november 3, 2007 presenter: marykay proshek the more that you read, the more things you will know....
TRANSCRIPT
November 3, 2007 Presenter:
MaryKay Proshek
The more that you read,The more things you will know.
The more that you learn, The more places you’ll go. -Dr. Seuss
Handouts1. The Powerpoint
Presentation —
White
2. P.A. Games —
Orchid
3. Phonics Games
—Pink
4. Article: Easy Reading
—Yellow
5. Elkonin Boxes —White
6. ABC Match —White
7. Uh Oh Game —White
8. Dolch/Fry Sight Words and Phrases
—White
9. Songs —Fuchsia
10. Stages of Writing —White
11. Syllable boxes —White
12. Correlation Sheet —White
13. Hasbrouck and Tindal --Gold
14. Guided Rdg./Literature Circles-Pink
15. Great Websites --White
National Institute for Literacy (NIFL)www.nifl.gov
Why is reading so important?
Effective early reading instruction can prevent reading difficulties later.
Reading problems are much more difficult to remediate in later grades.
At-risk first grade readersPoor readers at the end of first grade are at very significant risk for long term academic difficulty.
Poor readers at the end of first grade are likely to require intensive instructional support to reach third grade reading outcomes.
Prevention-Intervention-Remediation
It takes four times as long to remediate a student with poor reading skills in fourth grade as in late kindergarten or early first grade.
(Lyon & Fletcher, 2001)
The probability of remaining a poor reader at the end of 4th grade, given the child was a poor reader at the end of 1st grade was almost 90%.
(Juel, 1988)
The Big Five5 Components of Reading
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
Benchmarks or Sub-StrandsWord Recognition, Analysis and
FluencyGrade: KindergartenThe student will:
See, hear, say and write the basic sounds (phonemes) of the English language.
Identify beginning consonant sounds and ending sounds in single-syllable words.
Identify, produce and say rhyming words in response to an oral prompt.
The Reading and Literature Standards also include the Sub Strands— Vocabulary Expansion Comprehension Literature
BenchmarksWord Recognition, Analysis and Fluency
Grade 1 The student will…
Use letter sounds, word patterns and parts of simple compound words to decode unfamiliar words when reading.
Notice when reading breaks down, reread and use phonetics and other strategies to self correct.
Read aloud grade-appropriate text with accuracy and emerging fluency.
BenchmarksWord Recognition, Analysis and Fluency
Grade 2The student will…
Use word structure and phonics knowledge (including consonants, blends, digraphs, and vowel combinations) to decode words.
Identify individual word parts to decode and determine the meaning of compound and multi-syllabic words.
Phononlogical Awareness
Types of phonological awareness
include:• Phonemic awareness
• Rhyme awareness
• Syllable awareness
• Word awareness
• Sentence awareness
Rhyming:Teacher TalkWhat part of the word makes the
rhyme?Say a word that sounds like pen (men,
hen)Which two words rhyme (say three
words, such as cat, bat, fish)? Why? Does your rhyming word at the end of
the sentence make sense? Why or why not?
Creating Strategic Readers, Valerie Ellery
What do you know about Phonemic Awareness?
(a subcategory of phonological awareness)
Phonemic awareness is… the understanding that the sounds of spoken language work together to make words.
Reading Research
We know that:Phonological awareness and letter identification skills are the best predictors of a child’s success in learning to read (Adams, 1990).
Phonological awareness needs to be taught (Lunberg, Frost & Peterson, 1988)
Reading ResearchWe also know…
Children who receive explicit instruction in P.A.
become better readers. (Wagner et al., 1997)
Children who enter first grade weak in P.A. have difficulties learning to “crack the code” of written language.
Children who do not acquire good phonemic decoding skills (phonics) in first grade tend to rely too much on guessing; they remain inaccurate in their reading and do not read independently. (Rayner, et al., 2001)
How many phonemes do these words have in them?
Words Phonemes ape desk brick skate moose soap dress phone train
2
4
4
4
3
3
4
3
4
Activities used to teach Phonemic Awareness
PhonemeSubstitution
Phoneme Addition
PhonemeDeletion
PhonemeSegmentation
Phoneme Blending
PhonemeCategorization
PhonemeIdentity
PhonemeIsolation
PhonemicAwareness
Phoneme Isolation
Children recognize individual
sounds.
