Senior Author and Consultant

Senior Author and Consultant
Phonics for Reading Anita L. Archer, Ph.D. Senior Author and Consultant Tennille Whitmore and Courtney Huff November 2016

Acknowledgements This materials and resources for this content was provided by Dr. Anita Archer, lead author of Phonics for Reading

Stay Connected MIBLSI Content Specialists: Tennille Whitmore
Courtney Huff

Purpose and Intended Outcomes
Understand how Phonics for Reading directly connects to the science of teaching reading Use data to identify appropriate use of the program as well as program placement Understand the why and what of each lesson component Prepare for implementation by engaging in program delivery practice

Agenda 1.0 The Science of Teaching Reading 2.0 Program Details 3.0 Why and What + Practice 4.0 Helpful Resources

1.0 The Science of Teaching Reading
Phonics for Reading Connection

Academic Language Skills
Simple Model of Reading (Two domains that lead to reading comprehension) Decoding X = Language Reading Comprehension Decoding Skills Academic Language Skills

Simple Model of Reading
Decoding X = Language Reading Comprehension Academic Language Skills Academic Vocabulary Inferential Language Skills Narrative Language Skills Ability to comprehend and use words in formal writing Ability to discuss topics beyond the immediate context Ability to clearly relate a series of events

Simple Model of Reading
Decoding X Language = Reading Comprehension Decoding Skills Print Concepts Fluency (accuracy, rate, expression) Understand the organization and basic features of print Read with sufficient accuracy and fluency to support comprehension Phonological Awareness Phonics and Word Recognition Know and apply grade-level phonics and word analysis skills in decoding words Demonstrate understanding of spoken words, syllables, and sounds (phonemes)

Big Ideas of Elementary Reading Big Ideas of Adolescent Reading
Big Ideas of Reading K-12 Big Ideas of Elementary Reading K-3rd Big Ideas of Adolescent Reading 4th-12th Phonemic awareness Phonics Fluency Vocabulary Comprehension Word study (advanced phonics) Motivation We call them the big ideas. Elementary Big Ideas: read them with me: (participants read). The Big Ideas for Adolescent Reading (read them with me). What makes a big idea a big idea for reading is that it is something that we can teach and if it gets taught it will improve reading abilities and it is predictive of reading acquisition. At the elementary level, one of the most frequently asked questions is why Letter naming is not a big idea. Well, it absolutely is an indicator of risk. You have kids who cannot recognize a letter, they are unlikely to be able to know the sound of each letter. Predictive of reading acquisition and later reading achievement Something we can do something about; something we can teach If we teach it, student outcomes will be improved

Changing Emphasis of Big Ideas
K 1st 2nd 3rd 4th 5th Phonemic Awareness Blending& Seg Spelling Dictation Phonics Sounds/ Basic Phonics Advanced Phonics & Multisyllabic Multi-Syllabic & Word Study Fluency Sounds & Words Words & Connected Text Connected Text Vocabulary Listening Listening & Reading Reading Comprehension This graphic depicts general subskills within each area that should be emphasized as students move through the elementary grades. Additionally, though all of the big ideas need to be taught daily, the darker blue shading represents where proportionally more time should be spent on instruction. For example, in K and the first half of first grade, a larger portion of the reading block should be dedicated to phonemic awareness, letter sounds, and basic phonics, or the “learning to read skills.” But teachers will also be working on sound and word automaticity and teaching vocabulary and text comprehension right from the beginning focusing on general language skills, literal comprehension and learning basic story elements and text structures primarily through read alouds of narrative and informational text while the students are listening and engaging in classroom discussions. The shift in the big ideas changes in the middle of 1st grade through 3rd grade. Again, vocabulary and comprehension are taught daily and phonemic awareness should be incorporated into spelling instruction; however more instructional time during the reading block should be spent on the explicit and systematic instruction of advanced phonics skills, reading multisyllabic words, and fluency of connected text. Note the focus in K-3 is on the foundational reading skills of the CCSS! Finally, the emphasis shifts yet again in the 4th and 5th grades. Daily spelling dictation, multisyllabic and word study instruction, focusing on using affix and root words to help understand the meaning of words, and fluency should be taught daily. But a larger percentage of time will be spent on vocabulary and comprehension instruction (though there will be overlap between word study and vocabulary). While class discussions and oral analyzing of text should still continue in the upper elementary grades, students will be doing more of the reading independently.

