Core Reading
Program Enhancements
Presented by
for ODE Outreach K-3
Copyright
• All materials are copy written and should
not be reproduced or used without the
expressed permission of Trish Travers,
coordinator of the Oregon Reading First
Center. Selected slides may have been
reproduced from other sources and
original references cited.
Edited from the work of
Edward J. Kame’enui, Ph. D., Deborah C. Simmons, Ph. D., Michael D.
Coyne, Ph. D, Beth Harn, Ph. D, Carrie Thomas Beck, Ph.D, Kathy
Howe, Ph. D., Jerry Silbert, Ph. D., Douglas Carnine, Ph. D., Hank Fien,
Ph.D., Jeanie Mercier Smith, Ph.D., Anita Archer, Ph. D., Joseph K.
Torgesen, Ph. D., Carol Dissen, Jennifer Ashlock, Maria Randle, Sally
Wirthman for the Western Regional Reading First Technical Assistance
Center & the Oregon Reading First Center
Oregon K-12 Literacy Framework
and
K-3 Statewide Outreach
•
This framework is designed to provide teachers, administrators, parents, and
other stakeholders with a blueprint of what districts and schools in Oregon
can and must do to help students learn how to read and move toward reading
to learn.
•
As Outreach sessions are intended to support districts and schools in their
implementation of the Oregon Literacy Framework, each of the Modules has
been designed to target one or more of the Framework components.
•
This framework is organized around the following components:
•
Goals (Module 1)
•
Assessment (Modules 1, 2, and 3)
•
Instruction (Modules 1, 4, 5, and 6)
•
Leadership (Module 7)
•
Professional Development (All Modules)
•
Commitment
Today’s Session
For additional information about the Oregon K-12 literacy framework, including details about the implementation of each
component, please visit the Oregon Department of Education website at http://state.or.us
Objectives
• Review the five critical components of early reading
and how to link them to instruction.
• Learn strategies to implement with students to make
instruction more explicit
• Discuss and practice active engagement strategies
• Apply explicit instruction techniques to deliver a core
program.
Oregon Beacon Schools
•
The Oregon Department of Education and Oregon Reading First Center
have identified three Beacon Schools to serve as demonstration sites
throughout the state:
•
Humboldt Elementary (Portland)
•
Jefferson Elementary (Medford)
•
Lincoln Street Elementary (Hillsboro)
•
Beacon Schools were selected on the basis of the progress they made in
demonstrating high quality implementation of effective reading practices and
strong student outcomes.
•
Beacon Schools are currently accepting visitors! For more information on
who to contact to schedule your visit, please visit the Oregon Reading First
Center website at
http://oregonreadingfirst.uoregon.edu/beacon_schools.html
Broca’s area
Inferior frontal gyrus
(articulation)
Parieto-temporial
(word analysis, meaning processor)
/p/ /i/ /g/
anterior
Occipito-temporal
(word form, letter identification)
Shaywitz, 2003
p-i-g
Five Big Ideas in Reading
Instruction
• Phonemic Awareness
• Alphabetic Principal
• Fluency
• Vocabulary
• Comprehension
What Makes a Big Idea … Big?
A Big Idea is:
Predictive of reading acquisition and later
reading achievement.
Something we can do something about,
i.e. something we can teach.
Something that improves outcomes for
children if/when we teach it.
Dynamic Measurement Group, 2006
Phonemic Awareness
• The awareness and understanding of the
sound structure of our language
• Understanding that spoken words are
made up of sequences of individual
speech sounds:
“cat” is composed of the sounds
/c/ /a/ /t/
Dynamic Measurement Group, 2006
Alphabetic Principle (Phonics)
• Alphabetic Understanding: Letters represent
sounds in words.
• Decoding and Recoding: knowledge of lettersound associations can be used to decode
words and letter sounds can be blended
together to read words.
• Encoding: knowledge of separate lettersound associations can be used to write
whole words.
Dynamic Measurement Group, 2006
Fluency
• Reading fluency refers to efficient,
effective word-recognition skills that
permit a reader to construct the
meaning of text. Fluency is manifested
in accurate, rapid, expressive oral
reading and is applied during, and
makes possible, silent reading
comprehension.
Pikulski, Chard (2005)
Vocabulary
• Understanding the use of words.
• The ability to say a specific word for a
particular meaning.
• The ability to understand spoken/written
words
Dynamic Measurement Group, 2006
Comprehension
• The process of getting
meaning from spoken
language and/or print.
Dynamic Measurement Group, 2006
To get to the Land of Reading …
… you need to have a foot planted on each stone
to have balance for crossing.
Effective Instructional
Techniques
•
•
•
•
•
Unison oral response
Signaling
Pacing
Monitoring
Correcting errors and teaching to mastery
Carnine, Silber, Kame’enui, Tarver, 2004
Letter Name Review/Card 1
Concepts of print give students an
understanding that words are composed of
individual letters. The purpose of letter
recognition instruction is to teach
students the names, shapes and how to
print the 26 letters in English orthography.
Michael Pressley
Card #1
Template for Letter Recognition (Name) Review
Steps
Explanation/Script
TASK
Letter Name Review
PREPARATION
SIGNALING PROCEDURE
Write letters from the Lesson Map on the board in random order. Put new or difficult letters on the board more than
once.
Do
Say
Focus
Point just to left of letter
Name?
Wait time
2 seconds
Signal for student Tap/touch under letter*
response
1. EXPLAIN TASK
•Say: You’re going to practice saying the names for some letters. You’re going to say the name of the letter
when I tap under it.
Briefly name and explain the task
to students prior to starting the
activity
2. MODEL RESPONSE
Model the desired response to the
task with several examples using
signaling procedure above
3. PROVIDE PRACTICE
USING WHOLE-GROUP
RESPONSES UNTIL
KNOWLEDGE APPEARS TO
BE SOLID
Use effective signaling, monitoring,
and pacing procedures
4. CORRECTION
PROCEDURE
5. INDIVIDUAL TURNS
•(Model only the first couple of times you do this lesson.)
•Say: I’ll model for you how to say the snameof the first two letters when I touch under them. My turn.
Model for students using the signaling procedure above, with only teacher responding.
Say: Each time I touch under a letter, you say the name of the letters Your turn.
Provide practice using the above signaling procedure with only students responding.
To correct students:
Use the signaling procedure above with only teacher responding to students.
Say: My turn.
After you model, use the signaling procedure above with only students responding have them repeat correct
responses
Say: Your turn.
Back up two letters and continue.
When it appears that the group is answering items correctly, provide individual turns as a check. Call on several
students for one sound each. Call on students in an unpredictable order. call more frequently on students who made
errors.
Practice Letter/Sound Review Card 2
Connecting letters to sounds
“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 discrimination
one from the other because each stands for one
of the sounds that occur in spoken words.”
Adams, 1990
Card #2
Template for Letter/Sound Review
Steps
Explanation/Script
TASK
Letter Sound Review
PREPARATION
Write letters from the Lesson Map on the board in random order. Put new or difficult letters on the board more than
once.
Do
Say
Focus
Point just to left of letter
Sound?
Wait time
2 seconds
Signal for student Tap/touch under letter*
response
•Tap for stop sounds, touch for two seconds for continuous sounds
SIGNALING PROCEDURE
1. EXPLAIN TASK
Briefly name and explain the task
to students prior to starting the
activity
•Say: You’re going to practice saying the sounds for some letters. You’ll say the sound as long as I touch
under it.
2. MODEL RESPONSE
•(Model only the first couple of times you do this lesson.)
•Say: I’ll model for you how to say the sound of the first two letters when I touch under them. My turn.
Model for students using the signaling procedure above, with only teacher responding.
Model the desired response to the
task with several examples using
signaling procedure above
3. PROVIDE PRACTICE
USING WHOLE-GROUP
RESPONSES UNTIL
KNOWLEDGE APPEARS TO
BE SOLID
Say: Each time I touch under a letter, you say the sound it makes. Your turn.
Provide practice using the above signaling procedure with only students responding.
Use effective signaling, monitoring,
and pacing procedures
4. CORRECTION
PROCEDURE
To correct students:
Use the signaling procedure above with only teacher responding to students.
Say: My turn.
After you model, use the signaling procedure above with only students responding have them repeat correct
responses
Say: Your turn.
Back up two letters and continue.
5. INDIVIDUAL TURNS
When it appears that the group is answering items correctly, provide individual turns as a check. Call on several
students for one sound each. Call on students in an unpredictable order. call more frequently on students who made
errors.
Stop Sound or Continuous Sound?
