Margie Hourihan [email protected] [email protected] Aden Associates...

Margie [email protected]

Aden Associates [email protected]

Connecting the DotsFrom Reading Research to

Practice

Objectives

Effective InstructionBig 5 Common Core & LiteracyComponents and Strategies of the

Big 5Using Data to Drive InstructionTypes of GroupingsPlanning for Instruction

Direct, Explicit Instruction

Instruction is appropriate to grade level standards.

Materials are appropriateStandards/objectives are communicated to

students orally or in writing. Connects previous learning to new learning. Provides Explicit Modeling and Explaining (I

DO) Provides Practice. (WE DO & YOU DO)Key Vocabulary Emphasized.Specific and Immediate Feedback. Instructional Pacing.

Student Engagement Attributes

Elicit students to be engaged. Elicits 85% or more to participate in the

learning at the same time. Makes engagement Mandatory by ensuring

that 85% or more students are engaged.

Ideas for Active EngagementIndividual White boardsSignal CardsBuddy Buzz (Peanutbutter/Jelly Partners)Buddy InterviewThink, Pair, ShareThumbs up/thumbs inGive One, Get OneChoral Response Response Cards (A-D) Red/Yellow/Green Cups

Scaffolding I Do We Do You Do

Teacher -information -modeling -direct, explicit instruction -examples-Student engagement

Student

Teacher -checking for understanding-guided practice -Student engagement

Student

Teacher -monitoring

Independent Practice “Mastery”

Student

Common Core Standards

Good Reading Requires … Accurate Word Reading, Fluency, and Comprehension

Decoding Comprehensionx

PA

Phonics

Fluency

Vocabulary

Text Comprehension

5 components

2 domains

Areas of the Brain That Support Reading

LETRS, Module 1

Big 5 Phonemic Awareness: the ability to isolate

and manipulate the sounds of language.Phonics: “the alphabetic principle” mapping

print to soundVocabulary: the ability to understand and

use a broad variety of wordsFluency: the ability to read with accuracy,

automaticity and expressionComprehension: the ability to understand

what is read by applying appropriate strategies

Phonemic Awareness

the ability to isolate and manipulate the sounds of language.

Why do we teach Phonemic Awareness?

The best predictor of reading success in kindergarten and first grade is the ability to segment words and syllables into individual units (Lyon 1995)

Reading gains are achieved by mastering activities that build phonemic awareness (Foorman, Francis, Beller Winikates & Fletcher 1997)

The correlation between PA and learning to read is greater than the correlation between learning to read and intelligence, reading readiness & listening comprehension tests (Stanovich 1983)

PA instruction will accelerate reading growth for all children (Torgesen & Mathes 1998)

Dr. Carol Tolman*Phonology steps most supported by research to improve reading and spelling skills

Phonemes

Phonemic awareness specifically focuses on individual sounds (known as phonemes) in words.

Phonemes are the smallest units of sound in spoken words.

/ s / / u / / n /

1st phoneme 2nd phoneme 3rd phoneme

Features of Consonant Sounds

Where in the mouth is the sound formed? Front, middle, back Say /p/ and /g/.

How is the sound formed? Teeth? Lips? Tongue? Say /t/ and /b/.

Is it a Continuous or Stop sound? Say /m/ and /d/.

Is it voiced or unvoiced? Voiced/ cords vibrating. Say /z/. Voiceless/ no vocal cords. Say /s/.

Segment these words to find the surprise and tricky phonemes!

Quilt

Box

Universe

Back to Back ActivityStudents pair up and stand back to back.Teacher says a word.Students each count syllables on their

fingers.On count of three turn to partner and

compare answers.All students display answers to teacher.Let’s try it!

Phonics“the alphabetic principle” mapping print to

sound

Grapheme - letter representing phoneme: a written symbol, letter, or combination of letters that represents a single sound

We Teach Students to Match Sounds to Letters

Phoneme-Grapheme Relationships:

shell cheese

/ch/ /e/ /z//sh/ /e/ /l/

p. 30

Phonemic Awarenessand Phonics

PhonemicAwareness Phonics≠

• Phonemic awareness instruction helps children make the connection between letters and sounds.

• During reading and spelling activities, children begin to combine their knowledge of phonological awareness and phonics.

