1. Reading is Complex Syntax Association Cultural Background
Contextually Based Text
Comprehension
Motivation
Predictability
Life Experience
Sight Words
Picture Clues
Controlled Vocabulary
Repetition
Phonemic Awareness
Phonics
Writing
Visual Discrimination

2. According to Research from the following groups:
Children are more successful developing literacy when they have excellent teachers
The Program for the Improvement of Student
Achievement (PISA)
The Center for the Improvement of Early Reading Achievement (CIERA)
The Center for English Language Achievement and Assessment (CELA)
Researchers
(Allington, Johnston, Morrow, Pearson,
Pressley, Ruddell, Taylor)

3. Exemplary teachers have students who score well on reading tests.

4. Characteristics of Exemplary Literacy Instruction (What do you See in the Video)
Varied Strategies
Grouping to Meet Individual Differences
High expectations
Teachers Care
Teachers attend to Social, Emotional, Physical and intellectual development
Constructive Feedback
Productively Engaged
Explicit Instruction
Problem Solving
Organization & Management Skills:
eg. Rules
Quality Preparation & Continuous Professional Development

5. A Model for a Typical Preschool Day
8:00 to 8:30: Children arrive and use quiet materials
8:30 to 9:00: whole group class meeting with a focus on an overview of the day. Morning message, a story, a mini lesson
9:00 10:00: Activities in Center Play settings
Teacher works with small groups to meet individual needs
10:00 to 10:20: Clean-up and snack
10:20 to 10:45: Shared storybook reading
10:45-11:15: Outdoor play or indoor gym play
11:15 -11:45- Songs, poems, movement
11:45- 12:0: Review of the day

6. The Exemplary Day Independent Reading and Writing Morning Message
Thematic Storybook Reading
Mini Skill Lesson
Mini Comprehension Lesson
Modeling Center Activities
Guided Reading
Writing Workshop

7. Professional Development
First year teachers mentored by exemplary teachers
Attend Professional Conferences
Teacher input and collaboration with peers
Administrative support
Time to change
Goal setting
Knowledgeable consultants to motivate
Coaches provide modeling
Teacher study groups to share and reflect
Continuous through your career
School Plan and a Personal Plan
100 hours a year or 3 hours a week represents change

9. You may have tangible wealth untold, Caskets of jewels and coffers of gold, Richer than I you could never be, I had parents who read to me.

13. Types of Centers & Activities for Literacy
Word Study Center:
With onset and rime letters create words for the following word families-- et, up, op, an, at. Write down the word families.
Listening/Comprehension Center:
Listen to the story on the headsets and follow along in the book
Fill out the graphic organizer for story structure elements.
Do one illustration for one story structure element
Writing Center:
Provide paper of all sorts
Provide colored pencils, markers, crayons et
Write and rewrite stories
Make lists
Library Corner:
Select an informational book that was read to the class.
Partner read the book
Discuss and then write and illustrate the part you liked the most
Choice Activities When other Center Work is Completed:
Read a book silently. Illustrate the part you like most.
Do a program on the computer center
Use one of the games in the word study center
Write a short book about the theme being studied in your classroom

14. Literacy Centers Rocking Chair, Rugs, Throw Pillows Computer
Multiple Genre Books (5-8 per child and 3-4 grade levels)
Open Faced Shelving
Books Stored By Genre
Leveled Books
Felt Board and Roll Stories
Headset and Taped Stories
Method For Checking Out Books
Books on Tape
Rules
Demonstrations For Using Materials
Accountability

15. Multiple Genres Available
Fiction
Non-Fiction
Picture Books
Informational Books
Magazines
Biography
Poetry
Novels

16. What Children said about Literacy Center Time
The literacy center is nice and cozy and there are lots of good books you can choose from (Choice)
Reading is fun in the center because you can read with a friend. When you need help your friend helps you. (Collaboration)
You can take books home right from the center (Access)
You can choose easy books, hard books, long books, short books. (choice, challenge)
I get more done because I can work with others (Collaboration)
The only thing missing from literacy center time is a snack bar.

