the 5 components of reading betsy madison ([email protected])[email protected]
TRANSCRIPT
Let’s make sure we’re all on the same page
Phonemic Awareness vs. Phonological Awareness
Phonological Awareness = • the ability to recognize the sounds of spoken language and how they
can be segmented, blended, and manipulated. • includes awareness at the phoneme level, syllable level, word level,
and sentence level
Phonemic Awareness = • awareness at the level of a single unit of sound, regardless of the
number of letters in the sound (/m/ in made, /th/ in thing, /dge/ in bridge)
Phonological Awareness vs. Phonics
Phonological Awareness = • sound only, listening to sounds and producing sounds without print
Phonics = • Phonological Awareness + letters
Phonemic Awareness Continuum
• Phoneme Isolation (recognize individual sounds in a word)
• Phoneme Identification (recognize same sound in different words)
• Phoneme Categorization (recognize the odd word in a set)
• Phoneme Blending (combining phonemes to form a word)
Phonemic Awareness, continued…
• Phoneme Segmentation (break a word into its separate sounds)
• Phoneme Deletion (identify how a word would sound if one sound were omitted)
• Phoneme Addition (add a single phoneme to a word to create a new word)
• Phoneme Substitution (replace a phoneme in a word with another phoneme to create a new word)
When should Phonemic Awareness Instruction occur?
• All kindergartners should receive formal instruction
• Once assessment indicates students have a skill, instruction should be discontinued.
• Most children have acquired phonemic awareness by the middle of the first grade.
• Don’t delay phonics instruction for students who haven’t yet acquired phonemic awareness.
When should you suspect a student is not phonemically aware?
• After First Grade, if a student reads with…• poor fluency,• has difficulty sounding out unfamiliar words,• has difficulty sounding out multi-syllabic words,• has poor comprehension,
screen student for phonemic awareness.
“Some estimates suggest that approximately 90% of students
identified as having learning disabilities lack phonemic
awareness.” (Stanovich, 1986)
Screeners
•Phonemic Awareness Scree•Phonological Awareness Skills Test (PAST)
•Teacher-Made
Phonemic Awareness Intervention
•Explicit modeling•Many opportunities for practice with new words
•Small, discrete steps• If student isn’t responding…
• Slow down• repeat
With Older Students
• Teach phonemic awareness only to students who are struggling with it.
• Teach only the skills they need.• Assess and screen to determine needed skills.
• If student isn’t responding….• Slow down• Switch it up & repeat skill
Suzie Cue’s Phonemic Awareness Screening Info
• 4/6 Phoneme Isolation (0 middle sounds)• 4/6 Phoneme Identity (0 middle sounds)• 6/6 Phoneme Categorization• 6/6 Phoneme Blending• 3/10 Phoneme Segmentation• 2/6 Phoneme Deletion• 3/6 Phoneme Addition• 0/6 Phoneme Substitution
“Vowels were something else. He didn't like them, and they didn't like him. There were only five of them, but they seemed to be everywhere. Why, you could go through twenty words without bumping into some of the shyer consonants, but it seemed as if you couldn't tiptoe past a syllable without waking up a vowel. Consonants, you knew pretty much where they stood, but you could never trust a vowel.” Jerry Spinelli
Phonics Continuum
• Consonant letter/sound correspondence (K)• Letter names (K)• Vowel letter/sound correspondence (K)• CVC words/short vowel (1)• Onset & Rime/short vowel (1)
• Onset = initial consonant • Rime = vowel and rest of the word
• Long vowel/silent e (1)• Endings (suffixes: ed, ing, etc…) (1)
•Consonant digraphs (beginning & ending) (1)• 2 consonants together that represent a single sound (th, ch, sh, etc…)
•Consonant blends (beginning & ending)(1)
• 2 consonants together that each retain their individual sounds (bl, tr, tw, etc…)
•Letter/Sound variations & generalizations (1)• (kn, gn, ght, etc…)
Hey Betsy!What’s a digraph?
In middle school language, a digraph is a pair of married
letters. They’re stuck together—can’t be separated—make a
whole new sound.Ex…th
Hey Betsy!What’s a blend?
