1. The 5 Components of reading
Betsy Madison

2. Components of Reading Poll

3. Let’s make sure we’re all on the same page
Phonemic Awareness vs. Phonological Awareness
Phonological Awareness =
the ability to recognize the sounds of spoken language and how they can be segmented, blended, and manipulated.
includes awareness at the phoneme level, syllable level, word level, and sentence level
Phonemic Awareness =
awareness at the level of a single unit of sound, regardless of the number of letters in the sound (/m/ in made, /th/ in thing, /dge/ in bridge)

4. Phonological Awareness vs. Phonics
sound only, listening to sounds and producing sounds without print
Phonics =
Phonological Awareness + letters

5. Phonemic Awareness Continuum
Phoneme Isolation (recognize individual sounds in a word)
Phoneme Identification (recognize same sound in different words)
Phoneme Categorization (recognize the odd word in a set)
Phoneme Blending (combining phonemes to form a word)
Isolation: What’s the first sound in cat? What’s the middle sound in run? What’s the ending sound in truck?
Identification: sand, summer, syrup
Categorization: car, top, cat
Blending: /d/ /o/ /g/ = dog

6. Phonemic Awareness, continued…
Phoneme Segmentation (break a word into its separate sounds)
Phoneme Deletion (identify how a word would sound if one sound were omitted)
Phoneme Addition (add a single phoneme to a word to create a new word)
Phoneme Substitution (replace a phoneme in a word with another phoneme to create a new word)
Segmentation: tell all of the sounds in hat
Deletion: What’s left when you take away the /s/ from the word sock
Addition: nail—what will you have when you add a /s/ to the beginning?
Substitution: cow—what will you have when you change the /c/ to /w/?

7. When should Phonemic Awareness Instruction occur?
All kindergartners should receive formal instruction
Once assessment indicates students have a skill, instruction should be discontinued.
Most children have acquired phonemic awareness by the middle of the first grade.
Don’t delay phonics instruction for students who haven’t yet acquired phonemic awareness.
As students make text or print to speech connections AND they begin to use them to read and build words, they become more phonemically aware. It will probably go slower than with a student who is phonemically aware.

8. When should you suspect a student is not phonemically aware?
After First Grade, if a student reads with…
poor fluency,
has difficulty sounding out unfamiliar words,
has difficulty sounding out multi-syllabic words,
has poor comprehension,
screen student for phonemic awareness.

9. “Some estimates suggest that approximately 90% of students identified as having learning disabilities lack phonemic awareness.” (Stanovich, 1986)

10. Screeners Phonemic Awareness Scree
Phonological Awareness Skills Test (PAST)
Teacher-Made
CBM betsy.madison Grrec712!

11. Phonemic Awareness Intervention
Explicit modeling
Many opportunities for practice with new words
Small, discrete steps
If student isn’t responding…
Slow down
repeat

12. With Older Students
Teach phonemic awareness only to students who are struggling with it.
Teach only the skills they need.
Assess and screen to determine needed skills.
If student isn’t responding….
Slow down
Switch it up & repeat skill

13. Suzie Cue’s Phonemic Awareness Screening Info
4/6 Phoneme Isolation (0 middle sounds)
4/6 Phoneme Identity (0 middle sounds)
6/6 Phoneme Categorization
6/6 Phoneme Blending
3/10 Phoneme Segmentation
2/6 Phoneme Deletion
3/6 Phoneme Addition
0/6 Phoneme Substitution
Look at Phonemic Awareness Screen
Write a goal

14. “Vowels were something
else. He didn't like them,
and they didn't like him.
There were only five of
them, but they seemed to be everywhere. Why, you could go through twenty words without bumping into some of the shyer consonants, but it seemed as if you couldn't tiptoe past a syllable without waking up a vowel. Consonants, you knew pretty much where they stood, but you could never trust a vowel.” Jerry Spinelli

15. Phonics Continuum Consonant letter/sound correspondence (K)
Letter names (K)
Vowel letter/sound correspondence (K)
CVC words/short vowel (1)
Onset & Rime/short vowel (1)
Onset = initial consonant
Rime = vowel and rest of the word
Long vowel/silent e (1)
Endings (suffixes: ed, ing, etc…) (1)