What is the first sound in van?
/v/
Phoneme Identity
Children recognize the samesounds in different words.
What sound is the same in fix, fall, and fun?
/f/
Isolating and Identifying Phonemes: Teacher Talk
Listen for the sound you hear at the beginning of this word. mat
What other words start the same as the word mat?
What sound do you hear at the end of the word mat?
Where do you hear the /a/ sound in the word? mat
Isolating and Identifying Phonemes: Teacher Talk
What is the difference between a sound and the letter?
/a/ a
How do you make that sound?
Is the sound /ā/ in the word playtime closer to the beginning or end of the word?
Creating Strategic Readers, Valerie Ellery
Phoneme Categorization
Children recognize the word in a set of three or four words that has the “odd” sound.
Which word doesn’t belong?
bus bun rug
Phoneme Blending
Children listen to a sequence of
separately spoken phonemes, and
then combine the phonemes to
form a word.
What word is /b/ /i/ /g/?
Blending Phonemes: Teacher Talk
Try to listen to the sounds I say and put them together to make a word.
What sounds did you blend to form the word?
How does hearing the onset (beginning sound(s)) and then the rime (the vowel to the end of the word) help you to form the word?
st eak h atCreating Strategic Readers, Valerie Ellery
Phoneme Segmentation
Children are to identify thesounds heard in a word.
What sounds do you hearin the word dog?
Segmenting Phonemes: Teacher Talk
How many sounds do you hear in the word tree?
How many counters did you place inside your egg carton/on your placemat? Try to push away a counter for each sound you hear in the word tree.
Segmenting Phonemes: Teacher Talk
What sounds do you hear in the word plate?
How does stretching out the word help you? /p/ /l/ /a/ /t/ silent e
Try to say the word slowly to hear the individual sounds in the word.
Segmenting Phonemes/Syllables: Teacher Talk
Say the word yesterday. Feel the number of parts you hear in the word (feel jaw movement).
yes ter day
How many syllables do you hear in the word? (clap or tap)
Phonemic Awareness instruction is most effective when:
Instruction is focused on one or two PA skills rather than a multi-skilled approach.
Blending and segmenting are the most powerful PA skills.
Phoneme Deletion
Children recognize the wordthat remains when a phonemeis removed from another word.
Say smile, take off the /s/.
What word do you have?
Phoneme Addition
Children make a new word by
adding a phoneme to anexisting word.
What word do you have if you add /s/ to the beginning of park?
Phoneme Substitution
Children substitute thebeginning, middle, and endingsounds in words.What is the beginning sound in pig?
What rhymes with pig and startswith /d/?
What is the difference between the word sip and the word lip?
Phonemic Awareness Instruction
Child appropriatePlayful
InteractiveEngaging
International Reading Association and the National Association for the Education of Young
Phonemic Awareness Resources
Adams, M. J., Foorman, B. R., Lundberg, I. & Beeler, T. (1998). Phonemic awareness in young children. Baltimore, MD: Paul H. Brookes.
CIERA. (2001). Put reading first: The research building blocks for teaching children to read. U.S. Department of Education.
Clay, M. M. (1993). An observation survey of early literacy achievement. Portsmouth, NH: Heinemann.
Ericson, L. & Juliebo, M. F. (1998). Phonological awareness handbook for kindergarten and primary teachers. Newark, Delaware: International Reading Association.
Cunningham, P. (2000). Phonics they use, 3rd edition. NY: Longman.McGill-Franzen, A. (2006). Kindergarten Literacy. New York:
Scholastic.Shanker, J. L. & Ekwall, E. E. (1998). Locating and correcting
reading difficulties (7th ed.). Upper Saddle River, NJ: Prentice-Hall.
Phonemic Awareness Activities
How is Phonemic Awareness different from Phonics?
Phonics is the associationof letters (visual symbols)with auditory sounds.
National Reading Panel Put Reading First
Pass out the Powerpoint
Important Research Findings About Phonics• Phonics instruction can help all children
learn to read
• Phonics knowledge has a powerful effect on decoding ability
• The reading process relies on a reader’s attention to each letter in a word.
• Phonics instruction improves spelling ability.