Do You Own This Skill? Acquisition Accuracy Automaticity

2.0 Program Details What, When, & Overview

What is Phonics for Reading?
Research-validated program that: Focuses on decoding, encoding (writing), fluency, and comprehension skills usually mastered in grades K-3 Utilizes explicit, teacher-directed instruction to introduce skills and strategies Targets students in second grade and above who have not mastered the skills generally taught in the early elementary grades Could be used to supplement 1st grade Tier 1 instruction

Program Goals Increase students’ phonemic awareness
Strengthen letter-sound associations Increase decoding skills for single syllable and multisyllabic words Increase instant recognition of high frequency words Improve spelling of single syllable and multi-syllabic words Promote passage reading fluency and related comprehension

When to implement Phonics for Reading
When to supplement the core: When to provide intervention: DIBELS Next data indicates around 50% of students are not meeting benchmark (NWF and/or DORF accuracy) Small groups of students are in need more in depth phonics support indicated by not meeting benchmark (NWF and DORF accuracy) If you don’t have a core program, you could use it as a supplement (1st grade – Level 1, 2nd grade – Level 2) Begin intervention middle of the year in 1st grade (Level 1) If your current core program does not have a strong phonics component (1st grade – Level 1, 2nd grade – Level 2) Assess students using the Placement Test provided to determine correct level placement (Level 1, Level 1 – Lesson #14, Level 2, etc).

Scope It Out! Level 1 (30 Lessons) Scope and sequence (p. 2)
Example lesson (p. 3 and 4) Level 2 (32 Lessons) Scope and sequence (p. 5) Example lesson (pp. 6 and 7) Level 3 (36 Lessons) Scope and sequence (p. 8) Example Lesson (p. 9-13)

Program Placement Activity
Examine DIBELS data set and determine if Phonics for Reading is better used as a core or intervention program Use DIBELS data to identify students who might benefit from this program Examine Placement Tests and create small groups for intervention

Program - Need to Know & Review
Instruction in sounds includes: Stop vs. continuous sounds Voiced vs. unvoiced Pronunciation (how to accurately say the sounds)

Continuous vs. Stop Sounds
Continuous sounds: sounds can be made until a person runs out of breath (continuously) without distorting the sound Stop sounds: sounds produced with one short push of breath If a stop sound is held, the sound will be distorted

Voiced vs. Unvoiced Sounds
Voiced sounds: spoken with the “voice box” turned on or resonating Unvoiced sounds: spoken with the “voice box” turned off, like a whisper

Sound Pronunciation Sheet

How long is one lesson? Each lesson takes approximately 45-50 minutes.
However, the lesson can end after any activity and instruction can pick up at that point on the next day. Important: If lessons are only taking 30 minutes or less – check for enough practice and review after each activity. If lessons are taking over 50 minutes – check for correct pacing and possibly placement. This program is more than just a workbook activity sheet – the power comes from the instruction and practice.

Lesson Delivery Element of Instruction: Benefits:
Power of Instructional Routines *Teacher Script *Perceived Probability of Success Frequent Responses *Choral Responses (Requires a signal for when students are looking at the teacher and looking at their book) *Written Responses *Physical (touch/point) Monitor and Provide Feedback *Positives *Corrections *I Do/We Do/You Do approach Brisk Pace *Think perky *Maximize time *Minimalize behavior issues

3.0 Why and What of Each Lesson Activity
With Practice Mixed In Too!

Phonemic Awareness - Why
Must be aware of phonemes within words in order to map graphemes onto phonemes. (Ehri & Roberts, 2006) The best early predictor of reading difficulty in kindergarten and first grade is the inability to segment words and syllables into constituent sound units. (Lyon, G.R. 1995) Phonemic awareness is more highly related to learning to read than are tests of general intelligence, reading readiness, and listening comprehension. (Stanovich, 1993) Phonological awareness instruction will accelerate the reading growth of all children, and it appears to be vital for at 20% of children to acquire useful reading skills. (Torgesen & Mathes, 1998)

