Oregon Reading First
Institute on Beginning Reading I
Cohort B
Day 2:
Five Big Ideas of Reading Instruction
August 24, 2005
1
Oregon Reading First
Institutes on Beginning Reading
Content developed by:
Edward J. Kame’enui, Ph. D.
Professor, College of Education
University of Oregon
Deborah C. Simmons, Ph. D.
Professor, College of Education
University of Oregon
Michael D. Coyne, Ph. D.
University of Connecticut
Beth Harn, Ph. D
University of Oregon
Prepared by:
Patrick Kennedy-Paine
University of Oregon
Katie Tate
University of Oregon
2
Cohort B, IBR 1, Day 2
Content Development
Content developed by:
Patricia Travers
Amanda Sanford
Jeanie Mercier Smith
Carol Dissen
WRRFTAC
Additional support:
Deni Basaraba
Julia Kepler
Katie Tate
3
Copyright
• All materials are copy written and should not
be reproduced or used without expressed
permission of Dr. Carrie Thomas Beck,
Oregon Reading First Center. Selected
slides were reproduced from other sources
and original references cited.
4
Introduction
5
Goal of the Institute on Beginning
Reading (IBR)
Build the capacity, communication, and
commitment to ensure that all children
are readers by Grade 3.
6
Why Focus on a Reading Program?
Aligning what we know and what we do to maximize outcomes.
•
Unprecedented convergence on skills children need to be
successful readers
•
Much classroom practice is shaped by reading programs
– Publishers have responded to the research and redesigned
programs.
– A program provides continuity across classrooms and grades in
approach.
•
Many state standards are using research
to guide expectations
7
Advantages of Implementing a Core
Program
Increasing communication and learning
• Improving communication
– Teachers within and across grades using common
language and objectives
• Improving learning
– Provides students a consistent method or approach to
reading which is helpful for all students
– Provides teachers an instructional sequence of skill
presentation and strategies to maximize student learning
– Provides more opportunity to differentiate
instruction when necessary
8
Programs Implemented With High Fidelity
Programs are only as good as the level of
implementation
To optimize program effectiveness:
•
Implement the program everyday with fidelity
(i.e., the way it was written)
•
Deliver the instruction clearly, consistently, and explicitly
(e.g., model skills and strategies)
•
Provide scaffolded support to students
(e.g., give extra support to students who need it)
•
Provide opportunities for practice with corrective feedback
(e.g., maximize engagement and individualize feedback)
9
Design and Delivery
Features of well-designed programs include:
– Explicitness of instruction for teacher and student
–
–
–
–
• Making it obvious for the student
Systematic & supportive instruction
• Building and developing skills
Opportunities for practice
• Modeling and practicing the skill
Cumulative review
• Revisiting and practicing skills to increase strength
Integration of Big Ideas
• Linking essential skills
10
Essential Instructional Content
1. Phonological Awareness: The ability to hear and
manipulate sounds in words.
2. Alphabetic Principle: The ability to associate
sounds with letters and use these sounds to read
words.
3. Automaticity and Fluency with the Code: The
effortless, automatic ability to read words in
connected text.
4. Vocabulary Development: The ability to
understand (receptive) and use (expressive) words
to acquire and convey meaning.
5. Comprehension: The complex cognitive process
involving the intentional interaction between reader
and text to extract meaning.
11
Changing Emphasis of Big Ideas
K
1
2
3
Phonological
Awareness
Alphabetic
Principle
Letter Sounds &
Combinations
Multisyllables
Automaticity
and Fluency
with the Code
Vocabulary
Comprehension
Listening
Reading
Listening
Reading
12
Houghton Mifflin
Phonological Awareness K-1
13
Objectives
• To define phonological awareness
• To become familiar with the research behind phonological
awareness
• To identify high priority skills of phonological awareness
• To review the scope and sequence of phonological
awareness instruction in Houghton Mifflin Reading.
• To identify and implement phonological components
within daily Houghton Mifflin lessons.
14
Phonological Awareness
The ability to hear and manipulate
sounds in words.
15
Critical Elements in Phonological
Awareness
•
The National Reading Panel report (2000) identifies the following elements as
essential in Phonological Awareness instruction:
A critical component but
not a complete reading
program
Focus on 1 or 2
types of PA
Teach in small
groups
Teach
explicitly &
systematically
Teach to manipulate
sounds with letters
16
Definitions
•
•
•
•
•
•
•
•
•
Continuous sounds
Stop sounds
Onset-rime
Phoneme
Phoneme Blending
Phoneme Segmentation
Phonemic Awareness
Phonics
Phonological Awareness
17
Activity
• Please take out your Phonological Awareness
Definitions activity sheet
• Partner up!
• Read the examples and definitions. Find the idea
that matches the definition or example from the
word bank. Write it in the box next to the
definition or example.
• Use your definitions sheet to help you if you get
stuck
18
Word
A.
A. Stop sound
B.
B. Onset-Rime
C.
C. Phonics
D.
D. Phoneme
E.
E. Phoneme segmentation
F.
F. Continuous sound
G.
G. Phonological awareness
H.
H. Phonemic awareness
I.
I. Phoneme blending
Definition or Example
A. /t/
/t/
A.
B. /r/-/ipple/
B. /r/-/ipple/
C. mapping sounds to print
C. mapping sounds to print
D. The smallest unit of sound
D. The smallest unit of sound
E. Taking a word apart into all of it’s
E.
taking a word apart into all of it’s
sounds
sounds
F. /mmm/
F. /mmm/
G. The understanding that words are
composed
of sounds, and
ability
G.
The understanding
thatthe
words
areto
hear
and manipulate
those
sounds
composed
of sounds,
and
the ability
hear
and manipulate
those sounds
H. to
The
awareness
of the individual
sounds
comprise
words
H.
The that
awareness
of the
individual
soundssounds
that comprise
words
I. Putting
together
to make a
word
I. putting sounds together to make a
word
19
Phonemic Awareness: Research
The best predictor of reading difficulty in kindergarten or first
grade is the inability to segment words and syllables into
constituent sound units (phonemic awareness).
Lyon 1995
Poor phonemic awareness at four to six years of age is
predictive of reading difficulties throughout the elementary
years.
Torgesen and Burgess 1998
More advanced forms of phonemic awareness (such as the
ability to segment words into component sounds) are more
predictive of reading ability than simpler forms (such as being
able to detect rhymes).
Nation and Hulme 1997
20
High Priority Skills for Kindergarten
• Students should be taught to orally blend separate
phonemes starting in mid-kindergarten.
• Students should be taught to identify the first sound in
one-syllable words by the middle of kindergarten at a
rate of 25 sounds per minute.
• Students should segment individual sounds in words
at the rate of 35 sounds per minute by the end of
kindergarten.
21
Identifying first sound:
25 sounds/minute by middle of kindergarten
Teacher:
Tell me the first sound in the word cat.
Student:
/c/
Teacher:
Listen: mouse… flower…. which begins
with the sound /ffff/?
Student:
flower
22
Segmenting sounds:
35 sounds/minute by end of kindergarten
Teacher:
Tell me all the sounds in the word
‘cat’.
Student:
/c/ …. /a/… /t/
Teacher:
Tell me all the sounds in the word
‘plate’.
Student:
/p/…/l/…/a/…/t/
23
High Priority Skills for First Grade
• Students should blend three and four phonemes
into a whole word by the middle of grade 1.
• Students should segment three and four phoneme
words at the rate of 35 phoneme segments per
minute by the beginning of grade 1.
• Student must master blending and
segmenting words before they can learn to
decode words in print successfully
25
Phonological Awareness
Sequence of Instruction Continuum
Concept of Word—comparison and segmentation
Rhyme—recognition and production
Syllable—blending, segmentation, deletion
Onset/Rime—blending, segmentation
Phoneme—matching, blending, segmentation,
deletion, and manipulation
26
Activity
Phonological Awareness:
Sequence of Instruction
• Take out your “Phonological Awareness Sequence of
Instruction” activity worksheet
• Pair up with a partner.
• Read the activity
– Identify what kind of phonological awareness skill
is being tested
– Identify when the skill should be taught (1st, 2nd,
5th?)
• Put a star next to the most important skill for students
to master
27
Debrief
Phonological Awareness: Sequence of Instruction
Activity:
Teacher asks studentsDo fan and man rhyme?
Type of
phonological
awareness skills
Rhyming
I’ll say the parts, you say
Syllables
the word… kitt…en, what
word?
Order
taught
(1-5)
2
3
Tell me the sounds in ‘mop’. Phonemes
5
I’ll say the parts, you say
the word, k…. itten, what
word?
4
Onset/Rime
Listen, “the man ran”. What Concept of word
was the first word?
