Transcript Parent Literacy Presentation

BENNINGTON HEIGHTS
READING WORKSHOP
Sherry Raffalovitch SLP
Diane Burley Literacy Teacher
November 12th 2015
SLPs in the TDSB
• Reading for All
• Reading Research
• Talking for Literacy
• Hands on Practice
• KELI
• Working with kids with
• Small Groups
• Co-instruction in
classrooms
different profiles
Ontario Stats
LD Students
20%
80%
Grade 3 Reading 2013
• EQAO
• The Education, Quality and Accountability Office of Ontario tests.
Here at Bennington…..
3 years ago
• Students brought to team with literacy concerns
• Started professional development with the grade 1 and 2
teachers
Last year
• SLP guided intervention groups for 11 grade 2 students
combined with many PD sessions with the teachers
• Goal to move the explicit reading instruction into the
classroom via guided reading groups
This Year:
• Mrs. Burley as the literacy prep teacher and reading
instruction wizard!!
How did we learn to read?
Let’s go back in time to remember
what it was like to learn to read and
write!
Let’s Learn to Read!
•ð
•š
•ú
•э
•í
•θ
•č
•ŋ
Let’s learn to read
• túθ
• baŋ
• θiŋ
• farðэ
• čip
• stíp
• šip
• hэ
• číp
• búth
• šíp
• θinnэ
• faðэ
• θank
• šú
• šэ
• púč
• fúd
Hэ čipt túθ hэts.
How did you feel?
Do we still decode as adults?
• Is
• School
• Teacher
• Multiplicative
• Antidisestablishmentarianism
• Uvulopalatopharyngoplasty
Now consider this…..
What word reading strategies are taught
in schools?
1. Use the picture
2. Skip a word
3. Use the context to figure the word out
What does research say about reading
instruction?
• Simple View of Reading
• (Decoding × Comprehension) = Reading
Hoover & Gough, 1990, The Simple View of Reading,
Reading and Writing, 2, 127-160
• Research has shown:
• Literacy instruction is most effectively delivered in a
systematic, explicit and differentiated manner
• Oral language skills are critical in the development of
reading comprehension and written expression
• Phonological (phonemic) awareness skills and
alphabetic knowledge are needed for decoding and
encoding of words
D
Vocabulary
Morphology
Simple View
of Reading
C
Verbal Reasoning
Pragmatics
Semantics
Phonological
Memory
R
Syntax
Phonological
Awareness
Vocabulary
Phonics
Morphology
Simple View of Reading
Hoover & Gough 1990
ECODING
• Let’s take a closer look at the
explicit skills involved in decoding
Why is learning to read in English
difficult?
• 26 letters
• 44 sounds (phonemes)
• 250 spelling patterns
Example
• The name of the letter is “ay”
• The sounds that it makes are:
Phonological Awareness is…
• An understanding of the sound structure of
language
• Language is made up of words, syllables,
rhymes, and sounds (phonemes.)
• The oral language basis needed for students
to access printed language
2 Key Skills in Phonological
Awareness
• Breaking Apart (segmenting)
• Putting Back Together
(blending)
Now let’s add print….
• The long sound that the letter ‘a’ makes can be spelled how
many ways?
play
weight
Mrs. Burley’s “magic”
Vowels and Consonants
• Concepts that often need to be explicitly
taught
• Children need to understand that vowels
are the foundation for syllables
• Decoding and spelling rules are based on
syllable structure
Vowels and Consonants
• Vowels open your mouth when you say
their sound
• Consonants close your mouth when you
say their sound
• You try
• /a/
• /t/
• /m/
• /r/
Vowel and Consonant Sort
• A good way to work on this is to play a
game and sort vowels and consonants
• Talk about
• Name of the letter?
• Sound it makes?
• Vowel or consonant?
• KEY: How do you know it is a vowel or
consonant?
