Post on 23-Feb-2016
description
You Can Have a SuccessfulReading Program
In Grades 1-3
Sandra Fletcher Williams- Presenterwww.launchintophonics.com
863-944-4496
Auburndale Central Elementary
Demonstrated Effectiveness I was asked to help improve reading scores at Auburndale Central Elementary, Auburndale, Florida. The pilot program started November, 2007-February, 2008.
To accomplish this task, a make and take Reading Workshop was presented to all of the teachers of grades 1-3. The principal purchased phonics kits , that I have created, for each teacher . Once every 2
weeks, I visited the school to work with the teachers and students.
The 2008 test scores reflected that 63% of the 3rd grade students passed
the FCAT. That was the highest percentage of students to ever pass the
FCAT at that school.
Please see FLDOE report.
Teaching Low Performing Students
Perceive themselves as a parental surrogate Have a teaching style that is rhythmic,
repetitious, call and response, and high emotional
involvement
Teach with authority
DISCIPLINE
Don’t say something and not do it. Take two weeks to enforce rules. Reward good students with treats when the
other students are disruptive. Don’t send students to the office
LISTENING
Put paper and pencil down.
Look at the teacher.
Think about what the teacher is saying.
What Should a Reading Classroom Look Like A reading classroom should have a print-rich environment where children can have access to a variety of reading materials.
Students need to actually interact with the word wall. A classroom can have one main word wall and 2 or 3 other word walls, each with a different focus. The words can be generated from the story of the week, basic sight words, and student writings.
Cozy Corner
Classroom Library
Computers
Centers
Listening Center
Five Reading Components
Phonemic Awareness
Phonics
Fluency
Vocabulary
Comprehension
Phonemic Awareness Phonemic awareness is being aware of sounds in spoken, not written language. It is being aware that speech is made up of individual sounds. Activity 1 Read words and have the students to raise their hand if they hear the short a
sound. hate cat hit snake rat late bat fit
Activity 2 Play rhyming games.What rhymes with car but begins with /f/?What rhymes with fair but begins with/h/?What rhymes with neat but begins with/b/?
Phonics Research National Reading Panel
For children with learning disabilities and children who are low achievers, systematic phonics instruction, combined with synthetic phonics instruction produced the greatest gains. Synthetic phonics instruction consists of teaching students to explicitly convert letters into phonemes and then blend the phonemes to form words. Moreover, systematic synthetic phonics instruction was significantly more effective in improving the reading skills of children from low socioeconomic levels. Across all grade levels, systematic synthetic phonics instruction improved the ability of good readers to spell.
Launch Into Phonicswww.launchintophonics.com
Fluency
Echo ReadingChoral Reading
Reader’s TheaterShared Reading
Vocabulary
Vocabulary Chart
Test Taking Words and Definitions
Main Idea – Tell what the story is mainly about.Author’s Purpose - Why did the author write the story?Effect - Tells what happens.Cause – It makes something happen.Rhyme – When two or more words sound alike.Describe – To tell how something looks or feels.Story Takes Place – Tells the place that the characters are
located.Mostly About – Tells what the story is mostly about.Passage – StoryText – StoryParagraph – A group of sentences with the first word
indented.Article - Story
Test Taking Words and Definitions
The National Reading Panel has found that reading comprehension of text is best facilitated by teaching students a variety of techniques and systematic strategies to assist in recall of information, question generation, and summarizing of information. The panel also found that teachers must be provided with appropriate and intensive training to ensure that they know when and how to teach specific strategies.
Comprehension
Brainstorming prior knowledge is an effective comprehension strategy. Introduce the topic with a word, a phrase, or a picture in the circle. Write student ideas.
Birds
feathers claws
wings beaks
Story Map
SettingWhere did the story take place?
Characters Who are the characters in the story?
Problem What is the problem in the story?
Resolution How did the story end?
Context Clues
Take a story that you have read, or a new story that you would like to read to your class. Leave some words out, only using the first two or three sounds of the word. Put the information on a large chart. For example:
Music was blaring from eleven l_______________. There were hundreds of b_____________ and decorations and thousands of electric
l____________. And giant t_________________ were loaded with mountains of food.
BeginningWhat happened at the beginning of the story?
MiddleWhat happened in the middle of the story?
EndWhat happened at the end of the story?
KWL
What I KnowWhat I Want To Learn What I Have Learned
1. Before reading, let the students discuss what they know about the topic.
2. Before reading, let the students tell you what they would like
to learn from the story.
3. After reading the story, let the students generate what they have
learned from the story.
Excellent Reading Teacher
The International Reading Association states that excellent reading teachers share the following critical qualities of knowledge and practice:
1. They understand children’s reading and writing development.
2. They can assess a child’s individual progress and relate reading
instruction to a child’s previous experience. 3. They know a variety of ways to teach reading. 4. They are able to use a variety of materials and texts for
children to read. 5. They can tailor instruction to the individual student. 6. They can help children strategically.