the roots of reading - thesmartiezone · the roots of reading ... children respond to pictures and...

© 2008 Donna Whyte

The Roots of Reading

• Age-appropriate oral language competence• An interest in books• Knowledge of at least some letter names• Rudimentary phonological awareness, e.g., being able to rhyme words in songs and poems• Awareness of print• Pretend reading, e.g., “reads” from memory• Pretend writing, e.g., “writes” a message using scribbles or drawings on a page.

© 2008 Donna Whyte

The Roots of Reading

•Set aside time for reading•Emphasize the enjoyment of reading•Read expressively and with humor•Know when to put a book down•Repeated readings help to promote children’s language•Draw attention to letters and print•Sing songs, read rhyming books and say silly tongue twisters•Play with puppets•Exposure to new experiences•If concerns exist, seek prompt, thorough evaluation

© 2008 Donna Whyte

Assessment of Early Language

• Listen as child tells about an object, experience, idea or feeling.

• Record child’s language• Does the language explain the message?• Does it make sense?• Does it contain references?• Does the language flow to maintain the

message?

© 2008 Donna Whyte

Listening Activities

• Echo Reading

• Follow the Directions• Telephone

• “Tell me what I said”• Sequencing

• Interpretation of Gestures, Signs, Paralanguage

• “Hot Beanie”

• This is what I can do…• Slump OR Jump

• M________-May- I?• Quiet Signal ~ Verbal

• ________________• ________________

• ________________

© 2008 Donna Whyte

What can teachers do?

• Listen/Respond when Children Communicate

• Model the use of language

• Scaffold & Connect

• Provide “Think Time”

• Utilize open-ended questions

• Help Children to Expand their Language

• Ask “detail” questions

• Provide a safe “talking” environment

• Encourage interaction between students

• Use/Note Nonverbal Communication

• Share Books and Stories

© 2008 Donna Whyte

Steps of Phonemic

AwarenessSkills

Rhyme

Words within a Sentence

Blending/Segmenting Compound Words

Onset~Rime Blending /Segmenting

Sound Isolation First~Last

Phoneme Blending

Phoneme Segmentation

Phoneme Manipulation

© 2008 Donna Whyte

Word Play

Model ~ TeachI do it – Children watch/listen

Guided PracticeWe do it – Teacher watches/listens and

responds

Independent PracticeThey (You) do it ~ Teacher Check

Extended Practice They (You) do it ~ Relate to Prior Learning

© 2008 Donna Whyte

Model ~ TeachAll Ears! I’m going to say the sounds in fat: /f/ /a/ /t/

Guided PracticeTry it with me. Say the sounds in fat /f/ /a/ /t/

Independent PracticeNow try it alone. Everyone, say the sounds in

fat. Individual children say the word.

Extended Practice Each of you will get some words that are

similar to this word. Say the sounds.

© 2008 Donna Whyte

Phonemic Awareness Help

– Tape Recorder– Whisper Phones– Sound Bingo– Games

•Internet Resources•http://www.songsforteaching.com•http://www.stonewashed.net/sfx.html•www.enchantedlearning.com/Rhymes.html•www. carlscorner.us.com

© 2008 Donna Whyte

Small Steps ~ Big Difference

• Attendance

• Rhymes

• Do you hear “individual sounds”?

• Magic Spoon

• “Stretchy” Strap

• Real ~ Nonsense Words

© 2008 Donna Whyte

Sound Tools

• Chips• Blocks• Slides• Beginning/Middle/End• White Board/Markers• Slashes/Dots/Post-Its

© 2008 Donna Whyte

Phonics Instruction

• Consonants • Consonant Blends • Consonant Digraphs• Short & Long Vowels• R-Controlled Vowels• Vowel Digraphs• Vowel Dipthongs• Rimes

© 2008 Donna Whyte

Blends

• bl, br, cl, cr, dr, fl, fr, gl, gr, pl, pr, sc, scr, sk, sl, sm, sn, sp, spl, spr, st, str, sw, tr, tw, wr

Digraphs

• th, sh, wh, ch,ck, ng

Silent letters

• kn, gn, wr, gh, lk,

Diphthongs

• au, aw, oo (cook, moon), ow (owl, bow), ou, oi, oy, ew

Vowel Digraphs

• ai, ea, oa, ee, ey, ay, ue, ow

R-controlled vowels

• ar (star), er (her), ir(stir), or (horn), ur(fur)

Hard/Soft c & g

Ph?

