Institute on Beginning Reading I Cohort B

Institute on Beginning Reading I Cohort B
Oregon Reading First Institute on Beginning Reading I Cohort B Day 2: Five Big Ideas of Reading Instruction August 24, 2005

Oregon Reading First Institutes on Beginning Reading
Content developed by: Edward J. Kame’enui, Ph. D. Deborah C. Simmons, Ph. D. Professor, College of Education Professor, College of Education University of Oregon University of Oregon Michael D. Coyne, Ph. D. Beth Harn, Ph. D University of Connecticut University of Oregon Prepared by: Patrick Kennedy-Paine Katie Tate

Cohort B, IBR 1, Day 2 Content Development
Content developed by: Tricia Travers Amanda Sanford Jeanie Mercier Smith Carol Dissen Additional support: Deni Basaraba Julia Kepler Katie Tate

Copyright All materials are copy written and should not be reproduced or used without expressed permission of Dr. Carrie Thomas Beck, Oregon Reading First Center. Selected slides were reproduced from other sources and original references cited.

Scott Foresman 2007: Reading Street

Goal of the Institute on Beginning Reading (IBR)
The overall goal of the Institute on Beginning Reading is to “Build the capacity, communication, and commitment to ensure that all children are readers by Grade 3” Building capacity means creating the infrastructure and systems schoolwide that can support and sustain effective reading practices for all students. Building communication means developing a common language surrounding beginning reading and establishing channels of communication schoolwide, among teachers and administrators, and across classrooms and grades. Building commitment means developing a consensus that beginning reading is the top priority schoolwide and dedicating the resources necessary to meet the goal of ensuring that all children are readers by Grade 3. Build the capacity, communication, and commitment to ensure that all children are readers by Grade 3.

Why Focus on a Reading Program?
Aligning what we know and what we do to maximize outcomes. Unprecedented convergence on skills children need to be successful readers Much classroom practice is shaped by reading programs Publishers have responded to the research and redesigned programs. A program provides continuity across classrooms and grades in approach. Many state standards are using research to guide expectations Convergence of knowledge on essential skills: The common findings from the research are a solid guide as to what all children need to be readers. If we use the research we will come closer to improving the reading outcomes for all. The power of the reading program: The most recently published core reading programs have used the research in developing and designing the content and delivery of their materials to a far greater extent than in the past. By having all teachers using the same program improves continuity which positively impacts: Communication amongst teachers both within and across grades as it provides a common approach and direction of instruction. This common approach enables easier differentiation to better meet the needs of all students because of the common use of materials and delivery. Student understanding of instruction. Having a common and consistent instructional approach to teaching reading increases coherence for students as they are taught in different settings.

Advantages of Implementing a Core Program
Increasing communication and learning Improving communication Teachers within and across grades using common language and objectives Improving learning Provides students a consistent method or approach to reading which is helpful for all students Provides teachers an instructional sequence of skill presentation and strategies to maximize student learning Provides more opportunity to differentiate instruction when necessary Communication: Provides a common discussion-base/vocabulary to improved collaboration within and across grades Learning: All students benefit from a common instructional approach to teaching reading. It enables the child the consistency they need to focus on the instructional objective for more successful practice and rehearsal. A well designed program will properly sequence the instructional objectives to build upon each other to maximize instructional time. A consistent approach and materials allows teachers an easier way to differentiate instruction as it is easier to plan for modification.

Programs Implemented With High Fidelity
Programs are only as good as the level of implementation To optimize program effectiveness: Implement the program everyday with fidelity (i.e., the way it was written) Deliver the instruction clearly, consistently, and explicitly (e.g., model skills and strategies) Provide scaffolded support to students (e.g., give extra support to students who need it) Provide opportunities for practice with corrective feedback (e.g., maximize engagement and individualize feedback) Component: Reading programs need to be implemented with high fidelity.

Design and Delivery Making it obvious for the student
Features of well-designed programs include: Explicitness of instruction for teacher and student Making it obvious for the student Systematic & supportive instruction Building and developing skills Opportunities for practice Modeling and practicing the skill Cumulative review Revisiting and practicing skills to increase strength Integration of Big Ideas Linking essential skills  The design and delivery of the essential features (phonological awareness, fluency, etc.) must be examined within the reading program. Explicitness: the material must provide a clear method/strategy for teaching the instructional objective.. The more explicit the wording the greater the probability of learning. Systematic & supportive instruction: Systematic: building skills sequentially Supportive: When initially teaching a skill, instruction must support the learner to understand the crucial point. As the child becomes more successful at the skill, the instructional support can be lessened to build independence. Opportunities to Practice: Provide students many opportunities to actively engage in the skill. This opportunity to practice also provides the teacher immediate feedback on student understanding and whether additional instruction is needed. Programs need to provide sufficient examples to model and enough additional examples for students to practice the skill. Cumulative review: The reading program must have regular and cumulative review of all essential skills to ensure maintenance. Integration of Big Ideas: Reading programs need to planfully sequence individual skills, but also strategically and overtly link skills to one another. Rather than having the learner think of PA and alphabetic principle as separate isolated skills the program should link the sounds in word to letters to develop greater understanding of each “big idea”.

Essential Instructional Content
Phonological Awareness: The ability to hear and manipulate sounds in words. Alphabetic Principle: The ability to associate sounds with letters and use these sounds to read words. Automaticity and Fluency with the Code: The effortless, automatic ability to read words in connected text. Vocabulary Development: The ability to understand (receptive) and use (expressive) words to acquire and convey meaning. Comprehension: The complex cognitive process involving the intentional interaction between reader and text to extract meaning.

Changing Emphasis of Big Ideas
Comprehension Vocabulary Automaticity and Fluency with the Code Alphabetic Principle Phonological Awareness 3 2 1 K Listening Reading Multisyllables Letter Sounds & Combinations Changing Emphasis of Big Ideas  Our long-term goal is that all children will read independently gain meaning from text. To do this, certain skills have more importance at different times. Our charge is to emphasize what is important at critical points in time.

Phonological Awareness

Objectives To define phonological awareness
To become familiar with the research behind phonological awareness To identify high priority skills of phonological awareness To review the scope and sequence of phonological awareness instruction in Scott Foresman-Reading Street. To identify and implement phonological components within daily Scott Foresman- Reading Street lessons.

Phonological Awareness
The ability to hear and manipulate sounds in words.  We will now evaluate specific instructional examples.

Phonemic Awareness: Research
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 four to six years of age is predictive of reading difficulties throughout the elementary years. Torgesen and 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 and Hulme 1997 Taken from page 108 of Reading Instruction That Works Second Edition by Michael Pressley.

Critical Elements in Phonological Awareness
The National Reading Panel report (2000) identifies the following elements as essential in Phonological Awareness instruction: A critical component but not a complete reading program Focus on 1 or 2 types of PA Teach in small groups These are the essential findings from the NRP report for phonological awareness: PA is not enough to make a reader, but is an essential component within a reading program. Teach explicitly and systematically. Phonemes are an abstract concept to learn, unless they are taught overtly by making them concrete, some children will have difficulty learning this skill. Focus on 1 or 2 skills: PA is a construct with a range of related skills, some of which are more important then others. Teach to manipulate sounds and letters: Link these essential skills for learners to understand that the sounds within our spoken language map on to the print we read. Teach in small groups: Providing small group instruction enables more opportunities for children to practice the skill and for teachers to monitor student learning. Teach explicitly & systematically Teach to manipulate sounds with letters

Definitions Continuous sounds Stop sounds Onset-rime Phoneme
Phoneme Blending Phoneme Segmentation Phonemic Awareness Phonics Phonological Awareness Have participants take out their sheet with definitions. Explain to them that you will provide definitions and examples of all of the concepts, and that they can take notes or add to the sheet if they want. Prompt participants that they will be doing an activity to work with these word definitions Definitions Continuous sound: A sound that can be prolonged (stretched out) without distortion (e.g., r, s, a, m). Stop sound: A sound that cannot be prolonged (stretched out) without distortion (e.g., t, p, d, b, c) Onset-Rime: The onset is the part of the word before the vowel; not all words have onsets. The rime is the part of the word including the vowel and what follows it. Phoneme: A phoneme is a speech sound. It is the smallest unit of language and has no inherent meaning. Phoneme blending: The blending of phonemes into a word. Phoneme segmentation: The separation of words into phonemes. Phonemic awareness: The ability to hear and manipulate the sounds in spoken words, and the understanding that spoken words and syllables are made up of sequences of speech sounds (Yopp 1992). Phonemic awareness involves hearing language at the phoneme level. Phonics (Alphabetic Principle): Use of the code (sound-symbol relationships) to recognize words. Phonological awareness: The ability to hear and manipulate the sound structure of language. This is an encompassing term that involves working with the sounds of language at the word, syllable, and phoneme level.

