Core Reading Program Enhancements Presented by for ODE Outreach K-3

Copyright All materials are copy written and should not be reproduced or used without the expressed permission of Trish Travers, coordinator of the Oregon Reading First Center. Selected slides may have been reproduced from other sources and original references cited.

Edited from the work of Edward J. Kame’enui, Ph. D., Deborah C. Simmons, Ph. D., Michael D. Coyne, Ph. D, Beth Harn, Ph. D, Carrie Thomas Beck, Ph.D, Kathy Howe, Ph. D., Jerry Silbert, Ph. D., Douglas Carnine, Ph. D., Hank Fien, Ph.D., Jeanie Mercier Smith, Ph.D., Anita Archer, Ph. D., Joseph K. Torgesen, Ph. D., Carol Dissen, Jennifer Ashlock, Maria Randle, Sally Wirthman for the Western Regional Reading First Technical Assistance Center & the Oregon Reading First Center

Oregon K-12 Literacy Framework and K-3 Statewide Outreach This framework is designed to provide teachers, administrators, parents, and other stakeholders with a blueprint of what districts and schools in Oregon can and must do to help students learn how to read and move toward reading to learn. As Outreach sessions are intended to support districts and schools in their implementation of the Oregon Literacy Framework, each of the Modules has been designed to target one or more of the Framework components. This framework is organized around the following components: Goals (Module 1) Assessment (Modules 1, 2, and 3) Instruction (Modules 1, 4, 5, and 6) Leadership (Module 7) Professional Development (All Modules) Commitment Today’s Session For additional information about the Oregon K-12 literacy framework, including details about the implementation of each component, please visit the Oregon Department of Education website at http://state.or.us

Objectives Review the five critical components of early reading and how to link them to instruction. Learn strategies to implement with students to make instruction more explicit Discuss and practice active engagement strategies Apply explicit instruction techniques to deliver a core program. Issues that are related but not discussed because of time: screening, placement in programs/instructional groupings, assessments, integrated assessment/intervention/feedback loop. Ask participants and make a list of what they had anticipated or expected to gain from the presentation.

Oregon Beacon Schools The Oregon Department of Education and Oregon Reading First Center have identified three Beacon Schools to serve as demonstration sites throughout the state: Humboldt Elementary (Portland) Jefferson Elementary (Medford) Lincoln Street Elementary (Hillsboro) Beacon Schools were selected on the basis of the progress they made in demonstrating high quality implementation of effective reading practices and strong student outcomes. Beacon Schools are currently accepting visitors! For more information on who to contact to schedule your visit, please visit the Oregon Reading First Center website at http://oregonreadingfirst.uoregon.edu/beacon_schools.html

/p/ /i/ /g/ p - i - g anterior Broca’s area Inferior frontal gyrus (articulation) /p/ /i/ /g/ Parieto-temporial (word analysis, meaning processor) Explain the research from Sally & Bennett Shaywitz - they have used MRI to study where the brain activity (blood flow) is when a proficient reader is reading. When a reader looks at the word pig, for example, the blood fows to the letter-naming center and the reader understands that he is seeing the letters p, I, and g. The blood then immediately flows to the phonological or sound processor that informs the reader that p, I, g says /p/ /I/ /g/. Almost, simultaneously, the blood flows to the meaning processor, which tells the reader that a pig is a fat, pink farm animal. This all happens in nanoseconds in a proficient reader and the imaging would look like an interstate - not during rush hour traffic. But, in a struggling reader it might look more like a Sunday drive on a country road. Students need 4-14 repetitions … Very exciting time … we can be brain surgeons through instruction. anterior Occipito-temporal (word form, letter identification) p - i - g Shaywitz, 2003

Five Big Ideas in Reading Instruction Phonemic Awareness Alphabetic Principal Fluency Vocabulary Comprehension Discuss SBRR, Sally Shaywitz work on dyslexia, Matthew Effect, Bridging word recognition and passage understanding … Module 1.

What Makes a Big Idea … Big? A Big Idea is: Predictive of reading acquisition and later reading achievement. Something we can do something about, i.e. something we can teach. Something that improves outcomes for children if/when we teach it. Dynamic Measurement Group, 2006

Phonemic Awareness The awareness and understanding of the sound structure of our language Understanding that spoken words are made up of sequences of individual speech sounds: “cat” is composed of the sounds /c/ /a/ /t/ Phonemic awareness is not the same thing as phonological awareness or alphabetic principal … if you can do it with your eyes closed it is phonemic awareness! Dynamic Measurement Group, 2006

Alphabetic Principle (Phonics) Alphabetic Understanding: Letters represent sounds in words. Decoding and Recoding: knowledge of letter-sound associations can be used to decode words and letter sounds can be blended together to read words. Encoding: knowledge of separate letter-sound associations can be used to write whole words. Phonemic awareness kicks in here. They have to be aware the /m/ sound is the same sound in man, mother, mountain, etc. Dynamic Measurement Group, 2006

Fluency Reading fluency refers to efficient, effective word-recognition skills that permit a reader to construct the meaning of text. Fluency is manifested in accurate, rapid, expressive oral reading and is applied during, and makes possible, silent reading comprehension. Examples: driving a car, playing an instrument, playing a sport. Make the point that all 3 components are important and not just rate!!!! Pikulski, Chard (2005)

Vocabulary Understanding the use of words. The ability to say a specific word for a particular meaning. The ability to understand spoken/written words For example if I say I’m thinking of a word that means metal or leather that protects your body … hopefully, you would say armor. Or if you hear the word victorious, you know that means to win something. Dynamic Measurement Group, 2006

Comprehension The process of getting meaning from spoken language and/or print. Dynamic Measurement Group, 2006

To get to the Land of Reading … … you need to have a foot planted on each stone to have balance for crossing.

Effective Instructional Techniques Unison oral response Signaling Pacing Monitoring Correcting errors and teaching to mastery Carnine, Silber, Kame’enui, Tarver, 2004 Have participants create 3x5 notecard of this slide. Core programs are written for “at grade level” kids. Publishers usually provide limited help for teachers with effective instructional techniques for struggling learners. The templates have been developed to enhance many areas of instruction in the T.E. and are designed to provide them with simple reminders and prompts to suport direct instruction, active participation and student engagement during lessons. Do the ‘higher” kids need this kind of instruction. Probably not … but they will benefit and the struggling kids will get further and further behind without it ... They will drown.

Letter Name Review/Card 1 Concepts of print give students an understanding that words are composed of individual letters. The purpose of letter recognition instruction is to teach students the names, shapes and how to print the 26 letters in English orthography. Michael Pressley Letter naming is the “hook to hang up their hat” Model Card 1, Have participants practice in triads. Make a chart of things to pay attention to: focus, wait time, signal, monitor, error correction, delayed test. Why do we do delayed test (or back up 2?) to get the error out of short term memory.

Template for Letter Recognition (Name) Review Card #1 Template for Letter Recognition (Name) Review Steps Explanation/Script TASK PREPARATION SIGNALING PROCEDURE 1. EXPLAIN TASK Briefly name and explain the task to students prior to starting the activity 2. MODEL RESPONSE Model the desired response to the task with several examples using signaling procedure above 3. PROVIDE PRACTICE USING WHOLE-GROUP RESPONSES UNTIL KNOWLEDGE APPEARS TO BE SOLID Use effective signaling, monitoring, and pacing procedures 4. CORRECTION PROCEDURE 5. INDIVIDUAL TURNS Letter Name Review Write letters from the Lesson Map on the board in random order. Put new or difficult letters on the board more than once. Do Say Focus Point just to left of letter Name? Wait time 2 seconds Signal for student Tap/touch under letter* response Say: You’re going to practice saying the names for some letters. You’re going to say the name of the letter when I tap under it. (Model only the first couple of times you do this lesson.) Say: I’ll model for you how to say the snameof the first two letters when I touch under them. My turn. Model for students using the signaling procedure above, with only teacher responding. Say: Each time I touch under a letter, you say the name of the letters Your turn. Provide practice using the above signaling procedure with only students responding. To correct students: Use the signaling procedure above with only teacher responding to students. Say: My turn. After you model, use the signaling procedure above with only students responding have them repeat correct responses Say: Your turn. Back up two letters and continue. When it appears that the group is answering items correctly, provide individual turns as a check. Call on several students for one sound each. Call on students in an unpredictable order. call more frequently on students who made errors.

Practice Letter/Sound Review Card 2 Connecting letters to sounds “Very early in the course of instruction, one wants the students to understand that all twenty-six of those strange little symbols that comprise the alphabet are worth learning and discrimination one from the other because each stands for one of the sounds that occur in spoken words.” Adams, 1990 Refer back to brain slide of Shaywitz work. Model Card 2, Have participants practice in triads. They will need Card 1. Make a chart of things to pay attention to: focus, wait time, signal, monitor, error correction, delayed test.

Template for Letter/Sound Review Card #2 Template for Letter/Sound Review Steps Explanation/Script TASK PREPARATION SIGNALING PROCEDURE 1. EXPLAIN TASK Briefly name and explain the task to students prior to starting the activity 2. MODEL RESPONSE Model the desired response to the task with several examples using signaling procedure above 3. PROVIDE PRACTICE USING WHOLE-GROUP RESPONSES UNTIL KNOWLEDGE APPEARS TO BE SOLID Use effective signaling, monitoring, and pacing procedures 4. CORRECTION PROCEDURE 5. INDIVIDUAL TURNS Letter Sound Review Write letters from the Lesson Map on the board in random order. Put new or difficult letters on the board more than once. Do Say Focus Point just to left of letter Sound? Wait time 2 seconds Signal for student Tap/touch under letter* response Tap for stop sounds, touch for two seconds for continuous sounds Say: You’re going to practice saying the sounds for some letters. You’ll say the sound as long as I touch under it. (Model only the first couple of times you do this lesson.) Say: I’ll model for you how to say the sound of the first two letters when I touch under them. My turn. Model for students using the signaling procedure above, with only teacher responding. Say: Each time I touch under a letter, you say the sound it makes. Your turn. Provide practice using the above signaling procedure with only students responding. To correct students: Use the signaling procedure above with only teacher responding to students. Say: My turn. After you model, use the signaling procedure above with only students responding have them repeat correct responses Say: Your turn. Back up two letters and continue. When it appears that the group is answering items correctly, provide individual turns as a check. Call on several students for one sound each. Call on students in an unpredictable order. call more frequently on students who made errors.

