learning to read
DESCRIPTION
Learning to Read. Therese Wetherington, NCDPI Co-facilitated with Teacher Leaders: Candy Fleetwood, Fran Jones, Senate Moshoeshoe , Tonia Chlomoudis , Maryet Owens, & Victoria Hoffman. Professional growth. Standard # 1 Teachers demonstrate leadership - PowerPoint PPT PresentationTRANSCRIPT
![Page 1: Learning to Read](https://reader033.vdocuments.mx/reader033/viewer/2022051421/56816727550346895ddbc1d8/html5/thumbnails/1.jpg)
LEARNING TO READ
Therese Wetherington, NCDPICo-facilitated with Teacher Leaders: Candy Fleetwood, Fran Jones,Senate Moshoeshoe, Tonia Chlomoudis, Maryet Owens, & Victoria Hoffman
![Page 2: Learning to Read](https://reader033.vdocuments.mx/reader033/viewer/2022051421/56816727550346895ddbc1d8/html5/thumbnails/2.jpg)
PROFESSIONAL GROWTHStandard #1 Teachers demonstrate leadership• Collaborate with colleagues to mentor and support teachers to
improve effectiveness.• Use a variety of assessment data throughout the year to evaluate
progress.• Use data to organize, plan, and set goalsStandard #2 Teachers establish a respectful environment for a diverse population of students.• Maintain high expectations for all studentsStandard #3 Teachers know the content they teach.• Develop and apply strategies to make the curriculum rigorous and
relevant.Standard #4 Teachers facilitate learning for their students.• Teachers plan instruction appropriate for their students.• Teachers use a variety of instructional methods.Standard #5 Teacher reflect on their practice.• Teachers analyze student learning.Standard #6 Teachers contribute to academic success of all students.
![Page 3: Learning to Read](https://reader033.vdocuments.mx/reader033/viewer/2022051421/56816727550346895ddbc1d8/html5/thumbnails/3.jpg)
ARE WE ON THE RIGHT TRACK?
![Page 4: Learning to Read](https://reader033.vdocuments.mx/reader033/viewer/2022051421/56816727550346895ddbc1d8/html5/thumbnails/4.jpg)
TEACH WITH PURPOSEResponse to Intervention (RtI)Tier 1-All students in grades K-3, regardless of screening assessment results,
should receive at least 90 minutes of daily reading instruction in the regular education classroom.
Tier 2- Those students identified as moderately at-risk for reading failure receive an additional 30 minutes of reading instruction daily. This instruction occurs in a small group setting with instructional materials targeted to the specific reading skill needs of group members.
Tier 3- Students that make little or no progress in Tier II after a reasonable amount of time, or those students with very severe reading deficiencies, are placed in Tier III. Tier III students receive 60 minutes of daily, targeted, intense reading instruction in addition to that provided during the 90 minute reading block
![Page 5: Learning to Read](https://reader033.vdocuments.mx/reader033/viewer/2022051421/56816727550346895ddbc1d8/html5/thumbnails/5.jpg)
BASIC EARLY LITERACY SKILLS
Phonemic Awareness Phonics: Alphabetic Principle Accuracy & Fluency Comprehension Vocabulary & Language
![Page 6: Learning to Read](https://reader033.vdocuments.mx/reader033/viewer/2022051421/56816727550346895ddbc1d8/html5/thumbnails/6.jpg)
PHONEMIC AWARENESS
Phonemic awareness is the ability to hear,
identify, and manipulate the
individual sounds in spoken words.
Phonemic Awareness
Onset & RimesSyllable Awareness
Word AwarenessRhyme & Alliteration
![Page 7: Learning to Read](https://reader033.vdocuments.mx/reader033/viewer/2022051421/56816727550346895ddbc1d8/html5/thumbnails/7.jpg)
RHYME AND ALLITERATION
Rhyme and alliteration both involve words that share a common feature or sound. Hearing rhyme requires attention to the ending sound in words, while alliteration requires attention to the beginning.
"Peter Piper picked a peck of
pickled peppers,"
![Page 8: Learning to Read](https://reader033.vdocuments.mx/reader033/viewer/2022051421/56816727550346895ddbc1d8/html5/thumbnails/8.jpg)
WORD AWARENESS
Concept of word in print--the ability to accurately match spoken words to written words - requires students to segment sentences into words.
To arrive at this monumental understanding, children need a great deal of practice with both oral and written activities to develop word awareness.
![Page 9: Learning to Read](https://reader033.vdocuments.mx/reader033/viewer/2022051421/56816727550346895ddbc1d8/html5/thumbnails/9.jpg)
SYLLABLE AWARENESS
Segmenting: Clap It Out!Bippity, bippity, bumble, bee,
Tell me what your name should be. (Sta-cy)
Blending:Stretch words out by
syllable (e.g., instead of saying
"bicycle," say "bi - cy - cle").
![Page 10: Learning to Read](https://reader033.vdocuments.mx/reader033/viewer/2022051421/56816727550346895ddbc1d8/html5/thumbnails/10.jpg)
ONSET AND RIMEThe onset is the initial consonant or consonant
cluster of the word.The rime is the vowel and consonants that
follow it. Example: bat
b- is the onset -at is the rime.
Your turn:swim, sw- is the onset, -im is the rime.
