Presentation on theme: "The Reading Process Begin with my journey towards learning about the reading process."— Presentation transcript:
1The Reading ProcessBegin with my journey towards learning about the reading process
2Overview of Session Components of Reading Instruction Arch Assessment (Dawn Reithaug, 2002, adapted by Julie Acott, 2009)AssessmentParagon-lead.comTravelblog.orgResources for InstructionPhonological AwarenessStrategies for ComprehensionGo through the overview of the sessionWill use the Abecedarian Assessment to determine the missing pieces!trendsupdates.comSEP Outcomesweb.pacific.eduPhonicsHighlands.k12.fl.usLetter RecognitionEducatorsbookbag.comdoap.wordpress.com
3Students need to be involved in authentic reading, writing, speaking and listening tasks to develop as readers, writers and oral communicators.What are the implications of this statement? What does this look like in the classroom?Take time to discuss this statement at their tables.In reflection on this what does that mean about worksheets and having students copy writing?We have to ask ourselves:What are students actually learning when they are doing worksheets?Why are we giving them worksheets? What is the purpose?
4Components of Reading Instruction Arch Decoding- Fluency -ComprehensionHigh-Frequency WordsStrategies for Comprehending TextPhonicsLetter Recognition#1VocabularyGo through the components of reading instruction!Reading is both decoding and comprehending – if one is missing then the student is not reading!Phonological Awareness#2Oral Language(Dawn Reithaug, 2002, adapted by Julie Acott, 2009)
5Components of Reading Instruction Arch- Decoding Phonics – Letter-Sound Relationshipslinking letter symbols with soundsblending these sounds to form wordsPhonicsLarger groupings of lettersDecoding on the assessment – more specific phonics assessments available through Linguisystems – Elementary literacy leads have been trained on this and can be used as a resource for this assessment.NMS, NHS, WMS, WHS, CNHS, PAMS, SVHS – do not have access to the Linguisystems assessment but the rest doRead page 29 and highlight key points of the Abecedarian assessment.There are five pieces in phonics and the outcomes need to be specific to refer to one of the 5 if assessments have shown that phonics is the missing piece.Resource - ILFRegular connectionsBlendsDiagraphsVowel CombinationsAssessment – pages
6Components of Reading Instruction Arch - Decoding Letter Recognition - #1:- distinguishing features- purposes (upper-and lowercase)(Fountas and Pinnell, When Reades Struggle, 2009)Assessment – pages 5-7Not to be confused with letter sound correspondence – read page 5 and highlight important points (Abecedarian assessment)How they lookdistinguishing featureshow to detect them in textHow to use them in wordsResource – assessment gives you a spot to go – talk to literacy lead or elementary R&M teacher or literacy lead
7Components of Reading Instruction Arch - Decoding Phonological AwarenessAssessment – pages 8-20Sounds in languagerhymingBlend/c/-/a/-/t/ = catSegmentCat = /c/-/a/-/t/ManipulateCat - /m/ - matExplain what each of these pieces in PA mean – be sure to highlight the slashes and review the sounds!Read page 8 and highlight key points (Abecedarian Assessment)Read page 15 and highlight key pointsWe do have a District assessment that will probe further!SentencesWord Parts (compound words/syllablesWord Bases (onset/rime)Phonemes (smallest unit of sound)Word Parts (compound words/syllables)Word Bases (onset/rime)Phonemes (smallest unit of sound)
8Components of Reading Instruction Arch - Decoding Two other pieces to consider:Alphabet Principal – pages 21-23High-frequency words – can use the Dolch word list – see word list
9Overview of Session Components of Reading Instruction Arch Assessment (Dawn Reithaug, 2002, adapted by Julie Acott, 2009)AssessmentParagon-lead.comTravelblog.orgResources for InstructionPhonological AwarenessStrategies for ComprehensionReview what we have done and what we will do next!trendsupdates.comweb.pacific.eduPhonicsHighlands.k12.fl.usSEP OutcomesLetter RecognitionEducatorsbookbag.comdoap.wordpress.com
10Components of Reading Instruction Arch - Comprehension Vocabulary:Understanding the meaning of wordsUsing them flexibly and with precision to help make sense of the textAssessment - pages 24-28Refer back to the assessment – read pg. 24 and highlight key points (Abecedarian Assessment)Always do the vocabulary piece regardless of how they did with the decoding piece
11Components of Reading Instruction Arch - Comprehension Three Levels of Comprehension: CAMETLiteral – page 9Inferential/Interpretive – page 10Personal/Critical/Evaluative – page 10These pages came from the teacher resource for the ACRA.