Stop Sound or Continuous Sound? Continuous sounds are sounds that can be held as long as you have breath flow: /a/, /s/, /r/, /m/ Stop sounds are sounds that cannot be held: /d/, /b/, /t/,…BUT……don’t add a vowel to hold them out, like /duh/!

Word Reading Card 3 What is the difference between: Sight Words, High Frequency Words, Irregular Words?

What is a “sight word”? “Sight words are words that readers have read accurately on earlier occasions. They read the words by remembering how they read them previously. The term ‘sight’ indicates that sight of the word activates that word in memory, including information about its spelling, pronunciation, typical role in sentences, and meaning.” (Ehri, 1998) “Sight of the word activates its pronunciation and meaning in memory immediately without any sounding out or blending required. Sight words are read as whole units with no pauses between sounds.” (Ehri, 2002)

High Frequency Words Only 100 words account for approximately 50% of the words in English print. Fry, Fountoukids and Polk, The New Reading Teacher’s Book of Lists 1985 The quick and automatic recognition of the most common words appearing in text is necessary for fluent reading. Blevine, Phonics from A to Z, 1998 Make the point that some are decodable (and, in, is, that, with, had) so if kids are taught sound/spellings and blending routines they should be able to read those. But many are not decodable (was, said, from, have) and must simply be taught and reviewed regularly.

What is an “irregular word”? For our purpose, an irregular word is one which has uncommon phoneme-grapheme relationships and/or spellings or…. A word which contains regular sounds which have not been previously taught

How would you teach these words? Regular or Irregular? go, man, tan, rain, he, the, mat, stop The following letter/sounds have been taught: m /m/, n /n/, s /s/, t /t/, short a

go, man, tan, rain, he, the, mat, stop Regular or Irregular? go, man, tan, rain, he, the, mat, stop The following letter/sounds have been taught: All consonants and short vowel sounds and a_e, ay, long e as in me. Model Card 3, Have participants practice in triads. Make a chart of things to pay attention to: focus, wait time, signal, monitor, error correction, delayed test. Point out the research based say it, spell it, say it method.

Practice Word Reading Card 3 Irregular Words Correction Procedure Later we’ll do the Regular Words Correction Procedure

Template for Practicing Word Reading (regular and irregular words) Card #3 Template for Practicing Word Reading (regular and irregular words) Steps Explanation/Script TASK PREPARATION SIGNALING PROCEDURE 1. EXPLAIN TASK Briefly name and explain the task to students prior to starting the activity 2. MODEL RESPONSE Model the desired response to the task with several examples using signaling procedure above 3. PROVIDE PRACTICE USING WHOLE-GROUP RESPONSES UNTIL KNOWLEDGE APPEARS TO BE SOLID Use effective signaling, monitoring, and pacing procedures 4. CORRECTION PROCEDURE 5. INDIVIDUAL TURNS Regular and irregular word reading Write letters from the Lesson Map on the board. Do Say Focus Point just to left of word Word? Wait time 2 seconds Signal for student Sweep hand under word swiftly response Say: You’re going to practice reading words. When I point to a word, figure out the word in your head. When I sweep under the word, say the word. (Model only the first couple of times you do this lesson.) Say: I’ll model for you how to say the first two words when I sweep under them. My turn. Model for students using the signaling procedure above, with only teacher responding. Say: When I sweep under a word, you say the word. Your turn. Provide practice using the above signaling procedure with only students responding. To correct students for regular words: To correct students for irregular words: Say: My turn. The word is ___________. Say: My turn.The word is ___________. Your turn. Word? Your turn. Word? __________. Have students blend the word using the appropriate Say: Spell __________. Tap under each letter as students routine for your group and then say the whole word. spell the word aloud. Word? _________. Back up two words and continue. Back up two words and continue. When it appears that the group is answering items correctly, provide individual turns as a check. Say: When I point to the left of a word, everybody figure out the word in your head. When I call your name, say the word. Point to the left of the first word, pause several seconds, say a student’s name, then sweep under the word. Call on students in an unpredictable order. cAll more frequently on students who made errors.

Phonemic Awareness

Phonological Awareness Continuum Concept of Word - comparison and segmentation Rhyme - recognition and production Syllable - blending, segmentation, deletion Onset/Rime - blending, segmentation Phoneme - matching/isolation, blending, segmentation, deletion, and manipulation Stages related to sound. Phonemic awareness under the bigger umbrella of phonological awareness. Skills usually learned in natural progression, but they do overlap and sometimes skipped.

Significance of Phonemic Awareness The best predictor of reading difficulty in kindergarten or first grade is the inability to segment words and syllables into constituent sound units (phonemic awareness). Lyon 1995 Poor phonemic awareness at 4 to 6 years of age is predictive of reading difficulties throughout the elementary years. Torgesen & Burgess 1998 More advanced forms of phonemic awareness (such as the ability to segment words into component sounds) are more predictive of reading ability than simpler forms (such as being able to detect rhymes). Nation & Hulme 1997 Acquiring phonemic knowledge difficult because phonemes not explicit as individual elements; they’re coarticulated. There is not always a 1:1 correspondence between sounds and spellings (aw, oi, sh) … Sounds are coarticulated … we don’t talk in fragments. so it must be explicitly taught.

Onset-Rime Blending/Card 4 Phoneme Blending/Card 5 Model Card 4,5, 6. Have participants practice in triads. Make a chart of things to pay attention to: focus, wait time, signal, monitor, error correction, delayed test. Phoneme Segmentation/ Card 6

Template for Onset-Rime Blending Instruction Card #4 Template for Onset-Rime Blending Instruction Steps Explanation/Script TASK PREPARATION SIGNALING PROCEDURE 1. EXPLAIN TASK Briefly name and explain the task to students prior to starting the activity 2. MODEL RESPONSE Model the desired response to the task with several examples using signaling procedure above 3. PROVIDE PRACTICE USING WHOLE-GROUP RESPONSES UNTIL KNOWLEDGE APPEARS TO BE SOLID Use effective signaling, monitoring, and pacing procedures 4. CORRECTION PROCEDURE 5. INDIVIDUAL TURNS Onset-Rime blending Have white board marker with green cap and words from lesson map available. Do Say Focus 1. Tap green cap of white board marker 1. /k/ 2. Tap white part of marker 2. /at/ Wait time None Signal for student Slide finger above marker from left to right response from student perspective Say: We’re going to put together the first sound and the end part of a word to make a whole word. (Model only the first couple of times you do this lesson.) Say: I’ll model two words for you. I’ll say the first sound and the end part, then I’ll say the whole word. My turn. Model for students using the signaling procedure above, with only teacher responding. Say: For each word, I’ll say the first sound and the end part. When I signal, everybody will say the whole word. Your turn. Provide practice using the above signaling procedure with only students responding. To correct students: Use signaling procedure above with only teacher responding to correct students. Say: My turn. /f/ /or/. for. After you model, use signaling procedure above with only students responding to have them repeat correct responses. Say: Your turn. /f/ /or/. Back up two items and continue. When it appears that the group is answering items correctly, provide individual turns as a check. Call on several students for one word each. Call on students in an unpredictable order. Call more frequently on students who made errors.

Template for Phoneme Blending Instruction Card #5 Template for Phoneme Blending Instruction Steps Explanation/Script TASK PREPARATION SIGNALING PROCEDURE 1. EXPLAIN TASK Briefly name and explain the task to students prior to starting the activity 2. MODEL RESPONSE Model the desired response to the task with several examples using signaling procedure above 3. PROVIDE PRACTICE USING WHOLE-GROUP RESPONSES UNTIL KNOWLEDGE APPEARS TO BE SOLID Use effective signaling, monitoring, and pacing procedures 4. CORRECTION PROCEDURE 5. INDIVIDUAL TURNS Phoneme blending Prepare chains of 2, 3, 4, and 5 unifix cube prior to lesson. Have words from lesson map available. Do Say Focus Tap one cube as you say each sound from left to right from /k/ /a/ /t/ student perspective; one second between each sound Wait time None Word? Signal for student Quickly slide finger across cubes from left to right from student response perspective Say: You’re going to practice blending individual sounds to make words. I’ll tap a cube as I say each sound in the word and then you’ll say the whole word. (Model only the first couple of times you do this lesson.) Say: I’ll model for you how to blend the sounds I say into a word. I’ll model two words. My turn. Model for students using the signaling procedure above, with only teacher responding. Say: I’ll say the sounds in a word. When I signal, you say the word. Your turn. Provide practice using the above signaling procedure with only students responding. To correct students: Use signaling procedure above with only teacher responding to correct students. Say: My turn. /f/ /i/ /g/ fig. After you model, use signaling procedure above with only students responding to have them repeat correct responses. Say: Your turn. /f/ /i/ /g/ Back up two items and continue. When it appears that the group is answering items correctly, provide individual turns as a check. Call on several students for one word each. Call on students in an unpredictable order. Call more frequently on students who made errors.

Template for Phoneme Segmentation Card #6 Template for Phoneme Segmentation Steps Explanation/Script TASK PREPARATION SIGNALING PROCEDURE 1. EXPLAIN TASK Briefly name and explain the task to students prior to starting the activity 2. MODEL RESPONSE Model the desired response to the task with several examples using signaling procedure above 3. PROVIDE PRACTICE USING WHOLE-GROUP RESPONSES UNTIL KNOWLEDGE APPEARS TO BE SOLID Use effective signaling, monitoring, and pacing procedures 4. CORRECTION PROCEDURE 5. INDIVIDUAL TURNS Phoneme Segmenting Have words from Lesson Map available. Do Say Focus Hold up a closed fist, fingers facing you. Pan. Say the sounds in pan. Wait time None Signal for student Every second hold up one finger in a left to right progression response from student perspective for every sound in the word. Say: You’re going to practice saying the sounds in words. I’ll say a word. Each time I hold up a finger, you’ll say the sound in the word. (Model only the first couple of times you do this lesson.) Say: I’ll model for you how to say the sounds in two words. I’ll say a sound each time I hold up a finger. My turn. EXAMPLE: Listen. net. Here are the sounds in net: /n/ /e/ /t/. Listen. pan. Here are the sounds in pan: /p/ /a/ /n/ Model for students using the signaling procedure above, with only teacher responding. Say: I’ll say the word. Each time I hold up a finger, you say a sound. Your turn. Provide practice using the above signaling procedure with only students responding. To correct students: Use signaling procedure above with only teacher responding to correct students. Say: My turn. Tag. /t/ /a/ /g/ After you model, use signaling procedure above with only students responding to have them repeat correct responses. Say: Your turn. Tag. Back up two items and continue. When it appears that the group is answering items correctly, provide individual turns as a check. Call on several students for one word each. Call on students in an unpredictable order. Call more frequently on students who made errors.