1
Houghton Mifflin
Scope and Sequence- Kindergarten
Theme 1
Rhyming
Theme 2
Words in Oral Sentences
Theme 3
Blending Onset and Rhyme
Segmenting Onset and Rhyme
Theme 4
Blending and Segmenting Onset
and Rhyme
Blending Phonemes
Theme 5
Blending Phonemes
Theme 6
Blending Phonemes
Segmenting Phonemes
Theme 7
Blending Phonemes
Segmenting Phonemes
Theme 8
Blending Phonemes
Phoneme Substitution
Theme 9
Syllables in Spoken Words
Phoneme Substitution
Theme 10
Phoneme Substitution
29
Houghton Mifflin
Scope and Sequence- 1st Grade
Theme 1
Blending Phonemes
Theme 2
Blending Phonemes
Theme 3
Blending and Segmenting phonemes
Theme 4
Blending and Segmenting phonemes
Theme 5
Segmenting Phonemes: Count Sounds in Words
Theme 6
Segmenting Phonemes: Count Sounds in Words
Theme 7
Substitute Phonemes
Theme 8
Delete and Substitute Phonemes
Theme 9
Delete Phonemes
Theme 10
Substitute Phonemes
30
Pattern of Instruction within Houghton Mifflin
In kindergarten, phonological awareness is taught in
Units 1-10: Opening Routines (Daily Routine), Daily Phonemic
Awareness
Units 2-10: Day 1 Phonemic Awareness-Introducing the Alphafriend
Days 2-4 Develop Phonemic Awareness, and in some Connect
Sounds to Letters lessons (prelude to Phonics lesson)
In first grade, phonological awareness is taught/reviewed in
Units 1-10: Opening Routines (Daily Routine), Daily Phonemic
Awareness
Day 1 and occasionally Day 2 in Develop Phonemic Awareness
(prelude to Phonics lesson)
31
Blending Phonemes
Kindergarten
Play the weather word game. Give children a clue and
the sounds in a word, and they blend and guess the
answer
• It makes us wet, but helps flowers grow: /r//a//n/. (rain)
• This is something yellow that warms the earth: /s//u//n/. ((sun)
K -Theme 6- Page T17
K-Theme 6-Page T33
32
Blending Phonemes
1st Grade
Tell the children you have some word riddles. they should blend the
sounds to form the word. Read the following clues:
•
•
•
•
•
•
This is a kind of animal: /p//i//g/. (pig)
This is the opposite of little: /b//i//g/. (big)
You can do this with a bat: /h//i//t/. (hit)
You can do this on a chair: /s//i//t/. (sit)
This has a sharp point: /p//i//n/. (pin)
A baby wears this to eat: /b//i//b/. (bib)
•
•
1st-Theme 1- Page T179
1st-Theme 1-Page T213
33
Activity
Teaching Phonological Awareness
• Pair up with a partner.
• Find a lesson that teaches phonological
awareness in your teacher’s edition.
• Practice teaching that section of phonological
awareness activities as if you were teaching it
to a student
34
Objectives
• To define phonological awareness
• To become familiar with the research behind phonological
awareness
• To identify high priority skills of phonological awareness
• To review the scope and sequence of phonological
awareness instruction in Houghton Mifflin Reading.
• To identify and implement phonological components
within daily Houghton Mifflin lessons
35
Houghton Mifflin Reading
Alphabetic Principle K-3
36
Objectives
You will learn:
•
To define alphabetic principle
•
To become familiar with the research on the alphabetic
principle
•
To identify the high priority skills of alphabetic principle
•
To recognize the pattern of instruction on the alphabetic
principle in daily and weekly instruction
•
To identify and implement alphabetic principle instruction
within daily Houghton Mifflin lessons.
37
What is the Alphabetic Principle?
• The ability to associate sounds with letters and use
these sounds to form words.
– The understanding that words in spoken
language are represented in print.
– Sounds in words relate to the letters that
represent them.
• Liberman & Liberman, 1990)
38
Alphabetic Principle
Alphabetic Principle is composed of three main
components
• Letter-sound correspondence: Understanding that
letters represent sounds
• Blending: Understanding that we blend sounds from
left to right
• Phonological Recoding: Blending sounds together to
represent a word that has meaning
39
Match the Phrase to the Definition
Phrase
Definition
____Decodable Text
Stringing
1. Stringing
sounds
sounds
together
together
to make
to make
a word.
a word.
____Regular Words
A
2. word
A word
in which
in which
all all
letters
letters
represent
represent
their
their
most
most
common
sounds
common(e.g.,
sounds
sit, (e.g.,
fan, got)
sit, fan, got).
____Decoding
____Irregular Word
____Phonics
A
3. word
A word
in which
in which
one
one
or or
more
more
letters
letters
does
does
notnot
represent
the
represent
most common
the mostsound
common
(e.g.,
sound
was,(e.g.,
of) orwas,
a word
of) for
or a
which
word for
thewhich
student
thehas
student
not learned
has notthe
learned
letter-sound
the lettercorrespondence
sound correspondence
or wordortype
word
(e.g.,
typeCVCe)
(e.g., CVCe)
Text
4. Text
in which
in which
thethe
reader
reader
can
can
read
read
thethe
majority
majority
of of
words
accurately
words accurately
because
because
the reader
the reader
has been
hastaught
been taught
the
sounds
the sounds
andand
wordword
types.
types.
The
5. The
systematic
systematic
process
process
of of
teaching
teaching
sound-symbol
sound-symbol
relationships to decode words.
____Explicit and Systematic
Instruction
Overtly
6. Overtly
teaching
teaching
thethe
steps
steps
required
required
forfor
teaching
teaching
a task
a
within
task within
a planned,
a planned,
sequential
sequential
program
program
of instruction.
of instruction.
____Blending
using
7. using
letter-sound
letter-sound
relationships
relationships
and
and
word
word
knowledge
knowledge
to
convert
to convert
printed
printed
words
words
intointo
spoken
spoken
language.
language.
What the Research Says About
Alphabetic Principle (AP)
•
A primary difference between good and poor readers is the ability to use letter-sound correspondences to
identify words. (Juel, 1991)
•
Difficulties in decoding and word recognition are at the core of most reading difficulties. (Lyon, 1997)
•
Students who acquire and apply the alphabetic principle early in their reading careers reap long-term
benefits. (Stanovich,1986)
•
Because our language is alphabetic, decoding is an essential and primary means of recognizing words.
There are simply too many words in the English language to rely on memorization as a primary word
identification strategy. (Bay Area Reading Task Force, 1996)
41
What Does the National Reading Panel
Say About Alphabetic Principle?
The meta-analysis revealed that systematic instruction in
phonics produces significant benefits for students in
kindergarten through 6th grade and for children having
difficulty learning to read.
These facts and findings provide converging evidence that
explicit, systematic phonics instruction is a valuable and
essential part of a successful classroom reading program.
Report of the National Reading Panel, 2000
42
Why Teach Systematic & Explicit Phonics
Instruction?
By teaching explicitly and systematically:
•
We teach a strategy for attacking words students don’t know.
•
We can teach ALL students to use these strategies.
•
We don’t leave it up to the students to infer the strategy, because the
struggling reader won’t be able to guess it.
We must equip students with a strategy for
them to attack text in the real world.
43
Why Teach Systematic & Explicit Phonics Instruction?
If we teach a child Then she can read:
to read:
10 words
10 words
10 letter-sounds
and blending
720 3-sound words
5040 4-sound words
302400 5-sound words
44
What Skills Does Alphabetic Principle
Include?
Advanced
Word & Structural
Analysis
Skills
Irregular
Word
Reading
.
Letter
Sound
Correspondences
Reading
in text
Regular
Word
Reading
45
What Skills Does Alphabetic Principle Include?
Letter-Sound Correspondences: Knowing the sounds that correspond to
letters (the sound of b is /b/, the sound of a is /aaa/)
Regular Word Reading/Spelling: Reading/spelling words in which each
letter represents its most common sound (mat, sled, fast)
Irregular Word Reading/Spelling: Reading/spelling words in which one
or more letter does not represent its most common sound (the, have, was)
Advanced Word Analysis Skills: Reading/spelling words that include
letter patterns and combinations (make, train, string)
Structural Analysis: Reading/spelling multisyllabic words and words with
prefixes and suffixes (mu-sic, re-port, tall-est, Wis-con-sin)
46
Regular Word Reading Progression
Sounding
Out
Saying each
individual sound
out loud
Saying
Whole
Word
Saying
each
individual sound
and pronouncing
whole word
Sight
Word
Sounding out
word in your
head, if necessary,
and saying the
whole word
Automatic
Word
Reading
Reading the word
without sounding it
out
47
What Alphabetic Skills Does a Student
Need to Master to Read This Regular
Word?
man
• Reading goes left to right
• Knowledge of letter sounds for ‘m’, ‘a’, and ‘n’
• Blending
• Phonological recoding
Reading is a complex process- We MUST
teach students these skills if we want them to
become successful readers
48
Reviewing Curriculum Maps
•
Review the curriculum map for your grade to answer the following
questions:
– What are the high priority skills for the next 3
months?
