Transcript Fun Strategies and Activities for K-3 Students

While you are waiting for the
session to begin . . .
 Make a name tent by writing your first name
with the marker on the lime green cardstock
(see sample in front)
 Make two pinch cards using the white index
cards and marker (see samples below)
a
e
i
o
u
yes
no
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Welcome to
The Five Big Ideas in Reading:
Fun Ways to Build Early Reading Skills
Presentation to the
Hawaii Afterschool Alliance
Honolulu, HI
April 26, 2016
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Agenda for Today
 Reading as a DOE Priority
 Five Big Ideas in Beginning Reading
 Fun Activities to Build Early Literacy
Skills
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Hawaii DOE Goal
Every child reading at grade level by
third grade.
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Why Grade 3?
 Shift from “learning to read” to
“reading to learn” in Grade 3
PreK → K → 1 → 2 → 3 → 4 → 5 → 6
Learning to read → → → Reading to learn
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Big Ideas in Reading
1.
2.
3.
4.
5.
Phonemic Awareness – ability
to hear and manipulate
sounds
Phonics or Alphabetic Principle
– knows letter-sound
relationships
Fluency – reads connected
text automatically, at an
appropriate rate, accurately,
and with expression
Vocabulary – understands and
uses new words
Comprehension – understands
and is able to make sense of
text
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K-3 Reading Maps
(Refer to the K-3 Reading Maps)
 Find the Big Ideas for Kindergarten
 Find the Big Ideas for Grade 1
 Find the priority skills for Phonemic Awareness
in K
 Find the priority skills for Alphabetic Principle
for K
 Find the Big Ideas for Grade 3
 Find the priority skills for Grade 3
 Which Big Idea in Grade 3 has the most high
priority skills
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Let’s Practice!
 Basic Instructional Strategy: Explicit
instruction
 Model (“I do it”), Lead (“We do it”),
and Check (“You do it”)
 Group responses to increase
engagement and opportunities to
respond
 Perky (not pokey) pacing
 Immediate feedback
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Basic Features
 Cue – Think time – Signal – Feedback
 Group response (Pinch cards example)
 For individual turns, call student’s
name after cue
 Cue: “What sound, Ann?” and not,
“Ann, what sound?”
 If a mistake is made, give correct
response, then repeat turn
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Big Idea #1: Phonemic Awareness
The ability to hear and manipulate
sounds
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
Supporting Your Beginning Reader booklet
Playing with sounds and word play
Say It Slow/Say It Fast
Manipulate sounds – add, delete, substitute
Initial Sounds - ball, bat, bell . . . The Pihana
Coloring Book and Place Mat
 Rhyming – man, can, fan . . .
Big Idea #2: Alphabetic Principle or
Phonics
Knowing that sounds are mapped on
to the alphabet symbols
 Letter-sound relationship
 Say It and Move It - Matching letters to sounds
 Letter name and letter sound skills firm
 Regular words (CVC)
 Dry erase boards
Why is it important?
 Because our language is alphabetic,
decoding is a fundamental means of
recognizing words. There are simply
too many words in the English
language to rely on memorization as
a primary word recognition strategy.
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Big Idea #3: Fluency
Reads connected text
 Automatically
 At a good rate
 With accuracy
 With expression
Fluency is highly correlated with comprehension. The
ability to read smoothly, accurately, and with
feelings aids comprehension. Students who are
fluent readers have more resources to devote to
making meaning of what they have read.
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Big Idea #3: Fluency
 Repetition
 Sounds Fluency – letter sounds
 Word Fluency – Fry’s List
 Decodable text
 Examples of decodable books
the
I
said
was
you
we
like
know
Strategies to Improve Fluency


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
READ, READ, READ
Reading aloud
Re-read stories
Choral reading
Echo reading
Buddy reading
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Big Idea #4: Vocabulary
 In young children, new words
are learned orally
 In older children, new words are
learned from reading
 Many children, especially those
at-risk, are not exposed to new
words
 Consider the “Matthew Effect”
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Three Tiers of Words
 Isabel Beck speaks of vocabulary words
existing in three tiers
 Tier One – everyday, common words that
most people use and understand (big, car,
yell)
 Tier Two – commonly used in text, might
not be known to students who come from
environments that are not language-rich
(enormous, vehicle, holler)
 Tier Three – words that are very content or
subject-specific (cochlea, exoskeletal,
tectonics)
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Too Many Mangos:
Let’s Try It!
 Pre-read the story
 Pick three words that may be new words for the
children
 Find “kid-friendly” definitions
 Pre-teach the words and “kid-friendly” definitions
 Read story and highlight the new words, providing
“kid-friendly” definitions and reinforcing new word
 Integrate new words into conversations and daily
routines
 Something Different, Something New
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Big Idea #5: Comprehension
 THIS IS THE GOAL OF READING
 Expose students to different kinds of
text
 Narrative text – stories, legends,
fables, mysteries, etc.
 Expository or informational text –
newspaper articles, text books,
brochures, etc.
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Reading Comprehension
 Complex set of behaviors because it
is linked to language and language
development
 Often tested more than it is taught
 Definition: “active and intentional
thinking in which meaning is
constructed through interactions
between the text and the reader.”
Durkin, 1973
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Comprehension
A child with good comprehension skills is able
to:
 Remember what is read
 Retell events in the story
 Recall the sequence
 Summarize the main idea
 Identify story elements such as characters,
settings, plot
 Make connections to the author’s message
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Big Idea #5: Comprehension
The ability to understand what you read
 Reread, Reread, Reread
 Retell – have the child retell the story in his/her own
words
 Ask questions - Favorite, funny, best part (3-5 years
old)
 Who, What, When, Where, Why, How
 Themes and connect to self, family, community, other
text
 Too Many Mangoes: What are some extension
activities?
Mahalo
for attending this session
 For more information, contact
Gloria Kishi, Ph.D.
Hawaii Department of Education
Office of Hawaiian Education/Pihana Na Mamo
Phone: 305-9662
Email: [email protected]
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