• Continuous sounds are sounds that can
be held as long as you have breath flow:
/a/, /s/, /r/, /m/
• Stop sounds are sounds that cannot be
held: /d/, /b/, /t/,…BUT……don’t add a
vowel to hold them out, like /duh/!
Word Reading Card 3
• What is the difference between:
• Sight Words,
• High Frequency Words,
• Irregular Words?
What is a “sight word”?
• “Sight words are words that readers have read accurately on earlier
occasions. They read the words by remembering how they read
them previously. The term ‘sight’ indicates that sight of the word
activates that word in memory, including information about its
spelling, pronunciation, typical role in sentences, and meaning.”
(Ehri, 1998)
• “Sight of the word activates its pronunciation and meaning in
memory immediately without any sounding out or blending required.
Sight words are read as whole units with no pauses between
sounds.” (Ehri, 2002)
High Frequency Words
Only 100 words account for approximately 50%
of the words in English print.
Fry, Fountoukids 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.
Blevine, Phonics from A to Z, 1998
What is an “irregular word”?
• For our purpose, an irregular word is one
which has uncommon phoneme-grapheme
relationships and/or spellings or….
• A word which contains regular sounds
which have not been previously taught
How would you teach
these words?
Regular or Irregular?
go, man, tan, rain, he, the, mat, stop
The following letter/sounds have been
taught: m /m/, n /n/, s /s/, t /t/, short a
Regular or Irregular?
go, man, tan, rain, he, the, mat, stop
The following letter/sounds have been
taught: All consonants and short vowel
sounds and a_e, ay, long e as in me.
Practice Word Reading Card 3
• Irregular Words Correction
Procedure
• Later we’ll do the Regular Words
Correction Procedure
Card #3
Template for Practicing Word Reading (regular and irregular words)
Steps
Explanation/Script
TASK
Regular and irregular word reading
PREPARATION
Write letters from the Lesson Map on the board.
SIGNALING PROCEDURE
1. EXPLAIN TASK
Briefly name and explain the task
to students prior to starting the
activity
2. MODEL RESPONSE
Model the desired response to the
task with several examples using
signaling procedure above
3. PROVIDE PRACTICE
USING WHOLE-GROUP
RESPONSES UNTIL
KNOWLEDGE APPEARS TO
BE SOLID
Do
Say
Focus
Point just to left of word
Word?
Wait time
2 seconds
Signal for student Sweep hand under word swiftly
response
•Say: You’re going to practice reading words. When I point to a word, figure out the word in your head. When
I sweep under the word, say the word.
•(Model only the first couple of times you do this lesson.)
•Say: I’ll model for you how to say the first two words when I sweep under them. My turn.
Model for students using the signaling procedure above, with only teacher responding.
Say: When I sweep under a word, you say the word. Your turn.
Provide practice using the above signaling procedure with only students responding.
Use effective signaling, monitoring,
and pacing procedures
4. CORRECTION
PROCEDURE
5. INDIVIDUAL TURNS
To correct students for regular words:
Say: My turn. The word is ___________.
Your turn. Word?
Have students blend the word using the appropriate
routine for your group and then say the whole word.
Back up two words and continue.
To correct students for irregular words:
Say: My turn.The word is ___________.
Your turn. Word? __________.
Say: Spell __________. Tap under each letter as students
spell the word aloud. Word? _________.
Back up two words and continue.
When it appears that the group is answering items correctly, provide individual turns as a check. Say: When I point
to the left of a word, everybody figure out the word in your head. When I call your name, say the word. Point to
the left of the first word, pause several seconds, say a student’s name, then sweep under the word. Call on students
in an unpredictable order. cAll more frequently on students who made errors.
Phonemic Awareness
Phonological Awareness
Continuum
Concept of Word - comparison and
segmentation
Rhyme - recognition and production
Syllable - blending, segmentation,
deletion
Onset/Rime - blending, segmentation
Phoneme - matching/isolation, blending,
segmentation, deletion, and
manipulation
Significance of
Phonemic Awareness
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 4 to 6 years of age is
predictive of reading difficulties throughout the
elementary years.
Torgesen & 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 & Hulme 1997
Onset-Rime Blending/Card 4
Phoneme Blending/Card 5
Phoneme Segmentation/
Card 6
Card #4
Template for Onset-Rime Blending Instruction
Steps
Explanation/Script
TASK
Onset-Rime blending
PREPARATION
Have white board marker with green cap and words from lesson map available.
SIGNALING PROCEDURE
Focus
1. EXPLAIN TASK
•Say: We’re going to put together the first sound and the end part of a word to make a whole word.
Briefly name and explain the task to
students prior to starting the activity
2. MODEL RESPONSE
Model the desired response to the
task with several examples using
signaling procedure above
3. PROVIDE PRACTICE USING
WHOLE-GROUP RESPONSES
UNTIL KNOWLEDGE
APPEARS TO BE SOLID
Use effective signaling, monitoring,
and pacing procedures
4. CORRECTION PROCEDURE
5. INDIVIDUAL TURNS
Do
1. Tap green cap of white board marker
2. Tap white part of marker
Wait time
None
Signal for student Slide finger above marker from left to right
response
from student perspective
Say
1. /k/
2. /at/
•(Model only the first couple of times you do this lesson.)
•Say: I’ll model two words for you. I’ll say the first sound and the end part, then I’ll say the whole word. My turn.
Model for students using the signaling procedure above, with only teacher responding.
Say: For each word, I’ll say the first sound and the end part. When I signal, everybody will say the whole word.
Your turn.
Provide practice using the above signaling procedure with only students responding.
To correct students:
Use signaling procedure above with only teacher responding to correct students.
Say: My turn. /f/ /or/. for.
After you model, use signaling procedure above with only students responding to have them repeat correct responses.
Say: Your turn. /f/ /or/.
Back up two items and continue.
When it appears that the group is answering items correctly, provide individual turns as a check. Call on several students
for one word each. Call on students in an unpredictable order. Call more frequently on students who made errors.
Card #5
Template for Phoneme Blending Instruction
Steps
Explanation/Script
TASK
Phoneme blending
PREPARATION
Prepare chains of 2, 3, 4, and 5 unifix cube prior to lesson. Have words from lesson map available.
SIGNALING PROCEDURE
Focus
1. EXPLAIN TASK
Briefly name and explain the task to
students prior to starting the activity
2. MODEL RESPONSE
Model the desired response to the
task with several examples using
signaling procedure above
3. PROVIDE PRACTICE USING
WHOLE-GROUP RESPONSES
UNTIL KNOWLEDGE
APPEARS TO BE SOLID
Use effective signaling, monitoring,
and pacing procedures
4. CORRECTION PROCEDURE
5. INDIVIDUAL TURNS
Do
Tap one cube as you say each sound from left to right from
student perspective; one second between each sound
Wait time
None
Signal for student Quickly slide finger across cubes from left to right from student
response
perspective
Say
/k/ /a/ /t/
Word?
•Say: You’re going to practice blending individual sounds to make words. I’ll tap a cube as I say each sound in
the word and then you’ll say the whole word.
•(Model only the first couple of times you do this lesson.)
•Say: I’ll model for you how to blend the sounds I say into a word. I’ll model two words. My turn.
Model for students using the signaling procedure above, with only teacher responding.
Say: I’ll say the sounds in a word. When I signal, you say the word. Your turn.
Provide practice using the above signaling procedure with only students responding.
To correct students:
Use signaling procedure above with only teacher responding to correct students.
Say: My turn. /f/ /i/ /g/ fig.
After you model, use signaling procedure above with only students responding to have them repeat correct responses.
Say: Your turn. /f/ /i/ /g/
Back up two items and continue.
When it appears that the group is answering items correctly, provide individual turns as a check. Call on several students
for one word each. Call on students in an unpredictable order. Call more frequently on students who made errors.
Card #6
Template for Phoneme Segmentation
Steps
Explanation/Script
TASK
Phoneme Segmenting
PREPARATION
Have words from Lesson Map available.
SIGNALING PROCEDURE
Focus
Wait time
Signal for student
response
1. EXPLAIN TASK
•Say: You’re going to practice saying the sounds in words. I’ll say a word. Each time I hold up a finger, you’ll say
the sound in the word.
Briefly name and explain the task to
students prior to starting the activity
2. MODEL RESPONSE
Model the desired response to the
task with several examples using
signaling procedure above
3. PROVIDE PRACTICE USING
WHOLE-GROUP RESPONSES
UNTIL KNOWLEDGE
APPEARS TO BE SOLID
Use effective signaling, monitoring,
and pacing procedures
4. CORRECTION PROCEDURE
5. INDIVIDUAL TURNS
Do
Say
Hold up a closed fist, fingers facing you.
Pan. Say the sounds in pan.