Predictability of language

From Hanna, Hanna, Hodges, and Rudorf (1966):

50 percent of words are predictable by rule.36 percent of words are predictable by rule

with one error, usually a vowel.

10 percent of words will be predictable with morphology and word origin taken into account.

Fewer than 4 percent are true oddities.

Explicit and Systematic Instruction: Phonics

Teach frequently used letters and sounds before teaching those less frequently used.

Introduce only a few letter sound correspondences at a time.

Model and present each individual letter and its most common sound.

Begin with letter-sound correspondences that can be combined to make words children can decode, read and understand.

Five Principles for Understanding Spelling and Reading

We spell by:

Language of origin. Phoneme-grapheme correspondence.

(sound/symbol) The position of a phoneme or a grapheme in a

word. Letter order and sequence patterns. Meaning and part of speech.

Language of OriginLanguage of Origin Features of Words Word Examples

Anglo-Saxon

(Old English)

Short, one-syllable words; common words; irregular spellings

sky, earth, moon, sun, water, sheep, dog, horse, cow, hen, head

Norman French Soft c and g; special endings; words for food and fashion

amuse, cousin, cuisine, country, peace, triage, rouge, baguette

Latin/Romance Multisyllabic words with prefixes, roots, suffixes; content words

firmament, terrestrial, solar, stellar, equine, aquarium, mammal

Greek Combinations of forms; science and math terminology

hypnosis, agnostic, neuropsychology, decathalon


We spell by:




GraphemesA grapheme is a letter or letter pattern that

corresponds to or represents a phoneme (speech sound).

Graphemes can be one, two, three, or four letters in English!

Examples:1 letter: a as in strap2 letters: ng as in ring3 letters: tch as in ditch4 letters: ough as in through

pp. 24-25

cj

Closer to ZA B C D E F G H I J K L M N O P Q R S T U V W X Y Z

“I win because j is closer to z than c.”

Phoneme-Grapheme Mapping

Phoneme-Grapheme Mapping

ch o ck

sh r i ll

kn igh t

j u dge

c r ow d

Word Building


We spell by:




“Floss Rule”

shall chess stuff jazz gas base

shell grass cuff fizz his mile

spill class staff gel

shrill dress sniff

spell glass stiff

thrill

smell

Position of a SoundSpellings for /f/:

fun, half, puff, cough, graph, phone

Spellings for /ng/: ring, bang, hung = ng rink, ankle, anguish = n

Spellings for /ā/: rain, ray they, hey, whey strait, stray braid, bray

Spellings for /oi/:boil, boy Troilus, Troyavoid, annoy

When do we use……

ch/tch

ck/ k

ge/dge

Soft/Hard C & G

There are 3 letters that soften c, e, i, e, i, y

There are also 3 that soften g, e, i, e, i, y


We spell by:




Spelling Patterns

The letters h, k, y, j, v, w, x and i are almost never doubled.

The letters j and v never end words.The letter e has many jobs:

Represents its own sound (wet, before).Makes another vowel long (drape, probe).Makes c or g soft (stooge, nice).Keeps words from looking plural (please, horse).Keeps words from ending with v (give, love).

Some word families have unexpected long vowel sounds (Old, kind, wild words) (most)

Why Teach Syllables?

To “chunk” unfamiliar words accurately and quickly: reincarnation, accomplishment

To distinguish similar words:scarred – scary

ripping – ripeningslimmer – slimy

To remember spelling:written, writinggrapple, maplemisspelled, accommodate

(sentences)

(words)

* syllables

* onset-Rime

* phonemes1:1

Phonology

digraphs

trigraphs

vowel teams

blends

word families

Inflections

syllable types

roots/affixes

word origin

Orthography

Spoken language

Written language

Spoken and Written Syllables are Different

Clapping vs. Duck Lips

Simple Word DecodingClosed Syllables

sot got

ped bed

kab jab

ig pig

shum chum

mag net+

Going From One Syllable Words to Two Syllable Words

Teaching a Strategy: Chunking the word allows students to begin to understand that longer words are made up of smaller, manageable chunks or syllables.

Put the chunks on separate cards or sticky notes.

The word is magnet:

We spell by:





Meaning

morphemes - meaning based parts.

