november 3, 2007 presenter: marykay proshek the more that you read, the more things you will know....

November 3, 2007 Presenter:

MaryKay Proshek

The more that you read,The more things you will know.

The more that you learn, The more places you’ll go. -Dr. Seuss

Handouts1. The Powerpoint

Presentation —

White

2. P.A. Games —

Orchid

3. Phonics Games

—Pink

4. Article: Easy Reading

—Yellow

5. Elkonin Boxes —White

6. ABC Match —White

7. Uh Oh Game —White

8. Dolch/Fry Sight Words and Phrases

—White

9. Songs —Fuchsia

10. Stages of Writing —White

11. Syllable boxes —White

12. Correlation Sheet —White

13. Hasbrouck and Tindal --Gold

14. Guided Rdg./Literature Circles-Pink

15. Great Websites --White

National Institute for Literacy (NIFL)www.nifl.gov

Why is reading so important?

Effective early reading instruction can prevent reading difficulties later.

Reading problems are much more difficult to remediate in later grades.

At-risk first grade readersPoor readers at the end of first grade are at very significant risk for long term academic difficulty.

Poor readers at the end of first grade are likely to require intensive instructional support to reach third grade reading outcomes.

Prevention-Intervention-Remediation

It takes four times as long to remediate a student with poor reading skills in fourth grade as in late kindergarten or early first grade.

(Lyon & Fletcher, 2001)

The probability of remaining a poor reader at the end of 4th grade, given the child was a poor reader at the end of 1st grade was almost 90%.

(Juel, 1988)

The Big Five5 Components of Reading

Phonemic Awareness

Phonics

Fluency

Vocabulary

Comprehension

Benchmarks or Sub-StrandsWord Recognition, Analysis and

FluencyGrade: KindergartenThe student will:

See, hear, say and write the basic sounds (phonemes) of the English language.

Identify beginning consonant sounds and ending sounds in single-syllable words.

Identify, produce and say rhyming words in response to an oral prompt.

The Reading and Literature Standards also include the Sub Strands— Vocabulary Expansion Comprehension Literature

BenchmarksWord Recognition, Analysis and Fluency

Grade 1 The student will…

Use letter sounds, word patterns and parts of simple compound words to decode unfamiliar words when reading.

Notice when reading breaks down, reread and use phonetics and other strategies to self correct.

Read aloud grade-appropriate text with accuracy and emerging fluency.

BenchmarksWord Recognition, Analysis and Fluency

Grade 2The student will…

Use word structure and phonics knowledge (including consonants, blends, digraphs, and vowel combinations) to decode words.

Identify individual word parts to decode and determine the meaning of compound and multi-syllabic words.

Phononlogical Awareness

Types of phonological awareness

include:• Phonemic awareness

• Rhyme awareness

• Syllable awareness

• Word awareness

• Sentence awareness

Rhyming:Teacher TalkWhat part of the word makes the

rhyme?Say a word that sounds like pen (men,

hen)Which two words rhyme (say three

words, such as cat, bat, fish)? Why? Does your rhyming word at the end of

the sentence make sense? Why or why not?

Creating Strategic Readers, Valerie Ellery

What do you know about Phonemic Awareness?

(a subcategory of phonological awareness)

Phonemic awareness is… the understanding that the sounds of spoken language work together to make words.

Reading Research

We know that:Phonological awareness and letter identification skills are the best predictors of a child’s success in learning to read (Adams, 1990).

Phonological awareness needs to be taught (Lunberg, Frost & Peterson, 1988)

Reading ResearchWe also know…

Children who receive explicit instruction in P.A.

become better readers. (Wagner et al., 1997)

Children who enter first grade weak in P.A. have difficulties learning to “crack the code” of written language.

Children who do not acquire good phonemic decoding skills (phonics) in first grade tend to rely too much on guessing; they remain inaccurate in their reading and do not read independently. (Rayner, et al., 2001)

How many phonemes do these words have in them?

Words Phonemes ape desk brick skate moose soap dress phone train

2

4

4

4

3

3

4

3

4

Activities used to teach Phonemic Awareness

PhonemeSubstitution

Phoneme Addition

PhonemeDeletion

PhonemeSegmentation

Phoneme Blending

PhonemeCategorization

PhonemeIdentity

PhonemeIsolation

PhonemicAwareness

Phoneme Isolation

Children recognize individual

sounds.

