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. Deborah C. Simmons, Ph. D.
Professor, College of Education
Professor, College of Education
University of Oregon
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:
Tricia Travers
Amanda Sanford
Jeanie Mercier Smith
Carol Dissen
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
Open Court:
Phonological Awareness
5
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
6
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.
7
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
8
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
9
Phonological Awareness
10
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 Open Court.
• To identify and implement phonological components
within daily Open Court lessons.
11
Phonological Awareness
The ability to hear and manipulate
sounds in words.
12
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
13
Definitions
•
•
•
•
•
•
•
•
•
Continuous sounds
Stop sounds
Onset-rime
Phoneme
Phoneme Blending
Phoneme Segmentation
Phonemic Awareness
Phonics
Phonological Awareness
14
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
15
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 its
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
I. putting
togetherwords
to make a
word
I. putting sounds together to make a
word
16
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
17
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.
18
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 /mmm/?
Student:
mouse
19
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/…/ā/…/t/
20
22
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
23
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
24
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
25
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
26
Let’s look at some examples in
Open Court …
27
Scope and Sequence- Kindergarten
Unit 1
Concept of word: discrimination/substitution
Rhyming
Unit 2
Concept of word: segmentation/substitution/comparison
Rhyming
Unit 3
Rhyming
Concept of word: comparison
Syllable: blending/segmenting/deleting
Onset-Rime
Unit 4
Onset-Rime
Phoneme: matching/manipulation
Unit 5
Onset-Rime: segmentation
Phoneme: segmentation/matching
Unit 6
Phoneme: manipulation
Unit 7
Phoneme: segmentation/blending/deletion
Unit 8
Phoneme: blending/deletion
28
Open Court
Scope and Sequence- First Grade
Unit 1
Syllable: blending/segmenting
Concept of word: comparison
Onset-Rime: blending/deletion
Phoneme: isolation/deletion/blending
Unit 2
Phoneme: manipulation/blending/isolation/deletion
Unit 3
Phoneme: manipulation/blending/isolation
Unit 4
Phoneme: manipulation/segmentation/isolation
Unit 5
Phoneme: manipulation/isolation
Rhyming
Unit 6
Phoneme: manipulation/isolation
Rhyming
Units
7-10
Phonological awareness activities stop in unit 7- focus moves
completely to phonics and fluency
29
Phonological Awareness
Pattern of Instruction in Open Court
Kindergarten
Units 1-8
• Daily phonemic awareness activity (immediately
follows daily warm-up)
First Grade
Units 1-2
• Daily phonemic awareness activity (immediately
follows daily warm-up)
Units 3-6
• Phonological awareness occur during some warmups
30
Phonological Awareness Instruction:
Beginning of Kindergarten
Topic: concept of word - Unit 1 Lesson 9, page T159
Teacher:
• Listen for the first, middle, and last words that I say.
Ready? (pause) “See the clock.” The first word is
‘see’, what is the first word? (students: see)
• the middle word is ‘the’. What is the middle word?
(students: the)
• the last word is ‘clock’. What is the last word?
(students: clock)
• Your turn, listen, ‘see the clock’. Everyone, what is the
first word? (repeat with other 3-word phrases)
31
Phonological Awareness Instruction:
Beginning of First Grade
Topic: blending phonemes - Unit 2 Lesson 9, page T177
Teacher:
• I am going to say the sounds in a word and I want you
to tell me the word. My turn first, listen. /b/ /l/ /oo/…
blue. Your turn, I’ll say the sounds, you tell me the
word. /b/ /l/ /oo/… what word? (students: blue)
• Yes, blue! Let’s try another one… /p/ /l/ /ā/… what
word? (students: play)
• (repeat with slow, scale, glue, game)
32
Activity
Teaching Phonological Awareness
• Pair up with a partner (Grade 2 and 3
teachers join groups of K and 1 teachers)
• 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
33
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 Scott Foresman- Reading
Street.
• To identify and implement phonological components
within daily Scott Foresman- Reading Street lessons
34
Open Court
Alphabetic Principle
35
Objectives
You will learn:
• To define alphabetic principle
• Research on the alphabetic principle
• High priority skills of alphabetic principle
• To recognize the pattern of instruction in
alphabetic principle in daily and weekly
instruction
• To identify and implement alphabetic principle
instruction within daily Open Court lessons.
36
– Alphabetic Principle: The ability to associate
sounds with letters and use these sounds to
read words.
