1. Principles of Effective Teaching of Reading (and Writing and Oral Language)

2. Tompkins Chapter 1
Effective teachers…
Understand how children learn (student-centered approaches that appreciate social and cognitive development)
Support children’s use of multiple cueing systems (sound, meaning, structure, visual, social)
I see the dog > I see the puppy.
I see the dog > I see the dish.
I see the dog > I seven the dog.
Create a community of learners (opportunity, responsibility,risks, and choices)

3. Tompkins Chapter 1
Effective teachers…
4. Adopt a balanced approach to literacy instruction
Balance reading and writing (oral, reading, vocabulary, comprehension, phonics, spelling, content-area study)
Balance ways of teaching
Flexibly meet the needs of students
Balanced vs. comprehensive
5. Scaffold children’s reading and writing (based on their development)
6. Use a combination of modeled > shared > interactive > independent activities
Gradual release of responsibility….

4. Gradually Release Responsibility
Effective Teachers…
Gradually Release Responsibility
MODELED
SHARED
INTERACTIVE
INDEPENDENT

5. Effective teachers… 7. Use literature in their instruction
Tompkins Chapter 1
Effective teachers…
7. Use literature in their instruction
8. Organize literacy instruction in one of four ways
(a) Basal
(b) literature focused
(c) literature circles
(d) reading & writing workshop
9. Connect instruction and assessment (identify, monitor, assess, analyze, adjust)
10. Become partners with parents.

7. “The invisible curriculum of child rearing” – number of words even heard in the home before K are directly associated with income and level of education of parents
Hart & Risley (1995)

8. Children arrive in kindergarten with huge discrepancies in oral language development and the gap between language-advanced and language-delayed children grows throughout the elementary years
Biemiller (2001)

9. So how do readers and writers DEVELOP?
Children weave reading and writing skills, oral language, and story sense together as they grow and socially interact with others
Developmental:
the level of instruction must match the level of word/reading knowledge of the learner
individuals may vary in their rate of progress through these stages, but most tend to follow the same order of development

12. Emergent Readers
Quick Write: Write as many emergent reading skills as you can think of in 2 minutes.
Watch the videos: What does each reader understand about reading and books?

13. Concepts About Print
Marie Clay’s term for what emergent readers need to understand about how printed language works and represents language. Its basic components include:
Print carries a message (even if “pretend reading”)
Books are organized, with a cover, title, and author
Directionality: Reading flows in a particular and consistent direction, left to right and top to bottom.
Printed language consists of letters, words, and sentences (gradually learn to distinguish between)
One-to-one matching: More experienced readers begin to recognize matching or upper and lower case letters Concepts About Words > Concepts About Letters
Watch the Hannah video and give examples of what she knows about print and how it works.

14. Hannah What does Hannah know about print and how it works? Evidence…
Points to the print
Points to the pictures rather than the words
Points to things from left to right
She uses good and appropriate expression (fluency)
Hannah knows…
Print has meaning
There is meaning in the pictures
Where the cover is and how to open a book
Title and author
Directionality
Print should sound interesting
Hannah knows: recognizes pictures and makes connections to parents & favorites - reads from left to right - Where book begins & ends - Makes adequate predictions
Evidence: “favorite part” -- Pointing to left page and moving finger over -- Turned over, title page, that’s the end

15. Emergent Reading
Concepts About Print (book orientation, directionality, print = meaning & purpose)
Concepts of Word (things > label objects > combine to tell stories > hold concept of word in their mind)
Concepts of Alphabet (letter name, formation, special features, direction, isolated & combined sound)

16. Connecting Speech to Print
Some: make the connection automatically through rich and frequent exposure to oral language
Most: benefit from explicit instruction in that essential relationship
Few: will not develop the understanding unless they have explicit, direct instruction, plus many opportunities for repetition to become proficient readers

17. Concepts About Print
How will you know which of your students has mastered concepts about print and which have not?
See your handout: Assessing Print Understanding
Let’s Try It Out

18. Language Development

19. Oral language acquisition
Purpose of language: to make connections with other people and make sense of experiences
Language is learned through use and over time through imitation and lots of practice with “linguistic rules” (components of oral language)
Phonological rules for combining sounds
Semantic rules for combining meaningful sound units to make words
Syntactic rules for combining meaningful words into sentences
Pragmatic rules for adapting language to different situations (home, school, formalities)
Cooing > babbling > one-word > string words together (1-2) > oral fluency (3-4)

21. Quick-write…
Opportunities for natural language development in an early literacy classroom – list as many as you can in the next 90 seconds…
Then quickly review the examples on the next slide (remind them this slide show is on the wiki)

22. Reviewing Reading Guide #1

23. Link this to the 5 Essential Areas of Reading (as outlined in the RI K-12 Literacy Policy) – the first chart on their reading guide – result of National Reading Panel Reports (synthesis of experimental studies in each area)

24. The Big 5 (National Reading Panel Report, 2000)
Phonemic Awareness (manipulating sounds)
Phonics (relationship between sounds and visual letters)
Fluency (speed and accuracy)
Vocabulary (listening, speaking, reading, and writing)
Text Comprehension (active and purposeful meaning making)
Stress the point that ALL FIVE AREAS should be taught at every grade level (although developmentally, more focus may be placed on different areas in varying levels across a typical week perhaps)
Developmental OR balanced/comprehensive???