None
Every second hold up one finger in a left to right progression
from student perspective for every sound in the word.
•(Model only the first couple of times you do this lesson.)
•Say: I’ll model for you how to say the sounds in two words. I’ll say a sound each time I hold up a finger. My turn.
•EXAMPLE:
•Listen. net. Here are the sounds in net: /n/ /e/ /t/.
Listen. pan. Here are the sounds in pan: /p/ /a/ /n/
Model for students using the signaling procedure above, with only teacher responding.
Say: I’ll say the word. Each time I hold up a finger, you say a sound. Your turn.
Provide practice using the above signaling procedure with only students responding.
To correct students:
Use signaling procedure above with only teacher responding to correct students.
Say: My turn. Tag. /t/ /a/ /g/
After you model, use signaling procedure above with only students responding to have them repeat correct responses.
Say: Your turn. Tag.
Back up two items and continue.
When it appears that the group is answering items correctly, provide individual turns as a check. Call on several students
for one word each. Call on students in an unpredictable order. Call more frequently on students who made errors.
Enhancing Your Core
• In your teacher’s edition find a place
where Phonemic Awareness is taught.
• With a partner, make notes on how you
would make the instruction more effective.
Phonics
Systematic vs Incidental
Phonics
The systematic approach to phonics provides teachers
with lessons that teach a set of phonic elements in a
particular order. This order is generally based on
linguistic factors related to which sounds are easiest
for students to produce at an early age.
With incidental phonics instruction, the teacher does
not follow a preplanned sequence of lessons to teach
sound/spellings, but makes decisions as to what
phonic elements to teach based on the opportunities
the text presents.
Why Plan an Explicit Phonics
Lesson?
The objective of an explicit phonics
lesson is to teach a specific
phonic element and practice the
phonic element in (decodable)
text.
What Activities are included in
an Explicit “Power” Phonics
Lesson?
Phonemic Warm-Up
Teach Sound/Spelling
Practice Blending
Apply to Decodable Text
Dictation and Spelling
Word Work
Core Source Book pg 8.5
What Activities are included in
an Explicit “Power” Phonics
Lesson?
Phonemic Warm-Up - Card 4, 5, 6
Teach Sound/Spelling
Practice Blending
Apply to Decodable Text
Dictation and Spelling
Word Work
Core Source Book pg 8.5
Explicit “Power” Phonics Lesson
Phonemic Warm-Up
Teach Sound/Spelling - Introduce new
sound routine and Card 7 for Review
Practice Blending
Apply to Decodable Text
Dictation and Spelling
Word Work
Core Source Book pg 8.5
Introduce New Sound
oi
• Introducing a sound spelling for the first time
• Reviewing a previously taught sound/spelling
-oy
Example:
“This is the boy card. Card?___”
“This sound is /oi/. Sound? ___”
The spelling is oi. Spelling? ___”
oi
Practice Sound/Spelling Review
Card 7
There are 42-44 phonemes in the English language
and 200-250 ways to represent those sounds
(graphemes or spellings). Linguists don’t agree on
the actual number, which is the reason for the
ranges provided. Programs make linguistic
decisions as to which sound/spellings to teach. The
ones chosen are usually those of highest frequency.
Card #7
Template for Sound/Spelling Review
Steps
Explanation/Script
TASK
Sound/spelling review
PREPARATION
Write spellings from the Lesson Map on the board in random order. Put new or difficult spellings on the board more than
once.
SIGNALING PROCEDURE
Do
Focus
Point just to left of spelling
Wait time
None
Signal for student Tap under spelling
response
Say
Sound?.
1. EXPLAIN TASK
Briefly name and explain the task to
students prior to starting the activity
•Say: You’re going to practice saying the sounds in for some spellings.
2. MODEL RESPONSE
•(Model only the first couple of times you do this lesson.)
•Say: I’ll model for you how to say the sounds of the first two spellings when I touch under them. My turn
Model for students using the signaling procedure above, with only teacher responding.
Model the desired response to the
task with several examples using
signaling procedure above
3. PROVIDE PRACTICE USING
WHOLE-GROUP RESPONSES
UNTIL KNOWLEDGE
APPEARS TO BE SOLID
Use effective signaling, monitoring,
and pacing procedures
4. CORRECTION PROCEDURE
5. INDIVIDUAL TURNS
Say: Each time I tap under a spelling, you say the sound it makes. Your turn.
Provide practice using the above signaling procedure with only students responding.
To correct students:
Use signaling procedure above with only teacher responding to correct students.
Say: My turn.
After you model, use signaling procedure above with only students responding to have them repeat correct responses.
Say: Your turn.
Back up two items and continue.
When it appears that the group is answering items correctly, provide individual turns as a check. Call on several students
for one word each. Call on students in an unpredictable order. Call more frequently on students who made errors.
Explicit “Power” Phonics Lesson
Phonemic Warm-Up
Teach Sound/Spelling
Practice Blending - Cards 8 - 10
Blending Routines
Apply to Decodable Text
Dictation and Spelling
Word Work
Core Source Book pg 8.5
Practice Blending Cards 8,9
and Word-Reading Spelling Focused
Card 10
• Sound-by-Sound Blending Card 8
• Continuous Blending Card 9
• Word Reading Spelling Focused Card 10
Card #8
Template for Sound-by-Sound Blending
Steps
Explanation/Script
TASK
Sound-by-Sound Blending
PREPARATION
Write spellings from the Lesson Map on the board in random order. Put new or difficult spellings on the board more than
once.
SIGNALING PROCEDURE
Sound/Spellings
Do
Say
Focus
Write spelling
Wait time
None
Signal for student
Sound?
response
Tap under spelling*
Blendings**
Do
Say
Focus
Touch just to the left of first spelling
Blend.
Wait time
None
Signal for student Sweep finger under spellings.
response
Word Reading
Do
Say
Focus
Touch just to the left of word
Word?
Wait time
None
Signal for student Slide hand quickly under word
response
* If spelling has two letters, point with two fingers together.
** Blend after two spellings have been written. Blend after each additional spelling is presented.
•EXAMPLE
•1. Write m on board. Say: Sound? Tap under m.
•2. Write a on board. Say: Sound? Tap under a.
•3. Touch just to left of ma. Say: Blend. Sweep under m and a.
•4. Write s on board: mas. Say: Sound?. Tap under s.
5. Touch just to left of mas. Say: Blend. Sweep under m, a, s.
6. Write k on board: mask. Say: Sound? Tap under k.
7. Touch just to left of mask. Say: Blend. Sweep finger under the letters.
8. Touch just to left of mask: Say: Word? Slide hand swiftly under the word.
•Continued on next page
Card #8
Template for Sound-by-Sound Blending
Steps
1. EXPLAIN TASK
Briefly name and explain the task to
students prior to starting the activity
2. MODEL RESPONSE
Model the desired response to the
task with several examples using
signaling procedure above
3. PROVIDE PRACTICE USING
WHOLE-GROUP RESPONSES
UNTIL KNOWLEDGE
APPEARS TO BE SOLID
Explanation/Script
Say: You’re going to blend sounds to make words. When I tap under a spelling say the sound. When I sweep my
hand under the spellings, blend the sounds. After you blend all the sounds, you’ll say the word.
•(Model only the first couple of times you do this lesson.)
•Say: I’ll model how to blend two words. My turn.
Model for students using the signaling procedure above, with only teacher responding.
Say: Your turn.
Use the above signaling procedure with only students responding.
Use effective signaling, monitoring,
and pacing procedures
4. CORRECTION PROCEDURE
5. INDIVIDUAL TURNS
To correct students:
Sound Error:
Say: My turn. Use signaling procedure above (without
rewriting missed spelling). with only teacher responding
on missed sound.
Say: Your turn. Use signaling procedure above with only
students responding.
Erase letters. Say: Let’s start over. Re-present word.
Blending or Word Error:
Say: My turn. Use signaling procedure above with only
teacher responding to correct students on missed item.
Say: Your turn. Use signaling procedure above with only
students responding.
Finish word.
Erase missed word.
Back up two words and continue.
Re-present missed word using all steps in a signaling
procedure with only students responding.
When it appears that the group is answering items correctly, provide individual turns as a check. Call on several students
for one word each. Call on students in an unpredictable order. Call more frequently on students who made errors. If a
student makes an error on an individual turn, you may provide the Correction Procedure with all students responding.
Card #9
Template for Continuous Blending
Steps
Explanation/Script
TASK
Continuous Blending
PREPARATION
Write spellings from the Lesson Map on the board.
SIGNALING PROCEDURE
Blending
Do
Say
Focus
Point just to the left of word*
Blend.
