Do Now

Do Now

Compare the two leveled books at your table.

What skills do you think a reader would need to move from the lower to the higher book?

Balanced Literacy

SPED Summit

August 11, 2010

Our Charge as Literacy Teachers

Every child, regardless of their abilities, can move significantly in reading. However, to get there we must be the VERY best reading teachers possible because our kids have tricky minds. They can do it, but they need very strategic, targeted, and systematic instruction. As special educators we must quickly learn best practices to ensure we are giving kids the instruction that will truly put them on a different life path.

Outcomes

Today you are going to be able to: Describe the difference between whole

word instruction (guided reading) and phonics.

Explain the components of balanced literacy, and which elements are prioritized in SPED.

Understand how you might plan for balanced literacy.

Have a high level understanding of best practices for the facets of literacy.

So…

Given what you learned at Institute, what do you think makes a good reader?

Traits of a Good Reader:

Know how to break down and attack new words

Read fluently Comprehend by thinking:

Within the Text About the Text Beyond the Text

Good Reading Instruction is Rooted in…

Balanced Literacy "The whole word method (meaning

emphasis) may serve a student adequately up to about second grade. But failure to acquire and use efficient decoding skills will begin to take a toll on reading comprehension by grade 3." Jeanne Chall, 1996

More Teacher Support More Student Independence

Balanced Literacy

Read Aloud Word Study Shared Reading Guided Reading Independent Reading

Text is above the students’ instructional reading level; “Regular’-sized text

Lets children hear and enjoy literature above their reading levels

Models discussions about literature

Promotes responses to literature

Exposes children to new genres of literature

Excellent for comprehension strategies and skills

Children are making visual and meaningful sense of text

Helps children understand how letters and words work

Provides ways to use word-solving strategies throughout the literacy program

Uses known information to build new knowledge

Integrates reading and writing instruction

Text is slightly above the level of most students’ instructional reading level; Enlarged text

Provides a meaningful, whole-class reading experience

Teaches basic concepts about print

Models strategies and skills for independent reading

Promotes use of word-study skills

Introduces various genres

Text is at the students’ instructional reading level; Small, leveled books with multiple copies (1/child)

Small groups, organized by students’ particular needs

Provides individual instruction for each child’s level

Assesses skill levels

Informs lesson-planning

Provides for individual prompting

Text is at or below the student’s instructional reading level; Small, leveled books

Promotes choice of reading materials

Provides the opportunity to apply learned strategies and skills independently

Assesses individual reading behaviors

Informs planning and instruction

Great for: Comprehension

strategies Accountable talk Think Aloud Vocabulary Listening Skills

Great for: Text features Word work Practice for

fluency and expression

Conventions of text and print

Great for: Skill work Response activity Reading behavior

work Grapho=phonic

strategies

Great for: Assessing Fluency/Stamina Reading stamina Behaviors Noticings Word work

Great for: Fluency/Stamina Fostering a love

for reading and literature

Building confidence

Concepts of print Text-to-Self

Connections

More Teacher Support More Student Independence

Balanced Literacy

Read Aloud Word Study Shared Reading Guided Reading Independent Reading

Text is above the students’ instructional reading level; “Regular’-sized text

Lets children hear and enjoy literature above their reading levels

Models discussions about literature

Promotes responses to literature

Exposes children to new genres of literature

Excellent for comprehension strategies and skills

Children are making visual and meaningful sense of text

Helps children understand how letters and words work

Provides ways to use word-solving strategies throughout the literacy program

Uses known information to build new knowledge

Integrates reading and writing instruction

Text is slightly above the level of most students’ instructional reading level; Enlarged text

Provides a meaningful, whole-class reading experience

Teaches basic concepts about print

Models strategies and skills for independent reading

Promotes use of word-study skills

Introduces various genres

Text is at the students’ instructional reading level; Small, leveled books with multiple copies (1/child)

Small groups, organized by students’ particular needs

Provides individual instruction for each child’s level

Assesses skill levels

Informs lesson-planning

Provides for individual prompting

Text is at or below the student’s instructional reading level; Small, leveled books

Promotes choice of reading materials

Provides the opportunity to apply learned strategies and skills independently

Assesses individual reading behaviors

Informs planning and instruction

Great for: Comprehension

strategies Accountable talk Think Aloud Vocabulary Listening Skills

Great for: Text features Word work Practice for fluency

and expression Conventions of text

and print

Great for: Skill work Response activity Reading behavior

work Grapho=phonic

strategies

Great for: Assessing Fluency/Stamina Reading stamina Behaviors Noticings Word work

Great for: Fluency/Stamina Fostering a love for

reading and literature

Building confidence Concepts of print Text-to-Self

Connections

Agenda

Opening (15) Read Aloud (20) Word Study/Phonics (40) Shared Reading (20) Guided reading (30) Independent reading (20) Writing (15) Closing (15)

Read Aloud

Please refer to pages: 3-55 Purpose:

Students get to hear a fluent reader practice thinking about reading. Students also get to engage in discussion about a text.