“The whole word method of learning words may serve a student adequately up to about second grade. But failure to acquire and use efficient decoding skills will begin to take a toll on reading comprehension by grade 3.”
- Jeanne Chall
Vowel Patterns
Closed (CVC, VC, VCC)Open (CV)Silent e (VCe)Vowel digraphs Vowel diphthongsR-controlledC+le
Closed Vowel Pattern
A syllable or word containing one vowel, ending with one or more consonants, in which the vowel is short.
Consistency of pattern: 86-89%
words such as cat, lip, set
Open Vowel Pattern
A syllable or word ending with one vowel, in which the vowel is long.
Consistency of pattern: 77%
Words such as go, hi, be
Silent e Pattern
A syllable ending in e, containing one consonant before the final e and one vowel before the consonant, in which the vowel is long.
Consistency of pattern is 81%Words such as ride, name, cute
R-controlled Pattern (Bossy r)
A syllable or word containing a vowel followed by r, in which the vowel sound is altered by the r (car).
Common r-controlled vowel patterns
include ar (chart), er (fern), ir (girl),
or (fork), and ur (turn).
Vowel Digraph (talkers)
A syllable or word containing two adjacent vowels, which the first vowel is long.
Consistency of pattern is 77% (only for ai, ea, ee, oa) words such as
boat, seat, pail, cheek
Vowel Diphthong (Whiners)
A syllable or word containing two adjacent vowels, in which the vowels produce a different sound (neither long or short).
A vowel diphthong is a combination of two vowels that stand for a particular sound, such as ou in cloud, ow in now, oi in coin, and oy in toy.
C+le
This syllable pattern occurs in two-syllable words that end with a consonant followed by le.
The –le grabs the consonant before it,
and that’s where the word is broken.
Words such as bub-ble, puz-zle, ta-ble
Useful Patterns
win-ter vc cv
mo-tel v cv
lem-on vc v
Try:computercom pu ter fantasticfan tas tic
tonsillitiston sil li tis
Vowel (Syllable) Pattern ChartClosed Open Silent e
Bossy r 2 Vowels Vowel Digraph Vowel Diphthong (talkers) (whiners)
C + leConsonant + le
Making WordsA multilevel activity in which students are individually given some letters, and they use the letters to make words.
Students begin with short words andcontinue with longer words until they use all the letters to make the “secret word.” After making words the students sort the words for patterns.
(Egg Carton)
Phonics Resources
Blevins, W. (2001). Teaching phonics and word study in the intermediate grades: A complete sourcebook. New York: Scholastic.
Blevins, W. (2006). Phonics from a-z. New York: Scholastic.Boen, M. (1997). Phonics strategies for the literature-centered
classroom. Fergus Falls, MN.Cunningham, P. & Hall, D. (1998). Month by month phonics for
upper grades. Greensboro, NC: Carson-Dellosa Publishing.Ellery, V. (2005). Creating strategic readers. Newark, DE:
International Reading Association.Fountas, I. & Pinnell, G.S. (1999). Guiding readers and writers
grades 3-6. Portsmouth, NH: Heinemann.Rasinski, T.V. (2001). From phonics to fluency. New York:
Addison Wesley Longman.Vaughn, S. & Linan-Thompson, S. (2004). Research-based
methods of reading instruction. Alexandria, VA: ASCD.
Phonics Activities
FluencyReading fluency is the ability to read text
accurately and quickly.
Several skills help children read fluently: paying attention to punctuation grouping words into meaningful chunks using expression
Fluency also requires children to use strategies to figure out unfamiliar words and to know a lot of sight words that can’t be “sounded out.”
FluencyWhy does my child need this skill?
Children who read words smoothly and accurately are more likely to enjoy reading and to understand what they read.
When fluent readers read silently, they recognize words automatically. When fluent readers read aloud, they read effortlessly and with expression.
Readers who are weak in fluency read slowly, word by word, focusing on decoding words instead of understanding the meaning of what they read.
Vocabulary development is learning to
use and understand many words, and
to use them correctly in sentences.
Why does my child need this skill?Children will read and write better when they actively
build and expand their knowledge of written and
spoken words, what they mean and how they are
used.
Constructed Response
The reason for reading…Comprehension strategies help
children understand, remember and communicate what they read.
They also help children to link what they are reading to what they already know.