Wait time
1 second
Signal for student Loop under each letter, moving.
response
forward every 1-2 seconds
Word Reading
Do
Say
Focus
Immediately, point just to the left of word.
Word?
Wait time
None
Signal for student Sweep hand swiftly under word
response
* For words beginning with a stop sound, start by pointing under the first letter.
EXAMPLE
1. Write slam on the board.
2. Point to the left of s and say: Blend.
3. Loop under each letter every 1-2 seconds to prompt student to say each sound.
4. Immediately point again to left of word.
5. Then say: Word? and sweep hand under whole word swiftly.
1. EXPLAIN TASK
Briefly name and explain the task
to students prior to starting the
activity.
Say: Today you’ll practice blending individual sounds to make words. When I touch under a letter you’ll say the
sound for that letter. When you blend, don’t stop between the sounds.
2. MODEL TASK
Model desired response to the
task with several examples using
signaling procedure above.
(Model only the first couple of times you present this template.)
Say: I’ll model for you how to blend two words. My turn.
Model for students, using the signaling procedure above, with only teacher responding.
Continued on next page
Card #9
Template for Continuous Blending
Steps
Explanation/Script
3. PROVIDE PRACTICE USING
WHOLE-GROUP RESPONSES
UNTIL KNOWLEDGE
APPEARS TO BE SOLID
Use effective signaling,
monitoring, and pacing
procedures.
Say: Your turn.
Provide practice using the above signaling procedure with only students responding.
4. CORRECTION PROCEDURE
To correct students:
Sound/Blending Error
Stop and say: My turn. Use signaling procedure above
with only teacher responding to correct students on
missed sound.
Say: Your turn. Use signaling procedure above with only
students responding.
Say: Let’s start over. Re-present word.
5. INDIVIDUAL TURNS
Word Error:
Say:My turn. Use signaling procedure above with only
teacher responding to correct students on missed item.
Say: Your turn. Use signaling procedure above with only
students responding.
Back up two words and continue.
Re-present missed word using all steps in signaling
with only students responding.
When it appears that the group is consistently answering all items correctly, provide individual turns as a check. Call on
several students for one word each. Call on students in an unpredictable order. Call more frequently on students who
made errors. If a student makes an error on an individual turn, you may provide the Correction Procedure with all students
responding.
Card #10
Template for Word Reading - Spelling Focused
Steps
Explanation/Script
TASK
Spelling focused word reading
PREPARATION
Write words from the Lesson Map on the board.
SIGNALING PROCEDURE
Sound/Spelling
Do
Say
Focus
Touch under focus spelling*
Sound?
Wait time
1 second
Signal for student Tap under spelling.
response
Word Reading
Do
Say
Focus
Touch just to the left of word.
Word?
Wait time
2 seconds
Signal for student Slide hand swiftly under word
response
* If spelling has two letters, touch with two fingers together.
EXAMPLE
1. Write join on the board.
2. Touch with two fingers together under oi and say: Sound?
3. Tap under oi with two fingers together to prompt students to say /oy/.
4. Touch just to the left ot word and say: Word? Pause two seconds.
5. Slide hand swiftly under whole word to prompt students to say join.
1. EXPLAIN TASK
Briefly name and explain the task
to students prior to starting the
activity.
2. MODEL TASK
Model desired response to the
task with several examples using
signaling procedure above.
Say: Today you’ll be reading words. First you’ll say the sound for a spelling. Then you’ll say the word.
(Model only the first couple of times you present this template.)
Say: I’ll model for you how to read two words. My turn.
Model for students, using the signaling procedure above, with only teacher responding.
Continued on next page
Card #10
Template for Word Reading - Spelling Focused
Steps
Explanation/Script
3. PROVIDE PRACTICE USING
WHOLE-GROUP RESPONSES
UNTIL KNOWLEDGE
APPEARS TO BE SOLID
Use effective signaling,
monitoring, and pacing
procedures.
Say: Your turn.
Provide practice using the above signaling procedure with only students responding.
4. CORRECTION PROCEDURE
To correct students:
Sound Error:
Stop and say: My turn. Use signaling procedure above
with only teacher responding to correct students on
missed sound.
Say: Your turn. Use signaling procedure above with only
students responding.
Say: Let’s start over. Re-present word.
5. INDIVIDUAL TURNS
FOR WORDS WITH MORE
THAN ONE SYLLABLE, SEE
SAMPLES PROVIDD WITH
YOUR TEMPLATES
Word Error:
Say:My turn. Use signaling procedure above with only
teacher responding to correct students on missed item.
Say: Your turn. Use signaling procedure above with only
students responding.
Back up two words and continue.
Re-present missed word using all steps in signaling
with only students responding.
When it appears that the group is consistently answering all items correctly, provide individual turns as a check. Call on
several students for one word each. Call on students in an unpredictable order. Call more frequently on students who
made errors. If a student makes an error on an individual turn, you may provide the Correction Procedure with all students
responding.
Enhancing Your Core
• In your teacher’s edition find a place
where a Phonics lesson is taught.
• Where can you add or replace
components to make the instruction more
effective?
• What cards are appropriate for your
lesson?
Explicit “Power” Phonics Lesson
Phonemic Warm-Up
Teach Sound/Spelling
Practice Blending
Apply to Decodable Text - Card 11- 14
Dictation and Spelling
Word Work
Core Source Book pg 8.5
Practice Word Reading
Card 3
• Regular Words Correction
Procedure
Card #3
Template for Practicing Word Reading (regular and irregular words)
Steps
Explanation/Script
TASK
Regular and irregular word reading
PREPARATION
Write letters from the Lesson Map on the board.
SIGNALING PROCEDURE
1. EXPLAIN TASK
Briefly name and explain the task
to students prior to starting the
activity
2. MODEL RESPONSE
Model the desired response to the
task with several examples using
signaling procedure above
3. PROVIDE PRACTICE
USING WHOLE-GROUP
RESPONSES UNTIL
KNOWLEDGE APPEARS TO
BE SOLID
Do
Say
Focus
Point just to left of word
Word?
Wait time
2 seconds
Signal for student Sweep hand under word swiftly
response
•Say: You’re going to practice reading words. When I point to a word, figure out the word in your head. When
I sweep under the word, say the word.
•(Model only the first couple of times you do this lesson.)
•Say: I’ll model for you how to say the first two words when I sweep under them. My turn.
Model for students using the signaling procedure above, with only teacher responding.
Say: When I sweep under a word, you say the word. Your turn.
Provide practice using the above signaling procedure with only students responding.
Use effective signaling, monitoring,
and pacing procedures
4. CORRECTION
PROCEDURE
5. INDIVIDUAL TURNS
To correct students for regular words:
Say: My turn. The word is ___________.
Your turn. Word?
Have students blend the word using the appropriate
routine for your group and then say the whole word.
Back up two words and continue.
To correct students for irregular words:
Say: My turn.The word is ___________.
Your turn. Word? __________.
Say: Spell __________. Tap under each letter as students
spell the word aloud. Word? _________.
Back up two words and continue.
When it appears that the group is answering items correctly, provide individual turns as a check. Say: When I point
to the left of a word, everybody figure out the word in your head. When I call your name, say the word. Point to
the left of the first word, pause several seconds, say a student’s name, then sweep under the word. Call on students
in an unpredictable order. cAll more frequently on students who made errors.
Explicit “Power” Phonics Lesson
Phonemic Warm-Up
Teach Sound/Spelling
Practice Blending
Apply to Decodable Text - Card 11- 14
Dictation and Spelling
Word Work
Core Source Book pg 8.5
Different Reads
for
Different Needs
Match the Text Type to the
Instructional Objective
•
•
•
•
•
Wordless
Decodable Text
Anthology
Leveled Reader
Authentic
• Concepts of Print
• Applying New
Phonics Skills
• Vocabulary
• Fluency
• Comprehension
• _____________
Why Decodable Text?
• Students learn a new skill best when they practice it and
are successful.
• Decodable text allows students to apply their newly
acquired phonics knowledge to what they are reading
and gives them the repetition and practice to achieve
automaticity with the sound/spellings and high-frequency
words to develop fluency.
• SBRR tells us that the average child needs between 4 14 exposures to automatize the recognition of a new
word.
Card #11
Template for Reading Predecodable and Decodable Text - Introductory
Steps
Explanation/Script
TASK
Reading predecodable and decodable text.
Recommended time for use: (1) As soon as program introduces predecodables (grade K) and (2) When students can read
CVC words on board with approximately 80% accuracy (grade 1).
PREPARATION
Prepare a copy of the story specified in the Lesson Map for each student.