37
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
38
Definitions
•
•
•
•
•
•
•
•
•
•
•
•
•
Alphabetic Principle
Blending
Continuous Sound
Decodable Text
Decoding
Explicit Phonics Instruction
High Frequency Words
Irregular Word
Letter-Sound Correspondence:
Nonsense word or Pseudoword
Phonological Recoding
Regular Word
Stop Sound
39
Activity
• Please take out your Alphabetic Principle 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
40
Word
Definition or Example
A. Letter-sound
correspondence
B. Blending
A. The letter ‘m’ makes the sound /mmm/
C. Decoding
C. Using letter-sound correspondences
to read words
D. Phonological recoding
D. The
the sounds
sounds/mmm-aaaa-nnnn/
/mmm-aaaa-nnnn/go
go
together to make the word ‘man’
E. Nonsense word
E. Splip
F. Regular word
F. Cat
G. Irregular word
G. Said
H. Alphabetic principle
H. Understanding that letters represent
sounds and that those sounds go
together to make up words.
I. Explicit phonics program
I. A phonics program that teaches skills
directly and in a systematic way.
B. The letters ‘m’ ‘a’ ‘n’ make the sounds
/mmmm-aaaaa-nnnnn/
41
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)
• 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)
42
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
43
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
44
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 use to attack text in the real world.
45
Why Teach Systematic & Explicit Phonics
Instruction?
If we teach a
child to read:
10 words
Then she can read:
10 words
10 letter-sounds 720 3-sound words
and blending
5040 4-sound words
302400 5-sound words
46
What Skills Does Alphabetic Principle
Include?
Advanced
Word & Structural
Analysis
Skills
Irregular
Word
Reading
.
Letter
Sound
Correspondences
Reading
in text
Regular
Word
Reading
47
What Skills Does Alphabetic Principle Include?
Letter-Sound Correspondences: Knowing the sounds that correspond
to letters (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
oneor 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)
48
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
49
Using 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? _________________________
50
Mapping of Instruction to Achieve
Instructional Priorities: Kindergarten
51
Mapping of Instruction to Achieve
Instructional Priorities: Grade 1
52
Mapping of Instruction to Achieve
Instructional Priorities: Grade 2
53
Mapping of Instruction to Achieve
Instructional Priorities: Grade 3
54
Let’s look at how Open Court teaches
Alphabetic principle......
55
Pattern of Alphabetic Principle
Instruction in Open Court Kindergarten
• In “Sounds & Letters” section (green) at the
beginning of each lesson
• In section labeled Alphabetic Understanding
• Begins with teaching:
• Letter names (K-Unit 1 T42)
• Letter shapes (K-Unit 1 T43)
• In section labeled Phonics
• Moves to teaching
•Letter sounds (K-Unit 4 T25)
56
Pattern of Alphabetic Principle
Instruction in Open Court First Grade
• In “Preparing to Read” section (green) at the
beginning of each lesson
• In section labeled Phonics
•Letter-sound correspondences begins:
• Letter sounds (1-Unit 1 T227)
• Letter combinations (1-Unit 2 T248)
•Blending begins:
• Blending words (1-Unit 1 T266)
• Blending sentences (1-Unit 1 T286)
57
Pattern of Alphabetic Principle
Instruction in Open Court First Grade
• In “Preparing to Read” section (green) at the
beginning of each lesson
• In section Phonics: Dictation & Spelling
• Word building
• Spelling words using known phonics
skills (1-Unit 1 T289)
• Phonics: Reading a Decodable Book
• Books contain only known letter sounds
or taught irregular words
• Matt and Sam (1-Unit 1 T290)
58
Pattern of Alphabetic Principle
Instruction in Open Court Second Grade
• In “Preparing to Read” section (green) at the
beginning of each lesson
• In section labeled Word Knowledge
• Whole word blending with strategy &
sound review:
• Blending words/sentences (2-Unit 1
14K-L)
• Days 1 & 2
59
Pattern of Alphabetic Principle
Instruction in Open Court Second Grade
• In “Preparing to Read” section (green) at the
beginning of each lesson
• In section Phonics: Phonics & Fluency
• Blending (2-Unit 1 14M-N)
• Day 3
• Dictation (2-Unit 1 14N)
• Day 4
• Reading a Decodable Book (2-Unit 1 14N)
• Day 4
60
Pattern of Alphabetic Principle
Instruction in Open Court Third Grade
• In “Preparing to Read” section (green) at the
beginning of each lesson
• In section labeled Word Knowledge
•Whole word reading (w/support if needed)
•Syllabication, Affixes, Whole-word
blending
• Blending words/sentences (3-Unit 1 14K-L)
• Days 1 & 2
61
Pattern of Alphabetic Principle
Instruction in Open Court Third Grade
• In “Preparing to Read” section (green) at the
beginning of each lesson
• In section Phonics: Phonics & Fluency
• Blending (3-Unit 1 14M-N)
• Day 3
• Dictation (3-Unit 1 14N)
• Day 4
• Building Fluency: Reading Decodable
Books (3-Unit 1 14N)
• Day 4
62
Letter-Sound Correspondence
“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
63
Letter-Sound Correspondence
Activity: The sound of S (K-Unit 4, T-25)
Teacher:
• (Hold up the S Alphabet Sound Card) Everyone,
what is the name of this letter? (Students: ‘s’)
• Yes, the name of this letter is s! Today we’re going to
learn the sound this letter makes. (Turn over the
Alphabet Sound Card)
• The sound of this letter is /sssss/. Listen again,
/sssss/. What is the sound of this letter? (Students:
/sssss/)
• Yes, /sssss/. The word ssssausage starts with the
/ssssss/ sound. Listen /sssss/ sausage. What sound
does the word sausage start with? (students: /sssss/)
• Yes /ssssss/! (Teacher reads the poem)
64
Blending
• Blending: Stringing sounds together to make a word
• Blending is a critical strategy for students to learnthe goal is to learn the strategy, not just be able to
read the words.