![Page 11: Learning to Read](https://reader033.vdocuments.mx/reader033/viewer/2022051421/56816727550346895ddbc1d8/html5/thumbnails/11.jpg)
PHONEMES
Blend- Put it together
Segment- Take it apart
Manipulate- Delete or substitutePhonemic Awareness
Onset & RimesSyllable Awareness
Word AwarenessRhyme & Alliteration
![Page 12: Learning to Read](https://reader033.vdocuments.mx/reader033/viewer/2022051421/56816727550346895ddbc1d8/html5/thumbnails/12.jpg)
READING 3D-DIBELSTests for Phonological Awareness
Phoneme Segmentation Fluency (PSF) students break apart a word into sounds. Master in 1st grade
First Sound Fluency (FSF) student identifies initial sounds. Master in Kindergarten.
![Page 13: Learning to Read](https://reader033.vdocuments.mx/reader033/viewer/2022051421/56816727550346895ddbc1d8/html5/thumbnails/13.jpg)
BASIC EARLY LITERACY SKILLS
Phonemic AwarenessTests: FSF & PSF ( K & 1st)
Phonics: Alphabetic Principle Accuracy & FluencyComprehensionVocabulary & Language
![Page 14: Learning to Read](https://reader033.vdocuments.mx/reader033/viewer/2022051421/56816727550346895ddbc1d8/html5/thumbnails/14.jpg)
PHONICS: ALPHABETIC PRINCIPLEMulti-Syllabic Words
Prefixes Base Words
Contractions Inflectional Endings Compound Words
Blending Plural Endings
Consonant Doubling Long Vowels
Diagraphs & Blends Sight Words Short Vowels Initial & Final ConsonantsLetter –Sound Linking
Letter Naming
Words are composed of letters that represent sounds.
Using systematic relationships between letters and phonemes (letter-sound correspondence) to retrieve the pronunciation of an unknown printed string or
to spell words.
Adva
nced P
honic
s
Basic
Phon
ics
![Page 15: Learning to Read](https://reader033.vdocuments.mx/reader033/viewer/2022051421/56816727550346895ddbc1d8/html5/thumbnails/15.jpg)
READING 3D- PHONICSStudents must master Phonemic
Awareness skills before they can master Advanced Phonics
Skills
Word Recognition (WR)Sight words.
Accuracy & Fluency.
Nonsense Word Fluency (NWF)Students make connections between C-V-C and V-C to
phonemes. Students can’t identify by sight alone.
Master in 2nd grade.
Phonemic AwarenessPSF- Phoneme Segmentation Fluency
FSF- First Sound Fluency
![Page 16: Learning to Read](https://reader033.vdocuments.mx/reader033/viewer/2022051421/56816727550346895ddbc1d8/html5/thumbnails/16.jpg)
BASIC EARLY LITERACY SKILLS
Phonemic AwarenessTests: FSF & PSF (K & 1st)
Phonics: Alphabetic PrincipleTest: NWF (K, 1st & 2nd) & WR (all)
Accuracy & FluencyComprehensionVocabulary & Language
![Page 17: Learning to Read](https://reader033.vdocuments.mx/reader033/viewer/2022051421/56816727550346895ddbc1d8/html5/thumbnails/17.jpg)
READING 3DDORF- DIBELS Oral Reading Fluency.
Student reads text for 60 seconds for fluency & accuracy. (1st grade & up)
DORF Retell & Quality- assesses comprehension.
TRC-Text Reading & Comprehension-assesses accuracy, fluency, vocabulary & comprehension. Use of leveled readers. (K & up)
DAZE- assesses comprehension. Checks word recognition skills, prior knowledge, syntax and morphology, and cause/effect reasoning skills. (3rd grade)
![Page 18: Learning to Read](https://reader033.vdocuments.mx/reader033/viewer/2022051421/56816727550346895ddbc1d8/html5/thumbnails/18.jpg)
BASIC EARLY LITERACY SKILLS
Phonemic Awareness Tests: FSF & PSF
Phonics: Alphabetic Principle Test: NWF & WR **DORF fluency indicates weaknesses in NWF.
Accuracy & Fluency Test: DORF, TRC & WR
Comprehension Test: DORF , TRC & DAZE
Vocabulary & Language Skills Test: TRC
![Page 19: Learning to Read](https://reader033.vdocuments.mx/reader033/viewer/2022051421/56816727550346895ddbc1d8/html5/thumbnails/19.jpg)
INTENTIO
NAL
INTERVEN
TIONSWhat are the standards that
I want students to master?
How do I plan and
deliver lessons so that
each component is
appropriate to the
knowledge, skills and
needs of my
students?
Are the activities and
assignments within the lesson
clearly aligned to the standards?
Am I using each minute
of instructional time wisely and well?
How do you know what students know?
![Page 20: Learning to Read](https://reader033.vdocuments.mx/reader033/viewer/2022051421/56816727550346895ddbc1d8/html5/thumbnails/20.jpg)
SMALL GROUPS
Tonia (FSF)Senate (PSF)Fran (NWF)
Candy (Comprehension)
![Page 21: Learning to Read](https://reader033.vdocuments.mx/reader033/viewer/2022051421/56816727550346895ddbc1d8/html5/thumbnails/21.jpg)
WHAT’S NEXT? WHAT DO I
NEED TO ASSURE
ACADEMIC SUCCESS FOR
ALL STUDENTS?