Enhancing Your Core In your teacher’s edition find a place where Phonemic Awareness is taught. With a partner, make notes on how you would make the instruction more effective.

Phonics

Systematic vs Incidental Phonics The systematic approach to phonics provides teachers with lessons that teach a set of phonic elements in a particular order. This order is generally based on linguistic factors related to which sounds are easiest for students to produce at an early age. With incidental phonics instruction, the teacher does not follow a preplanned sequence of lessons to teach sound/spellings, but makes decisions as to what phonic elements to teach based on the opportunities the text presents. Have them highlight key phrases. Systematic: organized carefully and done thoroughly. s, m, r, t, b, n, a Can read Sam, sat, rat, bat, tan, ran, man Incidental: happening or existing in connection with something else that is more important. This is how I taught, embedded phonics depending on the book I choose for guided reading. I didn’t really keep track of skills, 4-5 kids going on to 2nd grade with major holes … if two other colleagues do that we have 12 - 15 kids almost a whole classroom of kids with holes.

Why Plan an Explicit Phonics Lesson? The objective of an explicit phonics lesson is to teach a specific phonic element and practice the phonic element in (decodable) text. When sound/spellings are taught in isolation and later blended it is done explicitly. It shows students … step by step … how to convert spellings into sounds and then to blend to form words.

What Activities are included in an Explicit “Power” Phonics Lesson? Phonemic Warm-Up Teach Sound/Spelling Practice Blending Apply to Decodable Text Dictation and Spelling Word Work Core Source Book pg 8.5 Now model an explicit “power” phonics lesson from second grade map. Have participants create a notecard with these steps.

What Activities are included in an Explicit “Power” Phonics Lesson? Phonemic Warm-Up - Card 4, 5, 6 Teach Sound/Spelling Practice Blending Apply to Decodable Text Dictation and Spelling Word Work Core Source Book pg 8.5 Explain that the P.A. warm-up is to remind students or get them ready for the sound they will be blending, reading and spelling.

Explicit “Power” Phonics Lesson Phonemic Warm-Up Teach Sound/Spelling - Introduce new sound routine and Card 7 for Review Practice Blending Apply to Decodable Text Dictation and Spelling Word Work Core Source Book pg 8.5

oi Introduce New Sound oi -oy Example: Introducing a sound spelling for the first time Reviewing a previously taught sound/spelling Example: “This is the boy card. Card?___” “This sound is /oi/. Sound? ___” The spelling is oi. Spelling? ___” Bring example of sound spelling cards to show what this would look like if their program has cards available. oi

Practice Sound/Spelling Review Card 7 There are 42-44 phonemes in the English language and 200-250 ways to represent those sounds (graphemes or spellings). Linguists don’t agree on the actual number, which is the reason for the ranges provided. Programs make linguistic decisions as to which sound/spellings to teach. The ones chosen are usually those of highest frequency. Take time to practice sounds … continuous/stop sounds DON”T MESS UP on /r/ !!!!!!!!!!!!!

Template for Sound/Spelling Review Card #7 Template for Sound/Spelling Review Steps Explanation/Script TASK PREPARATION SIGNALING PROCEDURE 1. EXPLAIN TASK Briefly name and explain the task to students prior to starting the activity 2. MODEL RESPONSE Model the desired response to the task with several examples using signaling procedure above 3. PROVIDE PRACTICE USING WHOLE-GROUP RESPONSES UNTIL KNOWLEDGE APPEARS TO BE SOLID Use effective signaling, monitoring, and pacing procedures 4. CORRECTION PROCEDURE 5. INDIVIDUAL TURNS Sound/spelling review Write spellings from the Lesson Map on the board in random order. Put new or difficult spellings on the board more than once. Do Say Focus Point just to left of spelling Sound?. Wait time None Signal for student Tap under spelling response Say: You’re going to practice saying the sounds in for some spellings. (Model only the first couple of times you do this lesson.) Say: I’ll model for you how to say the sounds of the first two spellings when I touch under them. My turn Model for students using the signaling procedure above, with only teacher responding. Say: Each time I tap under a spelling, you say the sound it makes. Your turn. Provide practice using the above signaling procedure with only students responding. To correct students: Use signaling procedure above with only teacher responding to correct students. Say: My turn. After you model, use signaling procedure above with only students responding to have them repeat correct responses. Say: Your turn. Back up two items and continue. When it appears that the group is answering items correctly, provide individual turns as a check. Call on several students for one word each. Call on students in an unpredictable order. Call more frequently on students who made errors.

Explicit “Power” Phonics Lesson Phonemic Warm-Up Teach Sound/Spelling Practice Blending - Cards 8 - 10 Blending Routines Apply to Decodable Text Dictation and Spelling Word Work Core Source Book pg 8.5 Model and practice Cards 8 - 10 Card 10 is usually used when all sound/spellings have been mastered and just need some support in quick focus. Go back to Card 3 - for regular word reading Explain that 50% of words are wholly decodable, and 37% of words are off by only one sound. That means 87% of words can reasonably be figured out using blending techniques. We are teaching kids to get an approximation. Better readers are the ones who decode through the word first and then use the context and syntax of the sentence to adjust the pronunciation as needed and match the word to a known meaning. Poor readers primarily use context clues and don’t decode through the entire word.

Practice Blending Cards 8,9 and Word-Reading Spelling Focused Card 10 Sound-by-Sound Blending Card 8 Continuous Blending Card 9 Word Reading Spelling Focused Card 10

Template for Sound-by-Sound Blending Card #8 Template for Sound-by-Sound Blending Steps Explanation/Script TASK PREPARATION SIGNALING PROCEDURE Sound-by-Sound Blending Write spellings from the Lesson Map on the board in random order. Put new or difficult spellings on the board more than once. Sound/Spellings Do Say Focus Write spelling Wait time None Signal for student Sound? response Tap under spelling* Blendings** Do Say Focus Touch just to the left of first spelling Blend. Signal for student Sweep finger under spellings. response Word Reading Do Say Focus Touch just to the left of word Word? Signal for student Slide hand quickly under word * If spelling has two letters, point with two fingers together. ** Blend after two spellings have been written. Blend after each additional spelling is presented. EXAMPLE 1. Write m on board. Say: Sound? Tap under m. 2. Write a on board. Say: Sound? Tap under a. 3. Touch just to left of ma. Say: Blend. Sweep under m and a. 4. Write s on board: mas. Say: Sound?. Tap under s. 5. Touch just to left of mas. Say: Blend. Sweep under m, a, s. 6. Write k on board: mask. Say: Sound? Tap under k. 7. Touch just to left of mask. Say: Blend. Sweep finger under the letters. 8. Touch just to left of mask: Say: Word? Slide hand swiftly under the word. Continued on next page

Template for Sound-by-Sound Blending Card #8 Template for Sound-by-Sound Blending Steps Explanation/Script 1. EXPLAIN TASK Briefly name and explain the task to students prior to starting the activity 2. MODEL RESPONSE Model the desired response to the task with several examples using signaling procedure above 3. PROVIDE PRACTICE USING WHOLE-GROUP RESPONSES UNTIL KNOWLEDGE APPEARS TO BE SOLID Use effective signaling, monitoring, and pacing procedures 4. CORRECTION PROCEDURE 5. INDIVIDUAL TURNS Say: You’re going to blend sounds to make words. When I tap under a spelling say the sound. When I sweep my hand under the spellings, blend the sounds. After you blend all the sounds, you’ll say the word. (Model only the first couple of times you do this lesson.) Say: I’ll model how to blend two words. My turn. Model for students using the signaling procedure above, with only teacher responding. Say: Your turn. Use the above signaling procedure with only students responding. To correct students: Sound Error: Blending or Word Error: Say: My turn. Use signaling procedure above (without Say: My turn. Use signaling procedure above with only rewriting missed spelling). with only teacher responding teacher responding to correct students on missed item. on missed sound. Say: Your turn. Use signaling procedure above with only Say: Your turn. Use signaling procedure above with only students responding. students responding. Erase letters. Say: Let’s start over. Re-present word. Finish word. Erase missed word. Back up two words and continue. Re-present missed word using all steps in a signaling procedure with only students responding. When it appears that the group is answering items correctly, provide individual turns as a check. Call on several students for one word each. Call on students in an unpredictable order. Call more frequently on students who made errors. If a student makes an error on an individual turn, you may provide the Correction Procedure with all students responding.