65
Two kinds of blending
– Sound by sound blending: each sound is
identified and produced one at a time, then
blended together. /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 /mmmm//aaaa//nnnnn/- man
66
Sound-by-Sound Blending
Program Appendix: page 16
1. Write the spelling (the letter/s) of the first sound.
2. Touch and say the sound. Ask the students to say the
sound with you.
3. Repeat 1 & 2 for next spelling, then model blending
through the vowel. Ask students to repeat with you.
4. Continue step 3 through the rest of the word’s
spelling.
5. Ask students to read the word naturally.
67
Sound-by-Sound Blending
Activity: Blending (1-Unit 1, T-286)
Teacher:
• “Everyone, we’re going to put together the sounds &
spellings you have learned so you can read and write whole
words. Putting the spellings together to make words is
called blending.”
• (Write the letter a, touch it, and prompt students to say the
/a/ sound.)
• (Write an m next to a. Touch m and have students say the
/m/ sound.)
• “Listen as I blend the sounds.” (touch a) “/aaa/” (sweep to m)
“/mmm/” (link the sounds together as you say them)
• Ask students to blend the sounds with you.
• Ask students to read the word naturally.
68
Whole-Word Blending
Program Appendix: page 17
• Write the word on the board/overhead
• Tell students, “blend the sounds as I point to them”
• After students blend the sounds, ask them to say the
whole word
• Ask students to use the word in a sentence
• After all words have been blended, point to words
randomly and call on students to read them
69
Whole-Word Blending
Activity: Blending Procedure (2-Unit 1, 14L)
Teacher:
• Review relevant Sound/Spelling Cards
• Write the whole word on the board, tell students,
“Tell me the sounds of this word as I touch them.
When I sweep my hand under the word, tell me the
whole word.”
• Write ‘began’ on the board.
• Sweep your hand under each sound (hold
continuous sounds, and move quickly through stop
sounds) as students say the sounds.
• Ask students to say the word.
• Ask students to read the word naturally.
70
Teaching Students to Read Big Words
Blending
Two-Syllable Words
Teaching Word
Attack Procedures
Emphasized: Grades 1-2
Teaching of
Common Affixes
Emphasized: Grades 1-3
71
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.
72
Teaching Students to Read Big Words
Blending
Two-Syllable Words
Teacher supports “chunking”
by showing syllable breaks
with procedure.
Emphasized: Grades 1-3
73
Structural Analysis: Syllabication
Activity: Blending Procedure (2-Unit 1, 14L)
Teacher:
• Review relevant Sound/Spelling Cards
• Write the whole word on the board, tell students, “We’re going to break
this word into syllables to make it easier to read.”
• Write ‘began’ on the board.
• Write a curved line under ‘be’ and ‘gan’
• I want you to read the first part of the word. (pause, sweep your hand
under ‘be’). (students: be)
• Now, I want you to read the next part of the word (pause, sweep your
hand under ‘gan’) (students: gan)
• Now, let’s read the whole word. (pause, sweep your hand under each
syllable quickly) (students: be-gan)
• Ask students to read the word naturally.
began
74
Teaching Students to Read Big Words
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
75
Structural Analysis: Common Affixes
Activity: Blending Procedure (3-Unit 1, 14K-L)
Teacher:
• Review relevant Sound/Spelling Cards
• Write the whole word on the board, tell students, “We’re going to read
this word, then we’re going to add a suffix to change the word.”
• Write ‘happen’ on the board, point to the word, pause, “word?”