SIGNALING PROCEDURE
Sound/Spelling
Focus
Do
Wait time
3 seconds
Signal for student
response
Tap
Say
1. Touch under the first/next word.
2. Think
3. Word?
EXAMPLE
(Page 1) “My cat!” said Jan. “I can not pat it.”
(Page 2) “Pat the rat,” said a man. Jan ran to pat it. “I can!” said Jan.
Say: Touch under the first word. Students touch under My. Teacher monitors.
Say: Think (pause 3 seconds).
Say: Word? and immediately tap. Students say My.
After students respond, say: Next word. Students touch under cat. Teacher monitors.
Say: Think (pause 3 seconds).
Say: Word? and immediately tap. Students say cat.
Repeat the same procedure for each word in the sentence.
When the students have read a sentence correctly, the teacher reads the sentence naturally to students. Teacher reads,
“My cat!” said Jan.
Repeat the same procedure for each sentence.
1. EXPLAIN TASK
Briefly name and explain the task
to students prior to starting the
activity.
Say: We’re going to read a story together.
Continued on next page
Card #11
Template for Reading Predecodable and Decodable Text - Introductory
Steps
Explanation/Script
2. MODEL TASK
Model desired response to the
task with several examples using
signaling procedure above.
(Model only the first couple of times you present this template.)
Say: I’ll show you how to read the first sentence. My turn.
Use the signaling procedure above to model reading the first sentence of text with only teacher responding.
3. PROVIDE PRACTICE USING
WHOLE-GROUP RESPONSES
UNTIL KNOWLEDGE
APPEARS TO BE SOLID
Elicit whole group response
Say: Your turn.
Provide practice using the above signaling procedure with only students responding.
4. CORRECTION PROCEDURE
To correct students:
Say: My turn. Word? _________. Your turn. Word? __________. Go back to the beginning of the sentence.
5. INDIVIDUAL TURNS
6. PRACTICE TO BUILD
FLUENCY
See appendix for further explanation of correction procedures.
When the group has read the story correctly, provide individual turns. Call on individual students to read one sentence at a
time, while other students read along silently. Provide motivation for accurate reading. Call on all students to read in an
unpredictable order. Praise correct responses. If you have students who make multiple errors, call on them for sentences
that contain easier words. Have these students reread the decodable text again later in small groups. If a student makes an
error on an individual turn, you may provide the Correction Procedure with all students responding.
Use one of the following options to have students reread the story at least two more times:
1. Provide extra choral reading practice using the signaling procedures.
2. Provide extra individual turn reading practice using the signaling procedure.
3. Partner Read - Students read with a partner following procedure below*
*Note: Use option 3 only if students read accurately at this level
Say: You’re going to practice reading a story with a partner. When you are the listener, touch under each word
your partner is reading and read along silently to yourself. If the reader makes a mistake, say the correct word.
When you are the reader and your partner corrects you, repeat the correct word. Then go back to the beginning of
the sentence and read the sentence again. Take turns reading pages with your partner.
During partner reading, each student should have their own copy of the book. Teacher moves from pair to pair listening and
monitoring.
Card #12
Template for Reading Predecodable and Decodable Text - Intermediate
Steps
Explanation/Script
TASK
Reading decodable text.
Recommended time for use when students can read at about 20 words per minute in their current decodable with at least
90 percent accuracy on the first read.
PREPARATION
Prepare a copy of the story specified in the Lesson Map for each student.
Do
SIGNALING PROCEDURE
Focus
Wait time
3 seconds
Signal for student
response
Tap (continue tapping every
3 seconds for each word in
sentence
Say
1. Touch under the first word of the sentence.
2. Think
3. Word?
(Say nothing for all other words in the sentence)
EXAMPLE
(Page 1) “My cat!” said Jan. “I can not pat it.”
(Page 2) “Pat the rat,” said a man.
(Page 3) Jan ran to pat it. “I can!” said Jan.
(Page 4) “I can pat the rat.”
Say: Touch under the first word of the sentence. Students touch under My.
Say: Think (pause 3 seconds). Teacher monitors
Say: Read and immediately tap. Students say My.
Continue to tap every three seconds to signal students to read the next word. (Note: In this option, the teacher does not say
anything while students are reading the sentence. The teacher just taps to signal students to read each word.) “…cat! said
Jan.
When the students have read a sentence correctly, the teacher reads the sentence naturally to the students. Teacher
reads, “My cat!” said Jan.
Repeat the same procedure for each sentence.
1. EXPLAIN TASK
Briefly name and explain the task
to students prior to starting the
activity.
Say: We’re going to read a story together
Continued on next page
Card #12
Template for Reading Predecodable and Decodable Text - Intermediate
Steps
Explanation/Script
2. MODEL TASK
Model desired response to the
task with several examples using
signaling procedure above.
(Model only the first couple of times you present this template.)
Say: I’ll show you how to read the first sentence. My turn.
Use the signaling procedure above to model reading the first sentence of text with only teacher responding.
3. PROVIDE PRACTICE USING
WHOLE-GROUP RESPONSES
UNTIL KNOWLEDGE
APPEARS TO BE SOLID
Elicit whole group response
Say: Your turn.
Provide practice using the above signaling procedure with only students responding.
4. CORRECTION PROCEDURE
To correct students:
Say: My turn. Word? _________. Your turn. Word? __________. Go back to the beginning of the sentence.
See appendix for further explanation of correction procedures.
5. INDIVIDUAL TURNS TO
FOCUS ON ACCURACY
When the group has read the story correctly, provide individual turns. Call on individual students to read one sentence at a
time, while other students read along silently. Provide motivation for accurate reading. Call on all students to read in an
unpredictable order. Praise correct responses. If you have students who make multiple errors, call on them for sentences
that contain easier words. Have these students reread the decodable text again later in small groups. If a student makes an
error on an individual turn, you may provide the Correction Procedure with all students responding.
*If you have students who make multiple errors, call on them for sentences that contain easier words. Have these students
reread the decodable text again later in small groups.
6. PRACTICE TO BUILD
FLUENCY
Use one of the following options to have students reread the story at least two more times:
1. Provide extra choral reading practice using the signaling procedures.
2. Provide extra individual turn reading practice using the signaling procedure.
3. Partner Read - Students read with a partner following procedure below*
*Note: Use option 3 only if students read accurately at this level
Say: You’re going to practice reading a story with a partner. When you are the listener, touch under each word
your partner is reading and read along silently to yourself. If the reader makes a mistake, say the correct word.
When you are the reader and your partner corrects you, repeat the correct word. Then go back to the beginning of
the sentence and read the sentence again. Take turns reading pages with your partner.
During partner reading, each student should have their own copy of the book. Teacher moves from pair to pair listening and
monitoring.
Card #13
Template for Reading Decodable Text - Advanced 1 (Transitional)
Steps
Explanation/Script
TASK
Reading decodable text.
Recommended time for use when students can read at about 30 words per minute in their current decodable with at least
95 percent accuracy on the first read.
PREPARATION
Prepare a copy of the story specified in the Lesson Map for each student.
Do
SIGNALING PROCEDURE
Focus
Wait time
Say
Touch under the first word of the page. (pause). Read t
the page to yourself
Monitor and allow sufficient time
for slightly below grade level students
to read the page.
Signal for student
response
Stop. Go back to the top of the page. (pause).
Touch under the first word (pause).
Read.
Tap every 1-2 seconds to set the pace*
*Teacher taps at a rate of about a wod each 2 seconds when first introducing this template. As students become more
fluent, teacher increases the rate at which students read by decreasing the pause between each tap. The teacher can tell
what an appropriate pace is by testing some middle and low performers individually.
CAUTION: If one or two students read significantly slower, signal at a pace that is appropriate for the mid level students
and provide extra performance for the low performers. For medium and low performing students this is an important and
dangerous time. If you go too fast, they may guess and abandon word attack skills.
EXAMPLE:
(Page 1) Dad and I walk to the park. We take large steps that lead to the grass.
(Page 2) We see dogs. These dogs jump and bark. We see them catch balls and roll over.
(Page 3) A baby wakes up from its nap. Her mother picks her up.
Say: Touch under the first word of the page. Monitor. Read the page to yourself. Pause for an appropriate length of
time. After students have read to themselves, say: Stop: Go back to the top of the page. Touch under the first word.
Pause. Read (tap). Repeat the procedure until all text has been read.
1. EXPLAIN TASK
Briefly name and explain the task
to students prior to starting the
activity.
Say: You’re going to read this story a page at a time.
Continued on next page
Card #13
Template for Reading Decodable Text - Advanced 1 (Transitional)
Steps
Explanation/Script
2. MODEL TASK
Model desired response to the
task with several examples using
signaling procedure above.
(Model only the first couple of times you present this template.)
