1. Teaching Beginning Reading
Session Three
Teaching Beginning Reading

2. How Important is Reading
Why is reading / reading for young people such and important skill?

3. Activity
In your groups, create a list of what you remember about how you were taught to read?

4. How Important is Reading
Reading effects every subject- it is essential for success in our society
It effects math
Reading
Social studies
Science
Even Google

5. How Important is Reading
At no other time in our history has reading been so important
About 40 % of America’s fourth graders read below a basic level and have little to no ability to perform work at each grade level
20% of the nation’s children encounter severe reading problems before third grade
More that tem million children are struggling to read

6. How Important is Reading
80 to 85% of children with learning disabilities have reading as their primary concern
Children with reading difficulties in the early grades have greater likelihood of
School dropout
Teen age pregnancy
Unemployment face greater risk of negative academic, social and economic outcomes

7. How Important is Reading
Because of all of these concerns a great amount of attention has been focused on fixing the reading problems
NCLB- mandates proficiency and greater accountability
IDEA mandates the use of research based interventions

8. How Important is Reading
Now there is a sizeable research that have been accumulated over the last forty years base on information about reading

9. How Important is Reading
Reading wars
Phonics vs. Whole language
Now the professionals have gotten together
Unsubstantiated ideas that dominated the reading wars, is replaced by scientific evidence that guides reading instruction that will promote a solid successful reading start

10. Reading Research
Reading research has proven the importance of learning to read early
There is a great variance of meaningful difference in how ready children are ready to read when children enter kindergarten
Some children enter with thousand of hours of exposure to books and rich language experiences
While other have little to no experiences, this creates a major step that needs to bridge

11. Reading Research
This initial gap that students encounter only grows over time
This is called the Matthew Effect, from the rich get richer while the poor get poorer
Longitude research showed that students that were good readers I first grade had .88 chance of staying good readers, children that are poor readers had an .87 chance of of staying poor readers

12. Reading Research Believe it or not, Third grade is the “finish Line”
Third grade is the level where reading shifts from learning to read to reading to learn
From third grade on, students that are on the bottom trajectory almost never become good readers

13. Reading Research Believe it or not, Third grade is the “finish Line”
Third grade is the level where reading shifts from learning to read to reading to learn
From third grade on, students that are on the bottom trajectory almost never become good readers
Children that are not competent fluent readers by the end of third grade, are at serious risk for not only continued reading problems, but for dropping out as well.

14. Reading Research
Based on all of this research. Children must be good readers by the end of third grade

15. Reading Big Ideas
Unlike other subjects, the big idea in reading is different-
It is a set of unifying curriculum activities necessary for successful beginning reading
Such activities are instruction anchors that when accomplished routineized , provide learners enormous capacity to identify printed words and translate alphabetic codes into meaningful language

16. Reading Big Ideas
Three of the big ideas that would serve as the minimum would include
Phonological awareness
Alphabetic understanding
Automaticity with code

17. Phonological Awareness
Phonological awareness- is the first priority of beginning reading
In the past, this was ignored
Can be a major cause of reading failure
Poor readers have difficulty using the sounds of language in in processing written and oral information

18. Phonological Awareness
Phonological awareness- is the conscious understanding and knowledge that language is made up of sounds
Phonemic awareness, the insight that words consist of separate sounds or phonemes and the subsequent ability to manipulate these individual sounds units

19. Phonological Awareness
Before children can make sense of the alphabetic principle, they must understand that sounds that are paired with letters are one and the same as the sounds of speech
beginning readers must also come to know that individual sounds combine to make up a word
They must also realize that the same sounds are found in many different words

20. Phonological Awareness
Phonological awareness involves sounds to make a word( what do you have when you put these words together /c/ /AAA/ /t/
Isolating, beginning, middle and ending sounds( what is the first sound in Rose?
Segmenting a word into sounds( Say the sounds in the word sat- /s/ /aaa/ /t/
Manipulating sounds within a word ( What word do you have if you change /sss/ in sat to /mmmm/?

21. Phonological Awareness
Phonological awareness is made up of multidemensions that include:
Rhyming
Blending
Segmenting
Instruction in phonological awareness should at the minimum focus on Blending and Segmenting. These two relate more closely to reading

22. Phonological Awareness
Many children develop phonological awareness naturally after being exposed to a language rich environment
If children do not have phonological awareness, then they MUST develop the skills before you can begin further reading instruction
Earobics is a program that works on these skills- here is a clip about it.