Activity Please take out your Phonological Awareness Definitions activity sheet Partner up! Read the examples and definitions. Find the idea that matches the definition or example from the word bank. Write it in the box next to the definition or example. Use your definitions sheet to help you if you get stuck This activity should take about 10 minutes Circulate and answer questions/provide feedback as needed to prompt memory of definitions

Word Definition or Example Word Definition or Example
A. Stop sound A. /t/ B. Onset-Rime B. /r/-/ipple/ C. Phonics C. mapping sounds to print D. Phoneme D. The smallest unit of sound E. Phoneme segmentation E. taking a word apart into all of it’s sounds F. Continuous sound F. /mmm/ G. Phonological awareness G. The understanding that words are composed of sounds, and the ability to hear and manipulate those sounds H. Phonemic awareness H. The awareness of the individual sounds that comprise words I. Phoneme blending I. putting sounds together to make a word Word Definition or Example A. A. /t/ B. B. /r/-/ipple/ C. C. mapping sounds to print D. D. The smallest unit of sound E. E. taking a word apart into all of its sounds F. F. /mmm/ G. G. The understanding that words are composed of sounds, and the ability to hear and manipulate those sounds H. H. The awareness of the individual sounds that comprise words I. I. putting sounds together to make a word Ask participants to give their answers- After participants have answered all questions, click mouse to get all answers on screen

Ask participants to take out their curriculum maps so they can see when phonological awareness is generally taught during kindergarten Review how to read maps: Big idea Skill outcome Time of year X- for instructional emphasis Benchmark goals Briefly highlight developmental sequence (early on students focus on easier skills like sound and word discrimination, later focus is on blending & segmenting) Note benchmark goals from DIBELS

High Priority Skills for Kindergarten
Students should be taught to orally blend separate phonemes starting in mid-kindergarten. Students should be taught to identify the first sound in one-syllable words by the middle of kindergarten at a rate of 25 sounds per minute. Students should segment individual sounds in words at the rate of 35 sounds per minute by the end of kindergarten.

Identifying first sound: 25 sounds/minute by middle of kindergarten
Teacher: Tell me the first sound in the word cat. Student: /c/ Listen: mouse… flower…. which begins with the sound /ffff/? flower

Segmenting sounds: 35 sounds/minute by end of kindergarten
Teacher: Tell me all the sounds in the word ‘cat’. Student: /c/ …. /a/… /t/ Tell me all the sounds in the word ‘plate’. /p/…/l/…/a/…/t/

High Priority Skills for First Grade
Students should blend three and four phonemes into a whole word by the middle of grade 1. Students should segment three and four phoneme words at the rate of 35 phoneme segments per minute by the beginning of grade 1. Student must master blending and segmenting words before they can learn to decode words in print successfully

Phonological Awareness Sequence of Instruction Continuum
Concept of Word—comparison and segmentation Rhyme—recognition and production Syllable—blending, segmentation, deletion Onset/Rime—blending, segmentation Phoneme—matching, blending, segmentation, deletion, and manipulation

Activity Phonological Awareness: Sequence of Instruction
Take out your “Phonological Awareness Sequence of Instruction” activity worksheet Pair up with a partner. Read the activity Identify what kind of phonological awareness skill is being tested Identify when the skill should be taught (1st, 2nd, 5th?) Put a star next to the most important skill for students to master This activity should take about 5 minutes Circulate throughout room to support participants and answer questions

Debrief Phonological Awareness: Sequence of Instruction
Activity: Teacher asks students- Type of phonological awareness skills Order taught (1-5) Do fan and man rhyme? I’ll say the parts, you say the word… kitt…en, what word? Tell me the sounds in ‘mop’. I’ll say the parts, you say the word, k…. itten, what word? Listen, “the man ran”. What was the first word? Rhyming 2 Syllables 3 Phonemes 5 Onset/Rime 4 Concept of word Rhyming 2 Syllables 3 Phonemes 5 Review participant answers to the activity, then show answer key. Review 1. Type of phonological awareness activity 2. Order taught 3. Priority skill for mastery Onset/Rime 4 Concept of word 1

Let’s look at some examples in Reading Street …

Reading Street Priority Skills- Kindergarten
Priority Skill: Phonemic Awareness Units 1 2 3 4 5 6 Recognize and produce rhyming words Count syllables in sentences Count syllables in words Identify sounds that are the same or different Segment and blend onset and rime Identify and isolate initial and final sounds in spoken words Identify and isolate medial sounds in spoken words Blend sounds orally to make words Segment a word into sounds Add, delete, or substitute phonemes

Reading Street: Priority Skills- First Grade
Priority Skill: Phonemic Awareness Units 1 2 3 4 5 Recognize and produce rhyming words Count syllables in sentences Segment, blend, or count syllables Segment and blend onset and rime Identify sounds that are the same or different Identify and isolate initial, final and medial sounds in spoken words Blend sounds orally to make words or syllables Segment a word or syllable into sounds Add, delete, or substitute phonemes Unit 4- Segmenting sounds in words- T23 Unit 4- Initial sound- find words that begin with /f/- T78

Reading Street Weekly “Planner”
Kindergarten Phonemic awareness activity during “Word Work” (following Shared Reading activity) First Grade Daily phonemic awareness activity during “Word Work” (following Shared Literature activity) Have participants open teachers editions and locate where phonemic awareness activities are taught. Guide them through finding the green section at the start of every lesson and finding the section labeled Phonological and Phonemic Awareness. E.G. K: Unit 1 Lesson 9, T159

Kindergarten Example: Syllable Awareness
Topic: Syllables Unit 1, Week 2, Day 1 pg 80 Teacher: Words have parts called syllables. Say duck and clap once. Duck has one syllable. Say hammer, clapping once for each syllable. Hammer has two syllables. Listen again. Say hammer and again and clap for each syllable. How many syllables are in ladder? Clap with me. Repeat ladder several times. Have children clap syllables with you. Repeat for sheep, puddle, goat, repair, and leak. Prompt participants to read over the activity: “Listening for First, Middle, and Last Words”. Model the instructional task for the teachers the way you would deliver the instruction to a kindergarten class. Note for K & 1st grade teachers that this is the way we get naïve learners to learn more advanced skills, we start at the basics. Kindergarten teachers must teach the basics at the beginning of the year, while remembering their ultimate goal, which is having students blend and segment words.

Kindergarten Example: Phonemic Awareness
K.3, Week 1, Day 1, pg 16: Introduce /n/ Isolate Initial /n/ Today we will learn a new sound. Listen carefully: /n/, /n/, /n/. Display the nest Picture Card. Nest begins with /n/; /n/, nest. What sound does nest begin with? Continue review the words: necklace, nickel, nine, and nut. Discriminate /n/ I am going to say some words. When you hear a word that begins with /n/, nod your head. You may wish to have children practice nodding their heads. Listen carefully. Does the word book begin with /n/? No, book does not begin with /n/. Does never begin with /n/? Yes never begins with /n/. Continue with these words: nap, next, pat, number, cat, niece, and neck. Identify /n/ words Tell children you will describe something to them. When they have figured out what you are describing, they should quietly stand up. Let’s try one together. This person can be a man or a woman. This person helps keep you healthy. The person helps a doctor. Who is it? (nurse) Continue with nail, name, neck, necklace, nest, net, nickel, nine, and nut.