Phonemic Awareness - How
Segmenting and blending activities have the greatest benefit to reading acquisition. (National Reading Panel, 2000; Snider, 1995) At-risk students need training that is more explicit. (Torgesen, Wagner, & Rasholte, 1994) Phonemic awareness activities should: Be few in number. Be explicitly modeled. Include all students. Make tasks more concrete using gestures or objects. See Examples, pages 21 and 22

Retrieval Practice Review the Why and How slides Close your workbook
Locate your Guided Notes Sheet Work with your partner to fill in the blanks Check with your workbook slides

Letter-Sound Associations - Why
English is an alphabetical language. Readers process virtually every word they read. (Rayner & Rollatsek, 1989) Students with letter-sound association knowledge perform better. (Juel, 1991) “Systematic phonics instruction produced significantly greater growth than non-phonics instruction in younger children’s reading comprehension.” (National Reading Panel, 2000)

Letter-Sound Associations - How
Struggling readers need explicit instruction on letter-sound associations. See Examples, page 23 A distinction should be made between continuous and stop sounds. Cumulative review is necessary to build rapid recognition. See Examples, page 24

Locate your Guided Notes Sheet. Work with your partner to fill in the blanks Check with your workbook slides

Practice - Lesson Components 1-4a/b
1. I Do – Model Lesson: Be our students. 2. We Do - Partner Practice: Walk through the lesson components with your partner & practice together. One partner does Level 1 & the other partner does level You Do - Stand and Deliver: At your table group, take turns being the teacher & your table mates will be your students.

Decoding - Single Syllable Words- Why
Ability to blend individual sounds into recognizable words is a critical component of reading. (Beck, 2006) Diverse learners must be encouraged to look carefully at spelling and sounds and to repeatedly sound out and blend words. (Reitsma, 1983) That explicit instruction in alphabet coding facilitates early reading acquisition is one of the most well established conclusions in all of behavioral science. (Stanovich, 1994) Good readers rely primarily on the letters in a word rather than context or pictures to identify familiar and unfamiliar words. (Ehri, 1994)

Decoding - Single Syllable Words - How
“Systematic phonics instruction produced significantly greater growth than non-phonics instruction in younger children’s reading comprehension.” (National Reading Panel, 2000) That direct instruction in alphabet coding facilitates early reading acquisition is one of the most well established conclusions in all of behavioral science. (Stanovich, 1994) Students need to be explicitly taught how to blend sounds into words. The words should include known sounds. See Examples, pages 25, 26, and 27

Locate your Guided Notes Sheet Work with your partner to fill in the blanks Check with your workbook slides

Decoding - Multi-Syllabic Words - Why
Poor decoders have a difficult time with multisyllabic words. (Just & Carpenter, 1987) 2. The ability to decode long words increases the qualitative differences between good and poor readers. (Perfetti, 1986) The average 5th grader encounters 10,000 new words each year. Most of these words are multisyllabic words. (Nagy & Anderson, 1984)

Decoding - Multi-Syllabic Words - How
As students are introduced to single syllable words, they should be introduced to multi-syllabic words with the same letter/sound associations. When students are decoding unknown multi-syllabic words, it is to their advantage to know prefixes and suffixes. Such knowledge will also help in learning the meaning of a word. (Chall & Popp, 1996) It is particularly useful to introduce longer words to struggling students as it increases interest and motivation. Examples, pages 28 and 29 SHOULD there be a Challenge words examples

Locate your Guided Notes Sheet Work with your partner to fill in the blank Check with your workbook slides

High Frequency Words - Why
100 words account for approximately 50% of the words in English print. (Fry, Fountoukidis, & Polk, ) 13 words (a, and, for, he, is, in, it, of, that, the, to, was, you) account for 25% of words in print. (Johns, ) The quick and automatic recognition of the most common words appearing in text is necessary for fluent reading. (Blevins, 1998) Many of the words that appear most often in print are irregular.