25. Alphabetic Understanding
Most untrained people that feel they can teach and begin reading instruction, would begin at this point
Alphabetic understanding refers to a child’s understanding that words are composed of individual letters, and is concerned with mapping of print to speech or the establishment of a clear link between a letter and a sound

26. Alphabetic Understanding
A beginning reader must come to know each letter as a discrete self contained visual pattern
Readers must use alphabetic understanding to break the code of words

27. Alphabetic Understanding
The readers must:
Sequentially translate the letters in the word into a phonological counterpart
Remember the correct sequence of sounds
Blend the sounds together
Search their memory for a real word that matches the string of sounds

28. Alphabetic Understanding
Advanced readers must:
Recognize complex letter patterns- ea, igh, silent-e, r-controlled vowels
Skilled readers do this automatically and rapidly
The ultimate goal of reading Is to construct meaning from print

29. Alphabetic Understanding
A primary difference between good and poor readers is their ability to use letter-sound correspondence
Students that learn to do this early, reap long term benefits
Teaching students to, listen to remember, and process the sounds and letters in words is difficult and demanding, yet achievable and provides long lasting results (V&V)

30. Alphabetic Understanding
The ultimate goal is for children to construct meaning from the print
Some Children are great at reading words and cannot understand what was meant by this
Instruction should focus on alphabetic understanding and code emphasis

31. Alphabetic Understanding
Popular programs-
Project read
Wilson Reading (funadations)
Megawords
Visualizing and verbalizing ( deals with the code issue)
SRA

32. Visualizing and verbalizing

33. Project read
The Project Read program gives detailed lessons describing teacher behavior and student participation with multi-sensory activities, student practice exercises, and reading material. The Lesson plans teach to transfer through sentence dictation, reading comprehension activities, writing, spelling, and oral reading.
Teacher training

34. Project read

35. Project Read is a comprehensive language arts program designed to provide explicit instruction in a structured reading curriculum. The goal of the program is to help all students become thoughtful, purposeful, and independent readers. Project Read Curriculum may be implemented in the regular classroom, special education classes, and Title I classes. It may also be used as an intervention reading program for first through sixth graders or with adolescents and adults who struggle with reading or language learning.

36. Whole or small group instruction is delivered by a classroom teacher, a special education teacher, or a reading teacher. Lessons are intended to occur daily within an extended block of time devoted to reading instruction. Emphasis is placed on systematic, direct instruction of concepts and skills supported and enhanced by a teaching approach that includes visual, kinesthetic, auditory and tactile strategies (VAKT), and the use of body language..

37. Project Read offers language arts instruction in three curricular strands: Encoding/Decoding, Reading Comprehension, and Written Expression. The Encoding and Decoding strand includes phonics instruction targeted for students at different age levels: Early Education for pre-kindergarten and kindergarten students, Primary Phonics for 1st-3rd grade students, and Linguistics, a decoding and encoding program for older students (4th-12th grade) who are struggling readers.

38. The Reading Comprehension strand provides instruction in three different forms: Story Form Literature Connection-focused on narrative text for grades 1-5, Report Form-with emphasis on expository text for students in grades 3-12, and Story Form- focused on narrative text for grades The Written Expression strand, Framing Your Thoughts, provides systematic and sequential instruction for written expression.

39. Wilson Reading
Offers a research-based program with twenty years of data collected and analyzed from school districts implementing the program .Provides a systematic and cumulative approach to teach total word structure for decoding and encoding. Follows a ten-part lesson plan that addresses decoding, encoding, 
oral reading fluency, and comprehension in a sensible and logical fashion.

40. Wilson Reading
Aids teachers by making all instruction multisensory and interactive. Uses a unique “sound tapping” system. Has one of the most extensive collections of controlled and decodable text (word lists, sentences, stories) for students beyond the primary grades. Provides two levels of vocabulary, making this program appropriate 
for students in elementary, middle, and high school, as well as adults. Uses criterion-based assessments built into the program to measure student progress and success. Is a comprehensive program that can follow students from grade to grade.

41. Wilson Reading- Fundations
Wilson Fundations for K-3 is a phonological/phonemic awareness, phonics and spelling program for the general education classroom. Fundations is based upon the Wilson Reading System principles and serves as a prevention program to help reduce reading and spelling failure. Rather than completely replace core curriculum, Fundations provides the research-validated strategies that complement installed programs to meet federal standards and serve the needs of all children.

42. Automaticity with Code
Is the ability to automatically translate letters to sounds and sounds to words fluently
This may be the greatest development in reading instruction
Common sense
If you are struggling to decode words, all of your efforts are going into decoding a passage and not able to understand what is being said

43. Automaticity with Code
Unless a child can become automatic with code, the time and attention required to identify words limits the cognitive resources available to process the meaning of the sentence

44. Automaticity with Code
There is strong research and empirical evidence that there is a relationship between automaticity and comprehension
Students need to be able to do more than just translate letters
Once students gain competence, they begin to recognize patterns and the process becomes easier

45. Automaticity with Code
Automaticity requires a great deal of practice with some students
One strategy for this is repeated readings
Hot, cold readings then record their times
Early readers should read materials that they can have a high success rate
When building fluency, students should be able to recognize 95% of the words

46. Automaticity with Code
Although Automaticity is not the END goals of reading, it is an important skill in developing good reading comprehension

47. Dynamic Indicators of Basic Early Literacy Skills DIBLES
The DIBELS measures assess the 5 Big Ideas in early literacy identified by the National Reading Panel:
Phonemic Awareness
Alphabetic Principle
Accuracy and Fluency
Vocabulary
Comprehension

48. Initial Sound Fluency
Which picture begins with a ”P”

49. DIBELS ISF Initial Sound Fluency

50. DIBELS
DIBELS is not an instructional strategy, but a screening tool to make sure students are progressing in those five areas.