First Grade Example: Phonemic Awareness
1.3, Week 6, Day 2, pg 146b We just saw leaves sprout in a flowerbox in a ledge. Listen to the sounds in ledge. Model saying each sound as you write the letter that goes with it. Say ledge and write l, e, dge You can see that ledge has 5 letters but only three sounds. Continue the activity with these examples: Badge, ridge, lodge, edge, trudge

First Grade Example: Phonemic Awareness
1.3, Week 1, Day 1, pg 10l We just sang “Oh My”. Listen to the sounds in my. Model saying each sound as you write the letter that goes with it. Say /m/ /I/ as you write m, y. When children grow, they’re happy. Listen to the sounds in happy. Model saying each sound as you write the letter that goes with it. Say /h/ /a/ /p/ /ee/ as you write h,a,pp,y Have children say the sounds with you as you point to the letters. (h, a, pp, y) Continue the activity with these examples: fly, penny, why, sunny, try, sloppy

Activity Teaching Phonological Awareness
Pair up with a partner (Grade 2 and 3 teachers join groups of K and 1 teachers) Find a lesson that teaches phonological awareness in your teacher’s edition. Practice teaching that section of phonological awareness activities as if you were teaching it to a student Remind participants that they should use the green headings as a guide for identifying phonological awareness activities in their books. This activity should take about 15 minutes. Monitor & provide support while participants complete activity.

Objectives To define phonological awareness
To become familiar with the research behind phonological awareness To identify high priority skills of phonological awareness To review the scope and sequence of phonological awareness instruction in Scott Foresman-Reading Street To identify and implement phonological components within daily Scott Foresman-Reading Street lessons

Alphabetic Principle

Objectives You will learn: To define alphabetic principle
To become familiar with the research on the Alphabetic Principle To identify the high priority skills of Alphabetic Principle To recognize the pattern of instruction on the Alphabetic Principle in daily and weekly instruction To identify and implement Alphabetic Principle instruction within daily Reading Street lessons.

What is the Alphabetic Principle?
The ability to associate sounds with letters and use these sounds to form words. The understanding that words in spoken language are represented in print. Sounds in words relate to the letters that represent them. Liberman & Liberman, 1990)

Alphabetic Principle is composed of three main components
Letter-sound correspondence: Understanding that letters represent sounds Blending: Understanding that we blend sounds from left to right Phonological Recoding: Blending sounds together to represent a word that has meaning

Match the Phrase to the Definition
____Decodable Text Stringing sounds together to make a word. A word in which all letters represent their most common sounds (e.g., sit, fan, got) A word in which one or more letters does not represent the most common sound (e.g., was, of) or a word for which the student has not learned the letter-sound correspondence or word type (e.g., CVCe) Text in which the reader can read the majority of words accurately because the reader has been taught the sounds and word types. The systematic process of teaching sound-symbol relationships to decode words. Overtly teaching the steps required for teaching a task within a planned, sequential program of instruction. using letter-sound relationships and word knowledge to convert printed words into spoken language. 1. Stringing sounds together to make a word. 2. A word in which all letters represent their most common sounds (e.g., sit, fan, got). ____Regular Words 3. A word in which one or more letters does not represent the most common sound (e.g., was, of) or a word for which the student has not learned the letter-sound correspondence or word type (e.g., CVCe) ____Decoding ____Irregular Word 4. Text in which the reader can read the majority of words accurately because the reader has been taught the sounds and word types. ____Phonics 5. The systematic process of teaching sound-symbol relationships to decode words. ____Explicit and Systematic Instruction 6. Overtly teaching the steps required for teaching a task within a planned, sequential program of instruction. ____Blending 7. using letter-sound relationships and word knowledge to convert printed words into spoken language.

What the Research Says About Alphabetic Principle (AP)
A primary difference between good and poor readers is the ability to use letter-sound correspondences to identify words. (Juel, 1991) Difficulties in decoding and word recognition are at the core of most reading difficulties. (Lyon, 1997) Students who acquire and apply the alphabetic principle early in their reading careers reap long-term benefits. (Stanovich,1986) Because our language is alphabetic, decoding is an essential and primary means of recognizing words. There are simply too many words in the English language to rely on memorization as a primary word identification strategy. (Bay Area Reading Task Force, 1996)

What Does the National Reading Panel Say About Alphabetic Principle?
The meta-analysis revealed that systematic instruction in phonics produces significant benefits for students in kindergarten through 6th grade and for children having difficulty learning to read. These facts and findings provide converging evidence that explicit, systematic phonics instruction is a valuable and essential part of a successful classroom reading program. Report of the National Reading Panel, 2000

Why Teach Systematic & Explicit Phonics Instruction?
By teaching explicitly and systematically: We teach a strategy for attacking words students don’t know. We can teach ALL students to use these strategies. We don’t leave it up to the students to infer the strategy, because the struggling reader won’t be able to guess it. We must equip students with a strategy for them to attack text in the real world.

Why Teach Systematic & Explicit Phonics Instruction?
If we teach a child to read: Then she can read: 10 words 10 letter-sounds and blending 720 3-sound words sound words sound words

Connecting Sounds to Letters
“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 discriminating one from the other because each stands for one of the sounds that occur in spoken words.” Adams, 1990

What Skills Does Alphabetic Principle Include?
Letter Sound Correspondences Advanced Word & Structural Analysis Skills Regular Word Reading Irregular Word Reading Reading in text .

What Skills Does Alphabetic Principle Include?
Letter-Sound Correspondences: Knowing the sounds that correspond to letters (the sound of b is /b/, the sound of a is /aaa/) Regular Word Reading/Spelling: Reading/spelling words in which each letter represents its most common sound (mat, sled, fast) Irregular Word Reading/Spelling: Reading/spelling words in which one or more letter does not represent its most common sound (the, have, was) Advanced Word Analysis Skills: Reading/spelling words that include letter patterns and combinations (make, train, string) Structural Analysis: Reading/spelling multisyllabic words and words with prefixes and suffixes (mu-sic, re-port, tall-est, Wis-con-sin)

Regular Word Reading Progression
Sounding Out Saying each individual sound out loud Saying Whole Word Saying each individual sound and pronouncing whole word Sight Word Sounding out word in your head, if necessary, and saying the whole word Automatic Word Reading Reading the word without sounding it out

What Alphabetic Skills Does a Student Need to Master to Read This Regular Word?
man Reading goes left to right Knowledge of letter sounds for ‘m’, ‘a’, and ‘n’ Blending Phonological recoding Reading is a complex process- We MUST teach students these skills if we want them to become successful readers Ask participants to look at the slide and try to think of all the skills students would need to read the word ‘man’ Give participants 60 seconds to write down as many skills as they can think of that students need to read the word man. Then show the responses from the slide. Tell participants that there are a lot of skills that go into being able to read even simple words. We need to teach systematically and explicitly if we expect students to master this complex array of skills.

Reviewing Curriculum Maps
Review the curriculum map for your grade to answer the following questions: What are the high priority skills for the next 3 months? ______________________________ What other skills may be necessary to teach before the high priority skills? ______________ _______________________________________ What skills do you predict to be difficult for some children? _________________________

Mapping of Instruction to Achieve Instructional Priorities: Kindergarten
The above slide shows the curriculum map for alphabetic principle in Kindergarten The curriculum maps can be used to evaluate how well a program sequences skills. Within this map, it indicates that AP instruction should begin with teaching letter sounds. By the last few months, focus on blending letters into words, and reading irregular words.  To evaluate how students are responding to our instruction, we can use the DIBELS to quantify if the student is meeting objectives 2a (NWF) the range we would like is between letter sounds

Mapping of Instruction to Achieve Instructional Priorities: Grade 1
The above slide shows the curriculum map for alphabetic principle in First grade. Point out the difference between the kindergarten and first-grade curricular maps, demonstrating that in first grade proficiency on the alphabetic principle is the major instructional goal. The curriculum maps can be used to evaluate how well a program sequences skills to ensure that all students are on-track to ending first grade with proficiency in the alphabetic principle. Within this map it indicates that AP instruction should continue to develop letter sound instruction, letter combinations, and word reading begins by month 4. Once word reading instruction begins that will be integrated with reading connected text to attain our end of year goal of reading 40 words a minute. Irregular word reading continues throughout the school year.  To evaluate how students are responding to our instruction, we can use the DIBELS to quantify if the student is meeting objectives 4b (ORF).