Template for Continuous Blending Card #9 Template for Continuous Blending Steps Explanation/Script TASK PREPARATION SIGNALING PROCEDURE 1. EXPLAIN TASK Briefly name and explain the task to students prior to starting the activity. 2. MODEL TASK Model desired response to the task with several examples using signaling procedure above. Continuous Blending Write spellings from the Lesson Map on the board. Blending Do Say Focus Point just to the left of word* Blend. Wait time 1 second Signal for student Loop under each letter, moving. response forward every 1-2 seconds Word Reading Do Say Focus Immediately, point just to the left of word. Word? Wait time None Signal for student Sweep hand swiftly under word response * For words beginning with a stop sound, start by pointing under the first letter. EXAMPLE 1. Write slam on the board. 2. Point to the left of s and say: Blend. 3. Loop under each letter every 1-2 seconds to prompt student to say each sound. 4. Immediately point again to left of word. 5. Then say: Word? and sweep hand under whole word swiftly. Say: Today you’ll practice blending individual sounds to make words. When I touch under a letter you’ll say the sound for that letter. When you blend, don’t stop between the sounds. (Model only the first couple of times you present this template.) Say: I’ll model for you how to blend two words. My turn. Model for students, using the signaling procedure above, with only teacher responding. Continued on next page

Template for Continuous Blending Card #9 Template for Continuous Blending Steps Explanation/Script 3. PROVIDE PRACTICE USING WHOLE-GROUP RESPONSES UNTIL KNOWLEDGE APPEARS TO BE SOLID Use effective signaling, monitoring, and pacing procedures. 4. CORRECTION PROCEDURE 5. INDIVIDUAL TURNS Say: Your turn. Provide practice using the above signaling procedure with only students responding. To correct students: Sound/Blending Error Word Error: Stop and say: My turn. Use signaling procedure above Say:My turn. Use signaling procedure above with only with only teacher responding to correct students on teacher responding to correct students on missed item. missed sound. Say: Your turn. Use signaling procedure above with only Say: Your turn. Use signaling procedure above with only students responding. students responding. Say: Let’s start over. Re-present word. Back up two words and continue. Re-present missed word using all steps in signaling with only students responding. When it appears that the group is consistently answering all items correctly, provide individual turns as a check. Call on several students for one word each. Call on students in an unpredictable order. Call more frequently on students who made errors. If a student makes an error on an individual turn, you may provide the Correction Procedure with all students responding.

Template for Word Reading - Spelling Focused Card #10 Template for Word Reading - Spelling Focused Steps Explanation/Script TASK PREPARATION SIGNALING PROCEDURE 1. EXPLAIN TASK Briefly name and explain the task to students prior to starting the activity. 2. MODEL TASK Model desired response to the task with several examples using signaling procedure above. Spelling focused word reading Write words from the Lesson Map on the board. Sound/Spelling Do Say Focus Touch under focus spelling* Sound? Wait time 1 second Signal for student Tap under spelling. response Word Reading Do Say Focus Touch just to the left of word. Word? Wait time 2 seconds Signal for student Slide hand swiftly under word * If spelling has two letters, touch with two fingers together. EXAMPLE 1. Write join on the board. 2. Touch with two fingers together under oi and say: Sound? 3. Tap under oi with two fingers together to prompt students to say /oy/. 4. Touch just to the left ot word and say: Word? Pause two seconds. 5. Slide hand swiftly under whole word to prompt students to say join. Say: Today you’ll be reading words. First you’ll say the sound for a spelling. Then you’ll say the word. (Model only the first couple of times you present this template.) Say: I’ll model for you how to read two words. My turn. Model for students, using the signaling procedure above, with only teacher responding. Continued on next page

Template for Word Reading - Spelling Focused Card #10 Template for Word Reading - Spelling Focused Steps Explanation/Script 3. PROVIDE PRACTICE USING WHOLE-GROUP RESPONSES UNTIL KNOWLEDGE APPEARS TO BE SOLID Use effective signaling, monitoring, and pacing procedures. 4. CORRECTION PROCEDURE 5. INDIVIDUAL TURNS FOR WORDS WITH MORE THAN ONE SYLLABLE, SEE SAMPLES PROVIDD WITH YOUR TEMPLATES Say: Your turn. Provide practice using the above signaling procedure with only students responding. To correct students: Sound Error: Word Error: Stop and say: My turn. Use signaling procedure above Say:My turn. Use signaling procedure above with only with only teacher responding to correct students on teacher responding to correct students on missed item. missed sound. Say: Your turn. Use signaling procedure above with only Say: Your turn. Use signaling procedure above with only students responding. students responding. Say: Let’s start over. Re-present word. Back up two words and continue. Re-present missed word using all steps in signaling with only students responding. When it appears that the group is consistently answering all items correctly, provide individual turns as a check. Call on several students for one word each. Call on students in an unpredictable order. Call more frequently on students who made errors. If a student makes an error on an individual turn, you may provide the Correction Procedure with all students responding.

Enhancing Your Core In your teacher’s edition find a place where a Phonics lesson is taught. Where can you add or replace components to make the instruction more effective? What cards are appropriate for your lesson?

Explicit “Power” Phonics Lesson Phonemic Warm-Up Teach Sound/Spelling Practice Blending Apply to Decodable Text - Card 11- 14 Dictation and Spelling Word Work Core Source Book pg 8.5

Practice Word Reading Card 3 Regular Words Correction Procedure

Template for Practicing Word Reading (regular and irregular words) Card #3 Template for Practicing Word Reading (regular and irregular words) Steps Explanation/Script TASK PREPARATION SIGNALING PROCEDURE 1. EXPLAIN TASK Briefly name and explain the task to students prior to starting the activity 2. MODEL RESPONSE Model the desired response to the task with several examples using signaling procedure above 3. PROVIDE PRACTICE USING WHOLE-GROUP RESPONSES UNTIL KNOWLEDGE APPEARS TO BE SOLID Use effective signaling, monitoring, and pacing procedures 4. CORRECTION PROCEDURE 5. INDIVIDUAL TURNS Regular and irregular word reading Write letters from the Lesson Map on the board. Do Say Focus Point just to left of word Word? Wait time 2 seconds Signal for student Sweep hand under word swiftly response Say: You’re going to practice reading words. When I point to a word, figure out the word in your head. When I sweep under the word, say the word. (Model only the first couple of times you do this lesson.) Say: I’ll model for you how to say the first two words when I sweep under them. My turn. Model for students using the signaling procedure above, with only teacher responding. Say: When I sweep under a word, you say the word. Your turn. Provide practice using the above signaling procedure with only students responding. To correct students for regular words: To correct students for irregular words: Say: My turn. The word is ___________. Say: My turn.The word is ___________. Your turn. Word? Your turn. Word? __________. Have students blend the word using the appropriate Say: Spell __________. Tap under each letter as students routine for your group and then say the whole word. spell the word aloud. Word? _________. Back up two words and continue. Back up two words and continue. When it appears that the group is answering items correctly, provide individual turns as a check. Say: When I point to the left of a word, everybody figure out the word in your head. When I call your name, say the word. Point to the left of the first word, pause several seconds, say a student’s name, then sweep under the word. Call on students in an unpredictable order. cAll more frequently on students who made errors.

Explicit “Power” Phonics Lesson Phonemic Warm-Up Teach Sound/Spelling Practice Blending Apply to Decodable Text - Card 11- 14 Dictation and Spelling Word Work Core Source Book pg 8.5

Different Reads for Different Needs

Match the Text Type to the Instructional Objective Wordless Decodable Text Anthology Leveled Reader Authentic Concepts of Print Applying New Phonics Skills Vocabulary Fluency Comprehension _____________ Guide participants in matching text types with different instructional objectives while defining the text types/giving examples (see below). There probably more than one right answer, but the point is to show that decodable text is one kind of text for a specific objective. You use all of these for different purpose. Decodable text is to reinforce phonics skills, not vocabulary (etc.) Wordless- pictures only Predictable- high frequency words (I.e, Brown Bear) High Frequency Word Text Decodable 70-80% decodable, regular phonetic patterns Leveled- many different ways to level Controlled- controlled for vocabulary, high frequency words etc. Authentic- library, childrens books, trade books etc.

Why Decodable Text? Students learn a new skill best when they practice it and are successful. Decodable text allows students to apply their newly acquired phonics knowledge to what they are reading and gives them the repetition and practice to achieve automaticity with the sound/spellings and high-frequency words to develop fluency. SBRR tells us that the average child needs between 4 - 14 exposures to automatize the recognition of a new word.

Template for Reading Predecodable and Decodable Text - Introductory Card #11 Template for Reading Predecodable and Decodable Text - Introductory Steps Explanation/Script TASK PREPARATION SIGNALING PROCEDURE 1. EXPLAIN TASK Briefly name and explain the task to students prior to starting the activity. Reading predecodable and decodable text. Recommended time for use: (1) As soon as program introduces predecodables (grade K) and (2) When students can read CVC words on board with approximately 80% accuracy (grade 1). Prepare a copy of the story specified in the Lesson Map for each student. Sound/Spelling Do Say Focus 1. Touch under the first/next word. 2. Think Wait time 3 seconds Signal for student 3. Word? response Tap EXAMPLE (Page 1) “My cat!” said Jan. “I can not pat it.” (Page 2) “Pat the rat,” said a man. Jan ran to pat it. “I can!” said Jan. Say: Touch under the first word. Students touch under My. Teacher monitors. Say: Think (pause 3 seconds). Say: Word? and immediately tap. Students say My. After students respond, say: Next word. Students touch under cat. Teacher monitors. Say: Word? and immediately tap. Students say cat. Repeat the same procedure for each word in the sentence. When the students have read a sentence correctly, the teacher reads the sentence naturally to students. Teacher reads, “My cat!” said Jan. Repeat the same procedure for each sentence. Say: We’re going to read a story together. Continued on next page

Template for Reading Predecodable and Decodable Text - Introductory Card #11 Template for Reading Predecodable and Decodable Text - Introductory Steps Explanation/Script 2. MODEL TASK Model desired response to the task with several examples using signaling procedure above. 3. PROVIDE PRACTICE USING WHOLE-GROUP RESPONSES UNTIL KNOWLEDGE APPEARS TO BE SOLID Elicit whole group response 4. CORRECTION PROCEDURE 5. INDIVIDUAL TURNS 6. PRACTICE TO BUILD FLUENCY (Model only the first couple of times you present this template.) Say: I’ll show you how to read the first sentence. My turn. Use the signaling procedure above to model reading the first sentence of text with only teacher responding. Say: Your turn. Provide practice using the above signaling procedure with only students responding. To correct students: Say: My turn. Word? _________. Your turn. Word? __________. Go back to the beginning of the sentence. See appendix for further explanation of correction procedures. When the group has read the story correctly, provide individual turns. Call on individual students to read one sentence at a time, while other students read along silently. Provide motivation for accurate reading. Call on all students to read in an unpredictable order. Praise correct responses. If you have students who make multiple errors, call on them for sentences that contain easier words. Have these students reread the decodable text again later in small groups. If a student makes an error on an individual turn, you may provide the Correction Procedure with all students responding. Use one of the following options to have students reread the story at least two more times: 1. Provide extra choral reading practice using the signaling procedures. 2. Provide extra individual turn reading practice using the signaling procedure. 3. Partner Read - Students read with a partner following procedure below* *Note: Use option 3 only if students read accurately at this level Say: You’re going to practice reading a story with a partner. When you are the listener, touch under each word your partner is reading and read along silently to yourself. If the reader makes a mistake, say the correct word. When you are the reader and your partner corrects you, repeat the correct word. Then go back to the beginning of the sentence and read the sentence again. Take turns reading pages with your partner. During partner reading, each student should have their own copy of the book. Teacher moves from pair to pair listening and monitoring.