51. Retell
Retell Fluency (RTF) is intended to provide a comprehension check for the ORF assessment. In general, oral reading fluency provides one of the best measures of reading competence, including comprehension, for children in first through third grades. The purpose of the RTF measure is to (a) prevent inadvertently learning or practicing a misrule, (b) identify children whose comprehension is not consistent with their fluency, (c) provide an explicit linkage to the core components in the National Reading Panel (2000) report, and (d) increase the face validity of the ORF.

52. Retell
RTF- is intended to provide a comprehension check for the ORF assessment. In general, oral reading fluency provides one of the best measures of reading competence, including comprehension, for children in first through third grades. The purpose of the RTF measure is to (a) prevent inadvertently learning or practicing a misrule, (b) identify children whose comprehension is not consistent with their fluency, (c) provide an explicit linkage to the core components in the National reading panel report (2000) report, and (d) increase the face validity of the ORF.

53. ORF Students read the following section.
You mark what words they skipped, got wrong and how many. You then record that.

54. Retell
Number of retell words: Count the number of words the child retells that illustrate their understanding of the passage

55. ORF/Retell

56. Activity Use the sixth grade benchmarking test.
Try and score a test while someone reads
What do you think? Is it a valid measure? What do you see as problems?

57. Now you try it with each other
1. Model, touch each letter and say the sound
2. Overt sounds out- The teacher touches the letter and the students says each sound
3. Internal Sound out- the teacher follows the same process as in the last step, but the student says the sounds in his head.
4. whole word reading- the teacher points to the letter and the students sounds out the word as a word out loud.

58. Strategies general
Now that you understand the big ideas, Strategies need to be:
conspicuous- very obvious- systematic and sequential
Simple- say the sound that corresponds to the letter
Complex- sequence words/sounds properly

59. Strategies Phonological awareness
Phonological awareness- be precise when pronouncing the word, often we co-articulate the sounds when we say words and they have the children that do not have Phonological awareness have difficult hearing the sounds
Naturally, we do not attend to all sounds in a word, we focus on the whole word. With children with problems in this area, we need to teach them to focus on all the sounds

60. Strategies Phonological awareness
Teachers need to overtly draw attention to the sounds in each word and model this behavior ( like we saw with the project read clip)
After a teacher models it, students should be given multiple opportunities to demonstrate their skill orally
Students’ mental manipulation of the sounds need to be made overt with concrete representation

61. Strategies Alphabetic understanding
Teaching letter sounds needs to follow the same principles
Limit the number of letters introduced in a lesson- Usually one
Teach letters that occur frequently first- don’t follow the alphabet
Show the letter symbol and model the sound

62. Strategies Alphabetic understanding
Once student have learned a few letters, then have them practice blending sounds in to small words
The teacher should model this conspicuously

63. Strategies Automaticity with code
Expose children to words they can decode frequently
This helps develop fluency
Conspicuously model the implicit strategies that good readers have
Do rereading of know words and stories

64. Strategies Automaticity with code
Some sounds and words are more difficult than others.
Sounds that can drag on like MMMMM is easier
Sounds that come to an abrupt end are more difficult like g
Words that have CVC (top) are easier than consonant blends ( stop)
Do not introduce b and d near each other or q and g

65. Strategies Automaticity with code
Have students identify or recognize sounds before the have to produce them from memory
Combining instruction in phonological awareness and letter –sound correspondence is most successful.
Move in a linear fashion- don’t move on to a new sound till a students has mastered a skill ( Wilson)

66. Strategies Automaticity with code
Phonics instruction should be integrated in to other aspects of reading
Show the sounds in a story using a large book,
model how you decode it with a large book
Model the sounds during read alouds

67. Identify background knowledge
In reading, there are two types of background knowledge
First, the knowledge of how to decode, read fluently, knowledge of the sound –letter relationship, the skills needed to read
Second, there are concepts that are necessary to understand that are part of the story, Doctors office, basement, beach

68. Identify background knowledge
Decide if the background knowledge needs to be primed, or taught
Primed is a brief reminder- practicing a few times of how to isolate the initial sound in a word
Taught – if priming is not enough, need to teach concept

69. review
Design a review schedule so you keep information fresh in a child’s mind
Many program do this for you
Distribute it over time
Review can be simple- everybody line up that has a shirt that is a color that begins with eth /rrr/ sound

70. review Design a review Based on errors you saw the students make
Review in communication log and have them read words to parents
Build reviews into lessons