_________________________________________
– What other skills may be necessary to teach before
the high priority skills? _______________________
___________________________________________
– What skills do you predict to be difficult for some
children? _________________________________
49
Mapping of Instruction to Achieve
Instructional Priorities: Kindergarten
50
Mapping of Instruction to Achieve
Instructional Priorities: Grade 1
51
Mapping of Instruction to Achieve
Instructional Priorities: Grade 2
52
Mapping of Instruction to Achieve
Instructional Priorities: Grade 3
53
Let’s look at how Houghton Mifflin
teaches Alphabetic principle......
54
Alphabetic Principle Instruction
• PA warm up
• Letter/Sound Correspondence
• Blending (Phonics/Decoding Strategy)
• Decodable text
• Dictation
• Word work
• High-Frequency Words
55
Alphabetic Principle Instruction
• PA warm up
• Letter/Sound Correspondence
• Blending (Phonics/Decoding Strategy)
• Decodable text
• Dictation
• Word work
• High-Frequency Words
56
Connecting Sounds to Letters
“Very early in the course of instruction, one
wants the students to understand that all
twenty-six of those strange little symbols that
comprise the alphabet are worth learning and
discriminating one from the other because
each stands for one of the sounds that occur
in spoken words.”
Adams, 1990
57
Kindergarten Example:
Connecting Sounds to Letters
• Kindergarten Theme 6, pT20 (T36)
• Connect Sounds to Letters
• Beginning Letter Display the Larry Lion card and
have children name the letter on the picture. Say:
The letter l stands for the sound /l/, as in lion.
When you see an l, remember Larry Lion. That
will help you remember the sound /l/.
• Write lion on the board. Underline the l. What is the
first letter in the word lion? Lion starts with /l/, so
l is the first letter I write for lion.
58
Activity: Connecting Sounds to Letters
• Distribute Alphafriend/Sound Spelling cards to each
table and ask participants to work with a partner and
discuss the questions found on the sound/spelling
card handout
59
Alphabetic Principle Instruction
• PA warm up
• Letter/Sound Correspondence
• Blending (Phonics/ Decoding Strategy)
• Decodable text
• Dictation
• Word work
• High-Frequency Words
60
Blending
• Blending: The process of combining individual
sounds or word parts to form whole words either
orally or in print
Example: combining the speech sounds /c/, /a/,
and /t/ to form the word cat.
61
Two Types of Blending
• Sound by sound blending: Each sound is identified and produced
one at a time, then blended together.
Example: /mmm/-/aaaaa/-/nnnnn/-- man
• Continuous blending: Sometimes called ‘whole word blending’.
Each sound is stretched out and strung to the next sound in a word
without pausing between sounds.
Example: /mmmmaaaannnnn/- man
Houghton Mifflin begins by teaching continuous blending.
Refer to Houghton Mifflin Blending Routine Cards 1-3
62
Kindergarten Example:
Blending
Kindergarten, Theme 6, Page T139 (T163)
Phonics/Decoding Strategy
Teacher/Student Modeling Discuss using the
Phonics/Decoding strategy to read the words in the story.
Think Aloud
I see the title is the word “Fan.” I can blend /f/ /a/ /n/, to
make fan. Point to Fan and read it with me. I think Fan is
an ant because I see an ant on the cover. Let’s find out
more about Fan the ant.
63
Grade 1 Example:
Blending
• Grade 1, Theme 9, page T145
• Blending Routine 1
Place Large letter cards d, r, a, and w together. Have
children blend the sounds and pronounce the word
on their own. Call on volunteers to use draw in a
sentence
64
Grade 2 Example:
Blending
Grade 2, Theme 6, page 397C
Phonics/Decoding Strategy
Connect Sounds to Letters
• Remind children that the long i can be spelled igh or
ie. Write high and might on the board. For each
word, underline igh, say /i/, and then blend the word.
have children say the vowel sound and then blend all
letters to say the word. Write tried. Underline the ie
and repeat the procedure.
65
Teaching Students to Read Big Words
1. Blending
Two-Syllable Words
Emphasized: Grades 1-2
3. Syllabication
Instruction
Emphasized:
Grades 2-3
2. Teaching of
Common Affixes
Emphasized: Grades 1-3
Teaching Word
Attack Procedures
66
Teaching Students to Read Big Words
Teaching a
Word-Attack Procedure
Teacher shows students how to
attack big words on their own
and prompts use of procedure
whenever students are reading.
67
Teaching Students to Read Big Words
1. Blending
Two-Syllable Words
Teacher supports “chunking”
by showing syllable breaks
with procedure.
Emphasized: Grades 1-2
68
Grade 2 Example:
Blending Two-Syllable Words
Grade 2, Theme 6, Page 328I (T118)
Longer Words with ign, ie
Write fighter and sound it out. Ask children how many syllables they hear.
Ask what vowel sound they hear in the first syllable. (two; /I/) Underline igh
and point out that those letters spell the long i sound and stay together in a
syllable.
• Count the vowels to show there are two
syllables. Divide fighter into syllables.
• Help children sound out each syllable and
blend the syllables to read the word.
fighter
highlight
frightful
dried
fries
replied
• Repeat with highlight, frightful.
69
Teaching Students to Read Big Words
2. Teaching of
Common Affixes
un-, dis-, re-,
-s, -es, -ed, -ing, -ly, -tion
Teacher supports “chunking”
by showing students the affixes.
Emphasized: Grades 1-3
70
Grade 2 Example:
Teaching of Common Affixes
Grade 2, Theme 6, Page 325C (T77)
Practice (Phonics: Review)
Write the words shown and have children
copy them. Have children write the base
form of the word next to the inflected form.
Then have volunteers orally blend each
word.
Have children complete
Practice Book page 162.
hugged
shopped
fanned
trapped
batted
knotted
knitted
hugging
shopping
fanning
trapping
batting
knotting
knitting
71
Teaching Students to Read Big Words
3. Syllabication
Instruction
Dividing words into
syllable patterns and types
(closed, open, vowel team, silent-e,
R-controlled, consonant-le)
Emphasized: Grades 2-3
See Syllable Division Routine Cards
72
Grade 3 Example:
Syllable Instruction
Grade 3, Theme 1, Page 91E (89C)
Modeling
Display the following sentence and model how to decode markets:
I will go to the markets.
Think Aloud
If I write V under the vowels and C under the consonants, I see that
this word has the VCCV pattern. So I’ll split the word between the
consonants r and k. / MAHR•kihtz / That makes sense because a
market is a place to buy things.
73
Activity
•
•
•
•
Partner up with another person in your grade.
Select one of the lessons listed below for your grade.
Find the lesson in your teacher’s edition
Practice teaching part of the lesson to your partner as if you
were presenting the lesson to students.
• Provide feedback to one another on the delivery of the lesson:
clarity, easy to follow
Grade
Topic:
Lessons:
Kinder
Letter-sound
correspondence
Introducing the Alphafriend: Keely Kangaroo
Theme 6, page T66 (T86)
First
Letter-sound
correspondence and
blending
Connecting Sounds to Letters
Review the Sound/Spelling Card and Blending Routine 1
Theme 6, page T89 (T114)
Second
Blending
Connecting Sounds to Letters
Blend Short a, i and Longer Words with Short a, i
Theme 1 page 14A (T34Teach Phonics)
Third
Structural Analysis
Decoding Longer Words
74
Alphabetic Principle Instruction
• PA warm up
• Letter/Sound Correspondence
• Blending (Decoding and Word Reading)
• Decodable text
• Dictation
• Word work
• High-Frequency Words
75
Definition and Purpose
of Decodable Text
Decodable text: Text in which most words (i.e., 80%) are wholly
decodable and the majority of the remaining words are previously
taught sight words, including both high-frequency words and story
words.
Instruction should always provide students opportunities to apply
what they are learning in the context of use. Decodable text builds
automaticity and fluency in beginning readers. It is used as an
intervening step between explicit skill acquisition and students’ ability
to read authentic literature.
76
Reading Decodable Text
1. Student engagement with the text is critical!
2. Students must be prompted to track the text by pointing under (not
over or on) the text with their finger to ensure they are actually looking
at the words.
3. Teacher MUST monitor student response to make sure students are
not just parroting students next to them.
4. Students need to have sufficient practice with word reading (blending)
tasks prior to reading the decodable text to ensure they are successful.
5. Students who struggle with reading decodable text need to have
opportunities in small groups to read and be monitored more closely by
the teacher. This will increase success with the time spent reading
during whole-group instruction.
77
Houghton Mifflin
Phonics/Decoding StrategyPoster A - Grade 1
1. Look at the letters from left to right.
2. Think about the sounds for the letters.
3. Blend the sounds to read the word.
4. Ask yourself: Is it a word I know? Does it
make sense in what I am reading?
78
Houghton Mifflin
Phonics/Decoding Strategy
Poster B - Grade 1
1. Look at the letters from left to right.
2. Think about the sounds for the letters, and
look for word parts you know.
3. Blend the sounds to read the word.
4. Ask yourself: Is it a word I know? Does it
make sense in what I am reading?
5. If not, ask yourself: What else can I try?
79
Phonics/Decoding Strategy
Grades 2-6
1. Look carefully at the word.
2. Look for word parts you know and think
about the sounds for the letters.
