If You Teach K-3 You
Need This Book
NAD K-12 Teachers’ Convention
Gaylord Opryland Hotel
August 7, 2006
Session 245: Jackson A
Presenters
Cynthia M. Gettys, Ph.D.
Vice President for Education
Georgia-Cumberland Conference
Carol L. Myers, M.Ed.
Curriculum Specialist
Greater Collegedale School System
Teaching from the ♥♥♥ Means:
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Promoting a love for learning,
Creating a warm classroom atmosphere,
Maintaining a positive attitude among & toward all
students,
Believing each child is a unique individual created by
God with varying talents waiting to be developed,
Understanding children develop at different rates,
Have different ways of learning, and
Many needs which must be met before teaching can
begin.
♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥♥
Put Reading First
National Institute for Literacy
The Partnership for Reading
US Department of Education
The goal for teaching students to read is to enable
them to become independent thinkers who choose to
read to learn. A generation of life-long learners
preparing for success in this world and the world to
come.
To obtain a copy of this book:
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Go to the Put Reading First Website and request a
free copy:
http://www.nifl.gov/partnershipforreading/pub
lications/k-3.html
Essential Elements which enable
all students to know
they are Readers
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Phonemic awareness
Phonics
Fluency
Vocabulary
Text Comprehension
5 Key Elements Essential to Beginning
Reading Instruction
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Phonemic awareness is the ability to notice, think
about, and work with the individual sounds in spoken words
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Phonics instruction teaches children the relationships
between the letters and the individual sounds of the spoken
language
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Fluency instruction is the ability to reach a text accurately
and quickly
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Vocabulary refers to the words we must know to
communicate effectively
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Text Comprehension is the reason for reading
Phonemic Awareness
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Phonemes are the smallest parts of sound in a
spoken word and make a difference in the
word’s meaning.
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Phonemic awareness is the understanding that
the sounds of spoken language work together to
make words.
Phonics
is the understanding there is a predictable
relationship between phones and graphemes, the
letters represent those sounds in written language
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graphophonemic relationships
letter-sound associations
letter-sound correspondences
sound-symbol correspondences
sound-spellings
Types of Phonics Instruction
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Synthetic – convert letters or letter combinations into sounds
Analytic – analyze letter-sound relationships in previously
learned words
Analogy-based phonics – use parts of word families to identify
new words with similar parts
Phonics through spelling – segment words into phonemes and
make words by writing letters
Embedded phonics – taught letter-sound relationships during
the reading of text
Onset-rime phonics instruction – identify the sound of the letter
or letter before the first vowel (onset) in a one-syllable word and
the sound of the remaining part of the word (rime)
Phonics Instruction should be
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Systematic and explicit to significantly improve
kindergarten and first-grade children’s skills with:
--word recognition and spelling
--reading comprehension
 Effective for all levels of learners
 Beneficial for at-risk children having difficulty learning
 Best when introduced early
Fluency
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Repeated and monitored oral reading improves
reading fluency and overall reading achievement
Oral reading practice is increased through the
use of audiotapes, tutors, and peer guidance
Fluency is not increased by round-robin reading
or silent reading and answering questions at the
end of the reading.
Difference between
Fluency and Automaticity
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In the early stages of learning to read, readers
may be accurate but slow and inefficient at
recognizing words
Automaticity is the fast, effortless word
recognition that comes with a great deal of
reading practice
Continued reading practice helps word
recognition become more automatic, rapid,
and effortless
Vocabulary
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Oral vocabulary refers to words we use in
speaking or recognize in listening
Reading vocabulary refers to words we recognize
in print
Listening vocabulary refers to words we
recognize in listening
Writing vocabulary refers to words we use in
writing
Children learn vocabulary in 3 ways:
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They engage daily in oral language – they talk
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They listen to adults read to them – read aloud
in your classroom at least 30 minutes a day
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They read extensively on their own – once they
master the skills and fall in love with words
When should vocabulary be taught?
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Before reading
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During reading
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After reading
Comprehension
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Good readers are purposeful
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Good readers are active
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Text comprehension can be improved by instruction
that helps readers use specific comprehension strategies
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Instruction in comprehension strategies can help
students understand what they read, remember what
they read, and communicate with others about what
they read.
How to differentiate between Good
and Poor Comprehension
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Good readers comprehend what they read
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Poor readers think they comprehend what they read
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Be specific and teach comprehension skills
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Model how you think when you are reading to gain
comprehension
6 Super Reading Strategies
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Make Connections
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I know… about this topic.
This reminds me of a text-to-self, text-to-text, or text-to-world connection.