• Write ‘happen’ again and write ‘ed’ after it, put a curved line under
‘happen’ and ‘ed’. “Here is the suffix ‘e-d’.” Now I want you to read this
word” (pause and swoop hand under ‘happen’, and ‘ed’)
• Now, let’s read the whole word. (pause, sweep your hand under each
syllable quickly) (students: happen-d)
• Ask students to read the word naturally.
happened
76
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
Kinder
Topic:
Letter-sound
correspondence
Lessons:
Unit 4 T25 or Unit 4 T80
First
Sound-by sound blending Unit 1 T286 or T307
Second Whole-word blending
Unit 1 14K or 26K
Third
Unit 1 14K-L or 28K-L
Structural Analysis
77
Word Work: Definition
Word work is an umbrella term
encompassing all the building, sorting,
and manipulating activities used to
practice sound/spelling patterns in
words.
78
Word Work: 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.
79
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
80
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.
81
Dictation: Definition
Dictation: 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.
82
Dictation: 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
Dictation in Open Court:
Appendix: Page 18
Grade
Example in Lesson
Kinder
Word Building Game (End of Year)
Unit 8: T293
First
Unit 1: T289
Second
Unit 1: 14N
Third
Unit 1: 14N
84
Definition 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.
85
Purpose of Decodable Text
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.
86
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.
87
Decodable Text in Open Court:
Decodable Books
Grade
Example in Lesson
Kinder
First
End of Year
Unit 8: T302
Unit 1: T290
Second
Unit 1: 14N
Third
Unit 1: 14N
88
Objectives
You will learn:
• To define alphabetic principle
• Research on the alphabetic principle
• High priority skills of alphabetic principle
• To recognize the pattern of instruction in
alphabetic principle in daily and weekly
instruction
• To identify and implement alphabetic principle
instruction within daily Open Court lessons.
89
Open Court
Vocabulary
90
Objectives
You will learn:
• To define vocabulary instruction and relevant
skills
• Research behind vocabulary instruction
• High priority skills of vocabulary
• To identify and implement vocabulary
components within daily Open Court lessons
91
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.
92
Vocabulary Development
The ability to understand (receptive) and
use (expressive) words to acquire and
convey meaning.
93
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.
94
Critical Elements in Vocabulary Knowledge
•
The National Reading Panel report (2000) indicates the following components as essential in
Vocabulary Knowledge:
Multiple Methods
Preinstruction can have
significant effects on learning.
Direct & Indirect
Repetition &
Multiple Exposures
to Words In Varied
Contexts
Assessment
should match
instruction.
Promise of
computer
technology
95
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
96
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
97
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
98
99
Two Types of
Vocabulary Instruction
100
101
Critical Methods for 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
•
Use visuals to demonstrate word meanings
102
Mapping of Instruction to Achieve
Instructional Priorities: Kindergarten
103
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
104
Mapping of Instruction to Achieve
Instructional Priorities: Grade 1
105
Mapping of Instruction to Achieve
Instructional Priorities: Grade 2
106
Mapping of Instruction to Achieve
Instructional Priorities: Grade 3
107
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.
108
Grade 3 Example: Use synonyms & antonyms
Vocabulary: Grade 3, Unit 1, Page 25B (last paragraph in section)
Review Selection Vocabulary-generating synonyms & antonyms: stiff
• Everyone, stiff was one of our vocabulary words for the week. Who
remembers what stiff means? (call on students, idea: stiff means
that something doesn’t want to bend)
• Good, stiff is something that doesn’t bend. I want to think of some
synonyms for the word stiff. (write the word stiff on the board and
beneath it write the word synonyms). Remember, a synonym is a
word that has the same meaning. Who can think of a word that has
the same meaning as the word stiff?
• (call on students, ideas: hard, solid, unbending, inflexible- write
student suggestions on board under the synonyms heading)
• Good hard is something that means the same as stiff.
• Now, let’s think of some antonyms for the word stiff (write antonyms
on the board next to synonyms)
• An antonym is a word that means the opposite of the word. What
would be the opposite of something that doesn’t bend?
• (call on students, ideas: bendable, flexible, flimsy, floppy-write
student suggestions on the board under the antonym heading)
109
Grade 1 Example:
Make up a novel sentence
Vocabulary: Grade 1, Unit 1, Page T148
Reading a Pre-decodable book: High-Frequency Words: are
• (Write are on the board) Everyone, this word is are, what
word? (students: are)
• Yes, are. What word? (students: are)
• Yes, are. Listen to me use the word are in a sentence.
We are a great class. (pause) Everyone, say that
sentence with me. (together: We are a great class)
• Yes, we are a great class.
• Who can tell me a sentence with the word are?
