first aid for your struggling - thesmartiezone

© 2007 Donna Whyte

First Aid for Your Struggling

Reader Help is on

its Way!

© 2007 Donna Whyte

Research Connected to the Brain• Biology• Social

• Hormones• Chemicals• Movement

• Art• Attention• Emotions• Memory

• Response Time

© 2007 Donna Whyte

Reading Skills and Strategies

Phase 1• Alphabet• Phonemic Awareness• Phonics• Decoding/Word Recognition• Use of Contextual Clues• Word Analysis• Sentence Structure• Story Structure

Phase 2 • Experience • Forming Inferences • Questioning • Developing Meaning • Assessing Reading (Self-Check)• Creating of Sensory Images• Synthesizing Information• Evaluating Key Concepts • Forming Opinions

© 2007 Donna Whyte

Recreate Reading Experiences that Create Literacy

• Comfortable• Interaction• Learn Strategies• Fun• Ask Questions• Scaffold• Compare/Contrast• Choice• Reread Favorites

Questioning KidsWhat do you notice?Can anyone tell me anything about this ______?Has anything on the chart, in the picture, in the writing made you think of something in your life?What part did you spot?What do you think?Do you see something __________? (Different, Familiar, Weird, etc.) What do you recognize?Can you tell me what you see?Can you show me something on the chart?What do you know about this _________?Does anyone have any ideas about ________?

© 2007 Donna Whyte

Questioning Kids• What do you notice?• Can anyone tell me anything about this ______?• Has anything on the chart, in the picture, in the writing

made you think of something in your life?• What part did you spot?• What do you think?• Do you see something __________? • (Different, Familiar, Weird, etc.) • What do you recognize?• Can you tell me what you see?• Can you show me something on the chart?• What do you know about this _________?• Does anyone have any ideas about

________?

© 2007 Donna Whyte

ReadingShared Reading• Teacher Models Strategies• Teacher Teaches New Strategies• Teacher/Children Expand Meaning of Text• Children Make Predictions• Children Respond to Pictures and Ideas from TextGuided Reading• Children Practice Strategies • Children Expand Ideas/Comprehension• Teacher Introduces /Reinforces Skills • Teacher Encourages Independence• Children and Teacher Listen/Response• Children Problem-SolveRead Aloud• Teacher Reads• Teacher Creates Opportunities for Exploration of Genres• Children Respond to Story/Language• Teacher Models Reading Strategies/SkillsIndependent Reading• Children Employ Strategies• Children Navigate Text Autonomously• Children Choose Text

© 2007 Donna Whyte

Reading to Children• Fact & Fiction• Print Experience• Language Concepts• Life Connections• Sense of Story• Model being a “Reader”• Alphabet Codes • Rhymes for Phonemic Awareness

© 2007 Donna Whyte

Things that make good TreasureCard ConfettiErasersStickersPastaButtons/RibbonsPlastic Ants, Flies, Spiders, FrogsPenniesPebblesAcorns/Leaves/TwigsFoam Cut OutsCotton/Pom-poms/PipecleanersSeedsStamp of a PictureSpongeJingle BellBeadsMaterial – Silk, Corduroy, FlannelMarblesSandpaperPlastic RingsSmall Figurines

Places to Look:Clearance Party StoresDollar StoresCraft Stores

Favors: Weddings, Showers & BirthdaysYard SalesHoliday DisplaysToy Stores

© 2007 Donna Whyte

Which Books?ABC Color

Counting and Numbers Rhyming ~Topic ~ Holiday

Famous People Folk and Fairy Tales

“Surprise” Fiction/Nonfiction

PoetryFavorite Author/Character

“Play on Words”Class PublishedMulticultural

Science

© 2007 Donna Whyte

Reading by Children• Choice • Familiar/Predictable Print• Opportunity to Practice being the “Reader”• Builds Belief – “I am a reader”• Promotes a Love of Reading• Motivation• Multi-Leveled

© 2007 Donna Whyte

Opportunities with Print

• Developing Concepts of Print• Pretend/Real Reading• Enjoying “Picture Reading”• Rereading Familiar Stories• Practicing Reading Skills• Experiencing that Print is Enjoyable• Exploring Other Worlds• Building a “Love of Reading”• Working Independently

© 2007 Donna Whyte

Reading with Children• Poems, Songs & Books• Recreate Early Experiences that Build

Literacy• Share the Joy of Reading• Expand Vocabulary• Build Fluency• Creates Opportunity for • Interactive Reading• (Choral & Echo Reading)• Before/During/After Activities

© 2007 Donna Whyte

ReadingBefore:

• Author/Illustrator• Building Background• Picture Walk• Prediction• Building Connections • Vocabulary

During:• Share • Choral/Echo• Print Concepts• Language Concepts• Words• Partner Read• “Hide the Words”

After:• Act-it-Out• Make Books• Compare/Contrast• Check Story Elements• Discuss• “Change the Story”• Sequence• REREAD

© 2007 Donna Whyte

Comprehension• Recall Details – Who, What, Where & When?* Chart• Sequence – What happens & in What order?* Signal Words – Time Frame (first, next, in the morning)• Word Referents – What words take the place of vital words in the story?*Singular and Plural – (you, its, him, we, they, there)• Context Clues – How does what we know help us to figure out what we

don’t know?*What makes sense?• Prediction – What do YOU think will happen?• Main Idea – The “big” picture!• Drawing Conclusions /Making Inferences– Ability to “read between the

lines”.*What do you suspect? Be a detective! Use the Evidence!• Character Traits – How characters act and what they say can assist us with

comprehension.*What kinds of things can you guess by the characters words and actions?• Cause & Effect – What things happens and what are the results of those

happenings?*Recognition of the relationship between the events.