Back to middle school language…A blend is two or three letters who are just “going out.” They
can separate and be by themselves or even get together
with a different letter. They hang out, but
keep their own sound.Ex…dr
• Long vowel digraphs (1)• 2 vowels that make 1 sound, “when 2
vowels go walking…” (ee, ea, ao, ie, ai, etc…)
• Other vowel digraphs (2)• (bread, friend, audience)
• Vowel diphthongs (2)• vowel sound produced when the tongue moves or glides from one vowel sound toward another vowel sound in the same syllable (house, voice)
• R or L controlled vowels (2)• An 'r' or ‘l’ sound following a vowel sound
almost always distorts the vowel, making
such words harder to spell (car, bird, corn,
walk, tall, etc…)
• Multi-syllabic words (2)
You should suspect Phonics problems…
• if a student, after second grade, belabors decoding.
• if a student, after first grade, does not correctly read short vowel syllables.
• if a student, after second grade, does not correctly read long vowel syllables.
• if a student, after second grade, reads very slowly.
• if a student, after second grade, is having difficulty with comprehension after reading independently.
• if a student, after second grade, cannot break a multi-syllabic word into syllables.
• AFTER you have screened for …PHONEMIC AWARENESS
Phonics Screeners
• Phonics Screen• Phonics Mastery Survey• Words Their Way Spelling Inventory
Strategies
For all students:• KDE Phonics Instructional Menu• Florida Center for Reading Research• Words Their Way Word Study• Syllabication Study (See Appendix A)
Phonics Intervention
• Screen to find “holes”• Choose developmentally appropriate materials
• Explicit modeling• Give many opportunities for practice (reading and writing) including nonsense words
•Teach small, discrete steps•Assess in isolation AND in combination with mastered skills on the Phonics Continuum• If student isn’t responding…. • Slow down• Repeat
• When first practicing a Phonics rule, do not use similar words. Students don’t know which rule to focus on. It must be explicit.
• Ex…CVC words:• vase cat house rain
• Ex… Short a words:• dog cat run pine
• Later, use similar words.
• Ex…Long I words• live rain line pick
Considerations for Older Students
• Be respectful of student’s fears• Don’t use “baby-work”• Consider doing this intensive intervention out of the general classroom
• Move to real text, for practice, as quickly as possible (high interest-low readability books)
Ken Tucky’s Phonics ScreenDecoding
• 31/31 Letter-Sound correlation
• 5/5 CVC Words• 5/5 Blend Words• 5/5 Consonant Digraph
Words• 1/5 Vowel Digraph Words• 0/3 Diphthong Words• 5/5 R-Controlled Words• 5/5 Silent e Words• 2/10 Multisyllabic Words (2
syllable, short vowel)
Spelling
• 5/5 CVC Words• 5/5 Blend Words• 5/5 Consonant Digraph
Words• 0/3 Diphthong Words• 2/3 R-Controlled Words• 1/5 Multisyllabic Words
(wilnab)
Fluency
• Fluency is the ability to read a text accurately, quickly, and with expression.
• It is important because it frees students to understand what they read.
• develops gradually over time and with practice (independent or instructional level).
• is not the same as automaticity (fast, effortless word recognition).
• includes reading with expression by dividing the text into meaningful chunks.
• changes depending on what text is
being read.• is closely related to reading comprehension.
• is important because it frees students to understand what they read.
• is useful in evaluating instruction and setting goals.
• is motivating to students.
LET’S TRY SOMETHING…What does it feel like to struggle with reading fluency?
When setting up fluency
practice session using decodable
text (i.e., text that contains a high
percentage of decodable words),
it is helpful for the teacher
to read a portion of the text
as students look at the text and
listen to the teacher.
They attend to the teacher’s
modeling of punctuation, chunking
of phrases and clauses, and stressing
of important words. This modeling
provides a positive framework for
the students to strive for when
they read. Unknown words or words
that contain less-familiar letters or
patterns should be previewed.
Discussion Questions
What did you struggle with while reading this passage?
What was hard? Why?
How does this help you identify with struggling students?