• (call on students, repeat student responses and write
them on the board)
110
Grade 1 Example: Classify with other words
Vocabulary: Grade 1, Unit 1, Page T41
Vocabulary: Guided Practice-Wolf & Animals
• Today we read a story about Wolf. A wolf is a kind of animal.
(write the word animals on the board, and write wolf under
the heading) It has four legs, fur, and sharp teeth, and it lives
in the woods. A wolf looks a little bit like a big dog.
• How many legs does a wolf have? Does a wolf have fur, or
feathers? Does a wolf have sharp teeth? Where does a wolf
live?
• Now I’m going to think of another animal that is like a wolf.
Let’s see, a fox has four legs. A fox has fur. A fox has sharp
teeth. A fox lives in the woods. A fox is like a wolf. I’ll write
that on the board. What other animals are like a wolf? (write
responses on board)
• (repeat questions above about other animals students
suggest)
• What are some other animals you can think of? (write student
responses on the board & repeat questioning)
111
Grade 2 Example: Direct definition
Vocabulary: Grade 2, Unit 1, page 62P
Selection Vocabulary
• (Display the Reading Transparency 4)
librarian
patient
assistant
amazement
calm
mistake
• (after students have read all the words correctly, return to the
first word.) Everyone, word? (students: librarian)
•Yes, librarian. A librarian is a person who works in a library.
•Everyone, what is a librarian? (students: a person who works in
the library.)
•Good, today our story will tell about a librarian who works in the
library.
•Next word. (pause) Word? (students: assistant)
•Yes, assistant. An assistant is a person who helps.
•What is an assistant? (students: a person who helps)
112
Kindergarten Example:
Relate the definition to one’s own experiences/
Use visuals to demonstrate word meaning
Vocabulary: Kindergarten Unit 1, Page T46
Selection Vocabulary: counting, reading, listening
•Everyone, today, we will read a story about school. This story has some
words in it that tell about things you will do in school.
•Write each of the following words on the board, touch it, and read it aloud:
counting, reading, listening
•Counting is something we do to find how many. What do we do to find out
how many? (students: counting)
•Watch me count my fingers. (count fingers) Now you count your fingers.
(count fingers with the students) Good job counting your fingers. What did
you just do? (students: count our fingers)
•You can count many things. You can count how many feet you have; you
can count how many children are in the class; you can count how many
people live in your home. Who can tell me something else you can count?
(prompt children to answer in a complete sentence-e.g. “I can count coats
on the coat rack.”)
113
Activity: Specific Word Instruction
in Open Court Reading
• Partner up!
• Each partner, practice the specific word instruction
listed below for your grade-level. Note which
method you used.
Grade
Kinder
Example in Lesson
Unit 1: T134 (Selection Vocabulary)
First
Unit 1: T250 (High-Frequency Words)
Second
Unit 1: 26P (Selection Vocabulary)
Third
Unit 1: 48P (Selection Vocabulary)
114
115
Word-Learning Strategies
Commonly Taught
1. dictionaries and other
reference aids
2. word parts
3. context clues
116
Steps in Explicit Strategy Instruction
• Direct explanation
• Modeling
• Guided practice
• Feedback
• Application
Dickson, Collins, Simmons, and Kame’enui, 1998
117
Grade 2 Example:
Word-Learning Strategy Instruction
Selection Vocabulary: Grade 2, Unit 1, Page 14P (2nd to the
last paragraph)
• Display Transparency 1.
We quickly walked into the school from the
playground when the rain started.
• Have students read the sentences on the transparency and
use the skills of context, word structure (structural
analysis), or apposition (the definition is stated in the
sentence) to figure out the meanings of the words.
Students should then check the meaning in the glossary or
dictionary.
It is important that you give (1) a direct explanation of this
strategy, (2) model it, (3) provide guided practice, (4) give
feedback, and (5) provide opportunities for students to apply
the strategy before asking them to do it on their own.
118
Grade 2 Example:
Word-Learning Strategy Instruction
We quickly walked into the school from the
playground when the rain started.
Direct explanation
• I’m going to show you how to use context clues to figure out the meaning
of the word quickly
Model
• First, I read the sentence, “We quickly walked into the school from the
playground when the rain started. If I want to figure out the word, I think
how would someone walk back to the school if it were raining. Would
they walk back happily? Probably not. Rain wouldn’t make me happy.
Would they walk back slowly? No, I would want to get to the school fast if
it were raining. So, maybe that’s it. Quickly must mean fast or speedily.
Let’s see if that works. I speedily walked into the school from the
playground when the rain started. I think that makes sense. Quickly
means fast or speedily.