The above slide shows the curriculum map for alphabetic principle in Second grade. Point out the difference between the first and second grade curricular maps, demonstrating that in second grade the goal is on advanced decoding and building fluency in reading text. The curriculum maps can be used to evaluate how well a program sequences skills to ensure that all students are on-track to ending second grade with advanced skills in the alphabetic principle. This map indicates that AP instruction should begin developing whole word reading and advanced decoding skills and building fluency in reading connected text. Irregular word reading continues throughout the school year.  To evaluate how students are responding to our instruction, we can use the DIBELS to quantify if the student is meeting objectives 4a (ORF).

The above slide shows the curriculum map for alphabetic principle in Third grade. Point out the difference between the second and third grade curricular maps, demonstrating that in third grade the goal is on reading multi-syllabic words and building fluency in reading text. The curriculum maps can be used to evaluate how well a program sequences skills to ensure that all students are on-track to ending third grade with advanced skills in the alphabetic principle. This map indicates that AP instruction should begin with teaching to read multi-syllabic words and building fluency in reading connected text. Irregular word reading continues throughout the school year.  To evaluate how students are responding to our instruction, we can use the DIBELS to quantify if the student is meeting objectives 4a (ORF).

Let’s look at how Reading Street teaches Alphabetic Principle......

Alphabetic Principle Instruction Reading Street Priority Skills
Let’s look at… Reading Street Scope and Sequence Unit Planners Weekly Planner Appendix

Alphabetic Principle Instruction
Letter/Sound Correspondence Blending (Phonics/Decoding Strategy) Decodable text Dictation Word work High-Frequency Words

Kindergarten Example: Connecting Sounds to Letters
Activity: The sound of M, K.1, Week 5, Day 1, pg 271 Display page 13 of Animal ABCs. This is a moose. Moose begins with m. Point to Mm. What is the name of this letter? (m) What is the sound for this letter? (/m/) Display Alphabet Cards for Bb, Cc, Ff, Mm, Gg, Dd. Invite Children to pick out the Mm card and name the letter. Rearrange the cards each time. Write _oon on the board. I want to write the word moon. What is the first sound in moon? It begins with /m/. What is the letter for /m/? Write an m in the blank to complete the word. Repeat with monkey, mouse, mother. Invite children to the board to write the letter m in each blank. Display the Mm Alphabet Card. The name of this letter is m. The sound for this letter is /m/. Me and my begin with /m/. Point ot the objects in the classroom that begin with /m/. This is mirror. What sound does mirror begin with? Continue with other objects.

Letter/Sound Correspondence Blending (Phonics/ Decoding Strategy) Decodable text Dictation Word work High-Frequency Words

Blending Blending: The process of combining individual sounds or word parts to form whole words either orally or in print Example: combining the speech sounds /c/, /a/, and /t/ to form the word cat. Define and provide examples of each kind of blending for the participants. Model sound by sound & continuous blending

/mmm/-/aaaaa/-/nnnnn/-- man
Two Types of Blending Sound by sound blending: each sound is identified and produced one at a time, then blended together /mmm/-/aaaaa/-/nnnnn/-- man Continuous blending: sometimes called ‘whole word blending’. Each sound is stretched out and strung to the next sound in a word without pausing between sounds /mmmmaaaannnnn/- man

Kindergarten Example: Blend Sounds
mop top rod on pod K.3, Week 6, Day 1, pg 327 Blend and read /o/ words Write mop on the board. Have children say each sound as you point to the letters: /m/ /o/ /p/. Now, blend these sounds together to read the word. I’ll do it first: /m/ /o/ /p/, mop. The word is mop. Follow the blending routine with top, rod, on and pod.

First Grade Example: Segmenting and Blending
Topic: Blend and Segment /a/ - Unit 1 Day 1, page 10m Teacher: We just sang a song about a family at a pet store. Listen to the sounds in at. Model saying each sound as you write the letter that goes with it. Say /a/ /t/ as you write a, t. Have children say the sounds as you point to the letters (/a/ /t/) and blend the word (at). You might see a cat at a pet store. Listen as I say the sounds in cat. Model the sounds as you write the letters: /k/ /a/ /t/, cat. Have children say the sounds as you point to the letters (/k/ /a/ /t/) and blend the sounds to say the word. (cat) Continue the activities with these examples. an ad am ran mad ham bat tag Prompt participants to read over the activity before you begin. Model the instructional task for the teachers the way you would deliver the instruction to a first grade class. Note for K & 1st grade teachers that this is the skill we eventually want students to be able to do, but that we have to start at the very basics for the kindergarten students. Kindergarten teachers must teach the basics, while remembering their ultimate goal, which is having students blend and segment words. What part of this activity is primarily a phonemic awareness skill? What part is primarily an alphabetic principle skill?

Teaching Students to Read Big Words
Teaching a Word-Attack Procedure Teacher shows students how to attack big words on their own and prompts use of procedure whenever students are reading.

1. Blending Two-Syllable Words Teacher supports “chunking” by showing syllable breaks with procedure. Emphasized: Grades 1-2

First Grade Example: Blending Compound Words
bedtime 1.3, Week 2, Day 2, pg 38c Connect: Write bed and time. You studied words like these already. What are these words? Today we’ll learn about combining two words, such as bed and time, to make a compound word. Model: Write bedtime. A compound word is made up of two shorter words. The meaning of the compound word is often made up of the meanings of the two shorter words. What two words do you hear in bedtime? (bed and time) What does bedtime mean?To read compound words, first I read the two words and them I blend them into one word. Segment and blend bedtime. Lets blend this word together: /bed/ /time/ bedtime. Group Time: First, look for the two smaller words that make the compound word. Read the two smaller words, and then blend them into one word. Continue with pancake, windmill, sunrise, somewhere, and sandbox. Discuss the meanings and point out that compound words can also be made from words from the Word Wall. Lesson continues…

2. Teaching of Common Affixes un-, dis-, re-, -s, -es, -ed, -ing, -ly, -tion Teacher supports “chunking” by showing students the affixes. Emphasized: Grades 1-3

Grade 2 Example: Teaching of Common Affixes
Activity: Blending Procedure, 2.1, Week 4, Day 1, pg 96n Connect: Write rained and raining. What do you know about reading these words? (Both have base word and an ending. Read the base word; read the ending; then blend the two parts.) Read the words together. Today you’ll learn about words whose spelling changes before an ending is added. Model: Write shop, shopped, shopping. The last consonant shop, p, was doubled before the endings were added. This happens in short-vowel words such as shop that end in just one consonant. This is how I blend these words. Cover the added consonant and ending to read the base word; uncover and read the ending. Blend the two parts. Let’s blend these words together: shop, ped, shopped; shop ping, shopping. Write like, liked, liking. The e was dropped before these endings were added. This happens if a base word ends with e, and the ending starts with a vowel. Model blending the words; then have children blend with you. Rained Raining

3. Syllabication Instruction Dividing words into syllable patterns and types (closed, open, vowel team, silent-e, R-controlled, consonant-le) Emphasized: Grades 2-3

Grade 3 Example: Syllable Instruction
Review Example: Syllable Patterns vc/cv and vcc/v Write kitten and pocket. You can read these words because you know how to divide words into smaller parts. If a word has two consonants together in the middle, you know that usually we divide between them. Remember that some consonants are not divided, such as -ck, -ch, and -sh. The vowel in each syllable usually makes a short vowel sound. How do you divided kitten and pocket? (kit/ten, pock/et) What vowel sound to you hear in each syllable? (short vowel sounds) Kitten Pocket

Activity Partner up with another person in your grade.
Find the lesson in your teacher’s edition Practice teaching part of the lesson to your partner as if you were presenting the lesson to students. Provide feedback to one another on the delivery of the lesson: clarity, easy to follow Grade Topic: Lessons: K Letter-sound correspondence K.1, Week 6, Day 1, pg 333 1st Short Vowel Blending 1.1, Week 3, Day 1, pg 52n 2nd Long Vowel Blending 2.1, Week 2, Day 1, pg 42n 3rd Vowel Digraphs 3.1, Week 4, pg 115i (Teach) This activity should take about 15 minutes Circulate and provide support while participants complete the activity

Letter/Sound Correspondence Blending (Decoding and Word Reading) Decodable text Dictation Word work High-Frequency Words

Definition and Purpose of Decodable Text
Decodable text: Text in which most words (i.e., 80%) are wholly decodable and the majority of the remaining words are previously taught sight words, including both high-frequency words and story words. Instruction should always provide students opportunities to apply what they are learning in the context of use. Decodable text builds automaticity and fluency in beginning readers. It is used as an intervening step between explicit skill acquisition and students’ ability to read authentic literature.