3. Blend the sounds to read the word.
4. Ask yourself: Is it a word I know? Does it
make sense in what I am reading?
5. If not, ask yourself: What else can I try?
80
Activity
Decodable Text Pattern of Instruction
• There is a pattern of decodable text instruction in
Houghton Mifflin Reading and consistent language
found whenever decodable text is used. Using the
Decodable Test Pattern of Instruction handout as a
guide, look through one of the themes that you
brought with you and note the consistent language.
81
Alphabetic Principle Instruction
• PA warm up
• Letter/Sound Correspondence
• Blending (Decoding and Word Reading)
• Decodable text
• Dictation
• Word work
• High-Frequency Words
82
Dictation—Definition and Purpose
Definition: Teacher regularly dictates words containing previously
taught sound/spellings and students use their sound/spelling
knowledge and the sound/spelling cards to spell the words.
Instruction progresses to sentences including previously taught
irregular high-frequency words.
Purpose: Dictation connects the decoding (reading) process to the
encoding (writing or spelling) process by demonstrating that the
sound/spellings students use to read can also be used to
communicate through writing.
83
Houghton Mifflin Dictation and Spelling
Instruction Pattern of Instruction
Grade 1
Themes 1-2 (Kindergarten Review)
Days 1-3: Spelling and Phonics- practice writing letters and matching letters to sounds using
sound/spelling and picture cards.
Days 4-5: Spelling and Phonics- word work game/activity
Themes 3-10
Day 1: Phonics- Connect Sounds to Spelling and Writing
Spelling- Pretest, Instruction (Teach the Principle), Practice Book
Day 2: Spelling- Review the Principle, word work, high-
frequency words
Day 3: Spelling- Word work/game/activity, Practice Book
Day 4: Spelling- Word work/game/activity, Practice Book
Day 5: Spelling- Posttest, high-frequency words
84
Kindergarten Example:
Dictation
Kindergarten, Theme 6, Page T20 (T37)
Penmanship
Writing L, l Tell children that now they’ll learn to write the
letters that stand for /l/: capital L and small l. Write each letter
as you recite the penmanship rhymes. Chant each rhyme as
children “write” the letter in the air.
Penmanship
Rhyme: L
1
2
Make a tall, straight line
that you start on top.
Come down to the
bottom go out, and stop.
1
Penmanship
Rhyme: L
Small l looks like a stick.
Just one straight line.
It’s easy and quick.
85
Grade 1 Example:
Dictation
Grade 1, Theme 1, Page T26 (T36)
Connect Sounds to Spelling and Writing (Phonics: Guided
Practice/Apply)
Say: Listen as I say mug. What sound do you hear at the
beginning of mmmug?
(m) Model writing m. Have several children write m on the
board as they say /m/. Repeat for s, c, t, using sad, cap, tip.
Then have children tell you what letter to write last in bus, him,
pot.
Practice Book Pages 1-4 (35-37) support this skill
86
Grade 2 Example:
Dictation
Grade 2, Theme 6, Page 328J (T119)
Connect Sounds to Spelling and Writing (Phonics: Guided Practice/Apply)
Dictate Words with igh, ie Dictate and have children write words such as tight,
sign, die, high, tried. As necessary, help children by pointing out the appropriate
spelling of the long i sound on the Sound/Spelling Card. Then write the words
on the board, and have children proofread and correct their work.
Dictate the following sentence: The baby cried and Mom sighed. Then display
the sentence, and have children circle their mistakes and rewrite the words
correctly.
87
Alphabetic Principle Instruction
• PA warm up
• Letter/Sound Correspondence
• Blending (Decoding and Word Reading)
• Decodable text
• Dictation
• Word work
• High-Frequency Words
88
Word Work
Definition and Purpose
Definition: Word work is an umbrella term encompassing all the
building, sorting, and manipulating activities used to practice
sound/spelling patterns in words.
Purpose: SBRR tells us that children need 4-14 repetitions of, or
opportunities to work with, a sound/spelling for it to become embedded
in their memory.
Word work, along with blending and reading decodable text, helps
accomplish this need for repetition.
89
Houghton Mifflin
Word Work Pattern of Instruction (`03)
Kindergarten:
Days 2-4:Phonics
Day 5:Phonics Spiral Review
Various Days: Phonics Center activities
Examples: Word building, pocket chart activities, games
Grade 1:
Themes 1-2
Days 4 and 5: Spelling and Phonics
Themes 3-10
Days 2, 3, 4:Spelling
Day 4: Phonics Review
Day 5: Spiral Review
90
Houghton Mifflin
Word Work Pattern of Instruction (`05)
Kindergarten:
Days 2-4:Phonics
Day 5:Phonics Spiral Review
Various Days: Phonics Center activities
Examples: Word building, pocket chart activities, games
Grade 1:
Themes 1-2
Days 1-5: Spelling and Phonics
Day 2: Phonics
Day 4: Phonics Review
Themes 3-10
Days 1-5: Spelling
Day 1: Phonics
Day 4: Phonics Review
91
Activity
Word Work Pattern of Instruction
• Look through at least two weeks worth of lessons in
any theme available at your table group. Work with a
partner to find all of the places where word work is
used.
• Hint: For grade 2, they may not all be in the “Word
Work” row of instruction on you Daily Lesson Plan.
92
Alphabetic Principle Instruction
• PA warm up
• Letter/Sound Correspondence
• Blending (Decoding and Word Reading)
• Decodable text
• Dictation
• Word work
• High-Frequency Words
93
High-Frequency Words
• A small group of words that account for a large
percentage of the words in print. Many highfrequency words are irregular, that is, not readily
decodable by sounding out.
Only 100 words account for approximately
50 percent of the words in English print.
Fry, Fountoukidis and Polk, The New Reading Teacher’s Book of Lists
1985
The quick and automatic recognition of the
most common words appearing in text is
necessary for fluent reading.
Blevins, Phonics from A to Z 1998
94
Words in the English Language
• 50% are wholly decodable
• 37% are only off by one sound
• 50% of the words we read are made up of the
first 107 high-frequency words.
Hanna, P. R., J. S. Hanna, R. E. Hodges, and E. H. Rudorf, Jr. 1966. Phoneme-grapheme
correspondences as cues to spelling improvement. Washington, DC: U.S. Office of Educ.
95
Houghton Mifflin
High-Frequency Word Pattern of
Instruction
Kindergarten
See Daily Lesson Plans Learning to Read band
of instruction listed under Opening Routines
Word Pattern Board and High-Frequency
Word/High-Frequency Word Spiral Review.
Grade 1
See Daily Lesson Plans Learning to Read band
of instruction listed under high-frequency words
and Word Work band of instruction listed under
Word Pattern Board.
96
Kindergarten Example:
High-Frequency Words
Kindergarten, Theme 6, Page T22 (T38)
Teach
Tell children that today they will learn to read and write a word
that they will often see in stories. Say is and use it in context.
A lion is big.
A mouse is small.
A lion is loud.
A mouse is quiet.
Write is on the board and have children spell it as you point to the
letters. Say: Spell is with me, i-s, is. Then lead a cheer,
clapping on each beat, to help children remember the spelling:
i-s, is! i-s, is!
97
Grade 2 Example:
High Frequency Words
Grade 2, Theme 6, Page 328K (T120)
Word Pattern Board
Have children make up riddles about words from the Word Pattern Board.
Have partners or small groups try to guess the answers to the riddles. Also
provide a brief cumulative review of previously taught high-frequency words.
heart
alphabet
mind
98
Objectives
You will learn:
•
To define alphabetic principle
•
To become familiar with the research on the alphabetic
principle
•
To identify the high priority skills of alphabetic principle
•
To recognize the pattern of instruction on the alphabetic
principle in daily and weekly instruction
•
To identify and implement alphabetic principle instruction
within daily Houghton Mifflin lessons.
99
Activity
100
Houghton Mifflin Reading
Automaticity and Fluency with the Code 2-3
101
Objectives
You will learn:
•
To define fluency instruction and relevant skills
•
To become familiar with the research behind fluency
instruction
•
To identify high priority skills of fluency
•
To recognize the pattern of instruction for fluency within
Houghton Mifflin
•
To identify and implement fluency components within
daily Houghton Mifflin lessons
102
Automaticity and Fluency
with the Code
The effortless, automatic ability to read words in
connected text.
103
Why Fluency is Important?
•
Repeated reading procedures that offer guidance and feedback are effective for
improving word recognition, fluency, comprehension, and overall reading
achievement through grade 5. ( national Reading panel, 2000)
•
Fluency “may be almost a necessary condition for good comprehension and
enjoyable reading experiences” (Nathan & Stanovich, 1991, pg. 176).
•
If a reader has to spend too much time and energy figuring out what the words
are, she will be unable to concentrate on what the words mean (Coyne,
Kame’enui, & Simmons, 2001).