119
Grade 2 Example:
Word-Learning Strategy Instruction
We quickly walked into the school from the
playground when the rain started.
Guided Practice
• Now, let’s see if we can do it together (walk students through a
second example asking them to think aloud and prompting them
when needed.
Feedback
• Praise students if they do the strategy correctly. If they make an
error, correct the error and provide support to the student on how
to do the strategy correctly.
Application
• Provide opportunities for practice as a group before asking
students to work independently on using context clues.
120
Activity
Word-Learning Strategy Instruction
in Open Court
• Partner up!
• Each partner, practice the word-learning instruction listed
below for your grade-level. Try to use all five steps of
explicit strategy instruction: (1) direct explanation, (2)
model, (3) guided practice , (4) feedback, and (5)
application
Grade
Kinder
Example in Lesson
Unit 1:
First
Unit 1: T261 (Vocabulary: Teach)
Second
Unit 1: 14P (Selection Vocabulary)
Third
Unit 1: 14P (Selection Vocabulary)
121
Objectives
You will learn:
• To define vocabulary instruction and relevant
skills
• Research behind vocabulary instruction
• High priority skills of vocabulary.
• Patterns of vocabulary instruction in Open Court
• To identify and implement vocabulary
components within daily Open Court lessons
122
Open Court
Comprehension & Fluency
123
Objectives
• To define comprehension instruction and relevant
skills
• Research behind comprehension instruction
• High priority skills of comprehension
• The patterns of instruction for comprehension
within Open Court
• To identify and implement comprehension
components within daily Open Court lessons
124
Comprehension
125
Comprehension
The complex cognitive process involving the
intentional interaction between reader and
text to extract meaning.
126
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.
127
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
128
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
129
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
130
Using 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? _________________________
131
132
133
134
135
136
137
138
Summary of
Critical Comprehension Skills
Students should be able to:
• Identify and answer questions about character,
setting, story events, theme, and plot
• Re-tell a story or the main idea of the passage
• Identify supporting details of a passage
• Make evaluative judgments about a reading
• Make inferences about readings
139
We can support students’ reading
comprehension by :
•
•
•
•
•
•
Preparing students for reading
– Priming background knowledge
– Setting a purpose for reading
– Making predictions
Explaining the comprehension skill or strategy
Modeling how to use comprehension the skill or strategy
Providing guided practice for students in using the skill or
strategy
Providing feedback to students on their use of the skill or
strategy
Providing opportunities for application of the skill or
strategy
140
Steps in Explicit Strategy & Skill
Instruction
• Direct explanation
• Modeling
• Guided practice
• Feedback
• Application
Dickson, Collins, Simmons, and
Kame’enui, 1998
141
Let’s look at some examples........
142
Comprehension: Preparing Students for ReadingPriming Background Knowledge
K-Unit 1 T30: Activate Prior Knowledge
Activating Prior Knowledge:
• Since it is the beginning of our school year, we are going to be
learning about school. We will read stories that tell about other
students’ first day of school. There are a lot of new things to learn
when you first come to school.
Think Aloud & Questioning
• Let’s think of some things we know about school… Hmmm.
Schools have teachers, and students and classrooms.
• What else do schools have? (Call on students to answer)
• Good, those are some things we see at school. Now let’s think of
some of the things we do at school. We can think of some of the
things we did today. Today, we learned to listen quietly, and to
take role, and how to hang our coats up right.
• What are some things you did on your first day of school? (call on
students to share)
143
Comprehension: Preparing Students for ReadingSetting a Purpose & Making Predictions
1-Unit 1 T34: Read Aloud
Set a Purpose for Reading:
• We’re going to read a story about a wolf. I want you to listen very
carefully to the story. I have a question I want you to think about
while you are reading the story… I want you to think about the
question “What does wolf learn to do in this story?” Before we start
reading, let’s see if we can make some guesses about what the
answer to that question will be.
Think Aloud & Making Predictions
• What does wolf learn to do in this story? Hmmm. Let’s look at the
cover and see if that helps us. I see a wolf, and a pig, and a cow, and
a duck. They are all looking at something. They are all looking at a
book. I wonder what they’re doing with the book. What do you think
they’re doing with the book? (Call on students to answer, idea:
reading)
• So, maybe if they’re all reading a book, Wolf will learn something
about reading in the story. Who else has an idea of what Wolf might
learn to do in the story?
144
Comprehension Skill: Compare & Contrast
2-Unit 1, p. 27: Compare & Contrast
Direct explanation
• When we read, one thing we can do is think about how characters and the
things they do are alike and how they are different. When we think of how
things are alike we compare them. When we think of how things are
different we are contrasting them. So, when we think of how things are
alike and different we are comparing and contrasting.