Reading Decodable Text
Student engagement with the text is critical! Students must be prompted to track the text by pointing under (not over or on) the text with their finger to ensure they are actually looking at the words. Teacher MUST monitor student response to make sure students are not just parroting students next to them. Students need to have sufficient practice with word reading (blending) tasks prior to reading the decodable text to ensure they are successful. Students who struggle with reading decodable text need to have opportunities in small groups to read and be monitored more closely by the teacher. This will increase success with the time spent reading during whole-group instruction.

Dictation—Definition and Purpose
Definition: Teacher regularly dictates words containing previously taught sound/spellings and students use their sound/spelling knowledge and the sound/spelling cards to spell the words. Instruction progresses to sentences including previously taught irregular high-frequency words. Purpose: Dictation connects the decoding (reading) process to the encoding (writing or spelling) process by demonstrating that the sound/spellings students use to read can also be used to communicate through writing.

Kindergarten Example: Blend and Spell Routine
K.3, Week 5, Day 2, pg. 341 Listen to the sounds in the word not: /n/ /o/ /t/. Say the sounds with me: /n/ /o/ /t/. What is the first sound in not? What is letter for /n/? Write n ot the board. Now you write n on your paper. Continue the spell and blend routine with remaining sounds. not n o t

First Grade Example: Dictation
1.1, Week 1, Day 2, pg 12e Practice Short a WRITE DICTATION SENTENCES Have children write these sentences. Repeat words slowly, allowing children to hear each sound. Children may use the Word Wall to help with spelling high frequency words. The cat ran that way. I am on the back mat. Dad is at the van.

Word Work Definition and Purpose
Definition: Word work is an umbrella term encompassing all the building, sorting, and manipulating activities used to practice sound/spelling patterns in words. Purpose: SBRR tells us that children need 4-14 repetitions of, or opportunities to work with, a sound/spelling for it to become embedded in their memory. Word work, along with blending and reading decodable text, helps accomplish this need for repetition.

Activity Word Work Pattern of Instruction
Look through at least two weeks worth of lessons in any unit available at your table group. Work with a partner to find places where word work is used.

PA warm up Letter/Sound Correspondence Blending (Decoding and Word Reading) Decodable text Dictation Word work High-Frequency Words/ Nondecodable Words

High-Frequency Words A small group of words that account for a large percentage of the words in print. Many high-frequency words are irregular, that is, not readily decodable by sounding out. Only 100 words account for approximately 50 percent of the words in English print. Fry, Fountoukidis 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. Blevins, Phonics from A to Z 1998

Words in the English Language
50% are wholly decodable 37% are only off by one sound 50% of the words we read are made up of the first 107 high-frequency words. Hanna, P. R., J. S. Hanna, R. E. Hodges, and E. H. Rudorf, Jr Phoneme-grapheme correspondences as cues to spelling improvement. Washington, DC: U.S. Office of Educ.

Kindergarten Example: High-Frequency Words
K.1, Week 3, Day 1, pg 142 Display the. This is the word the. Say the letters with me: t, h,e, the. Continue with little. Let’s add these words to the Word Wall. Let’s look in some books to see if we can find these words. the little High Frequency Word Routine: Page TR1 List of High Frequency Words Taught in K.1: Page TR2

Grade 2 Example: High Frequency Words
2.1, Week 1, Day 2, pg 14-15 Nondecodable Words Routine: Say and Spell: Point to the first word. This word is county, c-o-u-n-t-r-y, country. What is this word? What are the letters in this word? Identify Familiar Letter Sounds: Point to the first letter in country. What is this letter? What is the sound for this letter? (c /k/) Demonstrate Meaning: Tell me a sentence using this word. Repeat the routine for other Words to Read. Add the words to the WORD WALL. Use Vocabulary Transparency 1 to review this week’s words.

Objectives You will learn: To define Alphabetic Principle
To become familiar with the research on the Alphabetic Principle To identify the high priority skills of Alphabetic Principle To recognize the pattern of instruction on the Alphabetic Principle in daily and weekly instruction To identify and implement Alphabetic Principle instruction within daily Reading Street lessons.

Vocabulary

Objectives You will learn:
To define vocabulary instruction and relevant skills To become familiar with the research behind vocabulary instruction To identify high priority skills of vocabulary To recognize the pattern of instruction for vocabulary within Reading Street To become familiar with the two types of vocabulary instruction within Reading Street To identify and implement vocabulary components within daily Reading Street lessons

Vocabulary Development
The ability to understand (receptive) and use (expressive) words to acquire and convey meaning.

Vocabulary Knowledge What is it? . . .
Expressive Vocabulary: Requires a speaker or writer to produce a specific label for a particular meaning. Receptive Vocabulary: Requires a reader or listener to associate a specific meaning with a given label as in reading or listening.  Point out that receptive vocabulary is typically much stronger in the early grades then expressive vocabulary and that expressive vocabulary tasks are more difficult for all learners.

Critical Elements in Vocabulary Knowledge
The National Reading Panel report (2000) indicates the following components as essential in Vocabulary Knowledge: Preinstruction can have significant effects on learning. Multiple Methods Direct & Indirect Assessment should match instruction. These are essential findings from the NRP report for vocabulary instruction: Multiple and direct methods: Students need to be taught multiple ways of determining the meaning of words. These methods also have to be taught directly rather then incidentally. Repetition: Having students read and use words many times increases the likelihood of retaining the meaning for future use. Preinstruction: Teaching essential word meanings before having students see the word in connected text can improve reading comprehension. Computer technology: Computer programs show possible utility as an additional tool to support learners. Assessment should match instruction: Depending on how you expect the child to use the word, the instruction for that word will vary. Repetition & Multiple Exposures to Words In Varied Contexts Promise of computer technology

The Vocabulary Gap 2 vs. 8 words per day 750 vs. 3000 per year
• Children who enter with limited vocabulary knowledge grow more discrepant over time from their peers who have rich vocabulary knowledge (Baker, Simmons, & Kame’enui, 1997) • The number of words students learn varies greatly. 2 vs. 8 words per day 750 vs per year