16. Consonant digraphs (beginning & ending) (1)
2 consonants together that represent a single sound (th, ch, sh, etc…)
Consonant blends (beginning & ending) (1)
2 consonants together that each retain their individual sounds (bl, tr, tw, etc…)
Letter/Sound variations & generalizations (1)
(kn, gn, ght, etc…)
In middle school language, a digraph is a pair of married letters. They’re stuck together—can’t be separated—make a whole new sound.
Ex…th
Hey Betsy!
What’s a digraph?
Back to middle school language…A blend is two or three letters who are just “going out.” They can separate and be by themselves or even get together with a different letter. They hang out, but keep their own sound.
Ex…dr
Hey Betsy!
What’s a blend?

17. Other vowel digraphs (2) Vowel diphthongs (2)
Long vowel digraphs (1)
2 vowels that make 1 sound, “when 2
vowels go walking…” (ee, ea, ao, ie, ai, etc…)
Other vowel digraphs (2)
(bread, friend, audience)
Vowel diphthongs (2)
vowel sound produced when the tongue moves or glides from one vowel sound toward another vowel sound in the same syllable (house, voice)

18. R or L controlled vowels (2)
An 'r' or ‘l’ sound following a vowel sound
almost always distorts the vowel, making
such words harder to spell (car, bird, corn,
walk, tall, etc…)
Multi-syllabic words (2)

19. You should suspect Phonics problems…
if a student, after second grade, belabors decoding.
if a student, after first grade, does not correctly read short vowel syllables.
if a student, after second grade, does not correctly read long vowel syllables.

20. if a student, after second grade, reads very slowly.
if a student, after second grade, is having difficulty with comprehension after reading independently.
if a student, after second grade, cannot break a multi-syllabic word into syllables.
AFTER you have screened for …
PHONEMIC AWARENESS

21. Phonics Screeners Phonics Screen Phonics Mastery Survey
Words Their Way Spelling Inventory
Take a minute and look over the screeners
Why use nonsense words?

22. Strategies For all students: KDE Phonics Instructional Menu
Florida Center for Reading Research
Words Their Way Word Study
Syllabication Study (See Appendix A)

23. Phonics Intervention Screen to find “holes”
Choose developmentally appropriate materials
Explicit modeling
Give many opportunities for practice (reading and writing) including nonsense words

24. Teach small, discrete steps
Assess in isolation AND in combination with mastered skills on the Phonics Continuum
If student isn’t responding….
Slow down
Repeat

25. When first practicing a Phonics rule, do not use similar words
When first practicing a Phonics rule, do not use similar words. Students don’t know which rule to focus on. It must be explicit.
Ex…CVC words:
vase cat house rain
Ex… Short a words:
dog cat run pine
Later, use similar words.
Ex…Long I words
live rain line pick

26. Considerations for Older Students
Be respectful of student’s fears
Don’t use “baby-work”
Consider doing this intensive intervention out of the general classroom
Move to real text, for practice, as quickly as possible (high interest-low readability books)

27. Ken Tucky’s Phonics Screen
Decoding
Spelling
31/31 Letter-Sound correlation
5/5 CVC Words
5/5 Blend Words
5/5 Consonant Digraph Words
1/5 Vowel Digraph Words
0/3 Diphthong Words
5/5 R-Controlled Words
5/5 Silent e Words
2/10 Multisyllabic Words (2 syllable, short vowel)
5/5 CVC Words
5/5 Blend Words
5/5 Consonant Digraph Words
0/3 Diphthong Words
2/3 R-Controlled Words
1/5 Multisyllabic Words (wilnab)
Write a goal

28. Fluency
Fluency is the ability to read a text accurately, quickly, and with expression.
It is important because it frees students to understand what they read.
develops gradually over time and with practice (independent or instructional level).
is not the same as automaticity (fast, effortless word recognition).

29. includes reading with expression by dividing the text into meaningful chunks.
changes depending on what text is
being read.
is closely related to reading comprehension.
is important because it frees students to understand what they read.
is useful in evaluating instruction and setting goals.
is motivating to students.

30. What does it feel like to struggle with reading fluency?
Let’s try something…
What does it feel like to struggle with reading fluency?
Note to trainer: As you show the next slide, the lines will appear one at a time as you cue.
Say: Try to comprehend what you are reading.

