r.i.p. "sound it out": what else can you say (twu)
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R.I.P. “SOUND IT OUT”WHAT ELSE CAN YOU SAY?
FOSTERING STRATEGIC PROCESSING IN EARLY READERS
Lauren Buck, MAEd, NBCTChocowinity Primary School, NCBeaufort County SchoolsReading Recovery® TeacherEarly Literacy Specialistlbuck@beaufort.k12.nc.us
2014 Billie J. Askew Reading Recovery® & K-6 Literacy InstituteTexas Women’s University, Dallas, TX
Goals for Today... Confirm what you already
know and learn something new!
Strengthen our understanding of effective prompting.
Understand the importance of sound-letter relationships.
Understand the importance of teaching children to self-monitor and do the work to solve a difficult word.
l i z a r d
b e a r
g a r a g e
40-50% of words cannot be solved by saying: “Sound it Out!”
“It is not helpful (or even fair) to a child for us to prompt with “sound it out” when the word is said, night, know, or any of the other gazillion words that do not follow basic phonics rules.”
~Johnson & Keier, 2010
What do I do? How?What is the QUICK fix?
Decodable Texts
Should not be used for: Comprehension Meaning-Making Struggling Readers
Should be used for: Sight Word Practice Fluency Easy reads in
Stations Phonics Practice
Spelling Lists & Word Families
Fry Sight Words
The “sense” in Nonsense WordsWhen a child sees this…
m i k
f o d
t r a s p…What do they
think?…What do you
think?
Programs DON’T Teach!
Teachers DO!
The Visible & Invisible
We are BRAIN SURGEONS
“Once a reader is using a set of strategies that enable him to monitor his own reading and check one source of information with other sources in a sequential solving process then engaging in these activities serves to extend the potential of the reader.”
~M. Clay, Becoming Literate
Building the Cueing System
Behaviors to encourage: Rereading Monitoring Checking Confirming Self-
Correcting
Selecting Appropriate Texts Knowledge of the STUDENTS
Instructional Reading Level (90-94%)
Strengths and Needs (reading/writing)
Interests
Knowledge of the TEXTSFamiliar concepts/charactersTheme/GenreAppropriate ChallengePrint features and layoutPicture Support (visualize)Length (stamina)
The Value of Running Records
Who is Monitoring?
Self-Monitoring Leads to STRATEGIC Problem Solvers!
Self Monitoring
When Does Self-Monitoring Occur? After correct
responding After error At point of difficulty
What are the Signs of Self-Monitoring? Stopping Looking Puzzled Frowning Complaining Repeating a line Placing finger in
text Appealing
Susan Duncan, 2012
“The intent is not to find an excuse for the lack of progress, or a label to explain the child’s difficulty, or to state what was wrong with the child’s past experience at home or at school. The intent is to find a way to get around the road block and re-establish accelerated learning.”
~M. Clay, 2005
Examine YOURSELF as a Teacher!
“Selection of appropriate errors to attend to is a skill teachers have to develop…”
~McNaughton, 1981
Teacher Behavior that Doesn’t Help: Intervening at point of
error Using inconsistent
language Identifying the error for
the child by words, actions or intonation,
Prompting for fixing before finding the error
Tolds
“What is spoken to the child is later said by the child to the self, and is later abbreviated and transformed into the silent speech of the child’s thought.”
~R.Tharp and R. Gallimore,
1989
Noticing Meaning-What Makes Sense? The brain looks for the most
meaningful sign or piece . Why do we read? To gain meaning—to
get a message. We teach early readers to notice
pictures to teach them how to visualize and hold the “meaning” in the head while reading.
We read using context…what makes sense? What would fit?
Think about how vocabulary matters here!
Jasper is [e/a/t/ing] tuna fish.
Kitty is hungry. “[Man], [man].”
My big brother [tried to…] him.
YOU TRY...
Here is a hot dog for you to _______.
Noticing Visual-What Looks Right? Word Constructing
Directionality (everything works L-R), SLOW CHECK
Features of letters (begin with a line, circles, etc)
Letters make up words (show me first/last letter, capitals)
Spacing within words (does it look like a word?)
Changing vowels (map, mop) Beginning letters (blends/digraphs) Inflectional endings (ing, ed, s) Onset/Rime (cat, mat, sat) Taking words apart (chunking)
I can make a [building].
Jack is [in] to bed.
SLOW CHECK!
Ben is looking at a [dinosaur] card.
Ben’s [dinosaur] cake is a dinosaur!
“Here is the [basket] basket,” said Mom.
Helping Letter Confusions
p b q d a Always prompt for meaning first when
the error is in text. Teach tactile ways of remembering
(movement). Carefully discuss letter formation.
HANDOUT Letter sorting (make links). HANDOUT WRITING!
YOU TRY...She [pulled] her tooth.
Make Links to Known The-the Can-Can’t-Cannot Oh look! Oh dear! Away-Asleep Across-Around Inside-Outside Hillside Because-Before Behind Look-Book The-This-That-There Write that word, now read it
Nancy Anderson, 2012
Noticing Structure-What Sounds Right? All children are language learners so we are all
language teachers Becoming literate involves learning a complex
language We can’t talk, read, or write messages without
controlling structure All languages and dialects are structured--this
does not mean your child has a deficit Explain how the book works and “book talk” Find out what the child can control Structure conveys, carries, and forms the
meaning Choose texts carefully Demonstrate and MODEL!
How does the book work?Tells you what he likes and then shows you (Here is...)
I’ll/you madOr you’ll all get my bommy-knocker.
“Here you _____, /T/o/m/.”
They [catched] Dan the flying man.
“Thank you, [you], Tom,” said Dad.
YOU TRY...______, oh where is Teddy Bear?
Choppy or Smooth?
Put the Timer AWAY!
Foster Fluency Provide familiar reading (Browsing
Boxes) Listen for pitch, stress, intonation Model good reading Select texts that lend to fluency Make it “sound like talking” Put words together (phrases) Teach punctuation Teacher reads then stops and student
starts Partner reading Video/record reading
What Are Those Marks?
Select Appropriate Books
YOUR TURN!
HANDOUT
Analyzing Strategic ProcessingLevel 5/D look_
_
is_ SC_
m- __TR
Additional Resources
Reading Behaviors Checklist HANDOUT
Written Comprehension Question Stems HANDOUT
Things to Remember...
Praise Use EXPLICIT language (short, clear, and direct) LESS teacher talk Wait time Limit teaching points to main objective Prompt when you know they can, model when
they can’t Let some things go Always link back to MEANING Use running records and assessments Use more “you” directed prompts Incorporate WRITING! Reading and Writing are
Reciprocal.
Keep In Mind...
They’re children…they ARE NOT perfect!
Be insistent, consistent, and persistent to get a learning shift!
You really are a BRAIN SURGEON!
What you say DOES matter--THINK!
Questions? Comments?
My Contact Information
Lauren Buck
Beaufort County Schools
Chocowinity Primary School
Chocowinity, NC 27817
lbuck@beaufort.k12.nc.us
Resources
Pat Johnson & Katie Keier (2010), Catching Readers Before They Fall, Stenhouse.
Irene C. Fountas & Gay Su Pinnell (1996), Guided Reading: Good First Teaching, Heinemann.
Jan Richardson (2009), The Next Step in Guided Reading K-8, Scholastic.
Marie Clay (2005), Literacy Lessons Designed for Individuals (Part 1/Part 2), Heinemann.
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