Free and Bound Morphemes

Free Morphemes

Base words that stand alone without another morpheme:

people, coffee

A compound is two free morphemes combined into one word:

daylight, firefighter

Bound Morphemes

Prefixes, roots, suffixes, and combining forms:

un-re-pen-tent

Bound morphemes must be in combination with other morphemes to make a word. They can’t stand alone.

What to Teach?Most common prefixes:

in un mis dis fore re de pre a

Most common roots:duct fic fer tent tend tens mit miss cap ceit ceive cep cept cip ten tain tim sist sta stat stit pon pose pound plic ply graph ology(these roots account for more than 100,000 multisyllablic words)

Most common suffixes:hood ion ship y s es ed ing er or ible able

From Henry, M. (2003). Unlocking Literacy. Baltimore, MD: Brooks Publishing Company.

Two Types of Suffixes

Inflectional: learned early do not change a word’s part of speech change tense, number, and degree (-ed, -s, -er)

Derivational:

added to a root (usually from Latin)

change the word’s part of speech (compare, comparison, comparative, comparatively)

Past Tense InflectionsPlural Inflections The Doubling Rule

p. 67

Fluencythe ability to read with accuracy,

automaticity and expression

Fluency is important because it provides a bridge between word recognition and

comprehension”~ Briggs, 2003

Teaching Tip: Once Accurate, Add Fluency!

Add fluency drills at these levels:– sub-word– word– phrase – sentence– connected text

Lines of Practicecent circus gem giant actress

cent circus gem giant actress



Toughy Chart1. ce cy ca ci cu cl ca co 2. ge ga gi gu gl go ge gy3. gate giant gem golf good 4. cent circus cymbal can cold 5. the giant gem how many cents?

good to great see that actress gold gems shining vintage crystal

6. The canister on the counter held many vintage crystals.

The centipede was found in the gymnasium. In general, you should not use cymbals close to

others.

Activity: Phrase-cued Reading

The cat dreamed about a mouse .

The happy girl jumped on the bed.

Judi Dodson 50 Nifty Ideas 2008 used with permission

Phrases, Pauses & Punctuation

http://www.thrivingnow.com/for/Rick/woman-without-her-man-is-nothing/

Strategies for Building Fluency

• Modeling Good Reading

• Letter Reading

• Blending Words

• Rapid Word Reading

• Reading Connected Text

• Repeated Reading

Partner Reading

Computer-Based/Tape-Assisted Reading

• Phrase Reading/Chunking

• Choral Reading

Vocabularythe ability to understand and use a broad

variety of words

“My teacher said that the school has tough new standards and I need to improve my vocabulary. What’s vocabulary?”

Students develop vocabulary through:

Indirect Vocabulary Learning - Implicit• Includes students having conversations with adults, being

read to, and reading extensively on their own

Direct Vocabulary Learning - Explicit• Includes explicit instruction on both individual words

and word-learning strategies

• Aids reading comprehension

3 Tiers of Vocabulary Tier 1 - Basic, common vocabulary that children learn earlyTier 2 - High frequency, yet more sophisticated than basic words: avoid, fortunate, and industrious. Should be taught in depth. Tier 3 - Briefly explain and keep moving.

Low frequency words, yet critical to understanding a specific domain

Teach Using an Instructional Routine

Instructional Routine

1. Introduce the word.

2. Present a student friendly definition.

3. Illustrate the word with examples.

4. Check student’s understanding.

Let’s Try One

Step 1: Introduce the word. - Write the word on the board. - Read the word. Students repeat.

fortunate“The word is fortunate. What word?”

_______

Step 2: Present a Student-Friendly Definition - tell students the explanation, or - have them read it with you.

“Someone who is fortunate has something good happen to them, or is in a good situation. So if someone has something good happen to them, they are ____________.”

Step 3: Illustrate the word with examples. - concrete examples - visual representations - verbal examples

I have been fortunate to find a career that I love.She felt fortunate in being able to take her children

on a vacation this year. We've been more fortunate than a lot of other

districts.By a fortunate coincidence, a passer-by heard her

cries for help.We should all consider the plight of the less fortunate.

Step 4: Check Students’ Understanding

- Deep Processing Questions - Examples and Non Examples - Students Generate Examples - Sentence Starter

Option 1: Ask deep processing questions.

Option 2: Have students discern between examples and non examples.

What in your life has been an example of fortunate?