31. When setting up fluency
practice session using decodable
text (i.e., text that contains a high
percentage of decodable words),

32. it is helpful for the teacher to read a portion of the text as students look at the text and listen to the teacher.

33. They attend to the teacher’s modeling of punctuation, chunking of phrases and clauses, and stressing of important words. This modeling

34. provides a positive framework for the students to strive for when they read. Unknown words or words that contain less-familiar letters or patterns should be previewed.
Excerpt taken from Multisensory Teaching of Basic Language by Judith R. Birsh.

35. Discussion Questions
What did you struggle with while reading this passage? What was hard? Why? How does this help you identify with struggling students?
Allow 2-3 minutes for participant discussion.

36. When setting up fluency practice sessions using decodable text (i. e
When setting up fluency practice sessions using decodable text (i.e., text that contains a high percentage of decodable words), it is helpful for the teacher to read a portion of the text as students look at the text and listen to the teacher. They attend to the teacher’s modeling of punctuation, chunking of phrases and clauses, and stressing of important words. This modeling provides a positive framework for the students to strive for when they read. Unknown words or words that contain less-familiar letters or patterns should be previewed.
Now read the entire text. (allow 2 minutes)
Cue next slide.

37. Discussion Questions
How much were you able to comprehend? How does this differ from the first time you were exposed to the passage? Instructional implications…..
Allow 2-3 minutes for participant discussion.

38. Reading Levels Independent Level Text Frustration Level
Instructional Level
Frustration Level
Relatively easy text for the reader, with no more than approximately one error in twenty words with good comprehension.
(95% accuracy)
Challenging but manageable text for the reader, with no more than approximately one error in ten words with good comprehension. (90% accuracy)
Problematic text for the reader, with more than one in ten words difficult for the reader. (less than 90% accuracy)
In addition to using the WRC scores to determine and chart students’ rate and progress in fluency, this information can be used to determine different reading levels. Once you have determined the student’s percentage of accuracy you can then determine their reading levels as identified here.
Determining students’ reading levels helps match students to appropriate texts for fluency instruction.
Independent-level and instructional-level texts are most often used to build fluency. Texts at a student’s instructional level are used when teachers or others provide assistance and support before, during, and after reading.
85% of reading should be at the child’s independent reading level; however, they also need opportunities to read at their instructional level ( with assistance ) in order to improve. If they never have to apply strategies/skills while reading, they will not grow as readers. Never require that they read at their frustration level…..this quickly extinguishes any desire or motivation they have to learn.
(Keep in mind that text books are often two full grade levels above the stated level. Encourage teachers to explore alternative methods of delivering content.)
Provide Handout F12. HO

39. Determining A Student’s Reading Level
Correct Number
of Words Read
Total Number
of Words Read
Percent
Accuracy ÷ =
Mrs. Smith gave Joey a passage to read from his 3rd grade Social Studies text book. The reading level of the passage is approximately 3rd grade. Joey read 69 out of 74 words correct during his 1 minute timed reading. Is the text at his independent, instructional or frustration reading level?
Let’s review how to determine a student’s reading level.
Read and review the slide.
Let’s remember… %-Independent
90-94%-Instructional
Below-90%-Frustration
93% -- Instructional Level Text

40. Oral Reading Fluency Target Rates
Grade
Fall (WCPM)
Winter (WCPM)
Spring (WCPM) 1
10-30
30-60 2
50-80
70-80 3
50-90
70-100
80-110 4
70-110
80-120 5 6 7 8
9-12
According to AIMSweb, these are the recommended norms. It is essential to note that the first number is considered instructional and the second number is considered mastery.
Give participants a moment to review chart and compare with their predictions.
Any surprises?
Source: Adapted from AIMSweb: Charting the Path to Literacy: 2003 and “Curriculum Based Oral Reading Fluency Norms for Student in Grades 2-5”. (Hasbrouck & Tindal, 1992)

41. You should suspect fluency problems if students…
are unable to read aloud in ways that reflect understanding of the text and are unable to engage listeners.
have difficulty and grow frustrated when reading aloud.
do not read aloud with expression.
do not chunk words into meaningful syllables.