Good For: Fluency Comprehension

Standards: Informational Text (IT) Literary Text (LT)

Read Aloud All good read alouds have a gradual

release of responsibility (GRR): Teacher models objective (I do) Teacher prompts active engagement

(we do) turn and talk, stop and jot, practice on the rug, etc.

Students share how strategy helped and share lingering questions (you do)

All good read alouds are PLANED!!! leave post-it notes with your thoughts.

Read Aloud

Good Read Alouds have Teaching Points (Objectives). Good Readers (skill) by

(strategy) . Example: Good readers identify

character traits by looking at what the character says.

Read Aloud

Watch Rebecca do a read aloud. Look for gradual release of responsibility. What was her teaching point?

Read Aloud

Differentiation for your Setting: Inclusion? If you are not in charge of the

read aloud, you can facilitate the we do and you do by asking aligned questions to the class or giving kids posit notes about things to think about.

Secondary? Often the same structure… though read alouds happen less often. Still very helpful for students who are behind.

Read Aloud

Write down your top two takeaways and your top two questions.

Word Study/Phonics

67% of students with late-identified reading

disabilities have decoding deficits with or

without an accompanying comprehension

deficit. Students who struggle to decode will

often display more trouble with reading

comprehension because their energy and

attention is focused on word-level tasks.

Word Study/Phonics

“A child with a reading disability who is notidentified early may require as many as 150 – 300hours of intensive instruction (at least 90 minutes aday for most school days over a 1-3 year period) ifhe is going to close the reading gap…And, of course, the longer identification and effective reading instruction is delayed, the longer the childwill require to catch up.” (Shaywitz, 2003)

Word Study/Phonics Please refer to pages: 56-76 Purpose:

Students learn about the relationship of letters to sounds and word structures to help them in reading and spelling.

Good For: Fluency Decoding

Standards: Beginning Reading (BR) English Language Conventions (LT) Language Development (LD)

Word Work/Phonics

Stage 1: Phonemic Awareness Stage 2: Phonological Awareness Stage 3: One Syllable, Short Vowels Stage 4: One Syllable, long vowels,

variant & r-controlled vowels, and diphthongs

Stage 5: Multisyllabic Words

Word Work/Phonics

Stage 1: Phonemic Awareness Being able to distinguish between sounds

Word Work/Phonics

Phonemic Awareness Activities Rhyming: Cat, bat, sat, mat, hat… Pictures matched to sounds

Word Work/Phonics

Stage 2: Phonological Awareness Sound symbol relationships of

consonants, short vowels, digraphs, and word families

Word Work/PhonicsPhonological Awareness Single letter sounds (consonants and short

vowels) a apple /ă/ b bat /b/ c cat /k/

Word Work/Phonics

Phonological Awareness Digraphs (two letters, one sound):

wh whistle /wh/ sh ship /sh/ ch chin /ch/ th thumb /th/ ck sock /ck/

Word Families: am jam /an/ an fan /an/ old cold /ōld/

Word Work/PhonicsPhonological Awareness Taught:

Picture sort with letters now! Bingo Sound drill and finding sounds

at an

Word Work/Phonics

Stage 3: One Syllable, Short Vowels Still part of phonological development,

this is when you teach kids to decode by: Segmenting

/d/ /o/ /g/ Blending

dog Substituting

dog log fog Spelling

d o g

Word Work/Phonics

Stage 3: One Syllable, Short Vowels CVC: cat, dog, bit (word families) Suffixes: cats, bugs, jumped 3-word families: sang, fang, ring, sing Blends: lisp, stop 5 sounds: crisp, slink, scrap, splash 6 sounds: sprint, blinks

Word Works/Phonics

Stage 3 Practice! laz vop stig jelt slaft sprunt

Word Work/Phonics

Stage 4: One Syllable, long vowels, variant, r-controlled vowels, and diphthongs

Word Work/Phonics

Stage 4: One Syllable, long vowels, variant & r-controlled vowels, and diphthongs Open syllables: hi, my, me… Closed exceptions: cold, wild… Vowel teams: ee, ea, ai, ay… Diphthongs: ou, ow, oi, oy Digraph: oo R-Controlled: ar, er, ir, ur

Word Work/Phonics

Stage 4: One Syllable, long vowels, variant & r-controlled vowels, and diphthongs vite joad vay garf fout bawk

Word Work/Phonics

Stage 5: Multisyllabic Words EVERY syllable has a vowel (two if a

team or a bossy e) There are 4 basic rules of syllabication:

P/R/S- prefixes or suffixes -le syllables VC/CV- dividing between consonants VC/V- short vowel split V/CV- open vowel split

Word Work/Phonics

Stage 5: Multisyllabic Words quibrap slifnate zubo potife morkle sharbid loymaud

Word Work/Phonics

Sight Words!!! Only about 60% of the English Language is

decodable!!! Students need to be able to read words by sight.

