above and beyond sound it out

AboveandBeyond“SoundItOut”:UsingPromptstoSupportReaders33rd Annual NRCP ConferenceApril 1‐3, 2016Oak Brook, IllinoisJanet N. Y. Zarchen, SERCwww.ctserc.org

Equity. Excellence. Education.

Today’sObjectives

• Recognize early reading behaviors and the three cueing systems of reading.

• Identify and use prompts that support early reading behaviors and student use of the cueing systems.

• Describe scaffolded instruction through the use of the Gradual Release of Responsibility.

6ResponsibilitiesofParaprofessionals

1. Assisting teachers/providers with building and maintaining effective instructional teams.

2. Assisting teachers/providers with maintaining learner‐centered supportive environments.

3. Supporting teachers/providers with planning and organizing learning experiences.

4. Assisting teachers/providers with engaging students in learning and assisting in instruction.

5. Assisting teachers/providers with assessing learner needs, progress and achievement.

6. Meeting standards of professional or ethical conduct for each of these responsibilities.

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EarlyReadingConceptsandBehaviors• Orientation and layout of a book• Print contains most of the message• Reading left to right, top to bottom, turn the page• Difference between letter and word, between word and sentence

• One‐to‐one correspondence• Punctuation

Reading CueingSystems

Visual(graphophonics)

sound to symbol connection

size and shape of words/letters

Does it LOOKright?

Structure(syntax)

grammatical patterns

language structure

Does it SOUND right?

Meaning(semantics)

picture

context

background knowledge

Does it make SENSE?

CSDE/Early Reading Success Institute, Explicit, Small Group Reading Instruction Module



sound to symbol connectionsize and shape of words/letters

Does it LOOK right?


I see a momma cat.


Structure(syntax)

grammatical patterns language structure



Is see a black cat.I she a black cat.


Meaning(semantics)

picturecontext

background knowledgeDoes it make SENSE?CSDE/Early Reading Success Institute, Explicit, Small Group Reading Instruction Module

I sing a black cat.I see a blue cat.



sound to symbol connection

size and shape of words/letters

Does it LOOKright?

Structure(syntax)

grammatical patterns

language structure


Meaning(semantics)

picture

context

background knowledge

Does it make SENSE?


QuestionstoPonder

Does it make SENSE?

Does it LOOK right?



CueingSystemExamples

Meaning/SemanticCuesText: If you go for a walk in spring, you will see flowers.

Student: If you go for a wink in spring, you will see flowers.

Text: Some spring flowers are yellow, some are white, and some are blue.

Student: Some spring flowers are yelling, some are white, and some are blue.

Prompts• Does that make sense?• Look at the picture.• What happened in the story when…?• Would _______ make sense?• Try that again.• What else could you try?

Structure/SyntaxCuesText: Spring days are longer than winter days.

Student: Spring days are long than winter days.

Text: Some spring days are warm and sunny.

Student: Some spring days is warm and sunny.

Prompts• Does that sound right?• Can we say it that way?• Could it be ______ or ______? How do you know?• Would _______ make sense?• Try that again.• What else could you try?

Visual/Graphophonic CuesText: If you go for a walk by a farm in spring, look for baby lambs.

Student: If you go for a walk by a farm in spring, look for baby sheep.

Text: Lambs run and jump, and then they go back to their mothers for a drink.

Student: Lambs run and jump, and then they go back to their mommies for a drink.

Prompts• Does that look right? Do you think it looks like_____?• What can you hear?• Do you know a word that starts with that letter?• What letter do you expect to see? • Could it be ______ or ______? How do you know?• Try that again.• What else could you try?

Text: Her brother got a pair of shoes for his soccer game.Student: Her brother got a paper of shoes for his soccer game.

1. Does it look right? (visual/phonics)

2. Does it sound right? (structure/grammar)Try it again and think what would sound right.

3. Does it make sense? (meaning)You said “paper of shoes.” Does that make

sense?