What is the first sound in van?

/v/

Phoneme Identity

Children recognize the samesounds in different words.

What sound is the same in fix, fall, and fun?

/f/

Isolating and Identifying Phonemes: Teacher Talk

Listen for the sound you hear at the beginning of this word. mat

What other words start the same as the word mat?

What sound do you hear at the end of the word mat?

Where do you hear the /a/ sound in the word? mat

Isolating and Identifying Phonemes: Teacher Talk

What is the difference between a sound and the letter?

/a/ a

How do you make that sound?

Is the sound /ā/ in the word playtime closer to the beginning or end of the word?

Creating Strategic Readers, Valerie Ellery

Phoneme Categorization

Children recognize the word in a set of three or four words that has the “odd” sound.

Which word doesn’t belong?

bus bun rug

Phoneme Blending

Children listen to a sequence of

separately spoken phonemes, and

then combine the phonemes to

form a word.

What word is /b/ /i/ /g/?

Blending Phonemes: Teacher Talk

Try to listen to the sounds I say and put them together to make a word.

What sounds did you blend to form the word?

How does hearing the onset (beginning sound(s)) and then the rime (the vowel to the end of the word) help you to form the word?

st eak h atCreating Strategic Readers, Valerie Ellery

Phoneme Segmentation

Children are to identify thesounds heard in a word.

What sounds do you hearin the word dog?

Segmenting Phonemes: Teacher Talk

How many sounds do you hear in the word tree?

How many counters did you place inside your egg carton/on your placemat? Try to push away a counter for each sound you hear in the word tree.

Segmenting Phonemes: Teacher Talk

What sounds do you hear in the word plate?

How does stretching out the word help you? /p/ /l/ /a/ /t/ silent e

Try to say the word slowly to hear the individual sounds in the word.

Segmenting Phonemes/Syllables: Teacher Talk

Say the word yesterday. Feel the number of parts you hear in the word (feel jaw movement).

yes ter day

How many syllables do you hear in the word? (clap or tap)

Phonemic Awareness instruction is most effective when:

Instruction is focused on one or two PA skills rather than a multi-skilled approach.

Blending and segmenting are the most powerful PA skills.

Phoneme Deletion

Children recognize the wordthat remains when a phonemeis removed from another word.

Say smile, take off the /s/.

What word do you have?

Phoneme Addition

Children make a new word by

adding a phoneme to anexisting word.

What word do you have if you add /s/ to the beginning of park?

Phoneme Substitution

Children substitute thebeginning, middle, and endingsounds in words.What is the beginning sound in pig?

What rhymes with pig and startswith /d/?

What is the difference between the word sip and the word lip?

Phonemic Awareness Instruction

Child appropriatePlayful

InteractiveEngaging

International Reading Association and the National Association for the Education of Young

Phonemic Awareness Resources

Adams, M. J., Foorman, B. R., Lundberg, I. & Beeler, T. (1998). Phonemic awareness in young children. Baltimore, MD: Paul H. Brookes.

CIERA. (2001). Put reading first: The research building blocks for teaching children to read. U.S. Department of Education.

Clay, M. M. (1993). An observation survey of early literacy achievement. Portsmouth, NH: Heinemann.

Ericson, L. & Juliebo, M. F. (1998). Phonological awareness handbook for kindergarten and primary teachers. Newark, Delaware: International Reading Association.

Cunningham, P. (2000). Phonics they use, 3rd edition. NY: Longman.McGill-Franzen, A. (2006). Kindergarten Literacy. New York:

Scholastic.Shanker, J. L. & Ekwall, E. E. (1998). Locating and correcting

reading difficulties (7th ed.). Upper Saddle River, NJ: Prentice-Hall.

Phonemic Awareness Activities

How is Phonemic Awareness different from Phonics?

Phonics is the associationof letters (visual symbols)with auditory sounds.

National Reading Panel Put Reading First

Pass out the Powerpoint

Important Research Findings About Phonics• Phonics instruction can help all children

learn to read

• Phonics knowledge has a powerful effect on decoding ability

• The reading process relies on a reader’s attention to each letter in a word.

• Phonics instruction improves spelling ability.