© 2008 Donna Whyte

Rimes Vowels

ack, ake, ail, ain, air, ale, all, and, ank, ap, ash, at, ate, aw, ay, eat, eep, ell, en, ent, est, ice, ide, ick, ight, ill, in, ine, ink, ing, ip, it, oat, ock, oke, op, ore, ot, uck, ug, ump, unk

a, e, i, o, u ~ y

© 2008 Donna Whyte

Phonics Resources– Magnetic or stamp Letters– Word Walls– Word/Writing Folders– Word Slides

•Internet–Starfall.com–http://www.edu4kids.com–www.primarygames.com/curriculum–www.kizclub.com

© 2008 Donna Whyte

Fluency –Read text accurately and quickly

Practice with the known:

AB CDE FG HIJ KLM NO PQR ST UV WXY Z

ABC? D! EF. GHI! JK?

Phrases

The people Each of us No wayAt my house Who was there? A long time.

Tranfer – The people were at my house a long time.

© 2008 Donna Whyte

ReadingReadingReadingReadingShared Reading� Teacher Models Strategies� Teacher Teaches New Strategies� Teacher/Children Expand Meaning of Text� Children Make Predictions� Children Respond to Pictures and Ideas from TextGuided Reading� Children Practice Strategies � Children Expand Ideas/Comprehension� Teacher Introduces /Reinforces Skills � Teacher Encourages Independence� Children and Teacher Listen/Response� Children Problem-SolveRead Aloud� Teacher Reads� Teacher Creates Opportunities for Exploration of Genres� Children Respond to Story/Language� Teacher Models Reading Strategies/SkillsIndependent Reading� Children Employ Strategies� Children Navigate Text Autonomously� Children Choose Text IB

© 2008 Donna Whyte

Fluency

� Reread� Echo Read� Choral Read� Partner Read� Reader’s Theater� Language Development

© 2008 Donna Whyte

Fluency Resources

Timers Recorded storiesSongs on Charts

•Internet Resources–www.magickeys.com/books–http://ipl.si.umich.edu/youth/storyhour/–Readers theater websites

© 2008 Donna Whyte

Vocabulary

Vocabulary is expressive (what you say) and receptive (what you understand)– Words used to verbally communicate

effectively

– Words that you use to write – Words that you recognize/understand in print

© 2008 Donna Whyte

Which words…?

��Words that students may never have seen/heardWords that students may never have seen/heard

��Words students do not understandWords students do not understand

�� Important wordsImportant words

�� Words students would have trouble figuring out Words students would have trouble figuring out on their own.on their own.

�� Words students encounter oftenWords students encounter often

© 2008 Donna Whyte

Speaking Activities

• Social Interaction• Play• Storytelling• Puppets• Songs• “Your Turn” Talk• Interactive Charts/Books• Vocabulary Building• Listening Tasks

• Opportunities with peers & buddies

• Center Activities• Labeling• Categorize/Comparing• Picture Talk

© 2008 Donna Whyte

Your turn…• My mom said, “You should know better

than to ________”• Please leave my crayons alone, I don’t

_______________• It was so silly, I saw _________________• Every time I see my _______, I ________• I have never tried to _________________• Yesterday morning I _________________• __________________________________

© 2008 Donna Whyte

If I was going to describe this picture…

• Key Words____________________________________________________________________________________

© 2008 Donna Whyte

Picture Writing

Picture Talk

© 2008 Donna Whyte

Food for Thought:

Color

Number

Shape

Size

Age

Comparison

© 2008 Donna Whyte

Vocabulary Resources

Internet• www.boggleworldesl.com• www.merriam-webster.com• www.readwritethink.org/materials/comic/index.html

© 2008 Donna Whyte

Before ReadingBefore Reading

Activate prior knowledgeActivate prior knowledgePreview headingsPreview headings

During ReadingDuring ReadingVisual imageryVisual imageryComprehension monitoringComprehension monitoring

After ReadingAfter Reading

Summarize in own wordsSummarize in own wordsAsk clarifying questionsAsk clarifying questions

Comprehension• Understand what is read

© 2008 Donna Whyte

Detail ~ Chart (Who, What, Where & When)

Sequence ~ Signal Words (Time Frame)Second, Earlier, Next, Noon, In the Morning, After School

Word Referents ~ Singular & Pluralyou, its, him, that, your, my we, they, ours, theirs, them

Context Clues ~ What makes sense?

Predicting Outcome ~ What do you think happened next?

Main Idea ~ Classification

Inference ~ “Read between the lines”

Character Traits ~ What do you know by what the character says and does?

Cause & Effect ~ Recognition of the relationship between events and what happens after

© 2008 Donna Whyte

Why?

What?

Where?

When?

Who? Give us the

Details

© 2008 Donna Whyte

Who? What? When?Where?Why?How?