42. do not pause at meaningful breaks within sentences or paragraphs
stumble a lot and loses his place when reading something aloud.
read aloud very slowly.
move his/her mouth when reading silently (subvocalizing)

43. Fluency Screeners
Any piece of connected text the student can decode with 90% accuracy

44. Fluency Strategies/Tools
Read Alouds
Sight Word Recognition
Repeated Readings
Books on Tape
Choral Reading
Partner Reading
Echo Reading
Reader’s Theatre

45. Ida Wanna’s Fluency Screening Results
Ida (a 4th grade student) is reading 27 WRC using a 750 lexile passage (740L–1010L is the current lexile band for 4th-5th grade)
Ida is reading 60 WRC using a 450 lexile passage (420L–820L is the current lexile band for 2nd-3rd grade)

46. Vocabulary
By age 3, kids from well off families have a working vocabulary of 1116 words.
Kids from working class families have 749 words.
Kids from welfare have a mere 525 words.
Word poverty leads to idea poverty.
You have to know stuff to read stuff. (New Knowledge has to have Old Knowledge to stick to.)

47. The Power of Reading to Build Vocabulary
Reading 14 minutes a day means reading 1,000,000 words a year.
Preschool and children’s books expose students to more challenging vocabulary than prime-time television.
For vocabulary development, children should have text that is 3 years above their age/grade level.

48. “The limits of my language are the limits of my mind
“The limits of my language are the limits of my mind. All I know is what I have words for.” Ludwig Wittgenstein
What can you do to combat WORD POVERTY?

49. Effective Vocabulary Instruction
Most vocabulary is learned indirectly in 3 ways:
-daily oral language
-listening to adults read
-reading on their own
Children learn the meanings of words indirectly, through everyday experiences with oral and written language.
Children learn word meanings indirectly in 3 ways:
They engage in daily oral language. Young children learn word meanings through conversations with other people, especially adults. As they engage in these conversations, children often hear adults repeat words several times. They also may hear adults use new and interesting words. The more oral language experiences children have, the more word meanings they learn.
They listen to adults read to them. Children learn word meanings from listening t adults read to them. Reading aloud is particularly helpful when the reader pauses during reading to define an unfamiliar word and, after reading, engages the child in a conversation about the book. Conversations about books help children to learn new words and concepts and to relate them to their prior knowledge and experience.
They read extensively on their own. Children learn many new words by reading extensively on their own. The more children read on their own, the more new words they encounter and the more word meanings they learn.

50. What Words Should be Taught?
Important words- for understanding a concept or the text
Useful words- those that students are likely to see again and again
Difficult words- those with multiple meanings and idiomatic expressions
What words should I teach? You won’t be able to directly teach your students all the words in a text that they might not already know. You will be able to teach thoroughly only a few new words (perhaps 8 or 10) per week, so you need to choose the words you teach carefully. Focus on teaching 3 types of words:
Important words- when you teach words before students read a text, directly teach those words that are important for understanding a concept or the text. You should prepare your students to use word-learning strategies to figure out the meanings of other words in the text.
Useful words-teach words that students are likely to see and use again and again. For example, it is more useful for students to learn the word fragment than the word fractal; likewise, the word revolve is more useful than the word gyrate.
Difficult words-Provide some instruction for words that are particularly difficult for your students.
Words with multiple meanings are particularly challenging or students. They have a hard time understanding that words with the same spelling and/or pronunciation can have different meanings, depending on their context. Looking up words with multiple meanings in the dictionary can cause confusion for students. They see a number of different definitions listed and they often have a difficult time deciding which definition fits the context. You will have to help students determine which definition they should choose. For example, the word board. A board can be a piece of wood. I can board a bus or plane. There is a bulletin board, a bill-board and a Board of Directors.
Idiomatic expressions also can be difficult for students, especially for students who are English language learners. Because idiomatic expressions do not mean what the individual words mean, you often will need to explain to students expressions such as, “hard-hearted,” “chip off the old block,” “drawing a blank,” “get the picture,” “down the hatch,” or “raining cats and dogs.”