High Frequency Words - How
Focus on the highest frequency words. Introduce using modeling and augment by spelling the word orally. Provide distributive and cumulative practice that will build automaticity (instant recognition). See Examples, page 30

Practice - Lesson Components 5-9

Decoding Text- What? A Critical Distinction
Predictable Books Books in which you can predict words given the nature of the text. Excellent for teaching the structure of oral language. If used as initial reading materials, may promote guessing Leveled Books Books that are labeled by level of readability. Useful in matching books to students who read over third grade level. Since leveled books do not control for the order of introduction of sounds or irregular words, less useful in beginning reading Decodable Text Text material in which the students can read ALL the words because: the words contain known sounds the irregular words have been taught the story words have been taught

Decodable Text - Why The important point is that a high proportion of the words in the earliest selections students read should conform to the phonics they have already been taught. Otherwise, they will not have enough opportunity to practice, extend, and refine their knowledge of letter/sound relationships. (Becoming a Nation of Readers, 1985) Decodable text is useful in beginning reading for developing automaticity and fluency Beck (1997) estimated that in order for students to develop reliable word identification strategies, 70% to 80% of the text students read in beginning should be wholly decodable

Decodable Text - How Passage reading procedures should provide students with as much practice as possible. First, have students read the story segment (or portion of the segment) silently. Then, have students read the segment orally (choral reading, partner reading, or individual turns). Passages should be read more than one time to increase fluency. Ask questions on the content. Have students match the story part to the corresponding illustration. See Examples, pages 33 and 34

Passage Reading Procedures
Silent Reading Tell students to read a certain amount. Ask them to reread material if they finish early. Monitor students’ reading. Have them whisper-read to you. Choral Reading Read selection with your students. Read at a moderate rate. Tell your students, “Keep your voice with mine.” (Students may silently read material before choral reading.) Individual Turns Use with small groups. Call on an individual student to read. Call on students in random order. Vary the amount of material read.

Passage Reading Procedures
Partner Reading Assign each student a partner. Reader whisper reads to partner. Students alternate by sentence, paragraph, or segment. Coach corrects errors. Ask - Can you figure out this word? Tell - This word is _____. What word? Reread the sentence. Alternatives to support lowest readers Students read the material together. First reader (better reader) reads material. Second reader reads the SAME material. Partners allowed to say “me” or “we”.

Practice - Lesson Component 10

Spelling - Why The careful examination of words that is part of formal spelling instruction can beneficially affect not only the efficiency and quality of students” writing experiences but their reading experiences as well. (Adam, 1990) Without fluent spelling skills, many students continue to struggle with the mechanics of the writing process and cannot focus their attention and energy on what and why they are writing. (Harris & Graham, 1996) Research findings confirm that spelling, for most people, requires something above and beyond experience with reading. The ability to read words does not always guarantee that a child will be able to spell a word. (Treiman, 1996) Spelling was included as a daily activity in the strongest primary reading classes. (Juel & Minden-Cupp, 2000)

Spelling - How 1. You say the word. 2. Students repeat the word.
3. Have the students say the sounds to themselves as they write the word. 4. Write the word on the board or display it. 5. If students make a mistake, have them cross it out and rewrite it. See Examples, page 32

Practice - Lesson Components 11

Fluency - What “The ability to read connected text rapidly, smoothly, effortlessly, and automatically with little conscious attention to the mechanics of reading such as decoding.” (Meyer & Felton, 1999) The ability to read connected text accurately with appropriate rate and expression (prosody). (Judson, Mercer, & Lane, 2000)

Fluency - Why Fluency is related to reading comprehension. (Cunningham & Stanovich, 1998; Fuchs, Fuchs, & Maxwell, 1988; Jenkins, Fuchs, Espin, van den Broek, & Deno, 2000) When students read fluently, decoding requires less attention. Attention can be given to comprehension. (Samuels, Schermer, &Reinking, 1992) An accurate, fluent reader will read more. (Cunningham & Stanovich, 1998; Stanovich, 1993) The rich get richer. The poor get poorer. (Stanovich, 1986 )