104
What the Research Says About Fluency
Fluent readers:
Nonfluent readers:
Focus their attention on
Focus attention on
understanding the text
decoding
Synchronize skills of
Alter attention to accessing
decoding, vocabulary, and the meaning of individual
comprehension
words
Read with speed and
Make frequent word reading
accuracy
errors
Interpret text and make
Have few cognitive
connections between the
resources left to
ideas in the text
comprehend
105
Frustration: How it Feels to Read Without Fluency
He had never seen dogs fight as these w______ish c___ f______t,
and his first ex________ t______t him an unf________able l______n.
It is true, it was a vi___ ex________, else he would not have lived to
pr___it by it. Curly was the v________. They were camped near the
log store, where she, in her friend__ way, made ad________ to a
husky dog the size of a full-_______ wolf, the_____ not half so large
as ____he. ____ere was no w___ing, only a leap in like a flash, a
met______ clip of teeth, a leap out equal__ swift, and Curly’s face
was ripped open from eye to jaw. It was the wolf manner of
fight_____, to st____ and leap away; but there was more to it than
this. Th____ or forty huskies ran _o the spot and not com_____d
that s______t circle. Buck did not com_______d that s______t
in_____, not the e__ way with which they were licking their chops.
106
Critical Elements in Automaticity & Fluency with
the Code
•
The National Reading Panel report (2000) identifies the following elements as
essential in fluency instruction:
Repeated
Readings
Corrective
Feedback
Not all children
need all...
differentiate!
Keep the
end in mind..
Fluency is only part
of the picture!
Relatively brief
sessions (15-30
minutes)
107
High Priority Skills for First Grade
•
By the end of grade 1, students will,
•
read accurately (one error in twenty words) by the end of the year.
•
read fluently one word per 2-3 seconds midyear and one word per
second by the end of the year (40-60 wcpm by the end of the year).
108
Mapping of Instruction to Achieve
Instructional Priorities: Grade 1
109
High Priority Skills for Grade 2
By the end of grade 2, students will:
• Read grade-level connected text fluently (90-100 words per
minute by end of the year).
110
Mapping of Instruction to Achieve
Instructional Priorities: Grade 2
111
High Priority Skills for Grade 3
By the end of grade 3, students will:
•
Read grade-level connected text fluently (120 words per minute by
end of the year).
•
Increase independent reading to at least 30 minutes a day.
112
Mapping of Instruction to Achieve Instructional
Priorities: Grade 3
113
Pattern of Instruction for Fluency
Grade 2 and 3 (HM`03)
• Grade 2: Day 1-5, High Frequency Words, Daily
Cumulative Review
• Grades 2: Day 2 and Day 5, Rereading/Revisiting the
Text
• Grade 3: Day 5, Building for Fluency/Rereading for
Fluency
114
Pattern of Instruction for Fluency
Grade 2 and 3 (HM`05)
•
•
•
•
•
•
Grade 2: Day 1-5, High Frequency Word Review
Grade 2: Day 1-5, Leveled Readers
Grade 2: Day 1 and Day 4, Reading Decodable Texts
Grade 2: Day 2 and Day 5, Rereading/Revisiting the Text
Grade 2: Day 3, Rereading Anthology for Understanding
Grade 2: Day 5, Rereading for Fluency
• Grade 3: Day 5, Building for Fluency/Rereading for Fluency
• Grade 3: Day 1-5, Leveled Readers
115
Let’s look at some examples....
116
Fluency Example
Grade 2 Theme 1, page 67
• Rereading for Fluency
• Have children choose part of the story to reread orally in small
groups, or suggest that they read page 66 through the last
complete paragraph. Model fluent reading and coach children to
read with feeling and expression.
• For additional fluency practice with easier text, work with small
groups to reread the Reader’s Library selection “Big Hog’s
House Hunt.” Model and coach as needed
117
Fluency Example
Grade 2, Theme 1, page 41J (Day 1-5 in
Daily Routines)
•
High frequency Words
•
•
Daily Cumulative Review
Provide children with daily opportunities to review these important highfrequency words. Display them on the Word Pattern Board, and have
children practice recognizing, chanting, spelling, and writing the words.
Also, display and review other high-frequency words yet to be
mastered.
•
began*, their*, begin*, there*, goes*, thought*, gone*, very*
*Previously taught in grade 1
118
Fluency Example
Grade 1, Theme 6, page T82 (T26-T27)
• Daily Fluency Building
• Children need to read leveled tests fluently before
moving on to higher levels of challenge. Daily fluency
Building facilitates the successful application of
reading strategies and consolidates skills, allowing
children to move toward independence in reading.
• See suggestions for Daily Fluency Building on page
T82 (T26-T27)
119
Fluency Building
Fluency building should be short-term practice
scheduled frequently within and across days to build
skill to a level of automaticity.
120
Two Major Components for Automaticity and
Fluency with the Code
Automaticity and Fluency with the code involves two instructional
components:
1.
Building automaticity at the sound or word level
2.
Building automaticity and fluency within and between sentences
“Fluency may be almost a necessary condition for good
comprehension and enjoyable reading experiences.”
(Nathan & Stanovich, 1991)
121
Guidelines for Selecting Letter-Sounds and
Words for Automaticity Instruction
•
Select letter-sounds and words based on priority and utility (frequently
occurring and used in text reading).
•
Select letter-sounds and words (both regular and irregular) students are able to
identify accurately. Provide additional accuracy instruction on letter-sounds
and words not identified accurately.
•
Separate highly similar examples: auditory (b, d) and visual (v, w) on early
practice.
•
Begin letter-sound instruction with lower case letters and move to upper case
letters as students demonstrate fluency.
122
Automaticity Instruction: Lesson Design
Considerations
• Include multiple examples of each letter sound/word in the
practice set.
• Provide two to three short practice opportunities per day.
• Systematically decrease think time for answering (3 - 2 – 1
second). Students should be able to respond to each lettersound/word within one second.
• Remove letter-sounds/words students identified accurately and
automatically for 2 consecutive weeks.
• Review errors from previous lessons and provide continued
practice with sounds/words students find difficult.
123
Letter-Sound/Word Automaticity
Example: The 1 Minute Dash
1.
2.
3.
4.
5.
6.
7.
8.
Identify a set of letter-sounds/words students can correctly identify.
Include multiple cards of each letter-sound/word in the set.
Set a goal (i.e., 30 letter sounds correct).
Do a 1-minute small-group practice. Position cards so all can see.
Start the stop watch.
Present the first letter sound/word card so that all students answer.
Provide quick corrective feedback on errors.
Continue presenting letters/words adjusting the pace of presentation
systematically.
9. Letter-sounds/words correctly identified go in one pile.
Place errors in a second pile.
10. At the end of 1 minute, tally the number of letter sounds/words
correct.
11. Review errors and repeat activity for 1 more minute.
124
Word Reading Automaticity Examples
1. Paired peer practice. Pair a higher performer with a
child who needs fluency practice. Use similar
procedures as in 1-Minute Dash. Each child may use
his/her set of known but not fluent words.
2. Word recognition grid. Prepare a 5x5 grid of 5
words. One word per row randomly ordered. Include
a short review of words. Then, do a timed recall of the
words.
125
Word Reading Example: 5 x 5 Grid
the
a
to
you
he
a
he
you
to
the
to
you
he
the
a
you
the
a
he
you
he
to
the
a
he
(Modification of Region XIII Texas Educational Service Center)
126
Determining Readiness for Connected Text
Fluency Instruction
Students are ready to practice developing fluency in
connected text when they can:
• rapidly identify letter-sounds, regular words, irregular words,
and read sentences.
• accurately read instructional level connected text.
• correctly read 30-40 words in one minute.
127
Selecting Text to Develop Fluency
• Select instructional (95% accuracy) level text.
• Select text in which there is overlap in words
(i.e., words show up multiple times).
128
Levels of Challenge
• Independent reading level: 97%
• Instructional level: 94-97%
• Frustration level: 93% or lower
For fluency building, materials should be at
instructional level or above.
(Modified from Hasbrouck 1998)
129
National ORF Rates by Grade Level
Grade
Percentile
1
90
75
50
25
10
2
3
Fall WCPM
Winter WCPM
Spring WCPM
81
47
23
12
6
111
82
53
28
15
90
75
50
25
10
106
79
51
25
11
125
100
72
42
18
142
117
89
61
31
90
75
50
25
10
128
99
71
44
21
146
120
920
62
36
162
137
107
78
48
Tindal and Hasbrouck, 2004
130
ORF Growth Rates
Oral Reading Fluency W eekly Progress Data
Number of
Students
Words per Week
Improvement
Minimum
Progress
Maximum
Progress
Grade 1
19
2.10
.35
4.97
Grade 2
25
1.46
.71
4.00
Grade 3
14
1.08
.43
2.43
Grade 4
16
.84
.47
1.41
Grade 5
20
.49
.04
1.12
Grade 6
23
.32
-.22
.97
Fuch s, Fu chs, H am lett , Walz, & G erm an n (1993).
131
Connected Text Fluency Instructional Strategy
Individual Strategy: Repeated Reading
For individual students needing to increase reading fluency use the
following steps:
1.
Identify short reading passages (approx. 150 words)
students can read with >95% accuracy
2.