Meaningful Differences
Words heard per hour Words heard in a 100-hour week Words heard in a 5,200 hour year 4 years Welfare 616 62,000 3 million 13 million Working Class 1,251 125,000 6 million 26 million Professional 2,153 215,000 11 million 45 million explain the study done by Hart and Risley (1995). Betty Hart and Todd Risley wanted to know why, despite best efforts in preschool programs to equalize opportunity, children from low-income homes remain well behind their more economically advantaged peers years later in school. Their study began by recording one full hour of every word spoken at home between parent and child in 42 families each month for 2½ years. Families were categorized as professional, working class, or welfare. Years of coding and analyzing every utterance in 1,318 transcripts followed. By age 3, the recorded spoken vocabularies of the children from the professional families were larger than those of the parents in the welfare families. Between professional and welfare parents, there was a difference of almost 300 words spoken per hour. Therefore, in one year a child in a professional family would hear 11 million words while a child in a welfare family would hear just 3 million. Affirmations are described as explicit parent approval like “That’s good” or “I love you” as well as utterances immediately following the child’s utterance that repeated, expanded on, or extended the child’s utterance. Prohibitions are described as explicit parent disapproval like “You are bad” or “That’s wrong” as well as imperatives specifying “Don’t,” “Stop,” “Quit,” or “Shut up.” The implications of these findings are enormous as Hart and Risley’s follow-up studies at age 9 proved: the large differences in the amount of children’s language experiences were tightly linked to large differences in their academic outcomes. The implications are encouraging, too, as the authors noted in the preface to the 2002 printing of their book Meaningful Differences in the Everyday Experience of Young American Children, "the most important aspect to evaluate in child care settings for very young children is the amount of talk actually going on, moment by moment, between children and their caregivers." By giving children positive interactions and experiences with adults who take the time to teach vocabulary, oral language concepts, and emergent literacy concepts, children should have a better chance to succeed at school and in the workplace. Let participants know that they can find more information on this study at Hart & Risley 1995, 2002

Importance of Independent Reading
Research has shown that children who read even ten minutes a day outside of school experience substantially higher rates of vocabulary growth between second and fifth grade than children who do little or no reading. Anderson & Nagy, 1992

Variation in the Amount of Independent Reading
Percentile Rank Minutes Per Day Words Read Per Year Books Text 98 65.0 67.3 4,358,000 4,733,000 90 21.2 33.4 1,823,000 2,357,000 80 14.2 24.6 1,146,000 1,697,000 70 9.6 16.9 622,000 1,168,000 60 6.5 13.1 432,000 722,000 50 4.6 9.2 282,000 601,000 40 3.2 6.2 200,000 421,000 30 1.8 4.3 106,000 251,000 20 0.7 2.4 21,000 134,000 10 0.1 1.0 8,000 51,000 2 use this chart to help participants understand that better readers choose to read more which leads to higher vocabulary growth. Make a comparison between a child at the 80th percentile ranking academically in his class who reads 1,697,000 words of text each year and the 30th percentile student who reads 251,000 words of text each year. Make the point that a child who is reading significantly less than 2,250,000 words per year will learn significantly less than 2,250 new words a year. Explain that Keith Stanovich refers to this as the “Matthew effect” (the rich getting richer and the poor getting poorer). Help participants make the connection that accurate decoding leads to reading ability and motivation, which leads to fluency, which leads to more independent reading, higher vocabulary growth, and ultimately better comprehension of text. R.C. Anderson, 1992

101101

The vocabulary instructional objectives in kindergarten and first grade focus on primarily developing expressive and receptive vocabulary at the word level. The reason that all objectives have an 'X' in each month is that the research is unclear as to what the best instructional sequence and length of time needed for meeting these vocabulary objectives.

The instructional objectives in second and third grades shift to improving vocabulary understanding within text and teaching how this impacts overall comprehension. Instruction on making inferences by word choice is also a major objective. The reason that all objectives have an 'X' in each month is that the research is unclear as to what the best instructional sequence and length of time needed for meeting these vocabulary objectives.

Vocabulary Instruction Reading Street Priority Skills

Two Types of Vocabulary Instruction
Word-learning strategy instruction Specific word instruction Explain that there are two types of vocabulary instruction, specific word instruction and word-learning strategy instruction. Explain that instruction in word-learning strategies starts in grade 2 in Houghton Mifflin Reading. Review the typical strategies used for word-learning strategy vocabulary instruction in grades 2 and up using slide ___. Then review the common activities that are used to instruct students in specific words using slide #____ State that the emphasis on vocabulary in grades K-1 is on high-frequency words and specific word instruction. Remind participants that about half the text we read consists of the 107 words of highest frequency (see slide #___).

Word-learning strategy instruction
Strategies to help students determine the meaning of unfamiliar words on their own.

Word-Learning Strategies Commonly Taught
Dictionaries and other reference aids Word parts Context clues 1. how to use dictionaries and other reference aids to confirm and deepen knowledge of word meanings 2. affixes, base words, word roots (about 60% of all English words have Latin or Greek origins). How to use information about word parts to figure out the meanings of words in text 3. how to locate and use external context clues to determine word meanings Directly teaching and modeling these strategies is the key to helping students become independent word learners (Kameenui, Dixon, and Carnine)

Steps in Explicit Strategy Instruction
Direct explanation Modeling Guided practice Feedback Application Dickson, Collins, Simmons, & Kame’enui (1998)

Grade 2 Example: Vocabulary Strategy for Unknown Words in Text
2.1: Strategy: Monitor and Fix-Up; Week 3, Day 2, pg 70e Introduce the strategy: Explain to children that sometimes they may have questions while they are reading. When that happens, they should keep reading to see if they discover the answers. Model: When I read a story, sometimes I don’t understand what is happening, or sometimes I don’t understand what a word means. If this happens, I know that if I just keep on reading, I can usually find the answers to those questions. Connect to Reading: Encourage children to ask themselves these questions as they read Henry and Mudge and the Starry Night: When I can’t figure out what is happening in a story, do I read on to understand? When I don’t understand a word, do I read on to find clues to help me figure it out? Think Aloud 112

Specific word instruction
Intentional vocabulary instruction in specific concepts and word meanings

Critical Methods for Specific Word Instruction
Multiple exposures Use synonyms and antonyms Make up a novel sentence Classify with other words Direct definitions Relate the definition to one's own experiences Use visuals to demonstrate word meanings Explain: Multiple exposures means that we are repeatedly using and presenting the vocabulary words so that students can commit them to memory and see them used in a variety of contexts. It takes many exposures to learn a word, so we must try to use the word repeatedly during instruction and throughout the day and week if we want students to remember the word. Use synonyms & antonyms-help students understand what a word is through providing other words that describe what it is, and what it is not. If we are trying to describe the word furious, we might say- furious is like being mad. It’s not being happy. Make up a novel sentence-when we use words in new sentences it demonstrates to students other ways the word can be used, and helps them use it in their own language. If we have students make up a novel sentence, this is even more powerful Classify with other words- in order to help students gain a further understanding of the concept. The more words we can relate the word to, the richer the student’s understanding, and the broader their vocabulary becomes. Direct definitions provide an anchor for students, they help clarify the meaning of a word so that students can substitute the direct definition in to know if the word makes sense in context. Relate definition to one’s own experiences-when we tie in new words to students’ existing knowledge, students are better able to understand the information we’re teaching.

Vocabulary Instruction in Reading Street
Amazing Words to build oral vocabulary 2.1, Week 3, pg. 68m Oral Vocabulary Teaching Routine pg. DI 1 to DI 5 Amazing Words Preteaching words to be used in in student text - 2.1, Week 3, pg. 72 a Selection Words

Grade 3 Example: Build Concept Vocabulary
Unit 3.1: Selection Words, Week 2, pg 42L Start a web to build concepts and vocabulary related to the week’s lesson and unit theme. Draw a Getting What We Need Concept Map Read the fourth sentence of the the second paragraph with the word exchange again. Ask students ot pronounce exchange and to discuss its meaning. Place exchange in an oval attached to trade. Explain that exchange is related to this concept. Read the sentence in which barter and precious appear. Have students pronounce the words, place them on the web, and provide reasons. Brainstorm additional words and categories for the web. Keep the web on display and add words throughout the week. Ask participants to open up their Third Grade Unit 1 Teacher’s editions to 25B and find the Review Selection Vocabulary section. Ask participants to read the last paragraph in the section to themselves. Ask K, 1, & 2 teachers to follow along with a third grade teacher. Model for participants teaching the vocabulary word: stiff. Prompt them to look for three things Multiple exposures of the word- how many times do I use the word? Finding synonyms for the word stiff Finding antonyms for the word stiff Getting What We Need Trade Places Value Barter Precious Exchange 116116