“The whole word method of learning words may serve a student adequately up to about second grade. But failure to acquire and use efficient decoding skills will begin to take a toll on reading comprehension by grade 3.”

- Jeanne Chall

Vowel Patterns

Closed (CVC, VC, VCC)Open (CV)Silent e (VCe)Vowel digraphs Vowel diphthongsR-controlledC+le

Closed Vowel Pattern

A syllable or word containing one vowel, ending with one or more consonants, in which the vowel is short.

Consistency of pattern: 86-89%

words such as cat, lip, set

Open Vowel Pattern

A syllable or word ending with one vowel, in which the vowel is long.

Consistency of pattern: 77%

Words such as go, hi, be

Silent e Pattern

A syllable ending in e, containing one consonant before the final e and one vowel before the consonant, in which the vowel is long.

Consistency of pattern is 81%Words such as ride, name, cute

R-controlled Pattern (Bossy r)

A syllable or word containing a vowel followed by r, in which the vowel sound is altered by the r (car).

Common r-controlled vowel patterns

include ar (chart), er (fern), ir (girl),

or (fork), and ur (turn).

Vowel Digraph (talkers)

A syllable or word containing two adjacent vowels, which the first vowel is long.

Consistency of pattern is 77% (only for ai, ea, ee, oa) words such as

boat, seat, pail, cheek

Vowel Diphthong (Whiners)

A syllable or word containing two adjacent vowels, in which the vowels produce a different sound (neither long or short).

A vowel diphthong is a combination of two vowels that stand for a particular sound, such as ou in cloud, ow in now, oi in coin, and oy in toy.

C+le

This syllable pattern occurs in two-syllable words that end with a consonant followed by le.

The –le grabs the consonant before it,

and that’s where the word is broken.

Words such as bub-ble, puz-zle, ta-ble

Useful Patterns

win-ter vc cv

mo-tel v cv

lem-on vc v

Try:computercom pu ter fantasticfan tas tic

tonsillitiston sil li tis

Vowel (Syllable) Pattern ChartClosed Open Silent e

Bossy r 2 Vowels Vowel Digraph Vowel Diphthong (talkers) (whiners)

C + leConsonant + le

Making WordsA multilevel activity in which students are individually given some letters, and they use the letters to make words.

Students begin with short words andcontinue with longer words until they use all the letters to make the “secret word.” After making words the students sort the words for patterns.

(Egg Carton)

Phonics Resources

Blevins, W. (2001). Teaching phonics and word study in the intermediate grades: A complete sourcebook. New York: Scholastic.

Blevins, W. (2006). Phonics from a-z. New York: Scholastic.Boen, M. (1997). Phonics strategies for the literature-centered

classroom. Fergus Falls, MN.Cunningham, P. & Hall, D. (1998). Month by month phonics for

upper grades. Greensboro, NC: Carson-Dellosa Publishing.Ellery, V. (2005). Creating strategic readers. Newark, DE:

International Reading Association.Fountas, I. & Pinnell, G.S. (1999). Guiding readers and writers

grades 3-6. Portsmouth, NH: Heinemann.Rasinski, T.V. (2001). From phonics to fluency. New York:

Addison Wesley Longman.Vaughn, S. & Linan-Thompson, S. (2004). Research-based

methods of reading instruction. Alexandria, VA: ASCD.

Phonics Activities

FluencyReading fluency is the ability to read text

accurately and quickly.

Several skills help children read fluently: paying attention to punctuation grouping words into meaningful chunks using expression

Fluency also requires children to use strategies to figure out unfamiliar words and to know a lot of sight words that can’t be “sounded out.”

FluencyWhy does my child need this skill?

Children who read words smoothly and accurately are more likely to enjoy reading and to understand what they read.

When fluent readers read silently, they recognize words automatically. When fluent readers read aloud, they read effortlessly and with expression.

Readers who are weak in fluency read slowly, word by word, focusing on decoding words instead of understanding the meaning of what they read.

Vocabulary development is learning to

use and understand many words, and

to use them correctly in sentences.

Why does my child need this skill?Children will read and write better when they actively

build and expand their knowledge of written and

spoken words, what they mean and how they are

used.

Constructed Response

The reason for reading…Comprehension strategies help

children understand, remember and communicate what they read.

They also help children to link what they are reading to what they already know.

ComprehensionWhy does my child need this skill?