Fluency - How PRACTICE PRACTICE PRACTICE PRACTICE and more PRACTICE
Procedure #1. Provide extensive reading practice. (Silent, choral, individual turns, partner, cloze) Procedure #2. Work on fluency at the word level. (When reading word lists, students reread word lists until competent.) Procedure #3. Utilize repeated reading exercises to increase fluency. (Chard et.al, 2002)

Games for Additional Word Practice
Directions Cross-Out To begin this activity, students circle 1-3 words on their individual word list. Then the teacher reads words from the list in random order (or students can take turns reading them), the student locates and crosses out the word. The winner is the student whose circled words are crossed out first. Team Timings Students should form teams of four to do timed readings of a word list. When the teacher says, ”Begin,” the team members take turns reading a word from the list. Teams should continue reading until the teacher says, “Stop.” The winner is the team that reads the most words correctly. I’m Thinking of a Word For this activity, the teacher makes a statement that relates to a word’s meaning. For example, “I’m thinking of a word that is a tool you might use to create a picture.” (paintbrush) Students locate the word and say it aloud. Students may also work with a partner to identify Words. Timed Word List Reading After students read a list of words under teacher guidance, they may work in pairs to engage in timed readings that last 10 seconds. Students read the list to their partners and partners track the number of correct words.

Fluency - How Procedure #3. Repeated Reading - Student reads the same material a number of times (at least three) General procedure (Cold Timing) Students whisper-read for one minute. (Practice) Students whisper-read for one minute attempting to go beyond first read. (Hot Timing) Partner # 1 reads for a minute. Partner #2 underlines errors and determines number of correct words read per minute. ((Hot Timing) Partner # 2 reads for a minute. Partner #1 underlines errors and determines number of correct words read per minute.

Let’s Play! Wait, I Mean Practice
Acquisition Accuracy Automaticity Cross Out Team Read Bam! Around the World Exit Tickets Additional options?

Comprehension - What Reading comprehension is: - the ability to extract meaning from text. - the intentional thinking during which meaning is constructed through interactions between the text and reader. (Durkin, 1993) - purposeful and active. (Pressley & Afflerbach, 1995)

Comprehension - Why Comprehension of text material is the goal of ALL reading instruction. Comprehension is the REASON for reading.

Comprehension - How The following types of text-dependent, comprehension tasks are included In Phonics for Reading: Answering literal and inferential questions on passage Matching passage segments to illustrations Sentence completion Selection of sentence to match illustration Passage reading and sentence completion Reordering words/phrases into sentences Answering who, what, where, when questions Answering range of passage questions Identifying word that does not go in set

Comprehension - How Comprehension Exercises
Do the activities verbally. Do the activities verbally and then have students complete them. Have students complete activities independently. If time is limited, delete activities.

Talk Time - Lesson Components 12 & 13
1. I Do – Model Lesson: Be our students. 2. We Do - Partner Practice: Talk about how you might do these activities with your group. How will you monitor and provide feedback? 3. You Do - Stand and Deliver: At your table group, share your ideas with your table mates.

Checking Up – Activity 14 Formal measure of students’ skills & appears at the end of every 4th lesson. The teacher listens to students read from a story & counts the # of errors. If 90% of the students make two errors or fewer, the group may move to the next lesson. Otherwise, the lesson should be repeated. Teaching tip: The best time to listen to individual students read is during their independent work sessions.

4.0 Helpful Resources Things that might be helpful to check out…

Additional materials Website: Back of Book Word Lists
Back of Book Word Lists Individual Education Plan Letters of Progress Placement Test Individual Student Record Group Record Review of Related Research

Best Practices in Teaching Reading Videos
Kindergarten – Decoding 1st Grade – Decoding 2nd Grade – Word & Sentence Dictation

Senior Author and Consultant

Similar presentations

Presentation on theme: "Senior Author and Consultant"— Presentation transcript:

Similar presentations

About project

Feedback

Log in

Auth with social network:

Senior Author and Consultant

Similar presentations

Presentation on theme: "Senior Author and Consultant"— Presentation transcript:

Similar presentations

About project

Feedback