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Predict/Infer
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I think this is about…
I know this because the clues include ...
I inferred...by using the clues… and what I knew about…
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Ask Questions
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I am wondering…
What could the teacher ask?
(who, what, when, where, why, how)
I would like to ask the author…
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Monitor
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Does the reading make sense?
What are the difficult words and ideas?
How can you fix up the problem?
(reread, read on, look for parts you know)
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Summarize/Synthesize
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I can summarize the main ideas and events in a few sentences.
The theme, moral, and lesson is…
Now I think…
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Evaluate
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How do I rate the
reading material,
author’s style, ideas,
and my reading?
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Guided Reading
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It is essential to teaching comprehension skills
See handouts as referenced on the last slide of
this presentation
Guided Reading Essential Elements
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Bring children with similar reading ability together in small
groups for focused, efficient instruction.
Select texts that are “just right” in that they allow children to
solve problems against a backdrop of accurate reading.
Provide introductions that show children how the text
“works,” explain difficult words or concepts, and prepare
them to read independently.
Support independent reading with brief, specific prompts to
help children use the strategies you have previously
demonstrated.
Help children revisit and reflect on the text to support
comprehension.
Work explicitly on word-solving strategies.
How to proceed during the
guided reading lesson
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Before Reading
During Reading
After Reading
Introduce the text
Support effective reading
Discuss & revisit the text
Teach for processing strategies
Extend the text
Conduct word analysis work
Student Descriptors
Readers
Characteristics
App. Grade Levels
Emergent
Rely on language and meaning as they
read simple texts with only one or
two lines of print.
K-1
Early
Have achieved control of early
behaviors such as reading from left to
right and are beginning to do some
reading without pointing.
K-1
Transitional
Have early behaviors well under
control and can read texts with many
lines of print. Use multiple sources
of information while reading for
meaning. Read fluently. Do not rely
heavily on picture.
1-2
Self-Extending
Make use of all sources of
information flexibly in a smoothly
orchestrated system. Can apply
strategies to reading longer, more
complex texts.
3-4
How Many
Reading
Levels
Should I
Expect in
My
Classroom?
Integrated Language Arts
Two Types of Language Instruction
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Receptive
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Expressive
 Viewing
 Speaking
 Listening
 Visually
 Reading
 Writing
representing
Integrated
Teaching and Grading
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Integrated Language Arts Literature Units
include:
Social Studies Themes & Concepts
 Science Themes & Concepts and
 Utilize Technology for Student Presentations
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Theme Books & Daily Lesson
Guides
Guided Reading Groups
Reading Workshop
Writing Workshop
Theme Books
Writer’s Handbook
Guided Reading Leveled Readers
Phonics Student Workbook
Phonics Readers
Student Alphabet Cards
Philosophy & Goals:
• Reading instruction
• Spiritual growth
• Motivated readers
• Opportunities to write & talk about their ideas
• Opportunities to write about various topics
• Comprehend of text through use of strategies
• Phonics Skills/Spelling instruction/Assessment
• Classroom organization and management
Pathways Themes & Content
THEME
Heroes
My World and Others
Living Things
Spiritual Journey
Friends and Family
Environment
Personal Feelings & Growth
Yesterday
Social Issues and Culture
CONTENT AREA
Literature Development
Geography
Science
Adventist Heritage
Social Science
Science
Health and Guidance
History
Social Science/Current Events
If You are already utilizing a
4 Block Literacy Teaching Plan
Great, you are using:
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Guided Reading – Reader’s Workshop
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Include the Super 6 Comprehension Strategies
Self-Selected Reading – Literature
Working with Words – Word Wall (Sight Words)
– Word Analysis (a phonics
program)
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Writing – Writer’s Workshop
What can you do if your school
hasn’t ordered Pathways yet?
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Utilize teacher developed Integrated Units
available from Pacific Press and other book
companies
Utilize sets of leveled readers available from
publishers: A Reason for Reading, Time for
Kids, Wright Group, Seedlings, Sundance, and
Rigby.
This is the end of this
presentation, and the
beginning of Pathways
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Empowering you to be in charge of learning by:
 Integrating your curriculum,
 Gaining time to teach,
 Lighting the lamp for independent learning.
For further information,
please contact us at:
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cgettys@gccsda.org
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clmyers@spalding.net
Handouts from NAD Presentation
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Handouts can be downloaded from the
gccsda.org website.
Go to gccsda.org
Click on Ministries
Click on Education
Click on Teacher Resources
Click on Gettys and Myers NAD Teacher's
Convention Handouts