Presentation on theme: "Everyone’s A Reading Teacher"— Presentation transcript:
1 Everyone’s A Reading Teacher “Make reading a part of every day!”~National Reading Panel, 2000
2 National Reading Panel Panel reviewed more than100,000 studiesEffective Reading Instruction contains “Five Big Ideas”:Phonemic AwarenessPhonicsFluencyVocabularyText Comprehension
3 National Reading Panel For some children, learning to read can be difficult and unrewardingReasons should not automatically be a barrier to literacy developmentInstructional decisions should be based on assessments
4 Phonemic AwarenessAbility to hear, identify and manipulate the individual sounds in spoken wordsChildren learn this before they read print“Lack of the awareness of phonology is the core deficit for reading disabilities” (Dr. Reid Lyon, 1995)
5 Students with Phonemic Awareness Can: Hear and say rhyming patterns in wordsRecognize when words begin with the same soundSegment words into their component sounds called phonemesBlend these parts, or phonemes, intowords
6 Phonemic Awareness“Reading specialists say teaching phonemic awareness in kindergarten could reduce failure in 4th grade by nearly 50%”“Phonological awareness gaps should receive focus in remedial programs for students at any age, as the importance of these skills cannot be ignored”.
8 Phonemic Awareness Activities Kushball/Yarn BallBumpety-BumpNursery RhymesRiddle Riddle Rhyme Time
9 PhonicsPhonics instruction teaches children the relationship between the letters of written language and the individual sounds of spoken language.Goal of phonics is to help children learn to use the alphabetic principle.Children need systematic and explicit phonics instruction.
10 Fluency Fluency is the ability to read a text accurately and quickly. Repeated and monitored oral reading improves reading fluencyFluency changes depending on what readers are reading.
11 Fluent ReadersMake connections among the ideas in the text and between the text and their background knowledgeCan divide text into meaningful chunksDo not have to concentrate on decoding words.Focus their attention on the meaning of text
12 Comprehension Purpose of reading Good readers have a purpose for readingGood readers think actively as they readText comprehension can be improved by instruction that helps readers use specific comprehension strategiesChildren need to learn to monitor their comprehension
13 VocabularyIncreases in vocabulary generate increases in academic achievementVocabulary is related to overall achievementImportance of vocabulary knowledge to school success and reading comprehension is widely documentedThe brain likes to make connections
14 VocabularyChildren learn the meanings of most words indirectly, through conversation, read-alouds, and reading on their ownChildren learn vocabulary through direct explicit instruction of individual words as well as word-learning strategies
15 Indirect Learning of Vocabulary Exposure to mature conversationsOral reading of material above their independent reading levelWide reading on their own
16 Direct Instruction of Vocabulary Teaching targeted wordsTeaching dictionary skills, context clues, and learning word partsActivities that promote active engagement with words
17 Vocabulary Acquisition Strategic and explicit instruction must occur with multiple opportunities for practice & applicationMeaningful opportunitiesStudents need to visualize, connect and use their sensesExposure to words that are above their level of independent reading
18 Vocabulary Acquisition, cont. Parents can use the refrigerator or a wall in their child’s room as a word wallTeachers and parents should have daily read-aloudsChildren hear the sentences and vocabulary and can begin to use it in their everyday language
19 What Can We Do? Read to children/students Repeated readings Rich discussions after readingRead material together
20 Donovan’s Word Jar: Becoming a Word Sleuth Link child’s/student’s interest with a continuous search for interesting wordsTalk about it, use it in conversations, connect it to what is seen on TV or in the mediaDevelop a word jarUse the word jar as a source forreinforcement
21 More Exposures = Deeper, Lasting Understanding.. How? Picture to word matchesWord webs using drawings and personal experiencesExplore multiple meanings of wordsCreate word wallsExposure to a wealth of writtenmaterials
22 How? cont. Books on tape Cloze activities Concentration Flip Charts to study for vocabulary testsRead-Alouds/Think-AloudsWord BagsNeurological Impress Method
23 Each Child’s Potential Can be Realized! Bombard them with:Rich auditory language experiencesSystematic instruction using visualizationsMany opportunities toApply the new vocabularyBecome increasingly more independent
25 How to Read Aloud Say the title of the book, name of author Bring the author to lifeDiscuss the illustration on the coverMake connections—build on background knowledgeAsk questions—have students make predictions?
26 How to Read Aloud, cont.Interact and involve the child in the story, have them point to picturesRead with lots of expressionRead slowly enough for the child to build mental picturesTalk about the story when done
27 Suggestions for Reading Aloud Begin reading to children ASAPThe younger you start them, the easier and better it is.
29 Suggestions For Reading Aloud, cont. Mother Goose Rhymes & songsStimulates language and listeningFour nursery rhymes by kindergarten—indicator of child’s reading successBooks with repetitionsChildren can join in—e.g.. Brown Bear, Very Hungry Caterpillarg
30 Suggestions for Reading Aloud, cont. Predictable booksStop at key wordsLet children provide the wordRepeat readingsPick up little nuances
31 ResearchRepeat readings associated with gains in vocabulary (Senechal, 1997)Active participation during reading impacts learning (Dickerson & Smith)44 sounds in English languageBoys read to by father scored higher(Trelease)
32 Why is reading aloud so effective? Children learn sounds and structure of the English languageConditions the child’s brain to associate reading with pleasureCreates background knowledgeBuilds vocabularyProvides reading role model
33 Jim Trelease“Reading is the Heart of Education. It is the single most important social factor in American life today”
34 Make-It-Take-It Spinner/game board Write a letter – child thinks of words that begin or end with the lettersWrite word families (-an, -ed)Write numbers use with a game board (index cards with sight words or vocabulary words)Write words
35 Make-It-Take-It Game Board Yarn Ball Word Bag Make a generic game boardYarn BallUse it to play word gamesWord Bag
36 Make-It-Take-It Pocket Chart Cut out the shapes of words to help students who learn best visuallyUse sight words, high frequency words or commonly misspelled/misread wordsUse different colored index cards to represent nouns, verbs, or to discriminate words with prefixes and suffixes-Write vocabulary wordsPost it on your refrigerator
37 In Closing… Choose one idea you would like to try How can we make this presentation more meaningful?What other topics would you like to hear about?
38 Mahalo Thank You For Coming! ~Friends and Partners of the IDEA Partnership Grant