51. Vocabulary Acquisition
At age 5-6 children have 2,500-5,000 words in their oral vocabulary.
(How have they acquired vocabulary?)
3,000 words per year are added during their early school years (average 8 words/day).
(How can we assist with acquisition?)
25-50% of annual vocabulary growth is incidental.
(What % must be explicitly taught?)
Let’s consider some facts about the acquisition of language.
Typically students aged 5 and 6 have about 2,500 to 5,000 words in their spoken vocabularies. Children develop the vast majority of their speaking vocabulary through listening to and speaking with others, not by being taught words one at a time.
Students add an estimated 2,000 to 3,000 words to their vocabularies each year. No amount of formal vocabulary instruction could result in the attainment of this large of a vocabulary each year. Students must learn the meaning of about 8 new words a day to accomplish this growth.
Students learn words meanings incidentally through exposure to oral language and written text. Approximately 25-50% of annual vocabulary growth can be attributed to incidental learning.

52. How much is enough?
The cognitive level of a student is a factor in the number of exposures required for word recognition. 20 30
90-109 35 40 45 55
Dr. Bonnie Armbruster of University of Illinois at Urbana-Champaign

53. Vocabulary Strategies/Tools
Pre-teach Vocabulary
Rate Your Knowledge
Frayer Model
Semantic Impressions
Word Sorts
Images
Opposites & Synonyms

54. You should suspect vocabulary problems if….
If a student is in your class, they don’t
have a big enough vocabulary.

55. Write 3 things that all 3 pictures have in common
Vocabulary Attainment
*Decide on word from passage students will read
*show 3 pix
*Write 3 things that all 3 pix have in common
*What is the common “theme”? (size)
*Write 5 words to describe the theme (size)
*Add the vocab word if no one came up with it
*What word do you think will come after (massive)?

56. This is the book we’re getting ready to read together.
I want you to use the word MASSIVE again. Write a sentence with the word MASSIVE about something you think you would find in this book. You may not use MASSIVE with the word wall.

57. Vocab. is the greatest single indicator of IQ.
Better vocab. = Greater comp. = Greater knowledge

58. Noah Tall’s Vocabulary
Noah can give oral definitions, synonyms, and antonyms for 95% of words in passages at his independent reading level (300 lexile—1.5 GL approx.).
Noah can give oral definitions, synonyms, and antonyms for < 50% of the important content words in passages at his grade level lexile band ( —4.5 GL approx.), when passages are read aloud to him.

59. Comprehension
Comprehension is the active process of constructing meaning from text.
It is important because it is the reason for reading.
And the last component described in the National Reading Panel Report as a necessary part of a successful reading program is Comprehension.
Read slide.
In the preschool classroom, most work with comprehension is related to listening comprehension. Again, reading aloud is very important in developing vocabulary and oral comprehension.

60. Good readers are… purposeful active
(to gain information or to read for pleasure)
active
(to engage in a complicated process to make sense of what they read)
ENGAGE IN A COMPLICATED PROCESS TO MAKE SENSE OF WHAT THEY READ.

61. What Is Listening Comprehension?
Refers to children’s understanding of stories and other texts that are read aloud to them
Lays the foundation for children to later be able to “understand what they read, remember what they read, and communicate with others about what they read”
—National Institute for Literacy, 2001, p. 48
Listening Comprehension . . .
In practice, listening comprehension is often linked to other listening skills such as following directions.
Because of the close relationship between receptive and expressive language, oral language activities can be combined with listening comprehension activities.

62. Listening Comprehension . . .
. . . is enhanced as children listen to stories that are read aloud, participate in discussions of stories, and engage in other literacy-related activities.

63. Listening Comprehension Instruction
Make predictions
Answer questions about the book’s content
Read and talk along
Share their own interests related to the book content
Ask questions of you and their peers
Reenact or retell the story
When you read aloud, encourage children to . . .
Listening comprehension instruction includes reading aloud books and other printed materials.
Refer to Handout on Elements of Instruction: Listening Comprehension. Allow participants to briefly scan the material and discuss.

64. Effective Read-Aloud Sessions
Schedule time for read-aloud sessions
Use a variety of grouping formats including one-on-one, small groups, and whole class
Select different types of books
Activate and build background knowledge
Teach new words and concepts

65. Effective Read-Aloud Sessions
Stop a few times for reactions, comments, predictions, and questions
Avoid long discussions
It’s the talk that surrounds (before and after) the reading aloud of books that is so important for enhancing children’s oral language, vocabulary development, and listening comprehension.

