National Reading Panel Components of an Effective Reading Program (cont’d)

Sound Card Drills Drill Daily Use letter name and letter sound Use a keyword for troublesome letters Clip the Sound (b - /b/ not /bu/) Vowels a different color than consonants

Feel Mouth Position

Draw a Picture

Tracking Speech Sounds

Tracking

Progress Monitor Tracking

“What Says ……” Drill Teacher says a sound or word Student repeats the sound Student names the letter while tracing the letter on the desk or sky writing the letter

Phoneme/Grapheme Mapping

Sound Tapping

 Tap thumb to fingers for each Sound Card, while saying the sound. First sound –index Second – middle Next – ring finger  Blend the sounds and name the word while dragging your thumb across fingers. m a p b r i d g e s o ck f l a m e s

Phonics Strategies

Sound Card Manipulation

Syllable Marking

Marking Syllables

Mark the Syllables Scoop each syllable Identify the syllable type closed –c open – o vce – e cle – l r-controlled – r vowel pair - d Mark the vowels Cross out silent letters * above letters used for spelling only Circle any suffix g a r l i c t o w e r s b a f f l e c i r c u l a t e m a r r y

Syllable Division

Tracking Multisyllabic Words

Jewel Box for Concept Review

Dictation of Sounds, Words, Sentences

Comprehension Strategies

History of Strategy Instruction 60’s – 70’s “Assign and Assess” 80’s “SQ3R” 1984 Theory of Cunningham 1. Before You Reading 2. During Reading 3. After Reading 2000 National Reading Panel

National Reading Panel on Comprehension 7 Strategies for Students Comprehension Self Monitor Cooperative Leaning Graphic Organizers Questioning Story Structure Answering Questions Summarizing (Using Mental Imagery)

Comprehension Program Visualizing and Verbalizing, For Language Comprehension and Thinking by Nanci Bell Picture Word Single Sentence Paragraph Multiple Paragraphs

Sentenced Comprehension

Visualizing

Structure Words Picture Words WhatWhere SizeShape ColorNumber Advanced Structure Words MoodMovement WhenBackground SoundPerspective

Multiple Paragraph Comprehension

Highlighting … an active comprehension monitoring tool. Highlight only the words that make you picture something. Helps students stay focused… …… looking for words to highlight The act of highlighting moves facts into memory Easier to find answers Easier to take notes / study

Strategy Lessons and Resources

Best Practices for Teaching Comprehension Strategies 1. Teacher-Directed : -when to use strategy -why to use strategy -how to use strategy 2. Teacher Models instruction by verbalizing her thinking (think-alouds) 3. Guided Practice: teacher and student work together 4. Independent Practice : student works along but teacher monitors

Resources Florida Center for Reading Research –FCRR established in 2002 Florida State University Student Center Activities K Activities for all of the five components of reading instruction.

Vocabulary

National Reading Panel on Vocabulary Should be taught directly and indirectly Methods should be appropriate for age & ability Computer use was found to be more effective than some traditional methods in some studies Repetition and multiple exposures are important Learned through rich context

Indirect ApproachDirect Approach Conversation Read-Alouds Personal Reading  Discussion after a read- aloud  Vocabulary Cards 5 x 8 index cards Front-picture w/word Back – definition, synonym Display in room, review often  Morpheme Analysis Vocabulary

Fluency

Oral Reading Fluency Interventions Echo Reading (Neurological Impress Method) - joint oral reading of the teacher and students at a fluent pace Repeated Readings - the student reads and rereads a passage until they read at a satisfactory rate Recorded Repeated Readings - teacher-made recordings - Published recordings

Sight Word Drills

Picture Cues for Sight Words

Graphing Progress

Program for Fluency

Take-Home Reading Pocket

Motivation