1. 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) 1 a e i o u yes no

2. 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 2

3. 3 Agenda for Today  Reading as a DOE Priority  Five Big Ideas in Beginning Reading  Fun Activities to Build Early Literacy Skills

4. 4 Hawaii DOE Goal Every child reading at grade level by third grade.

5. 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 5

6. 6 Big Ideas in Reading 1.Phonemic Awareness – ability to hear and manipulate sounds 2.Phonics or Alphabetic Principle – knows letter-sound relationships 3.Fluency – reads connected text automatically, at an appropriate rate, accurately, and with expression 4.Vocabulary – understands and uses new words 5.Comprehension – understands and is able to make sense of text

7. 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 7

8. 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 8

9. 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 9

10. Big Idea #1: Phonemic Awareness The ability to hear and manipulate sounds  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... Let’s Play

11. Big Idea #2: Alphabetic Principle or Phonics  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 Knowing that sounds are mapped on to the alphabet symbols

12. 12 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.

13. 13 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.

14. 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

15. 15 Strategies to Improve Fluency  READ, READ, READ  Reading aloud  Re-read stories  Choral reading  Echo reading  Buddy reading

16. 16 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”

17. 17 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)

18. 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 18

19. 19 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.

20. 20 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

21. 21 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

22. 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?

23. 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: gloria_kishi@notes.k12.hi.us 23