Say: I’ll show you how to read the first page. My turn.
Use the signaling procedure above to model reading the first sentence of text with only teacher responding.
3. PROVIDE PRACTICE USING
WHOLE-GROUP RESPONSES
UNTIL KNOWLEDGE
APPEARS TO BE SOLID
Elicit whole group response
Say: Your turn.
Provide practice using the above signaling procedure with only students responding*.
4. CORRECTION PROCEDURE
To correct students:
Say: My turn. Word? _________. Your turn. Word? __________. Go back to the beginning of the sentence.
*Option: After each paragraph, teacher may read text aloud to students.
See appendix for further explanation of correction procedures.
5. INDIVIDUAL TURNS TO
FOCUS ON ACCURACY
When the group has read the story correctly, provide individual turns. Call on individual students to read a sentence or two
at a time, while other students read along silently touching each word being read. Establish a group goal for each page of
making no more than three errors per hundred words (97% accuracy). Provide correction procedure and have students
reread any page with less than 97% accuracy (more than 3 per 100 words). Provide motivation for accurate reading. Call
on all students to read in an unpredictable order. Praise correct responses.
6. PRACTICE TO BUILD
FLUENCY
See Appendix for procedure to use for fluency practice.
Lines of Practice
•
•
•
•
•
Sounds
Regular Words – New and Review
High-Frequency Words
Phrases/Sentences
http://oregonreadingfirst.uoregon.edu/inst_lines_practice.htm
l
Explicit “Power” Phonics Lesson
Phonemic Warm-Up
Teach Sound/Spelling
Practice Blending
Apply to Decodable Text
Dictation and Spelling
Word Work
Core Source Book pg 8.5
Dictation
“Dictation activities connect the encoding process (writing)
to the decoding (reading) by demonstrating that students
not only use sound/spelling knowledge to read, but the
same knowledge enables them to communicate with
others through writing.” (CORE Source Book pg. 8.19)
– Sound by Sound
– Whole Word
– Sentence
Example Dictation Routine:
Sound by Sound:
The word is boil. What’s the word? ____
Say the sounds in boil. _ _ _
What’s the first sound? _
What’s the spelling for /b/?
Write the spelling.
What’s the next sound?
What’s the spelling for /oi/?
Write the spelling.
What’s the next sound?
What’s the spelling for /l/?
Write the spelling.
After each word, write the correct spelling on the board. Ask students to
correct their spellings by CROSSING out the incorrect spelling and
rewriting.
Example Dictation Routine:
Word by Word:
The word is boil. What’s the word? ____
Say the sounds in boil in your head.
Write one spelling for each sound.
After each word, write the correct spelling on the
board. Ask students to correct their spellings by
CROSSING out the incorrect spelling and
rewriting.
Anita Archer Video #1
•
2nd Grade Word and Sentence Dictation
• Watch for Effective Instructional
Techniques
Anita Archer Video
Word Work
• Word work may include centers with
related instructional activities, or practice
book pages.
• Centers should be differentiated to be
appropriate for each small group’s
instructional needs
Vocabulary
Why the vocabulary gap?
Children enter school with different levels of
vocabulary. (Hart & Risley, 1995)
– Cumulative Vocabulary (Age 4)
• Children from professional families
• Children from working class families
• Children from welfare families
1100 words
700 words
500 words
– Linguistically “poor” first graders knew 5,000 words;
linguistically “rich” first graders knew 20,000 words.
(Moats, 2001)
Why?
• Vocabulary is causally related to reading
comprehension.
• “Indeed, one of the most enduring
findings in reading research is the extent
to which students’ vocabulary knowledge
relates to their reading comprehension.”
(Osborn & Hiebert, 2004)
How does vocabulary contribute to the
acquisition of reading comprehension?
The obvious way – knowing the meanings of the
words in text is necessary to understand the
message being conveyed.
Other probable, less obvious ways —
• Vocabulary contributes to the development of phonemic
awareness (Metsala, 1998).
• Vocabulary contributes more accurate decoding of words
whose printed form is unfamiliar (Ehri, 2002).
• Vocabulary contributes to reading fluency because it
leads to more accurate reading practice.
The Challenge of Vocabulary Instruction for
Reading First Schools
1. Biemiller (2005) found that average students knew about
6,000 root words by end of 2nd grade
2. Students in lowest quartile knew about 4,000 words
3. Students in lowest quartile enter kindergarten knowing
between 2000 and 2500 words, so must learn 3500 to
4000 words to “close the gap”
4. Currently, lowest quartile students learn about 500-600 words a
year
5. Must add another 500 words a year to even approach “closing
the gap”
The Challenge of Vocabulary Instruction for
Reading First Schools
“To have a useful impact on vocabulary growth, an
intervention would need to add several hundred root word
meanings per year. This is considerably more meanings
than are presently addressed in classroom programs.”
“Until schools are prepared to emphasize vocabulary
acquisition, especially in the primary grades, less
advantaged children will continue to be handicapped even if
they master reading written words”.
Biemiller, A. & Boote, C. (2006). An effective method for building meaning
vocabulary in primary grades. Journal of Educational Psychology, 98, 4462.
What do we know from research about the
best ways to teach vocabulary?
Primary conclusions from report of NRP (2000)
1. Vocabulary should be taught both directly and indirectly.
2. Repetition and multiple exposures to vocabulary items are
important.
3. Learning in rich contexts is valuable for vocabulary learning.
4. Vocabulary learning should entail active engagement in
learning tasks.
5. Dependence on a single vocabulary instructional method will
not result in optimal learning.
Current research indicates that the kind of vocabulary
instruction that is most likely to have an impact on
reading comprehension involves:
• Providing both definitional information about words and
experience accessing their meaning in multiple
contexts.
• Total amount of time spent learning words has an
impact on reading comprehension – more exposures
rather than fewer.
• It is also helpful to require students to actively work with
words, use in sentences, redefine, classify, etc.
Teach the Meaning of Critical,
Unknown Vocabulary Words
Preparation:
Selecting Words for
Vocabulary Instruction
Teach the Meaning of Critical, Unknown Vocabulary Words
Select Words for Vocabulary Instruction
• Select a limited number of words for robust,
explicit vocabulary instruction.
• Three to ten words per story or section in a
chapter would be appropriate.
• Briefly tell students the meaning of other words
that are needed for comprehension.
Teach the Meaning of Critical, Unknown Vocabulary Words
Select Words for Vocabulary Instruction
• General Guidelines:
– Select words that are unknown.
– Select words that are critical to passage
understanding.
– Select words that students are likely to
encounter in the future and are generally
useful. (Stahl, 1986)
•
•
Focus on Tier Two words (Beck & McKeown, 2003)
Academic Vocabulary
Teach the Meaning of Critical, Unknown Vocabulary Words
Select Words for Vocabulary Instruction
Tier 1
Tier 2
Tier 3
•The most basic words
•Words on Dale-Chall
list
High frequency for mature
language users and found
across a variety of
domains
•Words that are critical to
the understanding of the
story (might be “show and
go” or fast-mapped words)
Frequency of use is low,
often limited to specific
domains.
•“Show and Go” Words
•Fast-mapped Words
Examples
clock, baby,
happy, work
absurd, maintain,
fortunate
peninsula, isotope,
isthmus
Instruction
Rarely require
instruction at
school
Instruction geared Best learned
toward these words when a specific
can be most
need arises
productive
Description
(Beck, 2002)
Teach the Meaning of Critical, Unknown Vocabulary Words
Select Words for Vocabulary Instruction
• Another way to state it:
– “Goldilocks Words”
• Not too difficult
• Not too easy
• Just right
(Stahl & Stahl, 2004)
Teach the Meaning of Critical, Unknown Vocabulary Words
Select Words for Vocabulary Instruction
Your Turn…Circle 3-5 Tier 2 words that you would teach using robust vocabulary
instruction and underline any words that you can “show and go” or “fast-map”.
Second Graders (Read Aloud)
First Graders (Read Aloud)
Enemy Pie by Derek Munson
Honk! By Pamela Duncan Edwards
perfect
swan
trampoline
ballet
enemy
perfect
recipe
crazy
disgusting
figures
earthworms
graceful
ingredients
practiced
horrible
love
nervous
amazing
invited
furious
relieved
collector
boomerang
opera house
Teach the Meaning of Critical, Unknown Vocabulary Words
Select Words for Vocabulary Instruction
• Also, teach idioms (A phrase or expression in
which the entire meaning is different from the usual
meaning of the individual words.)
“The car rolling down the hill caught my eye.”
“Soon we were in stitches.”
“The painting cost me an arm and a leg.”
“The teacher was under the weather.”
