A teacher’s job…is always to bridge from the know to the new. There really

is no other choice. Children are who they are.They know what they know.They bring what they bring.

Our job is not…to wish that students knew more or knew differently.

Our job is…to turn students’ knowledge and the diversity of knowledge we encounter into a curricular strength rather than an instructional inconvenience.

We can do that…only if we hold high expectations for all students, convey great respect for the knowledge and culture they bring to the classroom, and offer lots of support in helping them achieve those expectations.

(Pearson 1996)

Can Your Basal Reader Can Your Basal Reader Meet the Common Meet the Common

Core?Core?Strategies and Activities to Enhance Strategies and Activities to Enhance

Basal Reading InstructionBasal Reading Instruction

Can Your Basal Reader Can Your Basal Reader Meet the Common Meet the Common

Core?Core?Strategies and Activities to Enhance Strategies and Activities to Enhance

Basal Reading InstructionBasal Reading Instruction

October 18, 2012October 18, 2012Presented by: Cindy Collins and Jacque SingletonPresented by: Cindy Collins and Jacque Singleton

Thought of the Day:

If a doctor, a lawyer, or a dentist had forty people in his office at one time, all of whom had different needs, and some of who didn’t want to be there and were causing trouble, and the doctor, lawyer, or dentist (without assistance), had to treat all of them with professional excellence for nine month, then he might have some conception of the classroom teacher’s job.

-Donald D. Quinn

Why are we here?• National Reading Panel Report, 1997/2000

– www.nationalreadingpanel.org– Five essential components of reading

instruction:• Phonemic Awareness• Phonics• Vocabulary• Comprehension• Fluency

Why are we here? (continued)

• February, 2011: IDOE adopted a proposed rule to implement the requirements of IC20-32-8.5

• The Reading Framework was adopted.– Provides research-based guidance on components of

effective reading instructions.– Key provisions include:

• Reading goals• Instruction• Assessment• Professional Development• Leadership• Commitment

What does this mean to us?

Each school must:• Submit a reading plan• Provide professional development for

teachers• Administer a specified reading test

(IREAD) and obtain a targeted passing percentage

• Provide direct reading instruction for 90 minutes each day

• Will begin using the Common Core Standards http://www.corestandards.org

Effective Literacy TeachersSix critical qualities of excellent literacy teachers from the

International Reading Association:

1. They understand reading and writing development and believe all children can learn to read and write.

2. They continually assess children’s individual progress and relate reading instruction to children’s previous experiences.

3. They know a variety of ways to teach reading, when to use each method, and how to combine the methods into an effective instructional program.

4. They offer a variety of materials and texts for the children to read.

5. They use flexible grouping strategies to tailor instruction for individuals.

6. They are good reading “coaches”, that is, they provide help strategically.

Effective literacy teacher continuously assess their students’ literacy abilities and adjust their instruction based on that assessment.

Making it Work

CONGRATULATIONS!Since you are dedicated enough to make it

to the last session of the day, you get to go home with a special parting gift!

We will be sharing activities and strategies that directly address the identified NRP components. These strategies and activities can be used with ANY story in ANY basal the minute you return to the classroom.

Five Principles of Phonics Instruction

1. Base instruction on what students know.2. Provide systematic instruction.3. Provide explicit and extensive instruction.4. Use appropriate texts.5. Embed instruction in meaningful contexts.

Phonics Activities• Word Sorts (by sounds, syllables, etc.)• Make and Break Words • Rhyming Word Bingo/Word Family Bingo• Picture Sorts (by beginning, ending, or

vowel)• Word family flip books• The Magic “E” (pan, pane; cap, cape)• Collect and sort vowel sounds with

different spellings (long a – ai, a_e, ay)

More Phonics Activities• “Secret Words” (How many words can you

make from a bigger word?)• Memory Match by letter sounds or

onset/rime• Written conversations• “Human” word sorts – each child gets a

card and has to find the right place to stand.

• Bottles with letter beads and sand – shake to make words

• Dice with letters, sounds, or onset/rime• Word hunts in stories or environment –

search and record words with targeted phonics skill

More Phonics Activities• “Secret Words” (How many words can you

make from a bigger word?)• Memory Match by letter sounds or onset/rime• Written conversations• “Human” word sorts – each child gets a card

and has to find the right place to stand.• Bottles with letter beads and sand – shake to

make words• Dice with letters, sounds, or onset/rime• Word hunts in stories or environment – search

and record words with targeted phonics skill

Two Important Things To Remember:

1. It’s okay to have a “nonsense” word or “rule breaker” category2. You can extend/adjust many activities by doing them in different grouping and having students record what they’ve learned in notebooks, on dry erase boards, on overheads or chalkboards.