12Components of Reading Instruction Arch - Comprehension Levels ofComprehensionLiteral – 1stInterpretative – 2ndInferential – 2ndPersonal – 3rdCritical/evaluative – 3rdAll threeMetacognition – GCO 4ComprehensionStrategiesDetermining ImportanceVisualizingInferringMaking ConnectionsCritiquing/EvaluatingAsking QuestionsRetelling, Summarizing, SynthesizingSelf-MonitoringAfter looking at 1 – complete chart of what we might see and hear and what questions you might ask to determine whether or not the student is using this strategy.The descriptors for the strategies came from the ACRA teacher resource.#5#3#4#2#8#6#7#1 – metacognition with both decoding and comrpehensionResources – literacy leads have some- Comprehension Toolkit!Check it out on-lineAssessment – ACRA and OCA
13Components of Reading Instruction Arch Decoding- Fluency -ComprehensionHigh-Frequency WordsStrategies for Comprehending TextPhonicsLetter Recognition#1VocabularyThe piece that is missing – that we haven’t touched on is fluency and oral language – First Steps resource has some great activities if oral language and vocabulary are an issue for the student.Phonological Awareness#2Oral Language(Dawn Reithaug, 2002, adapted by Julie Acott, 2009)
14Components of Reading Instruction Arch Fluency:How quickly and accurately a text is read with proper expressionLinks word recognition and comprehensionRunning Records help determine thisText is read in an effortless mannerThe proper expression piece is a sign of comprehension (most likely actively construction meaning)It links word recognition and comprehension – enables students to process meaningWhen students spend so much energy on sounding out words in text, there is little left over to concentrate on meaning and understandingNo more worksheets! What are students actually learning? We know that students need to be involved in authentic reading, writing, speaking and listening tasks to develop as reader, writers and oral communicators. Authentic means – meaningful to them – actually reading, writing and speaking and listening – not in a contrived manner
15Essential Components of Reading Phonemic AwarenessLetter RecognitionPhonicsHigh-frequency WordsIdentifying words accuratelyIdentifying words quickly and reading with expressionAnother was to look at the reading processFluencyConstructing meaning once words are identifiedVocabularyComprehension Strategies
16Selecting the most effective instructional practices and interventions for students requires educators to be knowledgeable about what works – what students need to be able to do in each essential component of reading so they can become proficient readers.Dawn Reithaug, 2009Read and reflect
17Three Possible Scenarios: Difficulty with decoding but strong oral vocabularies and oral languageDawn Reithaug, 2009This is where SEP outcomes come in!These students are able to comprehend a grade appropriate passage when it is read to them but are not able to read the passage on their own.If this is the case what do we do? refer to arch
18Components of Reading Instruction Arch Decoding- Fluency -ComprehensionHigh-Frequency WordsStrategies for Comprehending TextPhonicsLetter Recognition#1VocabularyHere is an example of what your testing may have revealed – the student is struggling with decoding and the block in the decoding pillar that is missing is phonics, so the SEP outcome needs to be very specific in what part of phonics is going to be and needs to be addressed. In this case a very specific phonics assessment will have to be given in order to determine this.Phonological Awareness#2Oral Language(Dawn Reithaug, 2002, adapted by Julie Acott, 2009)
19Scenario 2Able to decode but have difficulty comprehending grade level text:a. low vocabularyb. inadequate strategies forcomprehending textDawn Reithaug, 2009These students can decode well but when asked the 3 levels of questions – are not able to respond properly to them.If this is the case – what do we do? – refer to arch
20Components of Reading Instruction Arch Decoding- Fluency -ComprehensionHigh-Frequency WordsStrategies for Comprehending TextPhonicsLetter Recognition#1VocabularyHere is an example of what your testing may have revealed that will fit this scenario. The students assessments have shown that this student is struggling with comprehension and it is not vocabulary that is an issue – it is the levels of questioning that are a problem. The student is not able to answer a specific level of questioning so the SEP outcome will target a specific comprehension strategy that will target the level of questioning that is missing.A resource to help target this in the “The Comprehension Toolkit”.Phonological Awareness#2Oral Language(Dawn Reithaug, 2002, adapted by Julie Acott, 2009)
21Scenario 3 Difficulty with decoding and comprehension Dawn Reithaug, 2009These students are struggling in all aspects of reading. If this is the case what do we do?Refer to arch – go for fluency first!
22Components of Reading Instruction Arch Decoding- Fluency -ComprehensionHigh-Frequency WordsStrategies for Comprehending TextPhonicsLetter Recognition#1VocabularyEven though the student is struggling with decoding and comprehension (the student needs to have the piece read to them and the student needs to be allowed to answer questions orally in order to read a grade level text). Students need to know how to decode first!This student is missing 2 blocks of the decoding pillar – you always start with the lowest block first so the outcome needs to focus on letter recognition. Once the student has met that outcome a new outcome needs to be added that will reflect a specific phonic skill. The Abecedarian assessment is not detailed enough to allow you to be that specific so you will need to use another assessment like the Linguisystems assessment in order to determine the specific phonics pieces that are missing.Phonological Awareness#2Oral Language(Dawn Reithaug, 2002, adapted by Julie Acott, 2009)
23It is very important for educators to know what scenario fits with certain students so time is not wasted on teaching skills and strategies students already know. Getting the right fit starts with assessing students in some or all of the components of reading to find out what instructional practices or interventions each student needs.Dawn Reithaug, 2009Read and reflect
24Four Types of Assessment Screening – all students – teacherDiagnostic – specific students – R&MProgress Monitoring – all students – teacher and/or R&MOutcome – all students – teacher and/or R&MThe Abecedarian assessment is a diagnostic assessment for specific students – so is the Linguisystems assessment and the District Phonological awareness assessment for those student beyond grade 1.
25Overview of Session Components of Reading Instruction Arch Assessment (Dawn Reithaug, 2002, adapted by Julie Acott, 2009)AssessmentParagon-lead.comTravelblog.orgResources for InstructionPhonological AwarenessStrategies for ComprehensionReview what we have done and ask for questions.trendsupdates.comSEP Outcomesweb.pacific.eduPhonicsHighlands.k12.fl.usLetter RecognitionEducatorsbookbag.comdoap.wordpress.com