© 2008 Donna Whyte

“Chain It”

© 2008 Donna Whyte

Comprehension

� Interactive Read Aloud� Retell� Add a New Ending� Compare/Contrast� Agree/Disagree� Act it Out� State Your Case ~ “Prove It”� Draw a Picture

© 2008 Donna Whyte

Comprehension Resources

– Reading Tools– Post It Notes– Highlighter pens & tapesInternet – www.eduplace.com– www.graphicorganizers.com– www.storyplace.org– www.awesomelibrary.com– http://www.literacyaccessonline.com– http://www.fcrr.org/activities

© 2008 Donna Whyte

Roles

• Dialogue Director

• Reporter

• Word Wizard

• Illustrator

• Connector

• Investigator

© 2008 Donna Whyte

Dialogue Director

Reporter

Word Wizard

Illustrator

Connector

Investigator

© 2008 Donna Whyte

Investigator Word Wizard Connector

IllustratorDialogue Director Reporter

© 2008 Donna Whyte

Dialogue Director

• Creates Questions for Discussion

• Uses Questions to Aid Discussion

• “Talking Sticks”

• Paraphrases:– So you mean that . . .

– In other words, you think that . . .

– So what you’re saying is . . .

– If I understand you correctly, . . .

© 2008 Donna Whyte

Questioning

• What did you notice about the book?• Can anyone tell me anything about ______?• Did anything in the book make you think of something in

your life?• What part was your favorite?• Can you tell us about one of the characters?• What do you think ___________?• What part was ________? (Familiar, Weird, etc.) • Can you tell us how ________ made you feel?• Can you show me something about the book?• What do you know about this _________?• Does anyone have any ideas about ________?

© 2008 Donna Whyte

AssignmentsMonday Pages _____

Task ______________________________

Tuesday Pages _____Task ______________________________

Wednesday Pages___Task ______________________________

Thursday Pages _____Task ______________________________

Friday Pages ______Task ______________________________


Task ______________________________






Task ______________________________





© 2008 Donna Whyte

Reporter

• Summarizes

• Finds the Important Details

• _____________

• _____________

© 2008 Donna Whyte

Thoughts:

I wonder - _______________________________________________________________________________________________________________

I think - _______________________________________________________________________________________________________________________________________________

Thoughts:

I wonder - _______________________________________________________________________________________________________________

I think - _______________________________________________________________________________________________________________________________________________

Thoughts:

I wonder - _______________________________________________________________________________________________________________

I think - _______________________________________________________________________________________________________________________________________________

© 2008 Donna Whyte

Book SummaryTitle - _____________________

What happened in the story -____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

My favorite part –________________________________________________________________________________________________________

You also should know –________________________________________________________________________________________________________

© 2008 Donna Whyte

Book SummaryTitle - _____________________

What is the book about -____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2 Interesting Facts –________________________________________________________________________________________________________

You also should know –________________________________________________________________________________________________________

© 2008 Donna Whyte

Which part didn’t you like?Why?

What part did you like most? Why?

What happens in the story?Who are the main characters?What are some of their character traits?

© 2008 Donna Whyte

Word Wizard

• Checks out New Words

• Finds Interesting Words

• Looks for Challenging Words

• Fills in the “Amazing Words”

• Offers “Bookmark” Suggestions

© 2008 Donna Whyte

Amazing Words

New Word_______________Page ___________Meaning ______________________________________

Interesting Word_______________Page ___________Meaning _______________________________________

___________________________________________________________________________

Amazing Words



___________________________________________________________________________

Amazing Words



___________________________________________________________________________

© 2008 Donna Whyte

Stretch Your Vocabulary

Picture Clue

As it AppearsSynonym

Antonym

Word

© 2008 Donna Whyte

Most Common Prefixes

un*- not pre – before

re* - again, back inter – between, among

dis* - opposite, reverse of fore – before

in, im, il, ir* - not de – from, reverse

en, em – make, into, in trans – across, over

non – not super – above

in, im – in semi – half

over – too much anti – against

mis – wrong mid – between

sub – under under – under

© 2008 Donna Whyte

Prefix Practice

SynonymMeansPrefixWord

© 2008 Donna Whyte

Most Common Suffixes

-ing* continuous action -less without

-s, -es* more than one -able, ible can be

-ed* past tense -y characterized by

-ly* describing how it’s done -er,-est comparative

-er one who -ful full of

-ic having characteristics of -ion,-tion act, process

-ity, ty state of -en made of

-ment action or process -ness state of, condition of

-ous,-eous,-ious possessing qualities of

-ation, -ition adjective form of a noun

-ive, -ative, -itive adjective form of a noun

-al, -ial having characteristics of

© 2008 Donna Whyte

Illustrator

• Draws or represents a character or event in the book

• Illustrates a new fact for non fiction

© 2008 Donna Whyte

Interesting Part

_________________________________

Great Imagery___________________________________________________________________________________________________

Interesting Part

_________________________________

Great Imagery___________________________________________________________________________________________________

Interesting Part

_________________________________

Great Imagery___________________________________________________________________________________________________

© 2008 Donna Whyte

Connections

Self ~ __________

____________________________________________________________

World ~ ________

__________________________________________________________________________________________

Other Readings ~

____________________________________________________________

Connections

Self ~ __________

____________________________________________________________

World ~ ________

__________________________________________________________________________________________

Other Readings ~

____________________________________________________________

Connections

Self ~ __________

____________________________________________________________

World ~ ________

__________________________________________________________________________________________

Other Readings ~

____________________________________________________________

© 2008 Donna Whyte

Connections

Which parts of the story could be true?