17. Modeling Center Activities

18. Why do we use Centers Children get to practice skills learned
Children learn to be independent, self directed, and how to collaborate with piers
Provides activities when other assigned work is completed.
Allows teacher to meet with guided reading groups or individuals to teach skills

19. Teacher does a lesson to introduce skills with center material
Helping children to use center activities
Explicit modeling:
Teacher does a lesson to introduce skills with center material
Guided Practice:
Materials are used with the teacher’s help
Independent Practice:
Materials placed in center for children to use
Include written directions for use
Include accountability for all center activities
Include rules during Center Time
Put completed work in a designated spot

20. How kids go from one center to another:
Teacher assigns kids
Center board indicates
Change with the guided reading group
Ring a bell, set a Timer
Assign three activities allow one choice activity

21. Vocabulary Development
What Is Vocabulary?
A set of words for which we know the meaning.
Types Of Vocabulary To Learn:
Listening Vocabulary
Speaking Vocabulary
Reading Vocabulary
Writing Vocabulary
What Strategies Do We Use To Teach Vocabulary?
Learn use of dictionary
Language word parts (prefix, suffix, roots)
Use of context clues
Themes, stories, play, music, art, science, and social studies

22. The Values of and types of Story Reading and Story Telling
Values of Storybook Reading and Story Telling
Gain Information
Motivates a desire to read
Enhances language development
Develops Sense of Story Structure
Types of Storybook Reading and Story telling
Felt board
Music stories
Prop stories
Sound stories
Puppet stories
Chalk talk

23. Good Narrative and Expository Text
setting
Theme
Plot Episodes
Resolution
Expository
Description
Sequence
Comparison
Cause and Effect
Problem Solution

24. Characteristics Good Books
Biography
Story of a person life’s
Non-fiction
Clarity, factual accuracy
Poetry
Rhyme, images
Folklore
patterned language, fast pace
Fantasy
Believable, consistent, logical, conflict, characterization
Science Fiction
Speculative, extrapolation of fact
Realistic
Possible, plausible, conflict
Historical Fiction
Details, setting affects plot, keeping with the period

25. Good Illustration What medium Suitable for text Colors right
Style of illustrations: bold, dleicat
Unique, why
Balance and harmony
Is there a mood
Grace
Conveys convincing characters and plot
Consistent style
Accuracy

26. Comprehension What Is Comprehension?
Constructing meaning while actively involved with text
What Strategies Do We Use To Teach Comprehension?
Collaboration and Cooperative Learning
Retelling
Graphic and Semantic Organizers - Maps, Webs, Venn Diagrams, KWL, etc.
Self Monitoring
Answering Questions About Inference and Prediction
Generating Questions
Use of Prior Knowledge
Mental Imagery
Multiple Strategy In Structure

27. The Values of and types of Story Reading and Story Telling
Values of Storybook Reading and Story Telling
Gain Information
Motivates a desire to read
Enhances language development
Develops Sense of Story Structure
Types of Storybook Reading and Story telling
Felt board
Music stories
Prop stories
Sound stories
Puppet stories
Chalk talk

28. Practicing Comprehension with CENTER MATERIALS
1. Felt Board Stories
Characters from a book made of oak tag or construction paper. They are backed with felt
or sandpaper and used when telling a story by displaying them on a felt board.
2. Roll Movies
stories illustrated on paper that come on a roll (such as shelving paper). Dowels are inserted into a box with a rectangular cutout opening. The roll story is taped to the dowels at the top and bottom. The dowels are turned to reveal each scene.
3. Prop Stories
A collection of materials for a particular book such as three stuffed bears, three bowls, and yellow-haired doll for telling the story of Goldilocks.
4. Puppet Stories
Various types of puppets for telling stories such as hand, stick, face, and finger puppets.
5. Chalk Talks
Drawing a story on a chalkboard or a sheet of paper while the story is being read or told.