Model (after reading page 26)
• In this story we read, “There was once a little girl who didn’t like books.
Her mom liked books. Her dad liked books. Her brother, Jack, loved
books…” Put your finger on that part and read it with me. (read with
students) If I’m going to compare and contrast, first I need to think of
things that are the same. Well, one thing that is the same is that the girl’s
mom, dad, and brother Jack liked books. So that’s how they are all alike.
They all liked books. Now I want to contrast. When I contrast I think of
how things are different. So one way the characters are different is that
the girl didn’t like books, but her family did like books. That’s how they are
different.
145
Comprehension Skill: Compare & Contrast
2-Unit 1, p. 29: Compare & Contrast
Guided Practice (after reading page 29)
• Let’s see if we can compare and contrast the things we read on
this page. When we compare we look for things that are alike.
Let’s see. This page says “he was crawling inside it!” – Jack was
crawling in the book. Then at the end it says, “She crawled in after
him.”- Jack’s sister crawled in the book just like Jack. So, I can
compare Jack and his sister by saying they both crawled inside the
book. Now you try to contrast Jack and his sister. When we
contrast something we look for things that are different. Let’s read
these two pages again and see if you can tell me something that is
different about Jack and his sister. I want you to pay close
attention to what Jack and his sister were doing. (read pages 27 &
28 starting with “Keep an eye on Jack”-p. 27) When you think of
something that contrasts Jack and his sister raise your hand
quietly.
146
Comprehension Skill: Compare & Contrast
2-Unit 1, p. 29: Compare & Contrast
Feedback
• (After students provide a contrast-summarize their contrast and explain
what was good about it, or provide corrective feedback to help them
understand how to contrast more accurately.)
– Reinforcing feedback: Good, Jack was reading a book, but his sister
was looking for things in the grass. You found two things that were
different so you contrasted what Jack and his sister were doing.
– Corrective feedback: So you said that Jack and his sister were both
sitting in the grass. Is that the same or different? Good, it is the
same, so that would be comparing. When we find two things that are
the same we are comparing. When we find two things that are
different we are contrasting. Let’s look for ways that Jack and his
sister are different in this story (re-read passage and guide children
through identifying something that is different about Jack and his
sister).
Application (pages 31, 33, 35, 37, & 39)
• Ask students to compare and contrast what they read.
147
Comprehension Strategy: Summarizing
3-Unit 1, p. 36: Summarizing
Direct explanation
• A lot has happened in the story so far. Sometimes
understanding a story is easier if you think about what
you’ve read and sum up the most important ideas in your
own words. Good readers summarize the main ideas of the
story as they read.
Model
• I would begin this summary by saying that Ut is from
Vietnam and she is at a new school in America. The other
children aren’t very nice to Ut, especially a boy named
Raymond. Ut misses her mother, who is still in Vietnam.
148
Comprehension Skill: Compare & Contrast
3-Unit 1, p. 36-37: Summarizing
Guided Practice
• When summarizing, always restate what the author
has said in your own words. Summarize only the
main ideas and perhaps a very important detail or
two. Don’t retell the whole story.
• Now that I’ve summarized the story in my own words, I
want you to think of how you can summarize the story
in your own words. Think about how you would tell
about the main ideas and one or two very important
details. (call on students to summarize the passage).
149
Comprehension Skill: Summarizing
3-Unit 1, p. 36: Summarizing
Feedback
• (After students provide a summary, repeat or rephrase their summaryexplain what was good about it, or provide corrective feedback y & model
how to summarize correctly.)
– Reinforcing feedback: Good, you told us that Ut is a girl from
Vietnam. She just started school in the United States and feels lonely
and sad because the other children are laughing at her. You told us
the main idea, Ut is a new student in a school. You also told us some
important details, Ut is from Vietnam and she feels sad because other
children are laughing at her.
– Corrective feedback: You said that the principal pinched Ut’s
shoulder. That is a detail in the story. When we summarize we want
to think of a main idea or really important details. I think a main idea
of the story is that Ut is a student at a new school and she feels sad
that other children are laughing at her. That helps us understand the
whole story.
Application (pages 40, 42)
• Ask students to summarize what they read.
150
Activity
• Work with a group of three to practice just the
Comprehension portions of your Open Court
instruction. One person in your group should act as
the teacher, one as a student, and one as a coach,
providing feedback on the lesson. Take turns
performing each role.