Say “That would be fortunate.” if you think this is an example. If not, don’t say anything. - losing your job - winning the lottery - test results come back okay from the doctor - your husband cleaning the house for you “just because”

Option 3: Have students generate their own examples.

“Tell your partner a time when you felt fortunate.”

Option 4: Provide students with a story starter. Have them say a complete sentence.

“When I fell off my bike, I felt fortunate because……. “

Frayer Model

Student Friendly Explanation

What it is….

What it is not…

**features, examples, etc.

Non-linguistic representation Sentence

Things associated with:education

professional developmentschools

administrationstate standards

assessmentsstudentssuccess

Things Associated with

Snowball Fight!!!!!With your partner, use your core to find a

vocabulary word. One one paper, write the wordOn the other paper, write the student

friendly definition.

Power of RootsScribe, scriptMit, missRuptPort

How many words can you make???

scribe, script to writefer to bear, yieldduc, duce, duct to leadfac, fact, fect, fic to make, dotend, tens, tent to stretch, strainmit, miss to sendcap, ceit, ceive, cep, cept, cip to take, catch, hold, receive

ten, tain, tin, tinu to holdplic, ply to foldpon, pose, pound to put, place or setsist, sta, stat, stit to stand

along with Greek forms –graph, -ology

Comprehension

the ability to understand what is read by applying appropriate strategies

Understanding Different Types of Texts

Narrative Texts

• Tell stories

• Follow a familiar story structure

• Include short stories, folk tales, myths, fables, legends, autobiographies, biographies, fantasies, historical fiction, mysteries, science fiction, plays

Expository Texts

• Explain information or tell about topics

• Provide a framework for comprehension of content-area textbooks

• Include informational books, content-area textbooks, newspapers, magazines, brochures, catalogues

Phases of Teacher-Guided Text Reading

Narrative and Expository Cards

Narrative and expository cards are used before, during and after reading narrative and expository texts.

Before During After

Title of Story: The New GirlRight There Questions Why was Caroline a bit shy? Why did Caroline want to join the soccer team? Think and Search Questions What did Caroline do to make friends at school? Was Caroline defeated when no one talked to her? How did she solve her problem? 5f(found in text) (can be found in multiple sentences, paragraphs or pages)

Putting it all Together: Comprehension Based Small Group Lesson

SummarizingLet’s take a look at a simple way to

introduce the act of summarizing.

You will each need 9 3X5 cards for this activity.

Activity: Card PyramidRead a passage.Put the main idea of the passage on one

card. Lay it on the table.Put the supporting ideas on cards for the

next layer of the pyramid. Lay these under the main idea.

Write 2 or 3 details for each supporting detail on cards for the last layer of the pyramid. Lay these under the supporting ideas.

Size Kinds

African (larger, ear shaped like Africa)

Asian

12,000 pounds10 feet tall

baby - 200 lbs.,3 feet tall

Facts About Elephants

Size Kinds Diet Uses of trunk

Breathe, snorkel,grasp objects

Baby sucks trunk

African (larger, ear shaped like Africa)

Asian

Grass, roots, leaves, fruit

300 lbs.


baby - 200 lbs.

Facts About Elephants

Next, number the cards from top to bottom. See the following slide for details.

Size Kinds Diet Uses of Trunk

African (larger, earshaped like Africa)

Asian

Grass, roots, leaves, fruit

300 lbs.


baby - 200 lbs.

6 8

5

4

3

2

7

Facts About Elephants 1

Breathe, snorkel,grasp objects

Baby sucks trunk9

SummarizingYou are now ready to create a summary! Pick up your cards in order, get up, and

work with one other person you have not worked with yet this week.

Tell an oral summary by using your cards in order.

Next, create a written summary from your cards.

Here are facts about elephants. They stand 10 feet and can weigh 12,000 pounds. Baby elephants stand three feet and weigh 200 pounds. African elephants are larger and heavier than Asian elephants and have ears shaped like Africa. Each day elephants eat 300 pounds of food such as roots, grasses, leaves, and fruit. Their trunks are used for breathing, snorkeling, and grasping. Babies suck their trunks.

Summary Example

1. How much can elephants weigh?2. What kinds of elephants are there?3. How much food does an elephant eat a day?4. Why does a baby elephant suck its trunk?5. Are elephants carnivorous?6. Do you think that elephants can live in the

desert?

