say the sound.
Keep saying the sound for
as long as I touch it.
2. My turn. (Model)
3. Get ready, what sound?
(Test)
4. Test students individually
Practice and Review
Letter-Sound Correspondences
Discrimination Format
d
Format 7.4
•
When I touch under a letter,
you say the sound. Keep
saying it as long as I touch it.
•
Get ready, what sound?
•
Use alternating pattern for
reviewing all sounds
•
Test with individual turns
a
s
i
t
d
f
m
d
Corrective Feedback
• Immediate, neutral, modeled
–That sound is /d/. What sound?
• Repeated positive practice
–Use alternating pattern
or
–Part firm (go back to the beginning
or several tasks prior).
Be Strategic
Sequencing Guidelines for Introducing Sounds
• Lower case before upper case
Aa Gg Rr
• Most common sound initially
g (get) < g (gin)
• Separate visually similar letters
• Separate auditorily similar sounds
m/n h/n/r e/c
g/j f/v b/d/p
• Introduce most useful letters before less useful
e, r, t / j, v, x,
Guidelines for Letter Sound Correspondence
• Introduce most common sound for each
letter every 2 - 3 days
• Provide discrimination practice with
mastered sounds
– 6-8 sounds daily
– Review most recent sounds daily for 2 weeks
– Review vowels daily
Teaching
Alphabetic Understanding
• Teach sounding out words (segmenting
& blending)
– Model, lead, test sounding out words
• Introductory format 9.1 (p. 89)
– Sounding out words in lists
• Discrimination format 9.2 (p. 92)
Teaching Blending
Sounding Out Words in Lists
sad
fast
raft
not
tan
Format 9.2
1. “You’re going to sound out each
word. After you sound out the
word, you’ll say it fast.”
2. “Sound it out. Get Ready.
What word?”
3. Repeat with remaining words.
4. Test with individual turns.
Guidelines for Sounding out
Regular Words
• Begin when students have mastered 4-6 sounds.
• Introduce with format 9.1 using 2 words.
• Then use discrimination format (9.2) increasing to 5-7
minutes of instruction daily.
• Select regular words with mastered sounds only.
• Sequence vc  cvc  cvcc  ccvc  ccvcc
• Select words that will be in early passage reading
exercises.
Group Activity (3-4 per group)
• Teach sounds (Table 7.4)
• Teach sounding out words (Table 9.2)
– Write these words on a piece of paper:
• sun
• let
1. First person teach sounds
• ham
2. Next person teach sounding out
• past
3. Repeat
– Non-DI teachers - no errors
– DI teachers - do error
corrections
Debrief Activity
• Teaching sounds - critical behaviors
–
–
–
–
signaling
modeling
brisk pacing
monitoring
Correcting errors.
• confusion errors
• pronunciation
• signal
• Teaching sounding out - critical behaviors
• not pausing between sounds
• correct pronunciation
BIG IDEAS in Beginning Reading
Automaticity with the Code
• “Quality of fluency; implies automatic level of
response with various tasks, such as speed of
retrieving the sound for a specific letter.”
http://idea.uoregon.edu/~ncite/documents/techrep/tech21.html
• relating sounds and symbols of the alphabetic code
accurately and efficiently
30
Teaching Automaticity
Sight Word Reading
sad
fast
raft
not
tan
Format 9.5 - Practice Format (p. 99)
1. “You’re going to read these words the fast way.
When I point to a word, sound it out to yourself.
When I signal, say the word the fast way.”
2. Point to word - give 3 sec. pause. What word?”
Repeat with remaining words.
3. Point to word - give 2 sec. pause. What word?”
Repeat with remaining words.
4. Test with individual turns.
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Corrective Feedback
• Immediate, neutral, modeled, then
prompt the strategy
– That word is raft. What word?
– Sound it out. What word?
• Repeated positive practice
– Part firm (go back to the beginning or list
or several words prior).
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Guidelines for Sight Word Reading
• Begin after students can sound out 4 cvc
words with no errors (Format 9.4, 9.5)
• Same list as sounding out list (only mastered
sounds and word types)
• Read list two times to develop automaticity:
– 1st reading with 3 seconds of think time
– 2nd reading with 2 seconds of think time
• Increase word list to 15 daily
33
Irregular Words
• Any word the student does not have a strategy
for decoding.
• Words that are irregular change as the student
learns more decoding strategies.
• Some word will always be irregular.
– said, was, come, aisle, fatigue
• Beginning readers need a strategy for learning
irregular words.
34
Introductory Format for Irregular Words
(9.6 p. 105)
was
1. “This is a funny word. The word is
‘was’. What word?”
2. “Listen to me sound it out. That’s
how we sound out the word. But
here’s how we say the it: ‘was’. How
do we say it?”