Vowel Sounds
• Vowels actually make 3 sounds
• short
• long
• unstressed (schwa)
For example:
• can
• cane
• Canada
Listening for Vowel Sounds
• It is hard to hear the difference between vowel
sounds
• Especially when they are embedded in syllables
and words
• We need to work on listening for different vowel
sounds
• Play the Up and Down Game
Up and Down Game
(Vowel Discrimination)
• Choose two to discriminate between
• Have your child stand up if they hear one sound and sit
down if they hear another
• Start with the sounds by themselves
• Move to nonsense syllables
• Move to words (3 sound words-CVC)
• Minimal pairs are the hardest: differ by only one sound-
cat, cot, hat, hit, mat, mitt
Up and Down Game Example
• Stand up if you hear /a/
• Sit down if you hear /o/
• /a/
• /o/
• /op/
• /ap/
• /at/
• /ot/
• Cat, cot, cop, cap, mat, mop, tap, top
Syllable Structure Rules
Rule #1: a vowel is short when followed
by a consonant that is not r, w, or y in a
syllable.
a t
Rule #1-Short Vowels
Rule #1: a vowel is short when followed by a
consonant that is not r, w, or y in a syllable.
It doesn’t matter how many consonants you add
before or after the vowel it will always be short
Consider:
• Cat
• Cats
• Pants
• splash
Rule #2-Silent ‘e’ Rule
Rule #2: a vowel is long when there is a
consonant and silent ‘e’ in the syllable
at e
• These are syllable rules…..
• Therefore they work in words with more than 1
syllable
• Consider these words:
• picnic
• tennis
• badminton
• pancake
• baseball
Syllable Rules
• These two rules account for
80% of all spelling and reading
patterns in the English
language!
Multi-Syllabic Word Reading
• Consider how to read a multi-syllabic word
• Look for the first vowel and then one letter to the
right: consonant or vowel?
• If vowel keep think about vowel teams
• If consonant look to the right again for a silent ‘e’
which will make the vowel long
• If no silent ‘e’ most likely a short vowel sound
• Continue on to find the next vowel and look to the
right…..
Multi-Syllabic Word Spelling
• Say the word out loud: precipitation
• Count the syllables (5)
• Draw 5 lines
• ______ _____ _____ _____ _____
• Sound out each syllable
• Pre (CCV)cip(CVC-soft c rule)i (V-short)ta(CV)
tion(shun-spelling pattern/morphology)
What are sight words?
• Words that occur often in books
• Often cannot be sounded out
• Need to memorized so they can be
recognized quickly
• Knowing many sight words helps with
fluency
Sight Words
• Can be found in Dolch or Fry’s Lists
• Either one is good
• Examples: Can you sound these out?
• The
• On
• In
• Off
• Of
• Again
What does this look like in the
classroom?
Scope and Sequence of Explicit
Instruction for All Students
• Alphabet
• teach upper and lower case
• Who let the letters out
• Letter Aerobics
• Play I have Who has
• Vowel/Consonant Sort
• Introduce short vowel sounds with gestures
• Fluency and Confidence
• Shared reading activities
• Making words
• Speedy Sight Words
• Digraphs
• Blends
• Popcorn words/blends
Scope and Sequence of Explicit
Instruction for All Students
• Syllable Rules
• Rule #1-short vowels
• Rule #2-long vowel silent ‘e’
• Applying the Rules
• Decodable Books
• Fluency work-via repeated readings and explicit
discussion of text structure (i.e., punctuation) in
large and small groups or partners
omprehension
• Vocabulary
• Morphology
• Syntax
• Semantics
• Verbal Reasoning
We have been working on this all
along!
• Re-Writing Decodable Texts!
• Application of all we have been doing applied to
writing!
• King Hank examples-adjectives, nouns, verbs,
adverbs, writing conventions, student friendly
definitions
• THANK YOU!!!
• Many of you have helped run guided reading groups
• We need more help!
• Your involvement
• Allows the teachers to work with more students at a time
• Allows students to practice and apply their reading and writing
strategies more often
• More practice means the skills and strategies are solidified more
quickly!
[email protected]
[email protected]