When setting up fluency practice sessions using decodable text (i.e., text that contains a high percentage of decodable words), it is helpful for the teacher to read a portion of the text as students look at the text and listen to the teacher. They attend to the teacher’s modeling of punctuation, chunking of phrases and clauses, and stressing of important words. This modeling provides a positive framework for the students to strive for when they read. Unknown words or words that contain less-familiar letters or patterns should be previewed.
Discussion Questions
How much were you able to comprehend?
How does this differ from the first time you were exposed to the
passage?
Instructional implications…..
Reading Levels
Independent Level
Text
Instructional Level
Text
Frustration Level Text
Relatively easy text for the reader, with no more than approximately one error in twenty words with good comprehension. (95% accuracy)
Challenging but manageable text for the reader, with no more than approximately one error in ten words with good comprehension. (90% accuracy)
Problematic text for the reader, with more than one in ten words difficult for the reader. (less than 90% accuracy)
HO
Determining A Student’s Reading Level
Correct Number of Words Read
Total Number of Words Read
PercentAccuracy=÷
Mrs. Smith gave Joey a passage to read from his 3rd grade Social Studies text book. The reading level of the passage is approximately 3rd grade. Joey read 69 out of 74 words correct during his 1 minute timed reading. Is the text at his independent, instructional or frustration reading level?
Let’s remember… 95-100%-Independent 90-94%-Instructional Below-90%-
Frustration
93% -- Instructional Level Text
Oral Reading Fluency Target Rates
Grade Fall (WCPM) Winter (WCPM) Spring (WCPM)
1 10-30 30-60
2 30-60 50-80 70-80
3 50-90 70-100 80-110
4 70-110 80-120 100-140
5 80-120 100-140 110-150
6 100-140 110-150 120-160
7 110-150 120-160 130-170
8 120-160 130-170 140-180
9-12 200-300
Source: Adapted from AIMSweb: Charting the Path to Literacy: 2003 and “Curriculum Based Oral Reading Fluency Norms for Student in Grades 2-5”. (Hasbrouck & Tindal, 1992)
You should suspect fluency problems if students…
• are unable to read aloud in ways that reflect understanding of the text and are unable to engage listeners.
• have difficulty and grow frustrated when reading aloud.
• do not read aloud with expression.• do not chunk words into meaningful syllables.
• do not pause at meaningful breaks within sentences or paragraphs
• stumble a lot and loses his place when reading something aloud.
• read aloud very slowly.• move his/her mouth when reading silently (subvocalizing)
Fluency Screeners• http://www.readinga-z.com/assess/fluency-passage.html• Any piece of connected text the student can decode with
90% accuracy
Fluency Strategies/Tools
• Read Alouds• Sight Word Recognition• Repeated Readings• Books on Tape• Choral Reading• Partner Reading• Echo Reading• Reader’s Theatre
Ida Wanna’sFluency Screening Results
• Ida (a 4th grade student) is reading 27 WRC using a 750 lexile passage (740L–1010L is the current lexile band for 4th-5th grade)
• Ida is reading 60 WRC using a 450 lexile passage (420L–820L is the current lexile band for 2nd-3rd grade)
Vocabulary
• By age 3, kids from well off families have a working vocabulary of 1116 words.
• Kids from working class families have 749 words.
• Kids from welfare have a mere 525 words.• Word poverty leads to idea poverty.• You have to know stuff to read stuff.(New Knowledge has to have Old Knowledge to stick to.)
The Power of Reading to Build Vocabulary• Reading 14 minutes a day means reading 1,000,000 words a year.
• Preschool and children’s books expose students to more challenging vocabulary than prime-time television.
• For vocabulary development, children should have text that is 3 years above their age/grade level.
“The limits of my language are the limits of my mind. All I know is what I have words for.” Ludwig Wittgenstein
What can you do to combat WORD POVERTY?
Effective Vocabulary Instruction• Most vocabulary is learned indirectly in 3 ways:
-daily oral language
-listening to adults read
-reading on their own
What Words Should be Taught?
• Important words- for understanding a concept or the text
• Useful words- those that students are likely to see again and again
• Difficult words- those with multiple meanings and idiomatic expressions
Vocabulary Acquisition• At age 5-6 children have 2,500-5,000 words in their oral
vocabulary. (How have they acquired vocabulary?)• 3,000 words per year are added during their early school
years (average 8 words/day). (How can we assist with acquisition?)• 25-50% of annual vocabulary growth is incidental. (What % must be explicitly taught?)