Grade
K
Activity
Unit 1 T30: Activate Prior Knowledge
1
Unit 1 T34: Read Aloud
2
3
Unit 1, p. 27: Compare & Contrast
Unit 1, p. 36: Summarizing
151
Objectives
• To define comprehension instruction and relevant
skills
• Research behind comprehension instruction
• High priority skills of comprehension
• The patterns of instruction for comprehension
within Open Court
• To identify and implement comprehension
components within daily Open Court lessons
152
Fluency
153
Objectives
You will learn:
• To define fluency instruction and relevant skills
• Research behind fluency instruction
• To identify high priority skills of fluency
• To identify and implement fluency components
within daily Open Court lessons
• Other fluency building activities
154
Automaticity and Fluency with the Code
• The effortless, automatic ability to read words in connected text.
• A fluent reader’s focus is on understanding the passage by
reading each word accurately and with speed to enable
comprehension.
• The term fluency incorporates two things:
• Accuracy and Pace
Adapted from Harn (2005)
155
Critical Elements in Automaticity & Fluency with
the Code
•
The National Reading Panel report (2000) identifies the following elements as
essential in Automaticity and 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)
156
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.
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Fluency provides a bridge between
word recognition and comprehension
(National Institute for Literacy (2001)
•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).
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OSA Reading/Literature, Spring,
Grade 3
Teaching Reading is Urgent
240
88% of students who
met the end of first
grade ORF goal met
or exceeded
Oregon’s State
Benchmark Test.
Similar correlations
have been found for
CO, IA, FL, and PA.
230
220
210
200
190
180
170
0
20
40
60
80
100
120
140
Oral Reading Fluency, Spring, Grade 1
160
Performance at the end of first grade strongly predicts
performance on third grade high stakes test.
Torgeson, 2005
159
Mapping of Instruction to Achieve
Instructional Priorities: Grade 1
160
Mapping of Instruction to Achieve
Instructional Priorities: Grade 2
161
Mapping of Instruction to Achieve Instructional
Priorities: Grade 3
162
Let’s look at some examples....
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Fluency Example: First Grade
1-Unit 1 T310: Reading a Decodable Book
High-Frequency Words
• No high-frequency words are introduced in this book.
• Review the high-frequency words already in the HighFrequency Word Bank. Have students volunteer to read the
ones they recognize. (To build fluency, review each words
multiple times going as fast as the students can go by
answering all the words correctly.)
1-Unit 1 T311:
Building Fluency
• Build fluency by rereading Decodable book 7, “A Hat” of the
Core Set. The first time through, one partner should read the
odd numbered pages and the other the even0numbered
pages. For the second reading, the partners should switch
pages. After the second reading, the partners should choose
one of the Decodable Books from the previous lessons and
continue to read to each other.
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Fluency Example: Third Grade
3-Unit 1 42: Teacher Tip
Building Fluency
• As students read, you may notice that some need
work in building fluency.
• During Workshop, have these students select a
section of the text (a minimum of 160 words) to read
several times in order to build fluency.
3-Unit 1 43: Teacher Tip
Fluency
• By this time in third grade, good readers should be
reading approximately 107 words per minute with
fluency and expression.
• The only way to gain this fluency is through practice.
Have students re-read the selection to you and to
each other during Workshop to help build fluency.
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Additional Fluency Building Activities
Fluency building should be short-term practice
scheduled frequently within and across days to
build skill to a level of automaticity.
166
Two Major Components for Automaticity and
Fluency with the Code
1. Building automaticity at the sound or
word level
2. Building automaticity reading in
connected text
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Letter-Sound/Word Automaticity
Example: The 1 Minute Dash
Preparation:
(a) Identify a set of letter-sounds/words students can correctly
identify.
(b) Create/use multiple cards of each letter-sound/word in the set.
Activity:
1. Set a goal (i.e., 30 letter sounds correct).
2. Do a 1-minute small-group practice. Position cards so all can see.
3. Start the stop watch.
4. Present the first letter sound/word card so all students answer.
5. Provide quick corrective feedback on errors.
6. Continue presenting letters/words adjusting the pace of
presentation systematically.
7. Letter-sounds/words correctly identified go in one pile. Place
errors in a second pile.
8. At the end of 1 minute, tally the number of letter sounds/words
correct.
9. Review errors and repeat activity for 1 more minute.
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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.
169
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)
170
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)
171
Example of Repeated Reading Steps
1. Identify passages student
can read with high accuracy
(>95%)
2. Collect cold reading cwpm
3. Determine 30% increase
wpm and mark
4. Student practices reading
out loud with timer to reach
goal
5. Teacher does hot timing
again
6. Monitor and graph progress
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Objectives
You will learn:
• To define fluency instruction and relevant skills
• Research behind fluency instruction
• To identify high priority skills of fluency
• To identify and implement fluency components
within daily Open Court lessons
• Other fluency building activities
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