“Words can be stored in working memory for only a limited amount of time (approximately 10–15 seconds), slow decoding can result in some words "decaying" before a meaningful chunk of text can be processed.”- Scholastic

Date: Students: Objective:

Sound DrillFocus on sounds most

relevant to the lesson

Mini Lesson Share the Obj.

Tell the objective.Model the objective.“Today we are going to _____ when reading.”

Decode Words in Isolation

Decode Words in context

Spell the words

Check for Understanding of Phonics Rule

Drill Sight Words Today’s new tricky word:Review past words:

Date: 3/4/10 Students: Jonae, Amber, LeShawn Objective: Splitting VCCV words with y at the end.

Sound DrillFocus on sounds most

relevant to the lesson

y at the end of a long word says /ē/Drill vowels if time permits (remembering which are vowels and which are consonants).

Mini Lesson Share the Obj.

Share the objective: When we see a long word with two consonants together, we chop them in half and read one at a time. We also remember that y at the end of two syllables says /ē/.

Model the Objective: “When we see a big word and it has two vowels in it we know we can chop it in half because it is a two syllable word. I look for my two consonants and split between. I read the first part of the word. For example with this word: puppy. I divide between pp, both consonants /p/ /ŭ/ /p/ pup, /p/ /ē/ p ē, puppē.

“Today we are going to chop between consonants and read the first syllable and then the second, and then put it altogether. Don’t forget that y at the end says /ē/”

Decode Words in Isolation

bunny, penny, happy, fifty, monkey

Decode Words in context

“Try these sentences. Circle the words that fit our rule for today if that helps.”I found a lucky penny on the floor yesterday. The turkey sandwich was cold.Our teacher showed us a silly picture in class today. *Notice that this last sentence contains a trick word that was previously taught: picture.

Spell the words Spell: funny, plenty, hurry, candy.

Check For Understanding of Phonics Rule

“What do we do when we see a big word with double consonants between two vowels?”What sound does y make at the end of two syllable words?

Drill Sight Words Today’s new tricky word: earth Review of past words: picture, carry, eye, world, answer.

Guided Reading Practice

Word Study/Phonics

Can be done whole group, small groups, or one-on-one.

http://spencerlearning.com/_downloads/ultimate-phonics-word-lists.pdf

www.readinga-z.com



http://www.readinga-z.com/

Word Study/Phonics

Watch yours truly in action Look for clear modeling and CFUs

Word Study/Phonics

Differentiating for your Setting: Inclusion: This can be an ILG, like you

learned about yesterday! Once you know where your students fall in the phonological spectrum you can design lessons to pull. Prioritize the bold parts of the lesson (Mini-Lesson, Decode Isolation, Decode Context, and CFUs)

Resource: Do the whole lesson if you can, prioritize the bold items as needed.

Word Study/Phonics


Shared Reading


Students get to practice with grade level text. They get to take turns reading or read together, and reflect on the meaning.

Good For: Decoding (in elementary) Fluency Comprehension

Standards: Informational Text (IT) Literary Text (LT) Beginning Reading (BR) Language Development (LD)

Shared Reading

Shared Reading in Elementary: Poem of the day (decoding) Short stories Articles

Shared Reading in Secondary: Articles, novels, short stories, current events Opportunity for grade level text Warn kids when you are calling on them Pre-read with kids if you can

Shared Reading

Shared Reading in Action What strategy is she using? What facets of literacy is she hitting?

Shared Reading


Guided Reading Please refer to pages: 81-135 Purpose:

Guided Reading is scaffolded reading. Students read one at instructional level. The teacher scaffolds the book for by teaching the tricky parts, the plot, and tricky words. The students are also explicitly taught a reading strategy that will allow them to read increasingly challenging texts.

Good For: Decoding Fluency Comprehension

Standards: Informational Text (IT) Literary Text (LT) Beginning Reading (BR) Language Development (LD)

Guided Reading

Good Guided Reading Lessons have Teaching Points (Objectives). Good Readers (skill) by

(strategy) . Example: Good readers identify

character traits by looking at what the character says.

Teaching Point: Good readers _____(skill)_____ by ______(strategy)_____.Ex. Good readers figure out words they don’t know by using word families Good readers find character traits by looking at the things the character say.