How much is enough?
120-129 20110-119 3090-109 3589- 80 4079- 70 4569- 60 55
The cognitive level of a student is a factor in the number of exposures required for word recognition.
Dr. Bonnie Armbruster of University of Illinois at Urbana-Champaign
Vocabulary Strategies/Tools
• Pre-teach Vocabulary• Rate Your Knowledge• Frayer Model• Semantic Impressions• Word Sorts• Images• Opposites & Synonyms
You should suspect vocabulary problems if….
If a student is in your class, they don’t have a big enough vocabulary.
Write 3 things that all 3 pictures have in common
Vocab. is the greatest single indicator of IQ.
Better vocab. = Greater comp. = Greater knowledge
Noah Tall’s Vocabulary
• Noah can give oral definitions, synonyms, and antonyms for 95% of words in passages at his independent reading level (300 lexile—1.5 GL approx.).
• Noah can give oral definitions, synonyms, and antonyms for < 50% of the important content words in passages at his grade level lexile band (850-1000—4.5 GL approx.), when passages are read aloud to him.
Comprehension
• Comprehension is the active process of constructing meaning from text.
• It is important because it is the reason for reading.
Good readers are…
•purposeful(to gain information or to read for pleasure)
•active (to engage in a complicated process to make sense of what they read)
What Is Listening Comprehension?
• Refers to children’s understanding of stories and other texts that are read aloud to them
• Lays the foundation for children to later be able to “understand what they read, remember what they read, and communicate with others about what they read”
—National Institute for Literacy, 2001, p. 48
Listening Comprehension .
. .
Listening Comprehension . . .
. . . is enhanced as children listen to stories that are read aloud, participate in discussions of stories, and engage in other literacy-related activities.
Listening Comprehension Instruction
When you read aloud, encourage children to . . .
• Make predictions• Answer questions
about the book’s content
• Read and talk along• Share their own
interests related to the book content
• Ask questions of you and their peers
• Reenact or retell the story
Schedule time for read-aloud sessions
Use a variety of grouping formats including one-on-one, small groups, and whole class
Select different types of books
Activate and build background knowledgeTeach new words and concepts
Effective Read-Aloud Sessions
It’s the talk that surrounds (before and after) the reading aloud of books that is so important for enhancing children’s oral language, vocabulary development, and listening comprehension.
Stop a few times for reactions, comments, predictions, and questions
Avoid long discussions
Effective Read-Aloud Sessions
Day 1
Close Reading
Day 2
What did you notice about the questions I asked?
Comprehension Strategies
• Read Alouds
• Close Reading
• Text Dependent Questioning
• Visualizing
• Activating Prior Knowledge
• Questions
• Note taking
• Reciprocal teaching
You should suspect comprehension problems if a student…• is not able to summarize a passage or a book.
• might be able to tell you what happened in a story, but can't explain why events went the way they did.
• can't explain what a character's thoughts or feelings might have been.
• doesn't link events in a book to similar events from another book or from real life.
• seems to focus on the "wrong" aspect of a passage; for example, he concentrates so much on the details that the main idea is lost.
• can tell the outcome of a story, but cannot explain why things turned out that way.
• does not go behind what is presented in a book to think about what might happen next or why characters took the action they did.
• brings up irrelevant information when trying to relate a passage to something in her own life.
• seems to have a weak vocabulary.• cannot tell the clear, logical sequence of events in a story.
• does not pick out the key facts from informational text.
• cannot give you a "picture" of what's going on in a written passage; for example, what the characters look like or details of where the story takes place.
Q. T. Pie’s Comprehension
• QT consistently answers 80% of comprehension questions (all levels of Blooms) when reading at her independent level (350-450 lexile).
• QT consistently answers around 50% of comp questions when grade level text is read aloud to her (500-820 lexile).
• QT consistently answers less than 30% or comp questions when she attempts to read grade level materials independently.
Exit Slip
• Jot down 2 new things you learned today.
• List something you will take back and implement in your classroom.
• Jot down 2 new questions that you have.