To become independent readers and thinkers, children need lots of practice at predicting what is coming next, and then checking to see if s/he was right. They need to think about ideas and information, ask questions, and solve problems.

Children need to know the steps good readers use to make sure they understand text. Students who are in control of their own reading comprehension become more purposeful, active readers.

Finding the Perfect Fit in a Book(Independent Level)

K-2 – Count out 50 words in a book the child has selected. Place a post-it note there. If it can be read with only two mistakes, the book is perfect! If not, your child needs to look for another book.

3rd and older – Count out 100 words. Place a post-it note there. If it can be read with only three mistakes, the book is perfect. If not, your child needs to look for another book.

Another way to help your students choose appropriate books…..Use the five finger rule.If the student encounters five or more words on

apage that they are struggling with, the book ismost likely too difficult to read independently

butwould be a good book to read together.

If the student encounters a page where they do not

struggle with any words at all, this would be a good

book to practice their fluency.

Six Books! That’s All It Takes…..If s/he will read easy books 60 minutes, 5 times a week, all year—the gain could be at least 2 grade levels per year.

Studies show that when a student reads as few as six appropriately grade-leveled books during vacation, s/he is likely to fend off summer reading loss and maintain the reading gains made during the previous school year.

And when a child reads even more – 8 or 10 or 20 – s/he may significantly gain ground.

Dana Trudy – Editor of Scholastic’s Instructor May/June 2003 p. 4

Independent Reading Scale

4 + •Moving lips, no sound

•Calm bodies

•Tracking with eyes

•Can hear pages turning

3 •Moving lips, little sound

•Calm body

•Tracking with eyes and finger

2 :-•Reading aloud, softly

•Noisy bodies

•Tracking every word with finger

1 •Very loud reading

•Treating books badly

•Talking to other readers

Does the text fit the reader?

Quadrant AStudents who can read, and do read, and do understand.

Independent Reading Level

Quadrant BStudents who can read ,but don’t read.(Motivation Needed)

Students who can read , but don’t understand.(Comprehension Needs)

Instructional Reading Level

Quadrant CStudents who can’t read, but do understand.(Decoding Needs)

Frustration Reading Level

Quadrant DStudents who don’t read, can’t read, and don’t understand.

(Need to ask for help)

Last Handout :

Stages of Writing in Young Learners

Collaboration

Collaboration among classroomteachers is one of the most basic

andeffective ways to improve

instruction.(Whitaker, 2003, p.

41)

Great Websitesstarfall         This is the site that had the stories Learn to Read:

www.abcteach.com    This site has some free items - or  you could subscribe ($30.00 per year)  It hasWord Walls (ail, ab, ain lists - Dolch Cards - Vocabulary (connecting words/time order ideas) and some Dr. Seuss ideas.  

carlscornerThis is the site created by the "retired" teacher.  

fcrr janbrett www.readwritethink.comstudent centers activities word sorts

justreadfloridaA Curriculum Guide for Reading Mentors

Dolch/FryDolch words, Fry word lists and phrases and much more

readinga-zLeveled books, benchmark books, running records, lots more!

readingrocketsAwesome site!

Thank you for coming….

Please feel free to contact me if you have any questions

MaryKay Proshek

mproshek@np.k12.mn.us

New Prague Area Schools

Guess the Covered Word

A cross-checking strategy thatcombines context clues,comprehension, phonics andword analysis to decode newwords.

Example: Guess the Covered Word

At school, Sue was at the math center doing

a __ __ __ __ __ __ __ __ __ __ __ puzzle

where she had to match math vocabulary to

numbers.

Use separate sticky notes to cover the

beginning (onset) of the word and

another sticky note to cover the rest of

the word (rime).

Example: Guess the Covered Word

At school, Sue was at the math center doing a c h __ __ __ __ __ __ __ __ puzzle where shehad to match math vocabulary to numbers.

Ask students to guess words that would makesense.

Check word length.

Remove the first sticky note and showbeginning sound(s) or onset—ch

Example: Guess the Covered Word

At school, Sue was at the math centerdoing a c h a l l e n g i n g puzzlewhere she had to match math vocabularyto numbers.

• Ask students to guess words that would make sense.

• Check word length.• Remove the first sticky note and show

beginning sound(s) or onset—ch