66. Close Reading Day 1 Book Introduction:
This story is called Thundercake. The author’s name is Patricia Polacco. She writes a lot of stories based on her own life, this type of writing is called ‘realistic fiction.’ This story is about a grandmother and a little girl and a stormy day.
Reading 1:
Read aloud (for time and practicality). In classroom, you would have students who are able read silently. You might read aloud to a small group of struggling readers.
Reading 2:
Silently read pg. 1, reread several times. Underline unfamiliar words and phrases or confusing parts. Be ready to discuss pg 1. Be ready to have an opinion about what’s going on in the story so far.
TEXT BASED QUESTIONS Pg. 1:
It says, “Grandma looked at the horizon…” who is talking and telling the story? How do you know?
By looking at the details in the illustration on the first page, where can you infer this story is going to take place? What details from the illustration did you use to make that inference.
What is “the horizon”? Where is it?
The text says Grandma “drew a deep breath”…. Is that DREW like a drawing? What does DREW mean on this page? Why didn’t the author just use an easier word instead of DREW?
Infer why it was necessary for Grandma to take such a “deep breath” before saying what she was about to say.
What kind of weather is it?Infer what the author means by adding the words, “all right” in the sentence, “This is ThunderCake baking weather, all right!” Why was it necessary to include that?
What does it look like is coming?

67. Day 2
Ask students to silently read pages 1 & 2. Reread pg 2 several times. Underline unfamiliar words and phrases and confusing parts. Be ready to discuss page 2 together and be ready to have an opinion about what’s going on in the story so far.
Text Based Questions
Infer why the child might be hiding under the bed. (cause & effect)
What does the grandma mean when she says, “It’s only thunder you’re hearing!” If the author did not include the word ONLY in the phrase, how would it change the meaning of the grandmother’s message?
Ask students to silently read pages 1, 2 & 3. Reread pg. 3 several times. Underline unfamiliar words and phrases and confusing parts. Be ready to discuss page 3 together and be ready to have an opinion about what’s going on in the story so far.
What language does the storm? (descriptive language, author’s word choice, inferring, cause and effect)
The text says, “made me grab her close”. Who is grabbing who?
The text says the thunder caused several things to happen. What were they?
What does the author compare thunder to? Why?
What does STEADY mean? How is it used?
Why does the author use “cooed” instead of SAID? What kind of tone or mood comes with COOED vs SAID?
How does the little girl react when her grandmother tells her to let go so they can make Thunder Cake? Infer what this reaction means.
Why does the author call it “old” thunder? What part of the thunder does Grandma ask her to pay attention to? Why is that important?
The rest of this lesson can be found on the blog HELLO LITERACY

68. What did you notice about the questions I asked?

69. Comprehension Strategies
Read Alouds
Close Reading
Text Dependent Questioning
Visualizing
Activating Prior Knowledge
Questions
Note taking
Reciprocal teaching

70. You should suspect comprehension problems if a student…
is not able to summarize a passage or a book.
might be able to tell you what happened in a story, but can't explain why events went the way they did.
can't explain what a character's thoughts or feelings might have been.
doesn't link events in a book to similar events from another book or from real life.

71. seems to focus on the "wrong" aspect of a passage; for example, he concentrates so much on the details that the main idea is lost.
can tell the outcome of a story, but cannot explain why things turned out that way.
does not go behind what is presented in a book to think about what might happen next or why characters took the action they did.
brings up irrelevant information when trying to relate a passage to something in her own life.

72. seems to have a weak vocabulary.
cannot tell the clear, logical sequence of events in a story.
does not pick out the key facts from informational text.
cannot give you a "picture" of what's going on in a written passage; for example, what the characters look like or details of where the story takes place.

73. Q. T. Pie’s Comprehension
QT consistently answers 80% of comprehension questions (all levels of Blooms) when reading at her independent level ( lexile).
QT consistently answers around 50% of comp questions when grade level text is read aloud to her ( lexile).
QT consistently answers less than 30% or comp questions when she attempts to read grade level materials independently.
Write a goal

74. Exit Slip Jot down 2 new things you learned today.
List something you will take back and implement in your classroom.
Jot down 2 new questions that you have.