Have student read for 1-minute as quickly and accurately
as possible and determine words correct per minute (cold
reading)
3.
Identify and mark a target rate approximately 30% faster
than cold reading
4.
Have student independently reread passage with
timer until they obtain target rate
5.
Teacher repeats step 2 to determine if goal was determined
6.
Graph progress
(Adapted from Howell & Nolet, 2001)
132
Example of Repeated Reading Steps
• Identify passages student can read with high accuracy (>95%)
• Collect cold reading cwpm
• Determine 30% increase wpm and mark
• Student practices reading out loud
with timer to reach goal
• Teacher does hot timing again
• Monitor and graph progress
133
Activity
• Partner Up!
• Answer the questions found on the Developing
Fluency Discussion handout. Be prepared to share
your answers with the group.
134
Objectives
You will learn:
•
To define fluency instruction and relevant skills
•
To become familiar with the research behind fluency
instruction
•
To identify high priority skills of fluency
•
To recognize the pattern of instruction for fluency within
Houghton Mifflin
•
To identify and implement fluency components within
daily Houghton Mifflin lessons
135
Houghton Mifflin Reading
Vocabulary K-3
136
Objectives
You will learn:
•
To define vocabulary instruction and relevant skills
•
To become familiar with the research behind vocabulary
instruction
•
To identify high priority skills of vocabulary
•
To recognize the pattern of instruction for vocabulary
within Houghton Mifflin
•
To become familiar with the two types of vocabulary
instruction within Houghton Mifflin
•
To identify and implement vocabulary components within
daily Houghton Mifflin lessons
137
Vocabulary Development
The ability to understand (receptive) and
use (expressive) words to acquire and
convey meaning.
138
Vocabulary Knowledge
• What is it? . . .
– Expressive Vocabulary: Requires a speaker or writer to
produce a specific label for a particular meaning.
– Receptive Vocabulary: Requires a reader or listener to
associate a specific meaning with a given label as in reading
or listening.
139
Critical Elements in Vocabulary Knowledge
•
The National Reading Panel report (2000) identifies the following elements as
essential in vocabulary instruction:
Preinstruction can have
significant effects on
learning.
Multiple Methods
Direct & Indirect
Assessment
should match
instruction.
Repetition &
Multiple Exposures to
Words In Varied
Contexts
Promise of computer
technology
140
The Vocabulary Gap
• Children who enter with limited vocabulary knowledge
grow more discrepant over time from their peers who
have rich vocabulary knowledge (Baker, Simmons, &
Kame’enui, 1997)
• The number of words students learn varies greatly.
2 vs. 8 words per day
750 vs. 3000 per year
141
Meaningful Differences
Words
heard
per hour
Words
heard in
a 100-hour
week
Words
heard in
a 5,200
hour year
4 years
Welfare
616
62,000
3 million
13 million
Working
Class
1,251
125,000
6 million
26 million
Professional
2,153
215,000
11 million
45 million
Hart & Risley 1995,
2002
142
Importance of
Independent Reading
Research has shown that children who read even
ten minutes a day outside of school experience
substantially higher rates of vocabulary growth
between second and fifth grade than children
who do little or no reading.
Anderson & Nagy, 1992
143
Variation in the Amount of
Independent Reading
Percentile
Rank
Minutes Per Day
Words Read Per Year
Books
Text
Books
Text
98
65.0
67.3
4,358,000
4,733,000
90
21.2
33.4
1,823,000
2,357,000
80
14.2
24.6
1,146,000
1,697,000
70
9.6
16.9
622,000
1,168,000
60
6.5
13.1
432,000
722,000
50
4.6
9.2
282,000
601,000
40
3.2
6.2
200,000
421,000
30
1.8
4.3
106,000
251,000
20
0.7
2.4
21,000
134,000
10
0.1
1.0
8,000
51,000
2
0
0
0
8,000
R.C. Anderson, 1992
144
High Priority Skills for Kindergarten
By the end of Kindergarten students will:
•
Name pictures of common objects
•
Use words to describe location, size, color, and shape
•
Use names and labels of basic concepts
•
Learn new vocabulary through stories and instruction
145
Mapping of Instruction to Achieve
Instructional Priorities: Kindergarten
146
High Priority Skills for Grade 1, 2 and 3
By the end of grades 1,2, and 3 students will
• Learn and use unfamiliar words that are introduced in stories
and texts.
• Increase their knowledge of vocabulary through independent
reading.
147
Mapping of Instruction to Achieve
Instructional Priorities: Grade 1
148
Mapping of Instruction to Achieve
Instructional Priorities: Grade 2
149
Mapping of Instruction to Achieve
Instructional Priorities: Grade 3
150
Pattern of Instruction for Vocabulary:
Kindergarten (`03 & `05)
In Kindergarten, vocabulary is taught in:
Learning to Read
• Day 2, High-Frequency Word Lesson
• Day 5, High-Frequency Word Spiral Review
Word Work
• Day 1, High-Frequency Word Practice
• Day 2, High-Frequency Word Practice
Writing and Language
• Day 1, Oral Language
• Day 2, Vocabulary Expansion
151
Pattern of Instruction for Vocabulary:
First Grade (`03)
In First Grade, vocabulary is taught in:
Learning to Read
• Day 2, High-Frequency Words Instruction
• Day 3, Story Vocabulary
• Day 5, High-Frequency Word Spiral Review
Word Work
• Day 2, High-Frequency Words
• Day 3 & 4, Vocabulary
• Day 5, High-Frequency Words
Writing and Language
• Day 1, Oral Language
152
Pattern of Instruction for Vocabulary:
First Grade (`05)
In First Grade, vocabulary is taught in:
Learning to Read
• Day 1-5, Daily Routines: High-Frequency Words
• Day 2, High-Frequency Words Instruction
• Day 3, Story Vocabulary
• Day 5, High-Frequency Word Spiral Review
Word Work
• Day 1, Spelling Pattern Words
• Day 2, High-Frequency Words
• Day 3 & 4, Vocabulary
• Day 5, High-Frequency Words
153
Pattern of Instruction for Vocabulary:
Second Grade (`03)
In Second Grade, vocabulary is taught in:
Reading
• Day 2, Reading the Selection
• Day 2, Key Vocabulary
Word Work
• Day 2, Decoding Longer Words (sometimes works on affixes)
• Day 3, Spelling
• Day 4, Vocabulary Instruction
• Day 4, Reteach Decoding Longer Words (sometimes works on
affixes)
• Day 5, Vocabulary Expansion
154
Pattern of Instruction for Vocabulary:
Second Grade (`05)
In Second Grade, vocabulary is taught in:
Reading
• Day 2, Reading the Selection
• Day 2, Key Vocabulary
Word Work
• Day 1-5, High-Frequency Words
• Day 1-5, Daily Routines, Vocabulary
• Day 1, Decoding Longer Words (sometimes works on affixes)
• Day 3, Spelling, Vocabulary Connection
• Day 4, Reteach Decoding Longer Words (sometimes works on affixes)
155
Pattern of Instruction for Vocabulary:
Third Grade (`03)
In Third Grade, vocabulary is taught in:
Reading
• Day 1, Key Vocabulary
• Day 1, Reading Segment 1
Word Work
• Day 2, Reading Segment 2
• Day 2, Decoding Longer Words (sometimes works on affixes)
• Day 3, Spelling
• Day 4, Vocabulary Skill Instruction
• Day 4, Reteach Structural Analysis (sometimes works on affixes)
• Day 5, Vocabulary Expansion
156
Pattern of Instruction for Vocabulary:
Third Grade (`05)
In Third Grade, vocabulary is taught in:
Reading
• Day 1, Key Vocabulary
• Day 1-2, Reading Selection
Word Work
• Day 1-5, Vocabulary Skill Instruction
• Day 2, Decoding Longer Words (sometimes works on affixes)
• Day 3, Spelling, Vocabulary Connection
• Day 4, Reteach Structural Analysis (sometimes works on affixes)
• Day 5, Vocabulary Expansion
Monitoring Student Progress
• Day 1-5, Structural Analysis Skills Review
• Day 1-5, Vocabulary Skills Review
157
Activity
• Partner up!
• Using the Vocabulary Pattern of Instruction handout, follow
along as the presenter identifies the lesson or activities that
address vocabulary within the Daily Lesson Plan for Day 2
• Then, with your partner, identify the lessons or activities that
address vocabulary within the Daily Lesson Plan for Days 1, 3,
5. Be prepared to share specific lesson examples.
– Kindergarten, Theme 6, Week 1
– First Grade, Theme 6, Week 1
158
Activity
•
Partner up!
•
Using the Vocabulary Pattern of Instruction handout, follow along as
the presenter identifies the lesson or activities that address
vocabulary within the Daily Lesson Plan for Day 2
•
Then, with your partner, identify the lessons or activities that
address vocabulary within the Daily Lesson Plan for Days 1, 3, 5.
Be prepared to share specific lesson examples.
