Reading Really Matters
Practices that
encourage
successful readers
Jackie Clark and Linda Bailey
October 18, 2013
Introduction and Outcomes
 Children who enjoy reading will naturally spend more
time reading.
 Students who enjoy reading will become more
successful readers.
 They usually do better in school, score average to above
on assessments, and will do better in higher education.
 Most children who enjoy reading will grow up to have
better opportunities in life.
Share your Favorite Book
Pair /Share Activity
1. Count off!
2. Move to the designated area.
3. Share your favorite children’s book.
4. This is my favorite book because…
Where is the Data?
According to a 2011 U.S. Department of Education
Report
68% of 12th graders from low SES backgrounds
graduated with a diploma in 2008 vs. 91% from nonpoverty backgrounds.
Nationally, 25% of college freshmen drop-out.
The average student today will have 10-14 jobs during
their lifetime.
Other Factors…
Approximately 2/3 of U.S. 3rd graders are reading below grade level
according to NAEP.
Research shows that 8/10 students with disabilities have average to
above average cognitive ability. (2.6 of these students have a
behavior disability and 4.2% have an intellectual disability)
Consider: What are concerns in your district as it relates to
reading?
The Pipeline
(Common Core Standards)
Year
# of Students
Level of Completion
1985
3,800,000
Kindergarten
1988
2,810,000
High School
1998
1,843,000
College Freshmen
2002
1,292,000
College Graduates
2002
150,000
STEM majors
2006
1,200
PhD. STEM majors
*CCSS and Marilyn Yager
Adams-guided reading and
speech recognition are keys to
good reading instruction.
“ Words mean more than what is set down
on paper. It takes the human voice to
infuse them with the shades of a deeper
meaning.” ---Maya Angelou
Resources and Researchers
 The Daily 5-( The Sisters-Gail Boushey and Joan Moser)- Focus on learning and
motivation. This program fosters literacy and independence.
 Sherelle Walker-( CEO of Scientific Learning)- Provides strategies for
combining good teaching, content, and effective practices that overcome
barriers to learning, thereby closing the achievement gap.
 David Sousa-(How The Brain Learns to Read)- Age, experiences, language
proficiency, and cultural factors are relevant.
 Marcia Tate-(Reading Worksheets Don’t Grow Dendrites)- 20 Instructional
Strategies that Engage the Brain.
 Eric Jensen-Teaching with Poverty in Mind: What Being Poor Does to Kids’
Brains and What Schools Can Do About It
 Professor Richard Milner- Works on Literacy, Language, and Culture. Former
Professor Dept. of Teaching & Learning. Vanderbilt University.
If impediments were removed ,
there would be more engagement,
more encouragement, and more
success/achievement.
- Sherelle Walker
The Daily 5
Literacy Learning & Motivation
5 Literacy Tasks
Reading to self
Reading with someone
Writing
Word Work (Vocabulary)
Listening to reading
Dinah Zike
Reading & Study Skills Foldables
 Vocabulary
 Interactive lessons & activities
 Chapter specific ( Content Area )
 Sentence strips
 Concept map
Vocabulary and Summarizing
Concept Maps
Project Board with Tabs
Marcia Tate (Brain-based research)
Strategies /Activities
I Have/ You Have
Silent Gallery Walk
Elbow Partner
Take 5
Quiz-Quiz Trade
Morning Meeting or Class Conference
5 W’s
Response Cards
Note taking
Visualization
What’s a teacher to do…???
 Building Blocks for Reading…phonemic
awareness; phonics, fluency, vocabulary,
comprehension
 Struggling readers…how to remediate?
Steps to Effective Reading
 Essential Skills (Teaching and Strategies)
 Differentiated Instruction based on assessment results
 Explicit Instruction
 Progress Monitoring
 Reteaching
 Feedback
Putting Reading First
The Research Building Blocks for Teaching Children to Read
Phonemic awareness instruction
can be taught and learned; helps children learn to read, spell;
most effective w/focus on only 1-2 types of phoneme manipulation
Phonics instruction
explicit instruction more effective than non-systematic or no phonics instruction; significantly improves K and 1st gr word
recognition and spelling; significantly improves reading comprehension; effective for children from various backgrounds; most
effective when introduced early
Fluency instruction
repeated and monitored oral reading improves reading fluency and overall reading achievement
activities for repeated oral reading practice: student-adult reading; choral reading; tape-assisted reading; partner reading;
reader’s theatre
Vocabulary instruction
children learn the meaning of most words indirectly, through everyday experiences with oral and written language;
vocabulary instruction should include teaching specific words, extended instruction, repeated exposure, dictionaries,
word parts and context clues
Text comprehension instruction
can be improved with the use of specific comprehension strategies ( monitoring comprehension = checking for
understanding, ie: Main Idea Glove, 5 Facts. ; restating the sentence or passage; looking back through the text; using
graphic organizers; answering/generating questions; recognizing story structures, cooperative learning
David Sousa
‘How the Brain Learns to Read’
 Phonics should not be taught in isolation; it is good for
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spelling instruction
Visual processing is important to recognize/master
alphabetic concept
The brain of beginning readers analyzes each new word it
encounters (it pulls apart and associates letters and
sounds)
Best practices include: questioning; summarizing;
clarifying; predicting; pre-teaching vocabulary; partner
reading; tracking or using page markers; and classroom
management
Brainstorm: Why is classroom management
important?