Before Reading (Most important day 1): Title, setting, and charactersPrior knowledge(What do students need to know in order to read this story?)Define problem or plot in the story(A-J) Structure of the text(The story goes like this…)Tricky parts (vocabulary definitions, literary devices, new punctuation)

Mini Lesson: Teaching point or strategy to pursue while reading

Share Teaching Point: Good readers ___________ by ___________.Model Teaching Point: Quick Check For Understanding: Today and everyday good readers:

During Reading: Monitor reading and application of strategy. Check to make sure they know the skill they are working on. If student struggles significantly with new strategy, return to INM/GP

“Tell me what you are working on?”

After Reading: Questions/discussion ideas for after the reading that relates back to the teaching point.

Teaching Point: Good readers describe a character by looking at what the character says.

Before Reading (Most important day 1):

Title, setting, and charactersPrior knowledge(What do students need to know in order to

read this story?)Define problem or plot in the story(A-J) Structure of the text(The story goes like this…)Tricky parts (vocabulary definitions, literary

devices, new punctuation)

Anna and the Magic Coat: Anna, Oma, Opa. Grandma's house to school picnic.

Have your plans ever been interrupted by rain? How did you feel? Did you wish you had something special to protect you from the rain?

Anna is supposed to go to the school picnic, but it looks like it is going to rain!

There are a lot of compound words in this story: P. 8, cupcake, P.7 whoever, P.9 without. Don’t forget to read on word then they other and then put together.

Tricky words: P. 5 murmered, P.6 lightning, P.8 through

Mini Lesson: Teaching point or strategy to pursue while

reading

Share Teaching Point: Good readers describe a character by looking at what the character says.

Model Teaching Point: Remember this morning when we were reading Alexander and the No Good, Very Bad Day. Remember we how we decided that he was grumpy by looking at the things he said. He said things like, “I hate him.” And “That’s not fair!” We noticed that he said a lot of complaints and that made us realize that he was grumpy or rude. It was by looking at the things he said that made us realize we could describe him as grumpy.

Quick Check for Understanding: If a character says, “I love going to art museums,” and “I love to build birdhouses.” How could we describe this person?

Today and everyday, good readers: find character traits by looking at what characters say.

During Reading: Monitor reading and application of

strategy. Check to make sure they know the skill they are working on.

If student struggles significantly with new strategy, return to INM/GP

“Tell me what you are working on today?”

After Reading: Questions/discussion ideas for after the

reading that relates back to the teaching point.

How would you describe Anna in the beginning of the story when she says things like: “Cloud be gone!” “I hope it doesn’t rain!”

How would you describe her at the end of the book? Why do you think that?

Guided Reading Practic

Guided Reading

Student read on instructional level (90-94% accuracy in fluency)

Level trade books http://src.scholastic.com/ecatalog

Reading A-Z http://www.readinga-z.com/

Guided Reading

Watch this guided reading lesson What is the teaching point? How is she supporting student access to

the book?

Guided Reading

Differentiating for your Setting: Inclusion: Guided reading should also be

your go-to ILGs. Have guided reading lessons prepared for each student, pull them aside and do a condensed version. Prioritize the mini lesson and CFUs.

Grade Level: Guided reading is a best practice for any reader performing under 8th grade.

Guided Reading

Independent Reading


This is where it all comes together. Students decode, read fluently, and for comprehension on their own. Teachers monitor through conferences.

Good For: Decoding Fluency Comprehension

Standards: Informational Text (IT) Literary Text (LT)

Independent Reading

Best Practice: Teachers put guided reading after the

read aloud, extending the you do, so that students practice the decoding skill just modeled.

Teachers confer with students as the read to ask them questions aligned to that days modeled teaching point.

Students build reading stamina. Read alone or with a partner.

Independent Reading

The book is on their independent level (95% or above in fluency).

Scholastic Book Wizard http://src.scholastic.com/ecatalog

Independent Reading

Writing

Purpose: Students apply phonemic awareness in spelling,

and sentence structures they have learned in reading. In writing they practice telling stories in sequence, or writing about reading.

Good For: Encoding Comprehension

Standards: Writing (W)

Writing

Many consider writing to be the 6th pillar of literacy

Very important!!! We will learn more about writing as the year goes on.

Writing

Writing Workshop Connect: Relate to yesterdays lesson Teach: I do, model the teaching point Active Engagement: We do, whole

group practices the teaching point Link: Remind teaching point

Writing

Watch Cynthia’s Lesson in action Look for evidence of:

Connect Teach Active Engagement Link

Writing


Closing

We can move kids in reading SIGNIFICANTLY if we focus on the right things and do it consistently!!!

Key Takeaways: These are the 5 basic components. GR

and Phonics the most important. SPED teachers much be very well

equipped with literacy skills! Our kids need them!

Do Now

Documents

Transcript of Do Now