Template for Reading Predecodable and Decodable Text - Intermediate Card #12 Template for Reading Predecodable and Decodable Text - Intermediate Steps Explanation/Script TASK PREPARATION SIGNALING PROCEDURE 1. EXPLAIN TASK Briefly name and explain the task to students prior to starting the activity. Reading decodable text. Recommended time for use when students can read at about 20 words per minute in their current decodable with at least 90 percent accuracy on the first read. Prepare a copy of the story specified in the Lesson Map for each student. Do Say Focus 1. Touch under the first word of the sentence. 2. Think Wait time 3 seconds Signal for student 3. Word? response Tap (continue tapping every (Say nothing for all other words in the sentence) 3 seconds for each word in sentence EXAMPLE (Page 1) “My cat!” said Jan. “I can not pat it.” (Page 2) “Pat the rat,” said a man. (Page 3) Jan ran to pat it. “I can!” said Jan. (Page 4) “I can pat the rat.” Say: Touch under the first word of the sentence. Students touch under My. Say: Think (pause 3 seconds). Teacher monitors Say: Read and immediately tap. Students say My. Continue to tap every three seconds to signal students to read the next word. (Note: In this option, the teacher does not say anything while students are reading the sentence. The teacher just taps to signal students to read each word.) “…cat! said Jan. When the students have read a sentence correctly, the teacher reads the sentence naturally to the students. Teacher reads, “My cat!” said Jan. Repeat the same procedure for each sentence. Say: We’re going to read a story together Continued on next page

Template for Reading Predecodable and Decodable Text - Intermediate Card #12 Template for Reading Predecodable and Decodable Text - Intermediate Steps Explanation/Script 2. MODEL TASK Model desired response to the task with several examples using signaling procedure above. 3. PROVIDE PRACTICE USING WHOLE-GROUP RESPONSES UNTIL KNOWLEDGE APPEARS TO BE SOLID Elicit whole group response 4. CORRECTION PROCEDURE 5. INDIVIDUAL TURNS TO FOCUS ON ACCURACY 6. PRACTICE TO BUILD FLUENCY (Model only the first couple of times you present this template.) Say: I’ll show you how to read the first sentence. My turn. Use the signaling procedure above to model reading the first sentence of text with only teacher responding. Say: Your turn. Provide practice using the above signaling procedure with only students responding. To correct students: Say: My turn. Word? _________. Your turn. Word? __________. Go back to the beginning of the sentence. See appendix for further explanation of correction procedures. When the group has read the story correctly, provide individual turns. Call on individual students to read one sentence at a time, while other students read along silently. Provide motivation for accurate reading. Call on all students to read in an unpredictable order. Praise correct responses. If you have students who make multiple errors, call on them for sentences that contain easier words. Have these students reread the decodable text again later in small groups. If a student makes an error on an individual turn, you may provide the Correction Procedure with all students responding. *If you have students who make multiple errors, call on them for sentences that contain easier words. Have these students reread the decodable text again later in small groups. Use one of the following options to have students reread the story at least two more times: 1. Provide extra choral reading practice using the signaling procedures. 2. Provide extra individual turn reading practice using the signaling procedure. 3. Partner Read - Students read with a partner following procedure below* *Note: Use option 3 only if students read accurately at this level Say: You’re going to practice reading a story with a partner. When you are the listener, touch under each word your partner is reading and read along silently to yourself. If the reader makes a mistake, say the correct word. When you are the reader and your partner corrects you, repeat the correct word. Then go back to the beginning of the sentence and read the sentence again. Take turns reading pages with your partner. During partner reading, each student should have their own copy of the book. Teacher moves from pair to pair listening and monitoring.

Template for Reading Decodable Text - Advanced 1 (Transitional) Card #13 Template for Reading Decodable Text - Advanced 1 (Transitional) Steps Explanation/Script TASK PREPARATION SIGNALING PROCEDURE 1. EXPLAIN TASK Briefly name and explain the task to students prior to starting the activity. Reading decodable text. Recommended time for use when students can read at about 30 words per minute in their current decodable with at least 95 percent accuracy on the first read. Prepare a copy of the story specified in the Lesson Map for each student. Do Say Focus Touch under the first word of the page. (pause). Read t the page to yourself Wait time Monitor and allow sufficient time for slightly below grade level students to read the page. Signal for student Stop. Go back to the top of the page. (pause). response Touch under the first word (pause). Read. Tap every 1-2 seconds to set the pace* *Teacher taps at a rate of about a wod each 2 seconds when first introducing this template. As students become more fluent, teacher increases the rate at which students read by decreasing the pause between each tap. The teacher can tell what an appropriate pace is by testing some middle and low performers individually. CAUTION: If one or two students read significantly slower, signal at a pace that is appropriate for the mid level students and provide extra performance for the low performers. For medium and low performing students this is an important and dangerous time. If you go too fast, they may guess and abandon word attack skills. EXAMPLE: (Page 1) Dad and I walk to the park. We take large steps that lead to the grass. (Page 2) We see dogs. These dogs jump and bark. We see them catch balls and roll over. (Page 3) A baby wakes up from its nap. Her mother picks her up. Say: Touch under the first word of the page. Monitor. Read the page to yourself. Pause for an appropriate length of time. After students have read to themselves, say: Stop: Go back to the top of the page. Touch under the first word. Pause. Read (tap). Repeat the procedure until all text has been read. Say: You’re going to read this story a page at a time. Continued on next page

Template for Reading Decodable Text - Advanced 1 (Transitional) Card #13 Template for Reading Decodable Text - Advanced 1 (Transitional) Steps Explanation/Script 2. MODEL TASK Model desired response to the task with several examples using signaling procedure above. 3. PROVIDE PRACTICE USING WHOLE-GROUP RESPONSES UNTIL KNOWLEDGE APPEARS TO BE SOLID Elicit whole group response 4. CORRECTION PROCEDURE 5. INDIVIDUAL TURNS TO FOCUS ON ACCURACY 6. PRACTICE TO BUILD FLUENCY (Model only the first couple of times you present this template.) Say: I’ll show you how to read the first page. My turn. Use the signaling procedure above to model reading the first sentence of text with only teacher responding. Say: Your turn. Provide practice using the above signaling procedure with only students responding*. *Option: After each paragraph, teacher may read text aloud to students. To correct students: Say: My turn. Word? _________. Your turn. Word? __________. Go back to the beginning of the sentence. See appendix for further explanation of correction procedures. When the group has read the story correctly, provide individual turns. Call on individual students to read a sentence or two at a time, while other students read along silently touching each word being read. Establish a group goal for each page of making no more than three errors per hundred words (97% accuracy). Provide correction procedure and have students reread any page with less than 97% accuracy (more than 3 per 100 words). Provide motivation for accurate reading. Call on all students to read in an unpredictable order. Praise correct responses. See Appendix for procedure to use for fluency practice.

Lines of Practice Sounds Regular Words – New and Review High-Frequency Words Phrases/Sentences http://oregonreadingfirst.uoregon.edu/inst_lines_practice.html

Explicit “Power” Phonics Lesson Phonemic Warm-Up Teach Sound/Spelling Practice Blending Apply to Decodable Text Dictation and Spelling Word Work Core Source Book pg 8.5 No templates for these … but important! Most people have routines for dictation and spelling. The key is to practice the sound/spellings taught . Dictation connects the decoding (reading) process to the encoding (writing) process by demonstrating that the sound/spellings used to read can also be used to communicate through writing. Usually starts with words and progresses to sentences to practice irregular words. Word Work: building, worting, and manipulating activities used to practice sound/spelling patterns in words … multiple exposures.

Dictation “Dictation activities connect the encoding process (writing) to the decoding (reading) by demonstrating that students not only use sound/spelling knowledge to read, but the same knowledge enables them to communicate with others through writing.” (CORE Source Book pg. 8.19) Sound by Sound Whole Word Sentence If you have access to Anita’s video of dictation, this may be a good time to show it?

Example Dictation Routine: Sound by Sound: The word is boil. What’s the word? ____ Say the sounds in boil. _ _ _ What’s the first sound? _ What’s the spelling for /b/? Write the spelling. What’s the next sound? What’s the spelling for /oi/? What’s the spelling for /l/? After each word, write the correct spelling on the board. Ask students to correct their spellings by CROSSING out the incorrect spelling and rewriting.

Example Dictation Routine: Word by Word: The word is boil. What’s the word? ____ Say the sounds in boil in your head. Write one spelling for each sound. After each word, write the correct spelling on the board. Ask students to correct their spellings by CROSSING out the incorrect spelling and rewriting.

Anita Archer Video #1 2nd Grade Word and Sentence Dictation Watch for Effective Instructional Techniques

Anita Archer Video

Word Work Word work may include centers with related instructional activities, or practice book pages. Centers should be differentiated to be appropriate for each small group’s instructional needs

Vocabulary

Why the vocabulary gap? Children enter school with different levels of vocabulary. (Hart & Risley, 1995) Cumulative Vocabulary (Age 4) Children from professional families 1100 words Children from working class families 700 words Children from welfare families 500 words Linguistically “poor” first graders knew 5,000 words; linguistically “rich” first graders knew 20,000 words. (Moats, 2001)

Why? Vocabulary is causally related to reading comprehension. “Indeed, one of the most enduring findings in reading research is the extent to which students’ vocabulary knowledge relates to their reading comprehension.” (Osborn & Hiebert, 2004)

How does vocabulary contribute to the acquisition of reading comprehension? The obvious way – knowing the meanings of the words in text is necessary to understand the message being conveyed. Other probable, less obvious ways — Vocabulary contributes to the development of phonemic awareness (Metsala, 1998). Vocabulary contributes more accurate decoding of words whose printed form is unfamiliar (Ehri, 2002). Vocabulary contributes to reading fluency because it leads to more accurate reading practice.