Develop questions to ask / to study:

The Importance of Comprehension

“Even teachers in the primary grades can begin to build the foundation for reading comprehension. Reading is a complex process that develops over time… emphasize text comprehension from the beginning, rather than waiting until students have mastered ‘the basics’ of reading… Beginning readers, as well as more advanced readers, must understand that the ultimate goal of reading is comprehension.”

--National Institute for Literacy, 2001, p. 55

Data Analysis to Drive Instruction

4 Types of Assessments

Outcome

Screening

Diagnosis

Progress Monitoring

Outcomes Driven Model

94

Identify Need

Plan Support

Evaluate the Effectiveness of the plan

Benchmark Assessment

Progress Monitoring

Benchmark Assessment

Review Outcomes

Implement Support

Questions

1. Are our practices leading to increased achievement?

yes? Replicate what we are doing. no? Why? We must change something.2. What is the evidence we have to justify the

continuation of the current practice? 3. What is the risk of trying a new practice? 4. What happens if we continue the way we are?

Making Assessments Meaningful

Changing our approach:

1. Use assessments as a source of information for both students and teachers

2. Follow assessments with high quality instruction

3. Give second chances for success.

Sources of Information No surprisesWell aligned extensions of instructional

activities Concepts and skills emphasized in classCriteria for performance Aligned with state and district standards

Corrective Instruction

Instructional alternatives Alterable variables Rescuing vs. Reteaching Minor errors vs. major learning problems

Second Chances Cannot be one –shot, do or die Determine the effectiveness of the corrective

processProvide additional opportunities for success

Four research based findings regarding effective classroom assessment

Finding #1 – Feedback Should Provide Clear Picture of Progress

“the most single modification that enhances achievement is feedback.”

Hattie, 1992.

Telling vs. Explaining Displaying results of assessments

Finding #2 – Feedback Should Encourage Improvement

Encouraging vs. DiscouragingMarzano identified two characteristics of

encouraging feedback: 1. must provide students with way to interpret low scores without implying

failure 2. must help students realize that effort

results in more learning

Finding #3 – Assessments should be FormativeBlack and William (1998) - define formative assessment as “all those

activities undertaken by teachers and/or students which provide information to be used

as feedback to modify the teaching and learning activities in which they engage”. (pp. 7-8)

- formative Assessment done well results in student achievement gains of up to 26 percentile points.

Finding #4 – Assessments should be Frequent

Systematic use of classroom assessments – weekly or more frequently can have a strong positive effect on student achievement.

Students learn nothing from a successful performance. Instead, they learn when their performance is less than successful, for then they can gain direction about how to improve. Wiggins, 1998 Educative Assessment

Using Formative Assessments to Drive Instruction

Everything we do requires using knowledge in some way, not just knowing it.

Susan M. Brookhart,

2010 How to Assess Higher Order Thinking Skills

Assessment FOR learning’s three questions:

1. Where am I going?

2. Where am I now?

3. How can I close the gap?

Stiggins, 2006

Types of Formative StructuresSelected Response and Short AnswerExtended Written ResponsePerformance Assessment Personal Communication

BLOOM’S REVISED TAXONOMY

CreatingCreatingGenerating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing. EvaluatingEvaluatingJustifying a decision or course of actionChecking, hypothesizing, critiquing, experimenting, judging AnalyzingAnalyzingBreaking information into parts to explore understandings and relationshipsComparing, organizing, deconstructing, interrogating, finding ApplyingApplyingUsing information in another familiar situationImplementing, carrying out, using, executing UnderstandingUnderstandingExplaining ideas or conceptsInterpreting, summarizing, paraphrasing, classifying, explaining RememberingRememberingRecalling informationRecognizing, listing, describing, retrieving, naming, finding

Small Group Instruction

Skills Based

Comprehension Based

Group works on a specific skill that they are deficit in or need more practice. Must get to connected, decodable text.

Group works on a comprehension skill and applies it to non-decodable text.

Phonics Focused Lessons

Comprehension Focused Lessons

Planning for Instruction

Do you believe in Me???

Commitment- a promise to do something or to behave in a

particular way- the hard work and loyalty that someone

gives to an organization, activity etc- something that you have promised you will

do or that you have to do

Thank you for making a commitment to make a difference in the lives of the students you teach!!!

Margie Hourihan [email protected] [email protected] Aden Associates...

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