WhichPrompt?

Text: Mandy and her brother got new shoes.Student: Mandy and her brother got new shoe.

1. Does that look right? (visual/phonics)

2. Does it sound right? (structure/grammar)

3. Does that make sense? (meaning)

WhichPrompt?

Text: Mandy got a new pair of shoes for her birthday.Student: Mandy got a new pair of shoes for her party.

WhichPrompt?

1. Does that look right? (visual/phonics)

2. Does it sound right? (structure/grammar)

3. Does that make sense? (meaning)

OtherWaystoSayIt

Text: Glass is a material you can see through.

Student: Glass is a material you can see though.

WhichPrompt?

Crabtree Publishing Company

Text: Glass is made mostly from sand.

Student: Glass is maked mostly from sand.

WhichPrompt?

Text: Sand is crushed into powder.

Student: Sand is crashed into powder.

WhichPrompt?

Text: Molten glass can be squeezed through tiny holes.

Student: M –moln glass can be squeezed through tiny holes.

WhichPrompt?

Text: This goes into a furnace where it gets very hot.

Student: This goes into a f‐f‐f‐…

WhichPrompt?

YouTryIt!• Work with a partner. • Take turns being the student and the “coach.”• Student reads.• Coach chooses an appropriate prompt for the error.

• Use another reading passage and try again!

• Please consider volunteering to share what you tried!

Share!RolePlay!

GradualReleaseofResponsibility

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Teacher or Paraeducator

Role

I do it,

you watch.

I do it,

you help.

You do it,

I help.

You do it together,

I help.

You do it alone,

I watch.

Student Role I watch. I help. I do it. We do it. I do it alone.

Examples • Think‐Alouds• Modeling• Demonstration

• Demonstrations with student input

• Coaching• Guided practice

• Small group• Prompting

• Partner work• Group work• Prompting• Reinforcing

• Independent work

• Reinforcing

I do. We do. You do.

Sources: Fisher & Frey (2008, Pearson & Gallagher (1983) after Campione (1981), http://www.psia‐nw.org/wp‐content/uploads/Gradual‐Release‐Cowan‐2010.pdf &http://www.myread.org/images/scaffolding/scaffolding.pdf

ScaffoldedQuestioningforLanguageArts

In the Neighborhood

We drove pastour old housetoday.The redwoodfence is warpedand gray.The tree I planted grew so tall it makes our house look plain and small.

When we lived there, it was the best.Now it seems just like the rest. by Janet S. Wong


In the Neighborhood



What can you infer about the house?


In the Neighborhood



I infer that it is old and showing its age/looking tired because the fence is warped and gray, the tree is tall, she says it’s old. What did I infer, how did I know that?


In the Neighborhood



I infer that the house is old and showing its age/looking tired. Is this because the fence is warped and gray and the tree is tall? Or is it because the house looks small?


In the Neighborhood



What is a good inference: the house is old and showing its age/looking tired, the person misses living there, or someone watered the tree.


In the Neighborhood



What details helped you know that the house is old and showing its age/looking tired?


In the Neighborhood



What can you infer about the house based on this poem?

Scaffolded QuestionsMost Support Least Support

I infer that it is old and showing its age/looking tired because the fence is warped and gray, the tree is tall, she says it’s old. What did I infer, how did I know that?

I infer that the house is old and showing its age/looking tired. Is this because the fence is warped and gray and the tree is tall? Or is it because the house looks small?

What is a good inference: the house is old and showing its age/looking tired, the person misses living there, someone watered the tree.

What details helped you know that the house is old and showing its age/looking tired?

What can you infer about the house based on this poem?

What can you infer about the house in this poem?

YouTryIt• What is the main idea or main topic of the text? How do you know?

• What are the most important parts of text? How do you know?

• What is the main character like? Give examples.• What is the setting? How does this add to the story?• How does the main character feel about ___? How do you know?