Teach the Meaning of Critical,
Unknown Vocabulary Words
Instructional Routine
• Step 1: Introduce the word
A. Write the word on the board.
B. Read the word. Students repeat.
C. Repeat for unfamiliar words.
“This word is relieved. What word?” __________
Teach the Meaning of Critical,
Unknown Vocabulary Words
Instructional Routine
• Step 2: Present a Student-Friendly
Definition
A. Tell students an explanation, or
B. Have the students read the
explanation with you.
“When something that is difficult is over or never
happened at all, you feel relieved. So if something that
is difficult is over, you would feel _______________.
Teach the Meaning of Critical, Unknown Vocabulary Words
Prepare Student Friendly Definitions
•
•
Student-Friendly Explanation (Beck, McKeown, & Kucan, 2003)
–
–
Uses known words.
Is easy to understand.
–
“When something that was difficult is over or never
happened at all, you feel relieved.”
Dictionary Definition
–
Relieved - (1) To free wholly or partly from pain, stress, pressure.
(2) To lessen or alleviate, as pain or pressure
Teach the Meaning of Critical, Unknown Vocabulary Words
Select Words for Vocabulary Instruction
Your Turn… Write student-friendly definitions for these
four words.
Dictionary Definition
triumphant - of a relating to a triumph,
rejoicing for or celebrating victory, notably
successful
endured - to undergo especially without
giving in; to remain firm under suffering or
misfortune without yielding though it is
difficult.
victorious - having won a victory; relating
to or characteristic of victory
comrades - an intimate friend or
associate; a fellow soldier
Student-Friendly
Explanations
Teach the Meaning of Critical,
Unknown Vocabulary Words
Instructional Routine
• Step 3: Illustrate the word with
examples
– Concrete Examples
– Visual representations
– Verbal examples
“When the spelling test is over, you feel relieved.”
“When you have finished giving the speech that you
dreaded, you feel relieved.”
Teach the Meaning of Critical,
Unknown Vocabulary Words
Instructional Routine
• Step 4: Check Students’ Understanding
–
–
–
–
Option 1:
Option 2:
Option 3:
Option 4:
Deep Processing Questions
Examples and Non-Examples
Students Generate Examples
Sentence Starter
Teach the Meaning of Critical,
Unknown Vocabulary Words
Instructional Routine
• Option 1: Ask deep processing questions.
When the students lined up for morning recess, Jason said,
“I am so relieved that this morning is over.” Why might
Jason be relieved?
When Maria was told that the soccer game had
been cancelled, she said, “I am relieved.” Why
might Maria be relieved?
Teach the Meaning of Critical,
Unknown Vocabulary Words
Instructional Routine
• Option 2: Have students discern between
examples and nonexamples.
“If you were nervous singing in front of others, would
you feel relieved when the concert was over?”
Yes “Why?”
“If you loved singing to audiences, would you feel
relieved when the concert was over?”
No “Why not?” It was not difficult for you.
Teach the Meaning of Critical,
Unknown Vocabulary Words
Instructional Routine
• Option 3: Have students generate their
own examples.
“Tell your partner a time when you were
relieved.”
Teach the Meaning of Critical,
Unknown Vocabulary Words
Instructional Routine
• Option 4: Provide students with a story starter.
Have them say a complete sentence.
Sometimes your mother is relieved. Tell your
partner when your mother is relieved. Start
your sentence by saying, “My mother is
relieved when________.”
Teach the Meaning of Critical,
Unknown Vocabulary Words
Instructional Routine
• Vocabulary Review:
•
•
After teaching the group of vocabulary words,
review the words using a “word association”
activity.
Words written on board or overhead:
enemy, disgusting, invited, relieved
“Tell me the word that I am thinking about.
Someone that hates you might be called an ________.
If you didn’t like a food, you might say it is ________.
When a test is over, you often feel _________.
When you are asked to a party, you are _______.”
Anita Archer Video #2
• What instructional steps (routines) are used to
introduce each of the words?
• What other good practices do you observe?
How to get vocabulary pictures?
Santa Maria Bonita School District Web Site (Houghton Mifflin
Vocabulary pictures):
http://www.smbsd.org/page.cfm?p=1445
Google for Images!!
Web
Images
Groups
News
Maps
Advanced Search
Preferences
Google Search
Online Web Dictionaries
•
www.wordsmyth.net
•
www.ldoceonline.com
•
www.longman.com
•
www.wordcentral.com
Vary the Types of Independent
Vocabulary Practice Activities!
Example of Independent Activities:
Day 1: Write new vocabulary words on vocabulary cards to add to a vocabulary ring
or vocabulary card file.
Day 2: Write student-friendly definitions on back of vocabulary cards.
Day 3: Complete Word Diagram or Four Square Page with 4 new vocabulary words.
Day 4: Complete Word Diagram or Four Square Page with 4 new vocabulary
words.
Day 5: Partner up and test each other on vocabulary definitions (using vocabulary
cards students take turns saying the word and the other student gives the
student-friendly definition -- or -- one student gives the student-friendly definition
and the other student says the word).
Four-Square Vocabulary
Word
Examples
Definition
Non-Examples
Planning for Vocabulary Instruction
Step 1: Identify key vocabulary words from
selected lesson.
Step 2: Are the student-friendly definitions
offered sufficient for your students? Which
words that are not selected would you need to
add to the list?
Step 3: Create student-friendly definitions for
all the words on your list.
Step 4: Write words and student-friendly
definitions on sentence strips to post on the
classroom wall.
Step 5: Find and print appropriate pictures for
the vocabulary words.
Fast Mapping
Direct, brief explanation of meaning can
establish initial “fast mapping” of meaning.
Substitute critical unknown vocabulary with
a student friendly synonym or brief phrase.
As initially mapped words are encountered in
other contexts, their meaning is extended
and deepened.
Fast-Mapping
Example: “The Crow and the Pitcher”
The text reads, “Suddenly, the crow spied a pitcher
sitting on a picnic table.”
• What is a student-friendly synonym or phrase for
spied?
The text reads, “To the crow’s dismay, his beak could
not reach the water at the bottom of the pitcher.”
• What’s a student-friendly synonym or phrase for
dismay?
Find another word that can be fast-mapped. What is a
student-friendly synonym or phrase for that word?
Anita Archer Video #3
Did the teacher:
1. Introduce the word?
2. Present a student-friendly
explanation?
3. Illustrate the word with
examples?
4. Check students’
understanding?
5. Review the words?
Enhancing Your Core
• In your teacher’s edition find a place
where a Vocabulary lesson is taught
• Find 5 Tier Two words you would teach in
depth
• Write student-friendly definitions for those
words
• Write questions to check for
understanding
Comprehension
Comprehension
• Comprehension is the essence of reading.
• Comprehension is active and intentional thinking in
which the meaning is constructed through
interactions between the text and the reader (Durkin,
1973).
• The content of meaning is influenced by the text and
by the contribution of the reader’s prior knowledge
(Anderson & Pearson, 1984)
What is the difference
between comprehension
strategies and skills?
Think of a Soccer Game
Strategies are
specific, learned
procedures that
foster active
competent, selfregulated and
intentional reading.
Think of the
strategies of
soccer.
Skills are procedures students
use to grasp the organizational
structure of the text.
Think of the skills
as the drills and
practices that
enable you to be
good at soccer.
www.smbsd.org/page.cfm?p=905
Causes of Reading
Comprehension Failure
•
•
•
•
•
Inadequate instruction
Insufficient exposure and practice
Deficient word recognition skills
Significant language deficiencies
Inadequate comprehension monitoring and
self-evaluation
• Unfamiliarity with text features and task
demands
• Inadequate reading experiences
Factors that Impact Reading
Comprehension
Reader Based Factors
•
•
•
•
•
•
Phonemic awareness
Alphabetic understanding
Fluency with the code
Vocabulary
Prior Knowledge
Engagement and interest
Text Based Factors
• Narrative vs expository
• Genre considerations
• Quality of text
• Density and difficulty of
concepts
Strategy instruction: The big ideas
1.
2.
3.
4.
5.
Effective long-term instruction will most likely involve
teaching students to flexibly use multiple strategies to
improve their comprehension of text.
Effective instruction requires many opportunities for
students to discuss and interpret text using the application
of strategies as a way of structuring the discussion.
The focus of strategy instruction should always be on
constructing the meaning of the text.
Effective strategy instruction always involves explicit
description and modeling of strategies by the teacher.
Effective strategy instruction always involves extended
discussions of text in which the teacher scaffolds student
strategy use.
Torgesen, 2007, Comprehension Conference, San Francisco, CA
Strategy instruction: The big ideas
6.