Kylene Beers
When Kids Can’t Read: What Teachers Can Do
 Characteristics of
Struggling Readers
has few or no strategies for recognizing
words; reads haltingly; reads slowly;
reads to finish vs. to understand; cannot
state the main idea; has limited sight
word vocabulary; does not visualize the
context; does not predict; does not make
inferences; has difficulty recalling
information; difficulty spelling; cannot
discern reading for information vs.
pleasure; avoids reading; says ‘it’s boring
and dumb’; stops reading at the sign of
difficulty; does not recognize
cause/effect; cannot discuss how one
genre differs from another; cannot
express/explain thoughts
 Remediation for struggling
readers
make classroom expectations clear;
establish rapport; give
constructive, positive criticism;
allow for wait-time; prompting;
teach to the child’s strengths;
use multi-sensory approach; use
scientific-based strategies; learn
the child’s history; use buddy
system; avoid appeals to ‘try
harder’
Kylene Beers…
What good readers do?
Does teaching strategies mean I have
less time to teach content?
Example: Developmental Spelling Analysis--Spelling Word Strips, Sentence Strips,
Level Readers, Guided Reading, Vocabulary, Paragraphs, Essays, and Stories
Accommodations & Modifications
Ways to accommodate…
When to modify…
 Definition-changes in how a
 Definition-changes in what
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student accesses information &
demonstrates learning;
instructional level, content or
performance not significantly
changed.
Examples:
Oral testing
Additional time
Use of computer
Peer support
Highlighting
Underlining
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a student is expected to learn;
the goal –to provide
meaningful & productive
opportunities to the
curriculum & activities.
Examples:
An outline
Word bank
Alternate materials
Peer tutoring
Assessment Tools
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Woodcock Johnson
Dibels
Running Records
Informal Assessments
Formative & Summative
Project-based Learning ( w/rubric)
Exit Tickets
Teacher Observations
FBA\BIP
Student and Parent Surveys
Cumulative File Review
Feedback from Consultations (all stakeholders)
Summing it all up….
What’s a teacher to do???
Instructional Practices, Strategies, Interventions, Accommodations & Modifications
 model, model, model
 chunking (divide & teach content; segment)
 scaffolding
 cooperative learning
 small group
 1:1
 immediate, specific feedback
 using background knowledge & relevance
 facilitating (walking around, checking for understanding, prompting)
 rhyming
 sequencing ( before/during/after)
 main idea glove
 who-what-when-where-why questions ( use graphics; elbow partners)
 skim and scan
 ‘box-in’ & read the title; trace ; number the paragraphs; stop & think ( identify key points; circle or write key words in
margins; read & label words in the questions; prove your answer; mark your answer, R. Payne)
 use analogies
 teach context clues
 highlighting
 underlining
 exit tickets
Exit Ticket
I Learned…
I Wonder…
I Will Use…
Use the index cards on your table.
Write your exit ticket responses.
Leave your index cards on the table.
Thank You!
Reading Matters Resources
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www.carlscorner.com
www.hubbardscupboard
www.heidisongs.com
www.scientificlearning.com
www.tel.com ( Tennessee Electronic Library)
www.ccss.org ( or google CCSS)
www.ahaprocess.com
www.seppub.com ( Shell Education Publishing)
Marcia Tate
David Sousa
Sherelle Walkerhttp://www.shelleducation.com/professional-development/Kylene Beers
Janet Allen
The Daily 5 (www.the2sisters.com)
Dinah Zike ( foldables, & activities for all grades & content areas)
Kagan Strategies
Lexile Framework for Reading (books, materials for lessons )
Fast ForWord & JumperGym ( helps with sounds; memory; attention, & processing)
Marilyn Goodman, Ed.D ( focus to engage children in enjoying , dico0verying, & learning)
Sally Shaywitz
Carol Ann Tomlinson
Ruby Payne
Marzano
Marjorie Frank ( good source for reading & writing)
ShaonMacDonald..om (music bag activities, topic and theme activities)
Experience has taught us that no one mix of
instructional strategies and curriculum materials on
teaching reading will work for every child.
---David Sousa