3. “Now you’re going to sound out was.
Get ready. But how do we say the
word?”
4. Give individual turns.
35
Guidelines for Irregular Words
• Begin when students can sight read cvc words
at rate of 1 every 3 seconds
• Select high frequency words that will be in
reading passages
• Introduce 1 word daily for 3-4 days
• After students learn letter names, use the spell
letter strategy (see modified introductory
format on page 106)
36
Modified Introductory Format for
Irregular Words (p. 106)
giant
ghost
pour
weigh
“This word is giant. What word?”
“Spell giant.”
“What word did you spell?”
“Yes, giant.”
Repeat with remaining words.
Go back to the top of the list and read
the fast way. “Let’s see if you can
remember all those words. What
word?”
7. Give individual turns.
1.
2.
3.
4.
5.
6.
37
Teaching Automaticity, Accuracy, & Fluency
Passage Reading (12.4, p. 153)
Sam the Rat
Sam was a rat. Sam was
tan. Sam ran to a raft. The raft
was not fast. The raft was last.
Sam was sad.
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Guidelines for Passage Reading
• Begin when students can sound out 5 words in a list
with no more than 1 error
• Begin by sounding out each word in the sentence
(12.2)
• Read passage again using sight word strategy (12.4
and 12.5)
• Begin with 2 - 4 word passages; increase length
• Use decodable (controlled passages) - only words
made up of sounds, word types, and irregular words
that students know.
• Read the passage first for decoding, then for
comprehension.
39
Oral Comprehension Activities
• Question asking with a focus on:
– Literal and inferential
– Questions asked soon after information is provided in
the passage.
1.
2.
3.
4.
(Lit) What kind of animal is Sam? (a rat)
(Lit) What color is Sam? (tan)
(Lit) Where did Sam go? (on a raft; on lake/water)
(Inf.) Why was Sam sad? (his raft was not
fast; he lost a race; he came in last)
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Teaching Automaticity, Accuracy, & Fluency
Passage Reading (12.5)
Sam the Rat
Sam was a rat. Sam was
tan. Sam ran to a raft. The
raft was not fast. The raft was
last. Sam was sad.
41
Guidelines for Comprehension Activities
• Begin with literal questions, directly stated (right there).
• Ask the question immediately after the information is given.
• Increase interval between where the information is given and
question (end of paragraph, end of story)
• Ask literal questions not directly stated (think and search).
• Design inferential questions indirectly stated or that have to be
induced from relationships (author and me)
• Ask questions in which background knowledge is required to answer
the question (on my own).
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Beginning Reading Lesson
• Phonological Awareness
– Auditory Skills
• Alphabetic understanding
– Letter Sound Correspondence
– Blending (sounding out regular words)
• Automaticity
– Sight word reading; Irregular words
– Passage Reading (accuracy & fluency)
• Comprehension Activities
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Lesson Planning for Alphabetic
Understanding
• See pages (Figure 9.1 p. 88)
• Students have learned the following sounds
– a, m, t, s, i, f, d, r, o, g, h, l
Most recently introduced
• Students have learned these word types
– VC and CVC
• Page 88: Sample lessons 31-34
– Lesson 31: New sound /u/ is introduced
44
Lesson Planning Guidelines
• Introduce new sound /u/
– Introduce new sounds for 2 days (L31-32)
– Model with Introductory Format (7.3)
• New sound is cumulatively reviewed with
other mastered sounds
– Review new sound beginning on the 2nd day
(L. 32)
– Use Discrimination Format (7.4)
– Review daily for 2 weeks
45
Lesson Planning Guidelines
• New sound is practiced in word list exercises
– Begin after sound is practiced in isolation for 3 lessons (L.
34)
– Include new sound in approximately 1/3-1/2 words in the
list for next 3 days or until mastered.
– Use Discrimination Format for Sounding Out Words in
Lists (9.2)
– Followed by Practice Format for Sight-Reading Words in
Lists (9.4)
• Next sound can be introduced when previous sound
moves to word list exercises (L. 34)
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Lesson Planning - Your turn
Plan Lesson 35
• Phonemic awareness warm-up
– Some words students will read in the lesson
• Letter-Sound Introduced: c
• Letter Sound Discrimination
– 6-8 sounds including 2 most recent sounds
– new sound daily for 2 weeks
• Word List Sounding Out
– 6 words
– VC and CVC
– Include new word type CVCC
– 1/3-1/2 words contain most recent sound (u)
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•
•
•
•
K-1 Curriculum
Explicit and systematic
Thematic units
Decodable text through duet reading
strategy
• Introduces upper/lower case together
48
Reading Mastery Instruction (DI)
in Kindergarten
• Look for…
– Phonemic Awareness Activities
– Alphabetic Understanding Activities
– Activities to develop Automaticity
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