What should you know about phonemic

awareness?“Phonemic Awareness is anything you

can do with your eyes shut.”

• The IRA states that phonemic awareness is “a child’s understanding and conscious awareness that speech is composed of identifiable units, such as spoken words, syllables, and sounds.”

• ELL students struggle with phonemes because they differ from one language to another.

Seven Dimensions of Phonemic Awareness

1. Ability to hear syllables within words2. Ability to hear initial letter sounds and

recognize alliteration3. Ability to hear rime and rhyme (1-3:isolation &

identity)

4. Ability to distinguish oddity (categorization)

5. Ability to blend sounds together orally to make a word (blending)

6. Ability to segment words orally (segmentation)

7. Ability to manipulate sounds orally to create new words (phoneme addition, deletion, substitution)

Phonemic Awareness Activities

• Poems• Tongue Twisters• Songs• Jump Rope Jingles• Children’s Literature• Nursery Rhymes• Post-it Note Activity• “Secret” Words

Five Essential Ingredients for Effective Direct Instruction of

Vocabulary

1. New words must be learned in meaningful contexts.

2. New words must be related to previous knowledge.

3. New words/concepts must be fully understood so students can use the words in new situations.

4. Students must use, hear, and see the new word repeatedly.

5. Teachers should enjoy learning new words with students and make learning new words fun.

Vocabulary Activities

Personal Dictionaries:Each child should have their own folder/binder/notebook

etc. to record vocabulary. Alphabetical order is best!

Activities:• Choose any word and write a sentence• Pick a letter and read all the words on a page to a

buddy• Write a story using words off ___ pages• Choose a word and write the antonym and synonym• Give a clue to the class and let them guess the word• Choose a word and illustrate it. Have an art gallery.• Make a bingo card and play bingo• Put the words on flash cards and play around the word

Vocabulary Activities• Language Experience Approach• Categorizing• Crossword puzzles• Analogies• Concentration (memory match word to definition)• Scattergories• Charades• Word of the Day (synonyms, antonyms, draw a

picture, write a sentence, give the definition, part of speech, etc.)

Components of Fluency Rate

A slow rate is a common indicator of inefficient reading.A fast rate does indicate good reading comprehension.

AutomaticityAccuracy of word recognition and interpretation of

punctuation and reading rate with little cognitive effort.

Phrasing or ProsodyReader’s ability to recognize phrasing instead of seeing

each word in isolation.

ExpressionMaking written words sound like speech

PunctuationUsing punctuation to interpret the author’s message.

Fluency Activities• Echo reading• Choral reading• Re-reading• Read along with recorded books• Tape, check, chart• Flash cards (can add stopwatch for

rate)• Reader’s Theatre• Dyad (partner) reading

Components of Reading Comprehension

Before Reading:• Predicting• Setting a purposeDuring Reading:• Making inferences• Self-monitoring• Visualizing• Connecting prior knowledgeAfter Reading:• Finding main ideas• Drawing conclusions• Elaborating on author’s intent

Skills for Reading Informational Texts

(Expository or Non-fiction)

• Sequence• Listing• Classification or Hierarchy• Compare/Contrast• Cause/Effect• Problem/Solution• Persuasion

Comprehension Activities• BME burger• Directed Listening, Directed Reading and Experience/Text Relationships,

Reciprocal Questioning (handout)• Wordless Books• Graphic Organizers (KWL, Venn Diagrams, etc.)• Retelling (with puppets, orally, with a partner, with pictures, etc.)• Character perspective charts/projects• “And this is the rest of the story…”• Science experiments, crafts, math games (for informational texts)• Sequencing (pictures or writing)• Predicting• Learning logs or journals while reading informational texts• Time lines• Debates• Post-it notes, bookmarks for recording questions and thoughts while

reading• Book Blessing• Silent Reading Time – with accountability (draw, write, partner share)• Reading aloud with probing questions (promotes listening comprehension)

Remember:

The more you read, the more you knowThe more you know, the smarter you grow

The smarter you grow, the stronger your voiceWhen speaking your mind and making your

choice.

Some of our favorite sources:

• Words Their Way (Baer)• When Kids Can’t Read (Beers)• Literacy Assessment and

Intervention (DeVries)• Revisit, Reflect, Retell (Hoyt)