– Second Grade, Theme 1, Week 1
– Third Grade, Theme 1, Week 1
159
Two Types of
Vocabulary Instruction
160
161
Critical Features of Specific
Word Instruction
•
Multiple exposures
•
Use synonyms and antonyms
•
Make up a novel sentence
•
Classify with other words
•
Direct definitions
•
Relate the definition to one's own
experiences
162
Steps in Explicit Strategy Instruction
• Direct explanation
• Modeling
• Guided practice
• Feedback
• Application
Dickson, Collins, Simmons, and Kame’enui, 1998
163
Activity
Critical Features of Teaching Specific Words
• Pair up with a partner.
• Read the sentences on the Critical Features and
together work to match each type of specific word
instruction to its correct category below.
• Hint: Some sentences are examples of more that one
critical feature of specific word instruction. The first
one has been done for you.
164
Kindergarten Example:
Specific Word Instruction
Vocabulary: Kindergarten Theme 1, Week 2, Page T57 (T77)
Naming Words: Parts of the Body
•Speaking and Viewing: Using the Theme Poster art, help children
describe the picture of the Gingerbread Man. Point to his head, arms,
feet. Discuss his features: nose, mouth, and eyes. Explain that they are
made with raisins and icing.
•Recite the familiar refrain from The Gingerbread Man: “Run, run, as fast
as you can. You can’t catch me I’m the Gingerbread Man!” Have children
commit the words to memory.
•Have children pose like the Gingerbread Man, pointing to their heads,
eyes, noses, mouths, arms, hands, legs and feet. Say, “This cookie has
arms, legs, a head, eyes, and a mouth just like people have.”
165
Kindergarten Example:
Specific Word Instruction (continued)
•“Each of our body parts has a name. Let’s name them. I’ll say the
word. You point: eyes, nose, mouth, feet, hands. These words are
called naming words.”
• “Now I’ll point and you give me the naming word.” (Point to ears, hair,
shoulders, elbow, hand.)
•“There are many more words for parts of the body. Who can point to
them?” (neck, wrist, ankle, foot, toe, finger, thumb, back, chest)
•End the oral language portion of the lesson by singing the familiar song
“Head, Shoulders, Knees, and Toes.” If children aren’t familiar with the
song, teach them to point as they sing.
166
Grade 1 Example:
Specific Word Instruction
Vocabulary: Grade 1, Theme 1, Week 1, Page T54 (T66)
Names for Animals
Reread page 15 of I am Six, point to each word as you read. Ask
children to find the words that name animals. (snake, mouse,
hamster)
• Ask children to name other animals. As children suggest more
animal names, write them on a word web. Periodically stop and
read the web with the class, pointing to each animal name as
you read.
• Review the web once again, and have children suggest other
animals to add to the web.
• Remind children that they can use these words in their writing.
167
Grade 2 Example:
Specific Word Instruction
Vocabulary: Grade 2, Theme 1, Selection 2, page 79I (T148)
Synonyms
• Teach
• Ask children to listen as you read these sentences: Julius liked to
twirl when he danced. Julius liked to turn when he danced. Julius
liked to spin when he danced.
• Repeat the words twirl, turn, spin, and ask children to think about
the meaning of each word. Lead children to conclude that the
words have almost the same meaning. Tell children that the words
have the same, or almost the same, meaning are called
synonyms. Point out that knowing synonyms can help children as
they read, and can also help them make their writing and speaking
more interesting.
168
Grade 2 Example:
Specific Word Instruction (continued)
•Display this sentence from page 56 of Julius: Julius made big
messes and spread the newspaper everywhere before anyone
could read it.
•Ask each child to write on a slip of paper a synonym that could be
used in this sentence to replace big. Have a volunteer restate
what a synonym is. Ask each child to read the sentence aloud
with the synonym she or he wrote.
• Practice
• Display Transparency 1-14. Ask a volunteer to read the two lists
of words. Have partners work together to match synonyms in the
two lists. Then ask each partner to choose three words from the
list. The partner says a sentence with the word. The other partner
repeats the sentence, inserting the synonym.
169
Activity
Specific Word Instruction
in Houghton Mifflin Reading
Grades K and 1
• Work with your table group and practice the specific
word instruction found in Theme 6 p. 123 (T146) for
kindergarten and Theme 6 p. 108 (T127) for grade 1.
170
Activity
Specific Word Instruction
in Houghton Mifflin Reading
Grades 2 and 3
• Work with your table group and practice the specific
word instruction found in Theme 1 p. 80 (T189) for
grade 2 and Theme 1 p. 92K (91) for grade 3.
171
172
Word-Learning Strategies
Commonly Taught
1. dictionaries and other
reference aids
2. word parts
3. context clues
173
Steps in Explicit Strategy Instruction
• Direct explanation
• Modeling
• Guided practice
• Feedback
• Application
Dickson, Collins, Simmons, and Kame’enui, 1998
174
Grade 3 Example:
Word-Learning Strategy Instruction
Developing Key vocabulary: Grade 3, Theme 1, Week 1, Page 17A
(Theme 1, Selection 3, p. 91)
• Use Transparency 1-1 (1-21) to introduce vocabulary words from The
Lost and Found.
Unlike real life, characters in a fantasy often deal
with strange settings, events, and situations.
•
Model how to figure out the meaning of the word situations from clues
in the sentence.
• For the remaining sentence, ask students to use what they know to
figure out the Key Vocabulary word. have students explain how they
figured out each word.
Remind students that it’s helpful to use Phonics/Decoding Strategy
when they read. For students who need more help with decoding,
use the review below.
175
• Work with your table group and practice the word
learning strategy instruction found in Theme 1, p. 111I
(T216) for grade 2 and Theme 1, p.93A (17) for grade
3.
176
Objectives
You will learn:
•
To define vocabulary instruction and relevant skills
•
To become familiar with the research behind vocabulary
instruction
•
To identify high priority skills of vocabulary
•
To recognize the pattern of instruction for vocabulary
within Houghton Mifflin
•
To become familiar with the two types of vocabulary
instruction within Houghton Mifflin
•
To identify and implement vocabulary components within
daily Houghton Mifflin lessons
177
Houghton Mifflin Reading
Comprehension K-3
178
Objectives
You will learn:
•
To define comprehension and relevant skills.
•
To become familiar with the research on comprehension
•
To identify high priority skills of comprehension.
•
To recognize the pattern of instruction for comprehension within
Houghton Mifflin.
•
To identify and implement comprehension components within daily
Houghton Mifflin lessons.
179
Comprehension
The complex cognitive process involving the
intentional interaction between reader and text
to extract meaning.
180
Research on Reading Comprehension
tells us that...
Readers who comprehend well are also good
decoders.
Implications: Teach decoding and word recognition
strategies.
Time spent reading is highly correlated with
comprehension.
Implications: Provide for lots of in-class reading, outside
of class reading, independent reading. Encourage
students to read more, read widely, and help them
develop a passion for reading.
Big Ideas in Beginning Reading, Univ. of Oregon
http://reading.uoregon.edu/comp/comp_why.php
181
Critical Elements in Comprehension of Text
•
The National Reading Panel report (2000) identifies the following elements as
essential in comprehension instruction:
Multiple opposed
to a single strategy
Teaching students
to become strategic
takes time.
Active
involvement of
students
Teaching rather
than mentioning
or assessing
Seven categories of
strategies provide
evidence of efficacy.
182
Factors that Impact Reading
Comprehension
Reader Based Factors
•
•
•
•
•
•
Phonemic awareness
Alphabetic
understanding
Fluency with the code
Vocabulary knowledge
Prior knowledge
Engagement and
interest
Text Based Factors
• Narrative vs.
expository
• Genre considerations
• Quality of text
• Density and difficulty of
concepts
Big Ideas in Beginning Reading, Univ. of Oregon
http://reading.uoregon.edu/comp/comp_why.php
183
Causes of Reading
Comprehension Failure
•
Inadequate instruction
•
Insufficient exposure and practice
•
Deficient word recognition skills
•
Significant language deficiencies
•
Inadequate comprehension monitoring and selfevaluation
•
Unfamiliarity with text features and task demands
•
Inadequate reading experiences
184
Reviewing Curriculum Maps
•
Review the curriculum map for your grade to answer the following questions:
– What are the high priority skills for the next 3 months?
___________________________________________
– What other skills may be necessary to teach before the
high priority skills? _____________________________
______________________________________________
– What skills do you predict to be difficult for some
children?