The Challenge of Vocabulary Instruction for Reading First Schools 1. Biemiller (2005) found that average students knew about 6,000 root words by end of 2nd grade 2. Students in lowest quartile knew about 4,000 words 3. Students in lowest quartile enter kindergarten knowing between 2000 and 2500 words, so must learn 3500 to 4000 words to “close the gap” This is another reason for RF 4. Currently, lowest quartile students learn about 500-600 words a year 5. Must add another 500 words a year to even approach “closing the gap”

The Challenge of Vocabulary Instruction for Reading First Schools “To have a useful impact on vocabulary growth, an intervention would need to add several hundred root word meanings per year. This is considerably more meanings than are presently addressed in classroom programs.” “Until schools are prepared to emphasize vocabulary acquisition, especially in the primary grades, less advantaged children will continue to be handicapped even if they master reading written words”. This is another reason for RF Biemiller, A. & Boote, C. (2006). An effective method for building meaning vocabulary in primary grades. Journal of Educational Psychology, 98, 44-62.

What do we know from research about the best ways to teach vocabulary? Primary conclusions from report of NRP (2000) 1. Vocabulary should be taught both directly and indirectly. 2. Repetition and multiple exposures to vocabulary items are important. 3. Learning in rich contexts is valuable for vocabulary learning. 4. Vocabulary learning should entail active engagement in learning tasks. 5. Dependence on a single vocabulary instructional method will not result in optimal learning.

Current research indicates that the kind of vocabulary instruction that is most likely to have an impact on reading comprehension involves: Providing both definitional information about words and experience accessing their meaning in multiple contexts. Total amount of time spent learning words has an impact on reading comprehension – more exposures rather than fewer. It is also helpful to require students to actively work with words, use in sentences, redefine, classify, etc.

Teach the Meaning of Critical, Unknown Vocabulary Words Preparation: Selecting Words for Vocabulary Instruction

Teach the Meaning of Critical, Unknown Vocabulary Words Select Words for Vocabulary Instruction Select a limited number of words for robust, explicit vocabulary instruction. Three to ten words per story or section in a chapter would be appropriate. Briefly tell students the meaning of other words that are needed for comprehension.

General Guidelines: Select words that are unknown. Teach the Meaning of Critical, Unknown Vocabulary Words Select Words for Vocabulary Instruction General Guidelines: Select words that are unknown. Select words that are critical to passage understanding. Select words that students are likely to encounter in the future and are generally useful. (Stahl, 1986) Focus on Tier Two words (Beck & McKeown, 2003) Academic Vocabulary

Teach the Meaning of Critical, Unknown Vocabulary Words Select Words for Vocabulary Instruction Tier 1 Tier 2 Tier 3 Description •The most basic words •Words on Dale-Chall list High frequency for mature language users and found across a variety of domains Words that are critical to the understanding of the story (might be “show and go” or fast-mapped words) Frequency of use is low, often limited to specific domains. “Show and Go” Words Fast-mapped Words Examples clock, baby, happy, work absurd, maintain, fortunate peninsula, isotope, isthmus Instruction Rarely require instruction at school Instruction geared toward these words can be most productive Best learned when a specific need arises There are a great many words that are unknown to students - too many for direct instruction. Therefore, teachers need to be very selective about which words they choose to teach directly. (Beck, 2002)

Another way to state it: Teach the Meaning of Critical, Unknown Vocabulary Words Select Words for Vocabulary Instruction Another way to state it: “Goldilocks Words” (Stahl & Stahl, 2004) Not too difficult Not too easy Just right

Teach the Meaning of Critical, Unknown Vocabulary Words Select Words for Vocabulary Instruction Your Turn…Circle 3-5 Tier 2 words that you would teach using robust vocabulary instruction and underline any words that you can “show and go” or “fast-map”. Second Graders (Read Aloud) First Graders (Read Aloud) Enemy Pie by Derek Munson Honk! By Pamela Duncan Edwards perfect swan trampoline ballet enemy recipe crazy disgusting figures earthworms graceful ingredients practiced horrible love nervous amazing invited furious relieved collector boomerang opera house

Teach the Meaning of Critical, Unknown Vocabulary Words Select Words for Vocabulary Instruction Also, teach idioms (A phrase or expression in which the entire meaning is different from the usual meaning of the individual words.) “The car rolling down the hill caught my eye.” “Soon we were in stitches.” “The painting cost me an arm and a leg.” “The teacher was under the weather.”

“This word is relieved. What word?” __________ Teach the Meaning of Critical, Unknown Vocabulary Words Instructional Routine Step 1: Introduce the word Write the word on the board. Read the word. Students repeat. Repeat for unfamiliar words. “This word is relieved. What word?” __________

Teach the Meaning of Critical, Unknown Vocabulary Words Instructional Routine Step 2: Present a Student-Friendly Definition Tell students an explanation, or Have the students read the explanation with you. “When something that is difficult is over or never happened at all, you feel relieved. So if something that is difficult is over, you would feel _______________.

Student-Friendly Explanation (Beck, McKeown, & Kucan, 2003) Teach the Meaning of Critical, Unknown Vocabulary Words Prepare Student Friendly Definitions Student-Friendly Explanation (Beck, McKeown, & Kucan, 2003) Uses known words. Is easy to understand. “When something that was difficult is over or never happened at all, you feel relieved.” Dictionary Definition Relieved - (1) To free wholly or partly from pain, stress, pressure. (2) To lessen or alleviate, as pain or pressure

Dictionary Definition Student-Friendly Explanations Teach the Meaning of Critical, Unknown Vocabulary Words Select Words for Vocabulary Instruction Your Turn… Write student-friendly definitions for these four words. Dictionary Definition Student-Friendly Explanations triumphant - of a relating to a triumph, rejoicing for or celebrating victory, notably successful endured - to undergo especially without giving in; to remain firm under suffering or misfortune without yielding though it is difficult. victorious - having won a victory; relating to or characteristic of victory comrades - an intimate friend or associate; a fellow soldier

Step 3: Illustrate the word with examples Teach the Meaning of Critical, Unknown Vocabulary Words Instructional Routine Step 3: Illustrate the word with examples Concrete Examples Visual representations Verbal examples “When the spelling test is over, you feel relieved.” “When you have finished giving the speech that you dreaded, you feel relieved.”

Teach the Meaning of Critical, Unknown Vocabulary Words Instructional Routine Step 4: Check Students’ Understanding Option 1: Deep Processing Questions Option 2: Examples and Non-Examples Option 3: Students Generate Examples Option 4: Sentence Starter

Teach the Meaning of Critical, Unknown Vocabulary Words Instructional Routine Option 1: Ask deep processing questions. When the students lined up for morning recess, Jason said, “I am so relieved that this morning is over.” Why might Jason be relieved? When Maria was told that the soccer game had been cancelled, she said, “I am relieved.” Why might Maria be relieved?

Teach the Meaning of Critical, Unknown Vocabulary Words Instructional Routine Option 2: Have students discern between examples and nonexamples. “If you were nervous singing in front of others, would you feel relieved when the concert was over?” Yes “Why?” “If you loved singing to audiences, would you feel relieved when the concert was over?” No “Why not?” It was not difficult for you.

Teach the Meaning of Critical, Unknown Vocabulary Words Instructional Routine Option 3: Have students generate their own examples. “Tell your partner a time when you were relieved.”

Teach the Meaning of Critical, Unknown Vocabulary Words Instructional Routine Option 4: Provide students with a story starter. Have them say a complete sentence. Sometimes your mother is relieved. Tell your partner when your mother is relieved. Start your sentence by saying, “My mother is relieved when________.”

Teach the Meaning of Critical, Unknown Vocabulary Words Instructional Routine Vocabulary Review: After teaching the group of vocabulary words, review the words using a “word association” activity. Words written on board or overhead: enemy, disgusting, invited, relieved “Tell me the word that I am thinking about. Someone that hates you might be called an ________. If you didn’t like a food, you might say it is ________. When a test is over, you often feel _________. When you are asked to a party, you are _______.”

Anita Archer Video #2 What instructional steps (routines) are used to introduce each of the words? What other good practices do you observe? Video #1 2nd grade - explain handout and watch video clip.

How to get vocabulary pictures? Santa Maria Bonita School District Web Site (Houghton Mifflin Vocabulary pictures): http://www.smbsd.org/page.cfm?p=1445 Google for Images!!

Online Web Dictionaries www.wordsmyth.net www.ldoceonline.com www.longman.com www.wordcentral.com

Vary the Types of Independent Vocabulary Practice Activities! Example of Independent Activities: Day 1: Write new vocabulary words on vocabulary cards to add to a vocabulary ring or vocabulary card file. Day 2: Write student-friendly definitions on back of vocabulary cards. Day 3: Complete Word Diagram or Four Square Page with 4 new vocabulary words. Day 4: Complete Word Diagram or Four Square Page with 4 new vocabulary words. Day 5: Partner up and test each other on vocabulary definitions (using vocabulary cards students take turns saying the word and the other student gives the student-friendly definition -- or -- one student gives the student-friendly definition and the other student says the word).

Four-Square Vocabulary

Planning for Vocabulary Instruction Step 1: Identify key vocabulary words from selected lesson. Step 2: Are the student-friendly definitions offered sufficient for your students? Which words that are not selected would you need to add to the list? Step 3: Create student-friendly definitions for all the words on your list. Step 4: Write words and student-friendly definitions on sentence strips to post on the classroom wall. Step 5: Find and print appropriate pictures for the vocabulary words.

Fast Mapping Direct, brief explanation of meaning can establish initial “fast mapping” of meaning. Substitute critical unknown vocabulary with a student friendly synonym or brief phrase. Refer back to the examples from Anita’s “Wolf” video that we just watched. As initially mapped words are encountered in other contexts, their meaning is extended and deepened.

Fast-Mapping Example: “The Crow and the Pitcher” The text reads, “Suddenly, the crow spied a pitcher sitting on a picnic table.” What is a student-friendly synonym or phrase for spied? The text reads, “To the crow’s dismay, his beak could not reach the water at the bottom of the pitcher.” What’s a student-friendly synonym or phrase for dismay? Find another word that can be fast-mapped. What is a student-friendly synonym or phrase for that word? Use an example. They have a copy of this story in their handouts. Read through the text with the coaches. When you get to the first sentence with “spied” stop and have them work with a partner to come up with a student-friendly synonym or phrase. Share a couple that the group comes up with. Continue on and do the same with “dismay”. Then have the partners find one more word that they would “fast map”. Once they have the student-friendly synonym or phrases for three words, have each of them read the story aloud to their partner using the “fast-mapping” technique.