Grade 2 Example: Relate the definition to one's own experiences
2.1, Selection Words: Week 3, Day 2, pg 72a Use Vocabulary Transparency 3 to introduce selection words. Read each sentence as you track the print. Frame each underlined word. Explain the word’s meaning. Shivered: Shook with fear Drooled: let saliva run from mouth Lanterns: lights inside containers that can be carried Snuggled: cuddled together Ask children to identify familiar letter-sounds and word parts: shivered (sh), lanterns (l), snuggled (sn), drooled (dr) Have children read each sentence with you. To encourage discussion using the selection words, ask children to tell about a time when they or someone they know shivered, snuggled or drooled. Then have them describe situations when they might use a lantern. Ask participants to open up their First Grade Unit 1 Teacher’s editions to T148 and find the Reading a Pre-Decodable Book: High-Frequency Words section. Ask participants to read the selection High-Frequency Words to themselves. Ask K, 2, & 3 teachers to follow along with a first grade teacher. Model for participants teaching the vocabulary word: are. Prompt them to look for two things Multiple exposures of the word- how many times do I use the word? Making up a novel sentence

Grade 1 Example: Differentiated Instruction Routine
Pg DI 1: Oral Vocabulary Routine Introduce the Word- Relate the word to the song or story in which it appears. Supply the child-friendly definition (See pages DI2-8). Have children say the word The dogs and cats in the song need shelter. The place in which you live is your shelter. Say the word with me, shelter. Demonstrate- Provide familiar examples to demonstrate meaning. When possible, use gestures to help convey meaning. Examples: A nest is a bird’s shelter. A barn is a horses shelter. When you are camping, a tent is your shelter. Apply- Have children demonstrate understanding with a simple activity. Suggestions for step 3 activities appear on the next page. Example: Draw three types of shelters. Who stays in those shelters? Display the Word/Letter-Sounds- Write the word on a card and display on a classroom Amazing Words board. Have children identify some familiar letter-sounds or word parts. Example: This word is shelter. Run your hand under the tow parts shel-ter as you read the word. Ask participants to open up their Second Grade Unit 1 Teacher’s editions to Lesson 1 62P and find the Selection Vocabulary section. Ask participants to read the selection to themselves. Ask K, 1, & 3 teachers to follow along with a second grade teacher. Model for participants teaching the vocabulary words: librarian & assistant. Prompt them to look for two things Multiple exposures of the words- how many times do I use the words? Providing a direct definition of the words

Activity: Specific Word Instruction
Partner up with a same-grade teacher Each partner, practice the specific word instruction listed below for your grade-level. Note which methods you used. Grade Example in Lesson K K.1, Week 4, Day 2, pg 313: “Let’s Learn Amazing Words”(Oral Vocabulary) 1st Use the DI Routine that Aligns with Week 1, Day 1, pg 12m Amazing Words Locate the DI Definitions, Examples, and Letter Sounds for The Big Blue Ox Locate Day 1 Words: Observe, Wild, Parent Use with Teach/Model Routine pg DI 1 2nd Use the DI Routine that Aligns with Week 1, Day 1, pg 68m Amazing Words Locate the DI Definitions, Examples, and Letter Sounds for Iris and Walter Locate Day 1 Words: Investigate, Urban 3rd 3.1, Week 5, pg 18b “Introduce Vocabulary: Word Meaning Chart” Discuss how you would teach the lesson: What wording would you use? What methods are used as Specific Word Instruction techniques? Review the (Weekly Planner pg 116d) to identify how vocabulary is taught across the week. This activity should take about 15 minutes. Prompt participants that they should switch roles after about 6 minutes so they can finish in time. Circulate around the room to answer questions and provide support for participants.

Objectives You will learn:
To define vocabulary instruction and relevant skills To become familiar with the research behind vocabulary instruction To identify high priority skills of vocabulary To recognize the pattern of instruction for vocabulary within Reading Street To become familiar with the two types of vocabulary instruction within Reading Street To identify and implement vocabulary components within daily Reading Street lessons

Objectives To define comprehension instruction and relevant skills
To become familiar with research on comprehension. To Identify the high priority skills of comprehension To recognize the patterns of instruction for comprehension within Reading Street To identify and implement comprehension components within daily Reading Street lessons

Comprehension

Comprehension The complex cognitive process involving the intentional interaction between reader and text to extract meaning.

Research on Reading Comprehension tells us that...
Readers who comprehend well are also good decoders. Implications: Teach decoding and word recognition strategies. Time spent reading is highly correlated with comprehension. Implications: Provide for lots of in-class reading, outside of class reading, independent reading. Encourage students to read more, read widely, and help them develop a passion for reading. Big Ideas in Beginning Reading, Univ. of Oregon

Critical Elements in Comprehension of Text
The National Reading Panel report (2000) identifies the following elements as essential in Comprehension instruction: Multiple opposed to a single strategy Teaching students to become strategic takes time. Active involvement of students Teaching rather than mentioning or assessing Seven categories of strategies provide evidence of efficacy.

Factors that Impact Reading Comprehension
Reader Based Factors Phonemic awareness Alphabetic understanding Fluency with the code Vocabulary knowledge Prior knowledge Engagement and interest Text Based Factors Narrative vs. expository Genre considerations Quality of text Density and difficulty of concepts explain the reader and text based factors that have been found to impact comprehension. The impact, of course, can be positive or negative. If a student has good decoding skills and a large vocabulary, those factors will positively impact that student’s comprehension and visa versa. Big Ideas in Beginning Reading, Univ. of Oregon

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 explain the causes of reading comprehension failure. Connect this information back to that on slides #8 and #9 so that participants have a clear understanding of what is required, both of them and of the student, for comprehension instruction to be effective. Before proceeding, take a few minutes to explain to participants the difference between a reading strategy and a comprehension skill. State that people or publishers often use the word strategy for many different things. A reading strategy is the application of a skill that students use as they read to make meaning of text. Good readers apply strategies every time they read. Comprehension skills are used by readers when they apply strategies to different types of texts. For example, you would not always use the skill of compare/contrast each time you read, but a good reader would always use the strategy of summarizing at strategic points while reading. Skills and strategies have a reciprocal relationship. To illustrate this, ask participants to turn to Theme 1 grade 3 p. 55B and read the sidebar text titled Teacher’s Note, Strategy/Skill Connection. Make sure participants understand that Strategy Focus is the term Houghton Mifflin uses to refer to comprehension strategies and Comprehension Skill Focus is the term they use to refer to comprehension skills.

The comprehension instructional objectives in kindergarten change and evolve across the year. The numbers in 2a refer to the different types of comprehension questions. In kindergarten these objectives are primarily at the listening comprehension level.

The comprehension instructional objectives in first grade change and evolve across the year. The numbers in 1a refer to the different types of comprehension questions and the letter “f” refers to strategically integrating the different skills. The numbers in 1c refers to the story elements needing instruction.

The comprehension instructional objectives in first grade change and evolve across the year involving both listening and reading comprehension. Discuss high priority items. The reason that all objectives have an 'X' in each month is that the research is unclear as to what the best instructional sequence and length of time needed for meeting these comprehension objectives.

Discuss high priority items and progression of skills from Grade 1 to Grade 2. The reason that all objectives have an 'X' in each month is that the research is unclear as to what the best instructional sequence and length of time needed for meeting these comprehension objectives.

Discuss high priority items and progression of skills from Grade 2 to Grade 3. The reason that all objectives have an 'X' in each month is that the research is unclear as to what the best instructional sequence and length of time needed for meeting these comprehension objectives.