______________________________________________
185
Mapping of Instruction to Achieve Instructional
Priorities: Kindergarten
186
Mapping of Instruction to Achieve
Instructional Priorities: Grade 1
187
Mapping of Instruction to Achieve
Instructional Priorities: Grade 1
188
Mapping of Instruction to Achieve
Instructional Priorities: Grade 2
189
Mapping of Instruction to Achieve
Instructional Priorities: Grade 2
190
Mapping of Instruction to Achieve
Instructional Priorities: Grade 3
191
Mapping of Instruction to Achieve
Instructional Priorities: Grade 3
192
Pattern of Instruction for Comprehension:
Kindergarten (`03)
In Kindergarten, comprehension is taught in:
• Day 1, Teacher Read Aloud: Strategy, Comprehension
• Day 2, Reading the Big Book: Strategy, Comprehension
• Day 3, Reading the Big Book: Strategy, Comprehension,
Practice Book
• Day 4, Reading the Big Book Science and Social Studies
Link: Strategy, Comprehension
• Day 5, Revisiting the Literature: Comprehension
193
Pattern of Instruction for Comprehension:
Kindergarten (`05)
In Kindergarten, comprehension is taught in:
• Day 1, Teacher Read Aloud: Strategy & Skill, Comprehension
• Day 2, Reading the Big Book: Strategy & Skill, Comprehension
• Day 3, Reading the Big Book: Strategy & Skill, Comprehension,
Practice Book
• Day 4, Reading the Big Book Science and Social Studies Link:
Strategy, Comprehension
• Day 5, Revisiting the Literature: Comprehension Skill
194
Pattern of Instruction for Comprehension:
First Grade (`03)
In First Grade, comprehension is taught in:
•
•
•
•
•
•
Day 1, Teacher Read Aloud
Day 2, Rereading the Read Aloud
Day 3, Strategy/Skill Preview
Day 3, Reading the Anthology: Comprehension/Critical Thinking,
Strategy Focus, Responding, Practice Book
Day 3, Comprehension Skill Instruction, Practice Book
Day 5, Revisiting the Literature: Comprehension Skill Instruction
195
Pattern of Instruction for Comprehension:
First Grade (`05)
In First Grade, comprehension is taught in:
•
•
•
•
•
•
Day 1, Teacher Read Aloud
Day 2, Reading the Selection, Comprehension Skill & Strategy
Day 3, Comprehension/Critical Thinking, Responding, Practice Book
Day 3, Comprehension Skill Instruction, Practice Book
Day 4, Science and Social Studies Link
Day 5, Revisiting the Literature: Comprehension Skill Instruction
196
Pattern of Instruction for Comprehension:
Second Grade (`03)
In Second Grade, comprehension is taught in:
• Day 1, Teacher Read Aloud
• Day 2, Strategy/Skill Preview, Reading the Selection
• Day 2, Responding: Comprehension Questions, Practice
Book
• Day 2, Rereading/Revisiting the Text
• Day 3, Comprehension Skill Instruction, Practice Book
• Day 5, Comprehension Review Skill Instruction,
Comprehension Skill Reteaching
197
Pattern of Instruction for Comprehension:
Second Grade (`05)
In Second Grade, comprehension is taught in:
• Day 1, Teacher Read Aloud, Listening Comprehension
• Day 2, Comprehension Strategy/Skill Preview, Reading the
Selection
• Day 3, Responding: Comprehension Questions, Practice
Book
• Day 3, Rereading/Revisiting the Text
• Day 3, Comprehension Skill Instruction, Practice Book
• Day 4, Social Studies and Science Link
• Day 5, Comprehension Review Skill Instruction,
Comprehension Skill Reteaching
198
Pattern of Instruction for Comprehension:
Third Grade (`03)
In Third Grade, comprehension is taught in:
•
•
•
•
•
•
•
•
Day 1, Teacher Read Aloud, Strategy/Skill Preview, Practice Book
Day 1, Reading Segment 1: Supporting Comprehension, Strategy
Focus
Day 2, Reading Segment 2: Supporting Comprehension, Strategy
Focus
Day 2, Responding: Comprehension Questions, Practice Book
Day 2, Rereading/Revisiting the Text
Day 3, Comprehension Skill Instruction
Day 4, Comprehension Skill Instruction
Day 5, Comprehension Review Skill Instruction
199
Pattern of Instruction for Comprehension:
Third Grade (`05)
In Third Grade, comprehension is taught in:
•
•
•
•
•
•
•
•
•
•
Day 1, Teacher Read Aloud, Comprehension Strategy and Skill Instruction,
Practice Book
Day 1, Reading the Selection: Guiding Comprehension, Critical Thinking
Day 2, Reading the Selection: Guiding Comprehension, Critical Thinking
Day 2, Responding: Comprehension Questions, Practice Book
Day 2, Comprehension Skill Preview
Day 3, Rereading the Selection for Comprehension
Day 3, Comprehension Skill Instruction
Day 4, Comprehension Skill Review
Day 4, Reading the Science or Social Studies Link
Day 5, Comprehension Skill Review
200
Activity
•
Partner up!
•
Using the Comprehension Pattern of Instruction handout, follow
along as the presenter identifies the lessons or activities that
address comprehension within the Daily Lesson Plan for Days 1-2
•
Then, with your partner, identify the lessons or activities that
address comprehension within the Daily Lesson Plan for Days 3-5.
Be prepared to share specific lesson examples.
– Kindergarten, Theme 6, Week 1
– First Grade, Theme 6, Week 1
201
Activity
•
Partner up!
•
Using the Comprehension Pattern of Instruction handout,
follow along as the presenter identifies the lesson or activities
that address comprehension within the Daily Lesson Plan for
Days 1-2
•
Then, with your partner, identify the lessons or activities that
address comprehension within the Daily Lesson Plan for Days
3-5. Be prepared to share specific lesson examples.
– Second Grade, Grade 2, Theme 1, Week 1
– Third Grade, Grade 3, Theme 1, Week 1
202
Comprehension Strategy and Skill
Instruction
First Reading: Strategy teaching
Second Reading (and other): Skill instruction
Strategies – conscious decisions to use strategy during
reading.
Skill – unconscious use during reading.
203
Comprehension Strategy Use for
Proficient Readers Relies on...
• An awareness and understanding of one's own
cognitive processes
• Recognition of when one doesn't understand
• Coordination and shifting the use of strategies
as needed
Big Ideas in Beginning Reading, University of Oregon
http://reading.uoregon.edu/comp/comp_why.php
204
Houghton Mifflin Reading
Strategies
• Predict/Infer
• Question
• Monitor/Clarify
• Summarize
• Evaluate
• Phonics/Decoding
205
Steps in Explicit Strategy Instruction
• Direct explanation
• Modeling
• Guided practice
• Feedback
• Application
Dickson, Collins, Simmons, and Kame’enui, 1998
206
Let’s look at some examples........
207
Kindergarten Example
Strategy Focus: Summarize
• Kindergarten Theme 6, Page T83 (T103)
• Teacher-Student Modeling Remind children that to
retell a story, good readers think about the characters
and what they do.
• Who are the characters in the story?
• What happened in the story so far?
208
Grade 1 Example
Strategy Focus: Question
•
•
•
•
•
•
•
•
Grade 1, Theme 6, page T109 (T128)
Have children turn to Anthology page 164. Together, read the selection title, the
name of the author/illustrator, and Strategy focus.
As you read the story, ask yourself about each animal and what it dies.
Teacher Modeling Model how to ask questions about the story.
Think aloud
I see from the picture on page 165 that the girl sees a mouse. I also see a
picture of a cat on the wall. I ask myself, is that the girl’s cat. Will the girls call
her cat to catch the mouse?
Quick Write You may want children to record their questions by writing in their
journals
Purpose Setting have children preview pages 166-167 and ask their own
questions about the animals. tell children to also use their other reading
strategies as they read.
209
Grade 2 Example
Strategy Focus: Monitor/Clarify
• Grade 2 Theme 1, Page 50 (T122)
• Teacher-Student Modeling: Ask children how they can make
sure they understand what they are reading. Explain that they
can stop and ask themselves questions, or monitor what they
are reading. Ask children what they could do if they didn’t
understand what was happening on page 51 (T123)
210
Grade 3 Example
Strategy Focus: Predict/Infer
• Grade 3 Theme 1, Page 98 (18)
• Teacher-Student Modeling: Discuss clues on page 99 (19) that
can help students predict what lies ahead on the hike.
• Have someone read aloud the final sentence on page 99 (19),
and ask what predictions students can make. Point out that
bears roar too. Ask students to explain why that prediction is
unlikely.
211
Activity K and 1st
• Think Aloud/Modeling
• Work with a group of three to practice just the
teacher modeling and think aloud portions of your
Houghton Mifflin Reading instruction. Grade K
teachers should use Theme 6 p. T116 (T140) and
grade 1 teachers should use Theme 6 p. T109
(T128). One person in your group should act as the
teacher, one as a student, and one as a coach. Take
turns performing each role.
212
Activity 2nd and 3rd
• Think Aloud/Modeling
• Work with a group of three to practice just the
teacher modeling and think aloud portions of your
Houghton Mifflin Reading instruction. Grade 2
teachers should use Theme 4 p. 17 (T46) or p. 89
(T202) and grade 3 teachers should use Theme 1 p.
17B (92). One person in your group should act as the
teacher, one as a student, and one as a coach. Take
turns performing each role.
213
Objectives
You will learn:
•
To define comprehension and relevant skills.
•
To become familiar with the research on comprehension
•
To identify high priority skills of comprehension.
•
To recognize the pattern of instruction for comprehension within
Houghton Mifflin.
•
To identify and implement comprehension components within daily
Houghton Mifflin lessons.
214