Anita Archer Video #3 Did the teacher: Introduce the word? Present a student-friendly explanation? Illustrate the word with examples? Check students’ understanding? Review the words? Video #2 - kindergarten - explain handout

Enhancing Your Core In your teacher’s edition find a place where a Vocabulary lesson is taught Find 5 Tier Two words you would teach in depth Write student-friendly definitions for those words Write questions to check for understanding

Comprehension

Comprehension Comprehension is the essence of reading. Comprehension is active and intentional thinking in which the meaning is constructed through interactions between the text and the reader (Durkin, 1973). The content of meaning is influenced by the text and by the contribution of the reader’s prior knowledge (Anderson & Pearson, 1984)

What is the difference between comprehension strategies and skills?

Think of a Soccer Game Strategies are specific, learned procedures that foster active competent, self-regulated and intentional reading. Think of the strategies of soccer. Skills are procedures students use to grasp the organizational structure of the text. Think of the skills as the drills and practices that enable you to be good at soccer. Strategies are always used simultaneously but skills aren’t. You might use main idea/noting details when you summarize. But, you don’t necessarily use them to question. You might use author’s purpose, character feelings. You might use cause/effect, compare/contrast to predict and infer. www.smbsd.org/page.cfm?p=905

Causes of Reading Comprehension Failure Inadequate instruction Insufficient exposure and practice Deficient word recognition skills Significant language deficiencies Inadequate comprehension monitoring and self-evaluation Unfamiliarity with text features and task demands Inadequate reading experiences

Factors that Impact Reading Comprehension Reader Based Factors Phonemic awareness Alphabetic understanding Fluency with the code Vocabulary Prior Knowledge Engagement and interest Text Based Factors Narrative vs expository Genre considerations Quality of text Density and difficulty of concepts

Strategy instruction: The big ideas Effective long-term instruction will most likely involve teaching students to flexibly use multiple strategies to improve their comprehension of text. Effective instruction requires many opportunities for students to discuss and interpret text using the application of strategies as a way of structuring the discussion. The focus of strategy instruction should always be on constructing the meaning of the text. Effective strategy instruction always involves explicit description and modeling of strategies by the teacher. Effective strategy instruction always involves extended discussions of text in which the teacher scaffolds student strategy use. Torgesen, 2007, Comprehension Conference, San Francisco, CA

Strategy instruction: The big ideas Always keep in mind that the purpose of strategy instruction is to stimulate student’s thinking about the meaning of text (by providing guided opportunities for them to actually think about, and interpret text) -- ultimately, their attention needs to be on the text and not on the strategies. Torgesen, 2007, Comprehension Conference, San Francisco, CA

Comprehension Strategies Predict/Infer Question Monitor Clarify Summarize Evaluate Determining Importance Sensory Images Background Knowledge/Making Connections

Steps in Explicit Strategy Instruction Direct Explanation Modeling Guided Practice and Feedback Application Make a diagram of gradual release of responsibility. Teaching a strategy is teaching a process connected to a purpose. You need to teach why and when to use the process.

Anita Archer Video #4 Does the teacher: Give a direct explanation of the skill? Model the skill? Give guided practice and feedback?

Grade 3 Cause and Effect Instruction

Graphic Organizers Students should be introduced to graphic organizers to support application of comprehension skills and strategies. Teachers should provide models and guided practice opportunities. Limit the number of graphic organizers that you use! Here are some examples...

Ask Appropriate Questions During Passage Reading BIG IDEA: Asking students questions during passage reading has proven effective in improving the comprehension of students. -(Morrow & Gambrell, 2001) Complete Citation: Morrow, L.M. & Gambrell, L.B. (2001). Literature-based instruction in the early years. In S.B. Neuman & D.K.Dickinson (Eds.), Handbook of early literacy research (pp. 348-360). New York: The Guilford Press. “Answering teacher questions--especially when the questions require students to use sources beyond the “right there” information in a text (Raphael, 1986)--has also proven effective in improving young students’ comprehension.”

Ask Appropriate Questions During Passage Reading Asking teacher-generated questions is one of the research-validated comprehension procedures outlined by the National Reading Panel. (NRP, 2000) Why? Turn to a partner and tell him/her reasons for asking teacher-generated questions during reading (Brainstorm for minute). Elicit several responses from whole group. - Helps with recall - Make connections Promotes active reading Helps students focus on critical information Models questions students should be asking themselves Notice that the effects of asking questions goes beyond the text. We are essentially teaching students how to think by the types of questions we ask and providing specific feedback on the answers students provide.

Ask Appropriate Questions During Passage Reading Why? Helps with recall To make connections Promotes active reading Helps students focus on critical information Models questions students should be asking themselves Turn to a partner and tell him/her reasons for asking teacher-generated questions during reading (Brainstorm for minute). Elicit several responses from whole group. - Helps with recall - Make connections Promotes active reading Helps students focus on critical information Models questions students should be asking themselves Notice that the effects of asking questions goes beyond the text. We are essentially teaching students how to think by the types of questions we ask and providing specific feedback on the answers students provide.

Ask Appropriate Questions During Passage Reading We can… Generate questions on the text or Utilize the questions provided in the reading program You can use this knowledge to take a critical look at the questions currently in place in your CRP’s as well as use the information for creating questions in reading material outside the CRP, i.e. read alouds, additional literature, content classes, etc.

Ask Appropriate Questions During Passage Reading Question Types Memory Questions (who, what, when, where) Convergent Thinking Questions (why, how, in what ways) Divergent Thinking Questions (imagine, suppose, predict, if/then) Evaluative Thinking Questions (defend, judge, justify, what do you think) -(Ciardiello, 1998) These question types actually come from an article written by Angelo Ciardiello. The focus on his article was actually teaching secondary students how to formulate questions as they read text. I believe Anita used this article because in order for students to ask themselves these types of questions, they first must learn these question types (through being asked these questions themselves). Discuss the importance of question generation as described by the National Reading Panel. Describe and discuss each question type. Memory Questions - signal words (as listed above) • Who is Annie Oakley? What does Alexander do with his money? Convergent Thinking Questions - - signal words (as listed above) Convergent Questions are questions in which there is only one or very few right answers. • Why was the camel unhappy? In what ways are kangaroos and koalas similar? Divergent Thinking Questions -- signal words (as listed above) There are a number of possible answers. Studies indicate (Carin and Sund, 1978) that increasing the number of divergent questions increases the quality of student production in terms of number and depth of response. • Predict how your family would feel if Julius moved into your house. • If Daddy was not able to fix the wagon to take Agatha to the hospital, then what might have happened next? Evaluative Thinking Questions -- signal words (as listed above) • Would it be important to pay your bills as soon as you have the money? Why or why not? • Why would you prefer to live in the city or the country?

Ask Appropriate Questions During Passage Reading What is the question type? Where did the ambulance take Mrs. Brown? Think about the animals in this story. In what ways are they alike? How are they different? How would this story be different if it took place in winter? Why do things in the firehouse need to be kept in perfect working order? Think about the morals in the fables. Which moral is most helpful to you? Why? Use this slide as a group activity. Ask Question 1. Give audience 20 seconds to think about the question type. Turn to a partner and tell partner question type. Using a group response signal, ask for group response on question type. Do this procedure for all five questions.

Ask Appropriate Questions During Passage Reading What typically happens when a question is asked and the student does not know the answer (or gives an incorrect answer)? We want a procedure to use when students don’t know an answer. The procedure we will talk about is called “scaffolding the answer.”

Ask Appropriate Questions During Passage Reading We can apply the same concept to answering questions. Target Question: Student doesn’t know. Scaffolded Question Explain the process of scaffolding questions at a lower level in order to answer questions at a higher level. This slide is animated to show the process as you are talking. Scaffolded Question

Ask Appropriate Questions During Passage Reading Target Question: Why did Blue Cloud have to pester her mother to hold the baby? I don’t know. Was the baby easy for Blue Cloud to hold? Why or why not? This is the same process as the previous slide, except now the questions are real. This is meant to model the process. Once again, the slides are animated. Why did Mother keep Little Bear in a cradle on her back?

Techniques for Anthology Teacher Read Aloud Echo Popcorn Choral CLOZE Partner Silent Jump Use Moses powerpoint to model summary strategy … Get away from Round Robin … why? Use strategy posters from Santa Maria Bonita website and refer to posters often during model. Jump Read - Student starts and teacher walks around and touches another student on shoulder. 1st student stops at period and next student keeps going.

“Reading comprehension is thinking guided by print.” (Perfetti, 1995).

Enhancing Your Core In your teacher’s edition find a place where a Comprehension skill or strategy is taught Does the TE follow the steps in teaching a strategy: explain, model, guided practice and feedback? Find story questions in your TE; are they appropriate for helping students construct meaning and focus on critical understandings?

Fluency

What Is Fluency? Fluency is Not Speed Reading! Fluency = Accuracy + Pacing + Expression

What the Research Says About Fluency Fluency provides a bridge between word recognition and comprehension (National Institute for Literacy, 2001). Proficient readers are so automatic with each component skill (phonological awareness, decoding, vocabulary) that they focus their attention on constructing meaning from the print (Kuhn & Stahl, 2000). If a reader has to spend too much time and energy figuring out what the words are, she will be unable to concentrate on what the words mean (Coyne, Kame’enui, & Simmons, 2001).

Building Fluency with Connected Text Reading Effective fluency building instruction involves three critical factors: Selecting appropriate instructional tasks (i.e., letter sounds or words students can produce accurately but not fluently). Scheduling sufficient practice (brief, multiple opportunities per day). Systematically increasing the rate of response (developing individual goals such as 20 wpm, 30, 40, etc).

