Competency 2Component # 1-013-311

Center for Professional LearningSession 2

Instructor: Carmen S. Concepcionreadingsetgo.blogspot.com

Application of Research-Based Instructional Practices

Fall 2010

Reading … Set … Go!

Have you been paying attention?

Investigative ActivityShare responses to the investigative

activityElementary and Secondary Education ActIDEANational Reading PanelNo Child Left BehindReauthorization of the Elementary and Secon

dary Education Act

Every Child Reading: An Action Plan

What will it take to ensure the reading success of every child?

Effective new materials, tools, and strategies for teachers. Extensive professional development to learn to use there strategies. Additional staff to reduce class sizes for reading instruction and to

provide tutoring for students who fall behind. Changes in school organizations for more appropriate class groupings

and effective use of special education, Title I, and other supplementary resources.

District, state, and national policies to set high standards of performance, to support effective classroom instructions, and to improve teacher training programs.

Parents and other community members to support intensified efforts to improve the reading ability of all students.

Parents and guardians to ensure that their children arrive at school ready to learn every day.

Intensified research.

Reflection What are the implications for instruction at your school? What do you do well? What do you question? Where do you need to go next? What might be a priority to organize for successful

instructions across the curriculum at your school?

Learning to Read “The mission of public schooling is to

offer every child full and equal educational opportunity, regardless of background, education, and income of their parents. To achieve this goal, no time is as precious or as fleeting as the first years of formal schooling. Research consistently shows that children who get off to a good start in reading rarely stumble. Those who fall behind tend to stay behind for the rest of their academic lives.”

-M.S. Burn, P. Griffin, & C.E. Snow, 1999

Starting out right: A guide to promoting children’s reading success, p.61

Learning to ReadChildren can have problems: Understanding vocabulary Recognizing the sound structure or phonological

properties of words Developing letter-sound knowledge Understanding the alphabetic principle Decoding words Relating content to background knowledge Reading words and text with fluency (or quickly and

accurately) Using comprehension strategies to help them remember

and understand what is read.

How Do Good Readers Differ from Struggling Readers?Read Handout: “What Do Good Readers

Do as They Read?”Create a chart listing characteristics of

good and struggling readers.

Good Readers Struggling Readers

Before Reading Before Reading

During Reading During Reading

After Reading After Reading

Overall: Overall:

Wide Range of Reading Abilities

Those who can read independently:

Need opportunities to extend and broaden their knowledge of reading

Those who have simply forgotten much of what they learned over summer:

May recover quickly with a well-structured review

May need additional instruction

Those who never learned to read adequately:

Need immediate intervention to catch up through explicit, systematic intervention

A Call to Action“Our understanding of ‘what works’ in reading is dynamic and fluid, subject to ongoing review and assessment through quality research… We encourage all teachers to explore the research, open their minds to changes in their instructional practice, and take up the challenge of helping all children become successful readers.”

-National Institute for Literacy, 2001

Put reading first: The research building blocks for teaching children to read, p. 11

Survey of KnowledgeAlphabetic PrinciplePhonological AwarenessPhonemesPhonemic AwarenessPhonicsOnsetRime

Phonological AwarenessA broad term which includes phonemic

awarenessIn addition to phonemes, phonological

awareness activities can work with: rhymes, syllables and discrete onset and rimes

The phoneme level of phonological awareness is the most critical for learning to read.

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

Phonological awareness refers to the general understanding of the sound structure of words and sentences.

Phonemic AwarenessPhonemic awareness involves:

Blending: putting sounds back togetherSegmenting: pulling apart words into

soundsManipulating: adding, deleting, and

substituting these sounds

Phonemes are the smallest units of sound in spoken words./m/ /a/ /p/

1st phoneme 2nd phoneme3rd phoneme

Phonological Awareness PodCast

Investigative ActivityRead Every Child Reading: An

Action PlanComplete KWL Chart

For the next class…Prepare activity to teach

phonological awarenessModel activity to class or present

video introducing phonological awareness