Comprehension Strategy Use for Proficient Readers Relies on...
An awareness and understanding of one's own cognitive processes Recognition of when one doesn't understand Coordination and shifting the use of strategies as needed Big Ideas in Beginning Reading, University of Oregon Display slide #13, and transition participants into discussing the use of metacognition when teaching comprehension strategies. Many students, especially those who are struggling readers, do not understand that good readers regularly use a set of strategies to comprehend text. Good readers are aware of their own cognitive processes. They know when they do not understand text and have the mental flexibility to adjust and switch the strategy they are using to better comprehend. Explain that the most successful technique used to impart this awareness of ones thought processes is to model it for students again and again until they can do it on their own; in other words, to think aloud. Explain that in Houghton Mifflin Reading, there are many opportunities to model strategy use or to think aloud. Ask participants to turn to Theme 4 p. 59 for grade 2 and Theme 1 p. 93B for grade 3. Point out the headings Teacher Modeling and Think Aloud and then ask them to read the whole page. Explain that the pink print within Teacher Modeling for grade 3 only is an example of what participants might say to explain or review the strategy about to be modeled. Remind participants of the importance of explaining what the strategy is before modeling it (steps 1 and 2 on slide #12).

Steps in Explicit Strategy Instruction
Direct explanation Modeling Guided practice Feedback Application Dickson, Collins, Simmons, and Kame’enui, 1998

Let’s look at some examples........

Comprehension Instruction Reading Street Priority Skills

Comprehension: Kindergarten Example
Skill: Character, K.1, Week 5, Day 1, pg 269 Introduction: In a story, there can be someone or something that the story is about. It can be a person or an animal. The person or animal that the story is about is called a character. Think Aloud: Julius is one of the characters in the story. He is a pig who likes to play and have fun. Maya is another character in the story. She likes to play with her pet pig. Recall the Character: Display “Fix-it-Duck”. Help children recall and describe the character in the story. Tell me about Duck. He like to fix things with his tools, but he wasn’t very good. Relate the character to everyday life: All stories have characters. Imagine that you are a character in a story. Tell me about you as a character. What do you look like? What are things you like to do. Think Aloud

Comprehension: Grade 1 Example
Strategy: Summarize, 1.1, Week 2, Day 3, pg. 34g Introduce Strategy: Explain that when readers want to understand or remember what they read, they think about the most important parts. They think of how to tell what happens in a short way. Recall Sam, Come Back! Model: When I read Sam, Come Back! I asked myself who the story was about and what were the most important things that happened. The story was about Sam, a cat, who ran away and came back. Connect to Reading: Encourage children to ask themselves these questions as they read Pig in a Wig. Who is the story about? What are the most important things that happen in the story? Think Aloud

Strategy: Predict; 2.1, Week 1, Day 2, pg 14e Introduce the Strategy: Tell the children that it can be fun to figure out what will happen next in a story or what a character will probably do. Predicting can help you to be a better reader because you learn to use clues in the story. Model: When I read a story, I like to try and figure out what will happen next. Lots of times the words and the pictures give me clues. When I’m right and my prediction matches what actually happens, I know I understood the clues. But sometimes I am surprised! Connect to Reading: Encourage children to ask themselves these questions as the read Iris and Walter. Can I guess who the people in the story are? Can I guess where and when the story takes place? Think Aloud

Strategy : Model how to use sequence to help summarize; 3.1, Week 2, pg 43 1. Strategy: Model how to use a sequence to help summarize The order of events I’ve read about so far is: Louise looks at her Chores List, then she offers to pay her brother 50 cents to fold the laundry, but then she withdraws her offer when she realizes that she spent the money. 2. Skill: Use paragraph 5 to model how to identify sequence. I need to list the events in order. I will begin by looking for clue words. Here’s one clue word: next. However, most of the events in the selection do not have clue words. In these cases, I will tell the order of events by making a picture in my mind that shows what is happening. Practice and Assess: Strategy: Have students summarize the events in order in their own words. Skill: The clue word Next indicates that Gina saw her sister pouting after she talked to J.B. Write: Have students complete Steps 1 and 2 of the Write activity.

Activity Work with a group of three to practice just the Comprehension portions of your Reading Street instruction. One person in your group should act as the teacher, one as a student, and one as a coach. Take turns performing each role. Grade Activity K Unit K.1, Week 2, Day 1, page 79: Strategy and Skill 1 Unit 1.1, Week 2, Day 1, page 31a: Teach/Model and Practice 2 Unit 1.1, Week 2, Day 1, pg 43a (omit Read Aloud portion) 3 Unit 2.1, Week 2, pg 43, Section: Teach

Objectives To define comprehension instruction and relevant skills
To become familiar with research on comprehension. To Identify the high priority skills of comprehension To recognize the patterns of instruction for comprehension within Reading Street To identify and implement comprehension components within daily Reading Street lessons

Fluency

Objectives To define fluency instruction and relevant skills
To become familiar with research on fluency instruction. To identify the high priority skills of fluency To recognize the patterns of instruction for fluency within Reading Street To identify and implement fluency components within daily Reading Street lessons To understand the link between Fluency and Comprehension

Automaticity and Fluency with the Code
The effortless, automatic ability to read words in connected text. A fluent reader’s focus is on understanding the passage by reading each word accurately and with speed to enable comprehension. The term fluency incorporates two things: Accuracy and Pace Adapted from Harn (2005)

Critical Elements in Automaticity & Fluency with the Code
The National Reading Panel report (2000) identifies the following elements as essential in Automaticity and Fluency instruction: Repeated Readings Corrective Feedback Not all children need all... differentiate! Keep the end in mind.. Fluency is only part of the picture! Relatively brief sessions (15-30 minutes)

Frustration: How it Feels to Read Without Fluency
THIS IS WITH 80% ACCURACY!

Fluency provides a bridge between word recognition and comprehension
(National Institute for Literacy (2001) Fluency “may be almost a necessary condition for good comprehension and enjoyable reading experiences” (Nathan & Stanovich, 1991, pg. 176). 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).

The above slide shows the curriculum map for alphabetic principle in First grade. Fluency involves building a child’s automaticity in whole word recognition and embedding that skill within reading connected text.  To evaluate how students are responding to our instruction, we can use the DIBELS to quantify if the student is meeting objectives 4b (ORF).

The above slide shows the curriculum map for fluency in Second grade. Point out that the focus in the second grade curricular maps is to develop fluency in reading connected text as a rate of 90 or more CWPM.  To evaluate how students are responding to our instruction, we can use the DIBELS to quantify if the student is meeting objectives 4a (ORF) where students are on-track at the beginning of the year reading 40 wrc but by the end we want all to be reading more than 90 wrc.

The above slide shows the curriculum map for fluency in Third grade. Point out that the focus in the third-grade curricular maps is to develop fluency in reading connected text at a rate of 120 CWPM.  To evaluate how students are responding to our instruction, we can use the DIBELS to quantify if the student is meeting objectives 4a (ORF) where students are on-track at the beginning of the year reading 40 wrc but by the end we want all to be reading more than 120 wrc.

Let’s look at some examples from Reading Street....

Fluency Instruction Reading Street Priority Skills

Fluency Example: Kindergarten
K.1, Week 6, Day 1, pg 334 Small Group Reading: Decodable Reader Model Fluent Reading: Have children finger point as you read a page. Read Chorally: Have children finger point as they chorally read the page. Continue reading page by page repeating steps 1 and 2. Read Individually: Have children read aloud a page in their group. Reread and Monitor Progress: As you listen to individual children reread, monitor progress and provide support.

Fluency Example: Second Grade
2.1 Week 2, Day 3, pg 60f Read With Accuracy Model Reading with Accuracy Have children turn to page 48. Say: You need to be careful to pay attention to each word and read with no mistakes. Ask children to follow along as you read pg. 48 aloud. Have the children read the page after you. Encourage them to read accurately. Continue similarly with pg. 49. Read For Fluency: Choral Reading Select a Passage Divide into Groups Model : Have children track as you read. Read Together: Have children read along with you. Independent Readings: Monitor children as they read aloud in groups.

Activity Partner Up! Answer the questions found on the Developing Fluency Discussion handout. Be prepared to share your answers with the group.

Objectives To define fluency instruction and relevant skills
To become familiar with research on fluency instruction. To identify the high priority skills of fluency To recognize the patterns of instruction for fluency within Reading Street To identify and implement fluency components within daily Reading Street lessons To understand the link between Fluency and Comprehension

Institute on Beginning Reading I Cohort B

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Institute on Beginning Reading I Cohort B

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