Building Fluency with Connected Text Reading Fluency building should be scheduled frequently within and across days. Examples: Repeated reading of a passage Brief drill of the “5 High Frequency Words of the Week” for 2 minutes 3 times a day Quick review of letter sounds for 2 minutes after each recess Peer tutoring (within or across grades)

Fluency Activities

Lesson Design Considerations Include multiple examples of each letter sound/word in the practice set. Provide two to three short practice opportunities per day. Decrease the amount of time per response (3 - 2 – 1 second). Students should be able to respond to each letter-sound/word within one second. Remove letter-sounds/words students identified accurately and automatically for 2 consecutive weeks. Review errors from previous lessons and provide continued practice with sounds/words students find difficult.

Letter-Sound Automaticity

Letter-Sound Automaticity Example: The 1 Minute Dash Identify a set of letter sounds students can correctly identify. Include multiple cards of each letter in the set. Set a goal (i.e., 30 letter sounds correct). Do a 1-minute small-group practice. Position cards so all can see. Start the stop watch. Present the first letter sound card so that all students answer. Provide quick corrective feedback on errors. Continue presenting letters. Letter-sounds correctly identified go in one pile. Place errors in a second pile. At the end of 1 minute, tally the number of letter sounds correct. Review errors and repeat activity for 1 more minute.

Letter-Sound Automaticity Example: ERI Sound Dash Activity Identify a set of letter sounds students can correctly identify. Create a grid of sounds (see Rapid Reading Chart). Do a 1-minute small-group practice. Start the stop watch. Have the students identify letter sounds going across the chart. Provide quick corrective feedback on errors. After corrective feedback, go back to the start of the chart and begin again. At the end of 1 minute, tally the number of letter sounds the group correctly identified (how far did they get down the chart of sounds). Repeat the activity with the goal of getting further down the chart!

Letter-Sound Automaticity Example: Rapid Reading Sounds Chart Identify a set of letter sounds students can correctly identify. Create a grid of sounds (see Rapid Reading Chart). Do a 1-minute partner practice (individuals respond to a partner). Start the stop watch. Have one of the students identify letter sounds going across the grid. Partners can provide quick corrective feedback on errors. At the end of 1 minute, tally the number of letter sounds the individual correctly identified. Repeat for the other partner. Repeat the activity with the goal of getting further down the chart!

Blending Automaticity

Blending Automaticity Example: Blending Routine/Template Cards Examples: Enhancement Templates: Card 8, Card 9, Card 10 Core Program Blending Routines

Word Reading Automaticity

Word Reading Automaticity Examples 1. Paired peer practice. Pair a higher performer with a child who needs fluency practice. Use similar procedures as in 1-Minute Dash. Each child may use his/her set of known but not fluent words. 2. Word recognition grid. Prepare a 5x5 grid of 5 words. One word per row randomly ordered. Include a short review of words. Then, do a timed recall of the words. 1. Sound said in isolation. Clear teacher wording: The first sound in the word bike is /b/ Do not model first. Error correction procedure given. 2. Fill out notes for the other examples. Maybe 1-2 points per example.

Word Reading Automaticity Example: 5 x 5 Grid Select a set 5 words students can accurately identify Guidelines for selecting words to practice: Select high-priority and high-utility words Select words students are able to identify accurately Separate highly similar examples very/every there/where/here Make page with 5 X 5 matrix: Do a 1-minute group practice. Use an overhead transparency for whole group, or chart paper for small group.

Word Reading Automaticity Example: 5 x 5 Grid

Word Reading Automaticity Examples Don’t forget to use activities from the Florida Center for Reading Research Website at: www.fcrr.org FCRR, Fluency F.016

Connected Text Automaticity

Connected Text Automaticity Instruction Reminders!! For fluency instruction to be appropriate, the student must be able to complete the skill with a high level of accuracy (>90%) Before focusing on TEXT fluency, ensure that the student has adequate accuracy of the skill (e.g., knows majority of words, text consists of words known to the child). Not a replacement for beginning reading instruction. Not intended to constitute the reading curriculum. A short duration, frequently scheduled procedure to increase oral reading fluency.

Connected Text Automaticity: Planning Guidelines Select passages students can read with 90-95% accuracy. Schedule repeated opportunities for students to hear models of fluent reading and/or practice the passage. Set goals for students to improve their fluency. Aim to reduce the time and number of errors. Incorporate reading with expression once students reach 60 words correct per minute on grade level passages.

Connected Text Automaticity: Set Ambitious Goals • Identify starting words correct per minute (e.g., 30 wcpm minute). • Identify end of year grade level target (e.g., 90 wcpm) • Subtract current wcpm from target & determine whether this is a realistic target (i.e., 60 wcpm is highly ambitious). • Set goal and define weekly learning targets (i.e., amount of growth/number of instructional weeks). • Monitor progress over time. 1. Sound said in isolation. Clear teacher wording: The first sound in the word bike is /b/ Do not model first. Error correction procedure given. 2. Fill out notes for the other examples. Maybe 1-2 points per example.

Connected Text Automaticity: Repeated Reading Examples 1. Fixed-timed readings (1 minute) in which student reads the same text repeatedly (e.g., 3 times). 2. Fixed-passage readings (e.g., 100 words) in which student calculates the time it takes to read the same 100 words on successive trials. 3. Tape-recorded repeated readings. 4. Peer preview. 5. Partner reading. (modified from Hasbrouck, 1998) 1. Sound said in isolation. Clear teacher wording: The first sound in the word bike is /b/ Do not model first. Error correction procedure given. 2. Fill out notes for the other examples. Maybe 1-2 points per example.

Connected Text Automaticity: Previewing Strategies Preteach words that are difficult to read and understand: Identify words that will be barriers to student independent reading (e.g., content, vocabulary, etc.) Teach difficult words prior to reading within text Irregular words

Connected Text Automaticity: Repeated Choral Reading The 3-Step Process: Teacher Reads Teacher and Students Read Together Students Read

Repeated Choral Reading: Expanded Steps Teacher reads: Read the passage, modeling good fluency and expression and running your finger underneath the words. The students follow along as the teacher reads. Keep a steady pace – Chunk the material Teacher can strategically pause to ensure all are actively reading along Students and teacher read: After hearing the teacher read, the students read the passage with the teacher running finger smoothly under the words being read. Teacher monitors to correct errors and provide feedback Students read: The students read the passage with the teacher monitoring and providing feedback. Correcting errors Modeling/Monitoring comprehension by pausing to ask questions or making predictions

Connected Text Automaticity Individual Strategy: Repeated Reading For individual students needing to increase reading fluency use the following steps: Identify short reading passages (approx. 150 words) students can read with >90% accuracy Have student read for 1-minutes as quickly and accurately as possible and determine words correct per minute (cold reading) Identify and mark a target rate approximately 30% faster than cold reading Have student independently reread passage with timer until they obtain target rate Teacher repeats step 2 to determine if goal was determined Graph progress (Adapted from Howell & Nolet, 2001)

Connected Text Automaticity: Partner Reading Can be incorporated within the regular part of the reading program Complete 2-5 times a week Careful selection of reading materials Students must be trained on steps of approach Performance pairing of students Progress monitor all students to adjust pairing as necessary

Guidelines for Pairing Students Connected Text Automaticity: Partner Reading Guidelines for Pairing Students It is not necessary for the highest skilled readers to work with the students of greatest need. When pairing students consider the following: • Rank order students according to reading fluency. • Split the rank ordered list into the top and bottom halves. • Pair the top ranked student in the upper half with the top ranked student in the lower half (i.e., #1 with # 13 if class has 26 students). See Teacher Reports! • Adjust pairings according to “personality” issues. • Maintain pairs approximately 4 weeks. (Modified from Hasbrouck, 1998) 1. Sound said in isolation. Clear teacher wording: The first sound in the word bike is /b/ Do not model first. Error correction procedure given. 2. Fill out notes for the other examples. Maybe 1-2 points per example.

Connected Text Automaticity: Partner Reading Guidelines Teacher needs to select appropriate reading material for each student. Teacher needs to model steps of partner reading. The higher performing reader reads first as a model. Both students should have an opportunity to lead the reading (coaches and players) Teacher should monitor the group in the activity and reinforce for appropriate behavior. At the end of the activity, have both students summarize what they just read (e.g., retell, main ideas, characters, etc.). Periodic progress monitoring to ensure progress and to readjust pairs. 1. Sound said in isolation. Clear teacher wording: The first sound in the word bike is /b/ Do not model first. Error correction procedure given. 2. Fill out notes for the other examples. Maybe 1-2 points per example.

Expression Practice www.fcrr.org Expression -- Chunked Text Incorporate reading with expression once students reach 60 words correct per minute on grade level passages. Don’t forget to use activities from the Florida Center for Reading Research Website at: www.fcrr.org Expression -- Chunked Text FCRR, Fluency, F.019 Expression -- Phrases FCRR, Fluency, F.013 FCRR, Fluency, F.014 FCRR, Fluency, F.015

Enhancing Your Core What fluency activities will you use when you return to your classroom next week? What text(s) will you use for fluency practice?

Different Reads For Different Needs Remember … Different Reads For Different Needs Explain that the anthology is for vocabulary and comprehension instruction. Make the text accessible to all readers ( above, at AND below grade level) with different ways of reading (I.e. teacher read a loud, CLOZE, partner, choral, echo, etc.)

5 “Mores” More explicit/direct instruction More modeling More practice with... More feedback More time Jo Robinson, 2007

1. More Explicit and Direct Teaching Teacher makes existing directions more explicit Switch student to a more explicit core program or intervention

3. More Practice More turns Saying letter names/sounds Saying sight words fast Blending words Reading complete sentences smoothly Reading complete pages smoothly Answering comprehension questions in complete sentences Hearing and using vocabulary words

4. With More Feedback My Turn error correction

Error Correction Sound/letter naming correction “My Turn. That letter is d. What letter? Go back.” “My turn. This sound is /o/. What sound? Go back.” Pose a pre-reading QUESTION. Tell students to read a SPECIFIC SECTION. Ask them to REREAD if they finish early. MONITOR by listening to individuals “whisper read”. REINFORCE RESPONDERS

5. More Time Full 90 minute block Extra intervention block

Objectives Anything else? Review the five critical components of early reading and how to link them to instruction. Learn strategies to implement with students to make instruction more explicit Discuss and practice active engagement strategies Apply explicit instruction techniques to deliver a core program. Go back to list … and make sure everything was addressed … Anything else?