Can you think of anything in the book that is like ___________________?

Has anything in the story ever happened to you?

Is the book similar to a book that you have read? In what way?

Do any of the characters remind you of someone?

How is the setting like/

unlike a place that you know?

© 2008 Donna Whyte

Investigator

• Investigates the author, setting or any background information related to the book

• Investigates other sources of information for non fiction

© 2008 Donna Whyte

Take Note:_________________________________

Additional Information

___________________________________________________________________________________________________

Take Note:_________________________________


___________________________________________________________________________________________________

Take Note:_________________________________


___________________________________________________________________________________________________

© 2008 Donna Whyte

Extension Projects

• Extension projects are not art activities for their own sake. A good extension project will keep the thinking and response alive even after students have finished a book. The goal is to lure students back into the book to cement, enhance, and even reinvent what they gained from their first visit.”¹

¹http://fac-staff.seattleu.edu/kschlnoe/LitCircles/Extension/extension.html, Katherine L. Schlick Noe, 2004.

© 2008 Donna Whyte

ReadPhoneMakeWriteBuildFind OutHypothesizeDesignSurveyInterviewShadowVisit CreateBrainstormAnalyzeEvaluateLabelCompareMeasureIdentify

SolveConstructResearchCriticizeImagineExperimentDevelopInventPredictObserveDemonstratePlanMeasureGraphListConductDeviseInvestigateUseSubstituteTalk About

Tell

Convince

Study

Illustrate

Collect

Map

MatchCombineChartImproveExplainAdapt RearrangeDescribeAdvertiseRateAct Out

Discover

Start an activity with….

© 2008 Donna Whyte

MapDiagramSculptureDiscussionDemonstrationPoemChartPlayDanceSongCassetteBannerBrochureDebateFlow ChartPuppet ShowPuzzle

LectureEditorialPaintingCostumePlacematCatalogueNewspaperScrapbookLectureQuestionnaireFlagScrapbookGraphDebateAdvertisementComputer Program

Book List

Calendar

Coloring Book

Game

Research Project

TV Show

Dictionary

Film

Collection

Machine

Book

Mural

Award

Recipe

Certificate

ModelTimelineToyArticleDiaryPosterMagazinePhotographsLessonClubTestCartoonBiographyReviewInvention

What to Create?

© 2008 Donna Whyte

READ-O

Author Investigation

Book ReviewJournal Entries

ConnectorsLetter to your teacher

CardStory ChainBookmarkCartoon stripBook Cover

Compare & Contrast

Vocabulary Busters

FREE

Your choice

A New Ending

Newspaper article

InterviewStory MapLetter to a pen pal, friend, or relative

Create a Paper Hat

Game

Mural Film StripLetter to a character

Thank you note

Diorama

© 2008 Donna Whyte

Where is the Story

going?

How did…?

How do you feel about…?

What caused…?

How would you

describe the

setting?

What Character

Traits Describe…?

Who…?Why is…?

Why did…?

What if…?

© 2008 Donna Whyte

One thing I noticed was…

It seemed that…

I felt…I think that…

I wish that…

I predict that…

I suspect that…

I am not

sure…

I loved when …

I wonder

if…

© 2008 Donna Whyte

What Do We Evaluate?

• Progression in Reading• Writing Skills• Extension Activities• Staying on Topic • Participation • Group Etiquette • Asking Questions • Following Up on Peer

Comments • Being Constructive • Supporting Contributions• ____________________

© 2008 Donna Whyte

We think/feel… because….We decided/agreed that…. because…We concluded that… because…

OR

I thought ________, he/she/they thought _______.We couldn’t agree, ____ thought, while I thought __.We had different opinions/solutions/views; I thought___, while _____ thought.We had different perspectives and couldn’t arriveAt consensus, ___ thought ____ while I thought ___.

Sharing Thoughts After a Discussion Group

© 2008 Donna Whyte

Name _______________ Date _______ Role _________Group Members _________________________________

Responded to Other Members

FTH

Displayed Group Etiquette

Active Group Member

Completed Task – Best Work

Prepared for Meeting & Had All Materials

Completed Assigned Reading

Notes:WTMTitle _________________

Author ________________

Something I shared –

Something I did –

Teacher Thoughts ~X

+ Yes !!!!!

Somewhat

No

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