© 2007 Donna Whyte

Comprehension

& Interactive Read Aloud& Retell& Add a New Ending& Compare/Contrast& Agree/Disagree& Act it Out& State Your Case& Draw a Picture

© 2007 Donna Whyte

Newspaper Knowledge• Who? • What? • When?• Where?• Why?• How?

© 2007 Donna Whyte

Prediction

Guess Based Upon the Clues– From the title

or pictures– What I already

now– First sentence– First paragraph

© 2007 Donna Whyte

Summarizing

• Put the main idea & important ideas into your own words– What happened at

the beginning, middle and end?

First, Then, Next,

After…

© 2007 Donna Whyte

Comprehension

& Interactive Read Aloud& Retell& Add a New Ending& Compare/Contrast& Agree/Disagree& Act it Out& State Your Case& Draw a Picture

© 2007 Donna Whyte

Motivation3 Ways to ReadEnvironmental ReadingChoices:& Magazines& Fiction/Nonfiction Books& Brochures& Maps& Catalogs& Newspapers& Charts& Songs& Poems& Letters& Junk Mail

© 2007 Donna Whyte

FluencyU RereadU Echo ReadU Choral ReadU Partner ReadU Language DevelopmentU PoemsU Morning Meeting Chart

© 2007 Donna Whyte

Word Work

ü Identify letters ü Practice letter sounds

ü Name vowels and consonantsü Practice combining sounds of lettersü Identify words (real and nonsense)

ü Teach children to look for a consonant and vowel that will form a word

ü Utilize the two letter words for building three letter words and three letter words for building four letter words

ü Look for patterns in the wordsü Find “chunks” to build wordsü Identify rhyming words

ü Utilize known words to construct new wordsü Discover the Mystery Word

© 2007 Donna Whyte

Phonemic AwarenessURhyme UBlend Sounds to Produce (real/nonsense)

WordsU“Drop” Sounds from a Spoken WordUAdd Sounds to a Spoken WordUChange Sounds in a Spoken WordUIdentify the Number of Sounds in a WordU“Break Apart” Sounds in a Word

© 2007 Donna Whyte

List of Related Citations“Helping Struggling Readers” Presented by Staff Development for Educators (SDE)Donna J. Whyte• Ball, E.W., & Blachman, B.A. (1991). “Does phoneme awareness training make a

difference in early word recognition and developmental spelling?” Reading Research Quarterly, 26, 49-66.

• Committee on the Prevention of Reading Difficulties in Young Children, National Research Council. (1998). Preventing Reading Difficulties in Young Children. Washington, DC: National Academy Press

• Ehri, L.C., Nunes, S.R., Willows, D.M., Schuster, B.V., Yaghoub-Zadeh, Z., & Shanahan, T. (2001). “Phonemic awareness instruction helps children learn to read: evidence from the national reading panel’s meta-analysis.” Reading Research Quarterly, 36 (3), 250-287.

• Jorm, A. F.; And Others (1984). “Phonological Recoding Skills and Learning to Read: A Longitudinal Study”. Applied Psycholinguistics; 5 (3) 201-207.

• Juel, C. (1988). “Learning to read and write: a longitudinal study of 54 children from first through fourth grades.” Journal of Educational Psychology , 80 (4), 437-447.

• Lovett, M., Lacerenza, L., & Borden, S. (2000). “Putting struggling readers on the PHAST Track: A program to integrate phonological and strategy-based remedial reading instruction and maximize outcomes.” Journal of Learning Disabilities, 33 (5), 458-476.

• McGarvey, B., Marriot, S., Morgan, V., & Abbott, L. (1997). “Planning for differentiation.” Curriculum Studies, 29 (3), 351-363.

• Pressley, M. (1998). Reading instruction: The case for balanced teaching. NY: The Harper Collins College Publishers.

© 2007 Donna Whyte

Tongue TwistersAllie’s alligator ate apples.

Bobby’s brother bought beautiful bowls.Carter carried carrots carefully.

Donna danced during dinner.Earlene eagerly eats eel.

Fred fell feet first.George gladly goes golfing.

Haddie has hot hamburgers.Ida itches in Idaho.

Jackie joyfully jumps Jupiter.Karla kept kicking kangaroos.

Leo likes lime lollipops.Mark makes marvelous machines.

Natalie noticed neat nuts.Oscar observed opened olives.

Penny pinched pink petals.Queen Quitan quilts.

Ralph really runs relays.Sammy smells spoiled squash.

Taylor took two turtles to Tennessee.Ulma usually understands ugly unicorns.

Vera views very vain veterinarians.Walter watches wiggly walruses.

Xavier x-rays extra axes.Yesterday, Yancy yanked yellow yearbooks.

Zeke’s zealous zany zippers.

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