a balanced literacy program…
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A balanced literacy program…. Reading is about balance. Phonological Awareness & Decoding. Meaning & Thinking. Reading (according to Senior students, September, 2011) . Connection. Language. Reading. Thinking. Major Components of Reading Instruction. - PowerPoint PPT PresentationTRANSCRIPT
A balanced literacy program…
Reading is about balance
Phonological Awareness &
Decoding
Meaning & Thinking
Reading (according to Senior students, September, 2011)
Language
ReadingThinking
Phonological awareness – no letters attached, just soundsPhonics – hear the sound and map to the letterVocabulary development – we need to teach about words explicitly “What’s another word for big?”Reading fluency – Read accurately, with expression and understandingReading comprehension – our ultimate goal!
Major Components of Reading Instruction
Reading is not a natural process
• Specific areas of the brain are used to process language.
• The brain analyses text at three major levels.
1. The visual features of the words and letters;
2. The phonological representation of those words; and
3. The meanings of the words and sentences.
Reading is not developmental or natural, it is learned.
To read, children must:1. decode text 2. translate it into a speech form,
and3. understand spoken language.
These skills are the foundations for reading comprehension (Wren, 2008).
Part One:
Phonological Awareness
Phonological or Phonemic Awareness?
Both Phonological and Phonemic Awareness focus on the SOUNDelements of spoken words.
Phonological Awareness Phonemic AwarenessIncludes phonemic awareness Narrower – subcategory of
Phonological AwarenessIdentify and manipulate larger parts of spoken language
Identify and manipulate individual sounds of spoken words
Includes alliteration, rhyme, words & syllables
What’s involved in Phonological Awareness?
1. Word Awareness, e.g. spoken language is made up of words; words are representations of objects (cat), emotions (love) and concepts (height); words can rhyme
2. Syllable Awareness, e.g. some words have a single syllable and others have more than one
3. Onset and Rime Awareness, e.g. single syllable words are made up of onsets and rimes
4. Phonemic Awareness, e.g. words are made up of individual sounds or phonemes.
A child with phonological awareness can:
1. Identify and make oral rhymes
2. Hear, identify and play with the sounds in words.
3. Hear the syllables in words
To support children’s development of phonological awareness, we…
we: Use songs, rhyming games, nursery
rhymes, and rhyming poetry
Willoughby Wallaby Woo Play
• Play games with the sounds in words
• Talk with children about words and sounds in everyday situations
• Choose books to read aloud that focus on sounds & repetition
Strategies1. Draw attention to phoneme articulation. Use slow & exaggerated pronunciation.
2. Use larger unit of print (sentences/whole words) as well as individual alphabet sounds.
How do I change with each individual sound?
Opening Letter contains words with focus sound
Puppetry
Opening LettersDear Junior 12, Listen to these words.Can you tell me the rhyming pattern?From Mrs. Cardullo
Dear Junior 12,
Listen to this rhyme. Which words do you think rhyme? Can you point out the word “ran”?
From Mrs. Cardullo
Hickory, Dickory, DockHickory, dickory, dock,The mouse ran up the clock,The clock struck one,The mouse ran down!Hickory, dickory, dock.
3. Use visual pictures instead of words for syllable segmentation and rhyming component. This prevents students from straining to recall the words presented.
Cut and match the rhyming pictures.
redCut out and stick the pictures back together. Write the animal in the
box and write how many syllables are in the animal’s name.
How many syllables?Animal:How many syllables?Animal:How many syllables?
Syllables
Syllable Snake game and Syllable Sam
Robot Walk
Chin Check“Check it with your chin” by holding your hand under your chin and counting how many times your chin hits your hand when you say a word.
Hands-on Games & use of concrete objects.
Rolling the ball to represent number of phonemes/syllables.
Magnetic letters to represent phonemes or syllables in words.
Using marbles in containers to represent number of phonemes/syllables.
Using music to tap out individual phonemes in words.
Word Makers and Sentence Makers Reading Rods
Rhyme match & Vowel Snap
Manipulable Reading Books & Games
Commercially produced Literacy Games
When to teach…• Research has shown that phonological awareness
skills are best when taught in short bursts.• No longer than 10 minutes at a time.• No more than 3 times a day, so great as time
fillers and can be done anywhere even in the car.
“”Hey diddle, diddle, the cat and the fiddle.”
Some activities...• Live spelling
Resources
• 1. Yourself• 2. A present for you handout from VSSS• Books• Games, games and more games.• VSSS DVD
Tea Break
Part Two:
Comprehension
‘Turn & Talk’
“Reading furnishes the mind only with material of knowledge. It is thinking that makes what we read ours.”
C.S. Lewis
Our own experiences…
“Once thought of as the natural result of decoding plus oral language, comprehension is now viewed as a much more complex process involving knowledge, experience, thinking and teaching.”(Linda Fielding and P. David Pearson, 1994)
“Woman without her man is nothing.”
“Woman, without her, man is nothing.”
Research – The experts!
Reading is Thinking
Sense It
Making Inferences/ Draw Conclusions
Connect To Text
Ask Questions
Summarize/ Synthesize
Decide What’s
Important
Build Fluency
Expand Vocabulary
Predict and Prove
Check Understanding
The Teacher ...– Intentional, responsive and adaptive– Explicitly teaches comprehension – Provides powerful modelling through think
aloud – Understands that modelling cannot be
scripted- adjust it and try again– Provides a predictable framework– Is relentless!
Research: Struggling Year 6 StudentsStudents typically reading at Year 3 level
• Group 1: half the students tutored with Year 6 texts (core reading, social studies texts etc.)
• Group 2: half the students tutored with Year 3 texts– Few gains with first group– Significant gains with the second group
O' Connor, R. E., Bell, K. M., Harty, K. R., Larkin, L. K., Sackor, S. M., & Zigmond, N. (2002). Teaching reading to poor readers in the intermediate grades: A comparison of text difficulty. Journal of Educational Psychology, 94(3), 474–485
“High Success Reading”“Any school plan that does not put high-success texts in
struggling readers' hands all day long is not only ignoring the research but also creating and perpetuating large numbers of struggling readers.”
Allington, R. L. (2011). What At-Risk Readers Need. Educational Leadership Vol 68 No 6.
‘Just Right Books’• Read volumes of materials at a ‘good-fit’ or
‘just right’ reading level• Teach students to select appropriate material
Balance
Explicit Instruction
Time for reading, writing and discussing texts
Read Aloud
A think aloud
Read Aloud & Think Aloud
When reading aloud, you can stop from time to time and orally complete sentences like these:So far, I've learned...This made me think of...That didn't make sense.I think ___ will happen next.I reread that part because...I was confused by...I think the most important part was...That is interesting because...I wonder why...I just thought of...
Keeping Tracks
Over to you…
The best question!!!
Sharing & questions
Resources