25. Stages of Reading Development (RI Policy)
Emergent Reader - preschool; “reading”; environmental print
Beginning Reader - understanding of the alphabet and words (concepts of print)
Transitional Reader - recognizing and manipulating within word differences
Intermediate Reader - Fluency and “problem-solving” about the meaning
Advanced Reader - Reading to learn
FLUENT
READER
(Tompkins)
ACCORDIG TO THE RI DEPT OF EDUCATION EARLY LITERACY POLICY (Link to notes they should be taking on their reading guide)
Environmental print: MacDonald’s, Dunkin Donuts; Beginning Reader (My name is Julie, cat > bat > sat > sit > fit);
Concepts of print (direction, words, letters, punctuation, print=meaning
Transitional Reader: Within word differences (smock vs. smoke; tack vs. take); Intermediate Reader (syllables and affixes – prefixes and suffixes) (hop > hopping vs. trade > trading);
Advanced Reader (greek and latin roots for knowing ineffective vs. effective; inactive vs. active); illogical vs. logical; illegible vs. legible)
TOMPKINS: Emergent > Beginning > Fluent (pgs )

26. Linking Stages of Reading and Writing Development (Tompkins pp
Emergent Writer – writing emerges from drawings; directionality, name, 5-20 words
Beginning Writer – sentences and upper/lowercase; spell phonetically, words
Fluent Writer – uses writing process; paragraphs, vocabulary, vowel patterns and word endings, punctuation
EMERGENT READER
BEGINNING READER
Walk students through talking about their notes from the RI Reading Policy with examples of each
Environmental print: MacDonald’s, Dunkin Donuts; Beginning Reader (My name is Julie, cat > bat > sat > sit > fit);
Transitional Reader: Within word differences (smock vs. smoke; tack vs. take); Intermediate Reader (syllables and affixes – prefixes and suffixes) (hop > hopping vs. trade > trading);
Advanced Reader (greek and latin roots for knowing ineffective vs. effective; inactive vs. active); illogical vs. logical; illegible vs. legible)
FLUENT READER

27. Stages of Spelling Development
RI POLICY:
Precommunicative
Semiphonetic
Phonetic
Transitional
Conventional
I. Emergent spelling
II. Letter Name-Alphabetic Stage
Early letter name-alphabetic spelling
Middle to late letter name-alphabetic
III. Within-word pattern Spelling
IV. Syllables and affixes Spelling
V. Derivational Relations Spelling (meaning)
These are the categories described in Words Their Way (linking reading to writing)

28. Word Study Assignment Directions and Rubric Example: Rhyming
This lesson will eventually be a part of your lesson plan - but this part is not due until November 8

29. Let’s take a break…

30. Moving from “stages of development” to “standards”: Rhode Island GLE’s and Common Core Standards
Standards vs. Objectives
Local vs. National Standards
Linking standards to developmental phases of reading and writing development

31. Rhode Island GLE’s and Common Core Standards
Educational Standard: defines the knowledge and skills students should possess at critical points in their educational career (e.g., at each grade level); provides common expectations for all students to measure up to these standards
Learning Objective: a detailed description that states the expected change in student learning, how the change will be demonstrated, and the expected level of change as a result of a specific course of instruction

32. Rhode Island GLE’s and GSE’s
GLE: Grade-Level Expectancies (K-8)
GSE: Grade-Span Expectancies (Gr & 11-12)
Stem and Grade Level Indicators
Differences between indicators are underlined
Bold lines indicate when assessed at state level
PA (R9) and Phonics (R1)
Fluency (R11) & Vocabulary (R2 and R3)
Comprehension Fiction (R4, R5, R6) and Comprehension Non-fiction (R7 & R8): Initial, Analysis, Interpretation, and Response
Reading Strategies (R12 & R13) & Appendix D & Appendix F

33. Common Core State Standards in Language Arts
Literature; Informational Text; Literacy in History/ Soc Studies; Literacy in Science & Technical Subjects
Key ideas & details; craft & structure; integration of knowledge & ideas;
Speaking and Listening:
Comprehension and Collaboration (solve problems in groups)
Presentation of knowledge and ideas (transfer to new problems)
Writing:
Texts and Purposes: Write arguments with sound reasoning & evidence; write informative/explanatory texts
Produce & Distribute (with both traditional & digital tools)

34. Homework Tompkins Ch. 5: Phonemic Awareness Yopp & Yopp: PA Activities
Beck: Keywords to PA & Phonics
WTW Chapter 1 (Word Study) and 4 (Emergent Stage of Spelling)
Optional reading guide