29. Relationship Between Amount of Recreational Reading and Scores on Standardized Reading Tests
Percentile Rank 20 30 40 50 60 70 80 90 98
Minutes Reading/Day .7
1.9
3.3
5.0
6.4
10.0
14.2
20.0
65.0

30. Writing What Is Writing? What Strategies Do We Use To Teach Writing?
Oral language written down. It includes use of narrative, expository, and functional text.
What Strategies Do We Use To Teach Writing?
Composition Of Narrative
Composition Of Expository
Functional Writing
Spelling
Handwriting
Punctuation

31. FLUENCY What is Fluency? What Strategies Do We Use To Teach Fluency?
Reading orally with automaticity (ability to decode)and prosody (use of appropriate expression and speed, demonstrating comprehension).
What Strategies Do We Use To Teach Fluency?
Echo Reading
Choral Reading
Antiphonal Choral Reading
Partner and Paired Reading (Collaborative Oral Reading)
Repeated Reading
Listening To Good Reading On Tape
Readers Theater
Listening and Critiquing Your Own Reading On Tape

32. Phonemic Awareness and Phonics
What is Phonemic Awareness?
Knowing that words are comprised of a sequence of spoken sounds
What is Phonics?
The relationship between written letters and their sounds
What strategies do we use to teach Phonemic Awareness and Phonics?
Phonological Awareness (Hearing individual sounds in words)
Phonemic Isolation (Identifying and manipulating sounds)
Phonemic Identity (Recognizing same sound in a different word)
Phonemic Categorization (Recognizing words that don’t belong)
Rhyming, clapping syllables
Segmenting (Breaking a word into its separate sounds)
Blending (Putting together separate sounds)
Authentic: Literature Based
Using Art, Music, Manipulatives, and Worksheets

33. THIS OLD MAN This old man he sings H songs
He sings H songs all day long
With a Hick, Hack, Haddy, Hack
Sing this silly song
He wants you to sing along
(Tick, Tack, Taddy, Tack)
(Sick, Sack, Saddy, Sack)
(Mick, Mack, Maddy, Mack)
(Pick, Pack, Paddy, Pack)

34. THE NAME GAME - By Shirley Ellis
Shirley, Shirley bo Birley Bonana fanna fo Firley Fee fy mo Mirley, Shirley!
Lincoln!
Lincoln, Lincoln bo Bincoln Bonana fanna fo Fincoln Fee fy mo Mincoln, Lincoln!
Come on everybody, I say now let’s play a game,
I betcha I can make a rhyme out of anybody’s name
The first letter of the name, I treat it like it wasn’t there, But a B or an F or an M will appear
And then I say bo, add a B, then I say the name and Bonana fanna and a fo
And then I say the name again with an M this time and
there isn’t any name that I can’t rhyme
Arnold!
Arnold, Arnold bo Barnold Bonana fanna fo Farnold Fee fy mo Marnold Arnold!
But if the first two letters are ever the same, I drop them both and say the name like
Bob, Bob drop the B’s Bo ob
For Fred, Fred drop the F’s Fo red, For May, Mary drop the M’s Mo ary
That’s the only rule that is contrary

35. The Exemplary Day Independent Reading and Writing Morning Message
Thematic Storybook Reading
Mini Skill Lesson
Mini Comprehension Lesson
Modeling Center Activities
Guided Reading
Writing Workshop

36. GUIDED READING Explicit Skill Instruction To meet Individual Needs
Use of appropriate materials
Assessing Achievement
Nature of Groups
Change frequently
As many as you need, not 3
3 to 5 kids in a group
Selected by similar needs
Meet daily or less for 5-30 minutes
Select groups using multiple measures such as:
Running Records
Observation
Standardized Assessment
Teacher Judgment
Alternate Rank Ordering
Books at Child’s Instructional Level is determined by:
Print size, Language patterns
Illustrations, Vocabulary repetition
Types of words, Numbers of words
Number of different words, Length of sentences
Length of book, Predictability, Decodable elements

37. Steps in a guided reading lesson
Before reading:
Review something done before
Introduce new story
Build Vocabulary and Background Knowledge
Set a purpose for reading
Comprehension development
Word study lessons
During Reading
Teacher reads story to children
Children read story together
Older children read alone
After Reading:
More Comprehension work
Word Study development

38. Assessment in Guided Reading
Ongoing assessment of daily progress
Progress note sent home once a week for each child
Have a focus child daily
Running records monitor progress and determine:
Reading level, strengths, needs, instruction,

39. Thomas Jefferson’s Beliefs About Literacy Education
The ability of every citizen to read is necessary to the practice of democracy
Reading should be taught during the earliest yeas of schooling
Reading will ensure that the people will be able to be safe and be the guardians of their own liberty.

40. We Can Make Our Children’s Dreams Come True
Japanese Proverb
Better than 1000 days of diligent study
Is one day with a great teacher