ComprehensionWhy does my child need this skill?
To become independent readers and thinkers, children need lots of practice at predicting what is coming next, and then checking to see if s/he was right. They need to think about ideas and information, ask questions, and solve problems.
Children need to know the steps good readers use to make sure they understand text. Students who are in control of their own reading comprehension become more purposeful, active readers.
Finding the Perfect Fit in a Book(Independent Level)
K-2 – Count out 50 words in a book the child has selected. Place a post-it note there. If it can be read with only two mistakes, the book is perfect! If not, your child needs to look for another book.
3rd and older – Count out 100 words. Place a post-it note there. If it can be read with only three mistakes, the book is perfect. If not, your child needs to look for another book.
Another way to help your students choose appropriate books…..Use the five finger rule.If the student encounters five or more words on
apage that they are struggling with, the book ismost likely too difficult to read independently
butwould be a good book to read together.
If the student encounters a page where they do not
struggle with any words at all, this would be a good
book to practice their fluency.
Six Books! That’s All It Takes…..If s/he will read easy books 60 minutes, 5 times a week, all year—the gain could be at least 2 grade levels per year.
Studies show that when a student reads as few as six appropriately grade-leveled books during vacation, s/he is likely to fend off summer reading loss and maintain the reading gains made during the previous school year.
And when a child reads even more – 8 or 10 or 20 – s/he may significantly gain ground.
Dana Trudy – Editor of Scholastic’s Instructor May/June 2003 p. 4
Independent Reading Scale
4 + •Moving lips, no sound
•Calm bodies
•Tracking with eyes
•Can hear pages turning
3 •Moving lips, little sound
•Calm body
•Tracking with eyes and finger
2 :-•Reading aloud, softly
•Noisy bodies
•Tracking every word with finger
1 •Very loud reading
•Treating books badly
•Talking to other readers
Does the text fit the reader?
Quadrant AStudents who can read, and do read, and do understand.
Independent Reading Level
Quadrant BStudents who can read ,but don’t read.(Motivation Needed)
Students who can read , but don’t understand.(Comprehension Needs)
Instructional Reading Level
Quadrant CStudents who can’t read, but do understand.(Decoding Needs)
Frustration Reading Level
Quadrant DStudents who don’t read, can’t read, and don’t understand.
(Need to ask for help)
Last Handout :
Stages of Writing in Young Learners
Collaboration
Collaboration among classroomteachers is one of the most basic
andeffective ways to improve
instruction.(Whitaker, 2003, p.
41)
Great Websitesstarfall This is the site that had the stories Learn to Read:
www.abcteach.com This site has some free items - or you could subscribe ($30.00 per year) It hasWord Walls (ail, ab, ain lists - Dolch Cards - Vocabulary (connecting words/time order ideas) and some Dr. Seuss ideas.
carlscornerThis is the site created by the "retired" teacher.
fcrr janbrett www.readwritethink.comstudent centers activities word sorts
justreadfloridaA Curriculum Guide for Reading Mentors
Dolch/FryDolch words, Fry word lists and phrases and much more
readinga-zLeveled books, benchmark books, running records, lots more!
readingrocketsAwesome site!
Thank you for coming….
Please feel free to contact me if you have any questions
MaryKay Proshek
New Prague Area Schools
Guess the Covered Word
A cross-checking strategy thatcombines context clues,comprehension, phonics andword analysis to decode newwords.
Example: Guess the Covered Word
At school, Sue was at the math center doing
a __ __ __ __ __ __ __ __ __ __ __ puzzle
where she had to match math vocabulary to
numbers.
Use separate sticky notes to cover the
beginning (onset) of the word and
another sticky note to cover the rest of
the word (rime).
Example: Guess the Covered Word
At school, Sue was at the math center doing a c h __ __ __ __ __ __ __ __ puzzle where shehad to match math vocabulary to numbers.
Ask students to guess words that would makesense.
Check word length.
Remove the first sticky note and showbeginning sound(s) or onset—ch
Example: Guess the Covered Word
At school, Sue was at the math centerdoing a c h a l l e n g i n g puzzlewhere she had to match math vocabularyto numbers.
• Ask students to guess words that would make sense.
• Check word length.• Remove the first sticky note and show
beginning sound(s) or onset—ch