Always keep in mind that the purpose of strategy instruction
is to stimulate student’s thinking about the meaning of text
(by providing guided opportunities for them to actually think
about, and interpret text) -- ultimately, their attention needs
to be on the text and not on the strategies.
Torgesen, 2007, Comprehension Conference, San Francisco, CA
Comprehension Strategies
Predict/Infer
Question
Monitor Clarify
Summarize
Evaluate
Determining Importance
Sensory Images
Background Knowledge/Making Connections
Steps in Explicit
Strategy Instruction
• Direct Explanation
• Modeling
• Guided Practice and Feedback
• Application
Teaching a strategy is teaching a process
connected to a purpose.
You need to teach why and when to use the process.
Anita Archer Video #4
Does the teacher:
1. Give a direct explanation of the skill?
2. Model the skill?
3. Give guided practice and feedback?
Grade 3 Cause and Effect
Instruction
Graphic Organizers
Students should be introduced to graphic organizers
to support application of comprehension skills and
strategies.
Teachers should provide models and guided
practice opportunities.
Limit the number of graphic organizers that
you use!
Here are some examples...
Ask Appropriate Questions
During Passage Reading
• BIG IDEA:
Asking students questions during
passage reading has proven effective in
improving the comprehension of students.
-(Morrow & Gambrell, 2001)
Ask Appropriate Questions
During Passage Reading
• Asking teacher-generated questions is
one of the research-validated
comprehension procedures outlined by the
National Reading Panel.
(NRP, 2000)
• Why?
Ask Appropriate Questions
During Passage Reading
• Why?
–
–
–
–
–
Helps with recall
To make connections
Promotes active reading
Helps students focus on critical information
Models questions students should be asking
themselves
Ask Appropriate Questions
During Passage Reading
• We can…
1. Generate questions on the text
or
2. Utilize the questions provided in the
reading program
Ask Appropriate Questions During
Passage Reading
• Question Types
– Memory Questions (who, what, when,
where)
– Convergent Thinking Questions (why, how,
in what ways)
– Divergent Thinking Questions (imagine,
suppose, predict, if/then)
– Evaluative Thinking Questions (defend,
judge, justify, what do you think)
-(Ciardiello, 1998)
Ask Appropriate Questions During
Passage Reading
•
What is the question type?
1. Where did the ambulance take Mrs. Brown?
2. Think about the animals in this story. In what
ways are they alike? How are they different?
3. How would this story be different if it took
place in winter?
4. Why do things in the firehouse need to be
kept in perfect working order?
5. Think about the morals in the fables. Which
moral is most helpful to you? Why?
Ask Appropriate Questions During
Passage Reading
• What typically happens when a question is
asked and the student does not know the
answer (or gives an incorrect answer)?
• We want a procedure to use when
students don’t know an answer.
• The procedure we will talk about is called
“scaffolding the answer.”
Ask Appropriate Questions During
Passage Reading
• We can apply the same concept to answering
questions.
Target Question: Student doesn’t know.
Scaffolded Question
Scaffolded Question
Ask Appropriate Questions During
Passage Reading
Target Question: Why did Blue Cloud have to pester
her mother to hold the baby? I don’t know.
Was the baby easy for Blue
Cloud to hold? Why or why not?
Why did Mother keep Little
Bear in a cradle on her back?
Techniques for Anthology
•
•
•
•
•
•
•
•
Teacher Read Aloud
Echo
Popcorn
Choral
CLOZE
Partner
Silent
Jump
“Reading comprehension
is
thinking guided
by print.”
(Perfetti, 1995).
Enhancing Your Core
• In your teacher’s edition find a place where a
Comprehension skill or strategy is taught
• Does the TE follow the steps in teaching a
strategy: explain, model, guided practice and
feedback?
• Find story questions in your TE; are they
appropriate for helping students construct
meaning and focus on critical understandings?
Fluency
What Is Fluency?
Fluency is Not Speed Reading!
Fluency = Accuracy + Pacing + Expression
What the Research Says About
Fluency
• Fluency provides a bridge between word recognition
and comprehension (National Institute for Literacy, 2001).
• Proficient readers are so automatic with each
component skill (phonological awareness, decoding,
vocabulary) that they focus their attention on
constructing meaning from the print (Kuhn & Stahl,
2000).
• 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).
Building Fluency with Connected
Text Reading
 Effective fluency building instruction involves
three critical factors:
• Selecting appropriate instructional tasks (i.e.,
letter sounds or words students can produce
accurately but not fluently).
• Scheduling sufficient practice (brief, multiple
opportunities per day).
• Systematically increasing the rate of response
(developing individual goals such as 20 wpm, 30,
40, etc).
Building Fluency with Connected
Text Reading
• Fluency building should be scheduled
frequently within and across days.
– Examples:
• Repeated reading of a passage
• Brief drill of the “5 High Frequency Words of the
Week” for 2 minutes 3 times a day
• Quick review of letter sounds for 2 minutes after
each recess
• Peer tutoring (within or across grades)
Fluency Activities
Lesson Design Considerations
• Include multiple examples of each letter sound/word in
the practice set.
• Provide two to three short practice opportunities per day.
• Decrease the amount of time per response (3 - 2 – 1
second). Students should be able to respond to each
letter-sound/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.
Letter-Sound Automaticity
Letter-Sound Automaticity Example:
The 1 Minute Dash
1.
2.
3.
4.
Identify a set of letter sounds students can correctly identify.
Include multiple cards of each letter 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.
5.
Start the stop watch.
6.
Present the first letter sound card so that all students answer.
7.
Provide quick corrective feedback on errors.
8.
Continue presenting letters.
9.
Letter-sounds correctly identified go in one pile.
10. Place errors in a second pile.
11. At the end of 1 minute, tally the number of letter sounds correct.
12. Review errors and repeat activity for 1 more minute.
Letter-Sound Automaticity Example:
ERI Sound Dash Activity
1.
2.
3.
4.
5.
6.
7.
8.
Identify a set of letter sounds students can correctly identify.
Create a grid of sounds (see Rapid Reading Chart).
Do a 1-minute small-group practice.
Start the stop watch.
Have the students identify letter sounds going across the chart.
Provide quick corrective feedback on errors. After corrective
feedback, go back to the start of the chart and begin again.
At the end of 1 minute, tally the number of letter sounds the group
correctly identified (how far did they get down the chart of
sounds).
Repeat the activity with the goal of getting further down the chart!
Letter-Sound Automaticity Example:
Rapid Reading Sounds Chart
1.
2.
3.
4.
5.
6.
7.
8.
9.
Identify a set of letter sounds students can correctly identify.
Create a grid of sounds (see Rapid Reading Chart).
Do a 1-minute partner practice (individuals respond to a partner).
Start the stop watch.
Have one of the students identify letter sounds going across the
grid.
Partners can provide quick corrective feedback on errors.
At the end of 1 minute, tally the number of letter sounds the
individual correctly identified.
Repeat for the other partner.
Repeat the activity with the goal of getting further down the chart!
Rapid Reading Chart
Read the sounds on the chart.
If you finish, start back up at the start and read the chart again unil the timer says stop.
a
i
qu
a
ck
i
qu
a
ck
i
i
a
ck
i
i
a
a
qu
i
a
a
qu
i
ck
a
ck
a
i
qu
i
i
qu
i
ck
a
a
Mark the last sound you read.
How many sounds did you read? ______
Blending Automaticity
Blending Automaticity Example:
Blending Routine/Template Cards
Examples:
• Enhancement Templates:
– Card 8, Card 9, Card 10
• Core Program Blending Routines
Word Reading Automaticity
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.
Word Reading Automaticity Example:
5 x 5 Grid
•
•
•
•
Select a set 5 words students can accurately identify
Guidelines for selecting words to practice:
–
Select high-priority and high-utility words
–
Select words students are able to identify accurately
–
Separate highly similar examples
• very/every
• there/where/here
Make page with 5 X 5 matrix:
Do a 1-minute group practice. Use an overhead transparency
for whole group, or chart paper for small group.
Word Reading Automaticity Example:
5 x 5 Grid
Rapid Reading Chart
Read the words on the chart. If you finish, start back up at the start and read the chart again unil the timer says stop.
tan
tack
Mack
cab
can
pass
Mack
cab
can
tack
pass
tan
can
pass
tack
tan
cab
Mack
tack
tan
cab
Mack
pass
can
cab
can
tan
pass
Mack
tack
pass
Mack
tack
can
tan
cab
Mark the last word you read.
How many words did you read? _______
Word Reading Automaticity
Examples
Don’t forget to use activities from the Florida
Center for Reading Research Website at:
www.fcrr.org
• FCRR, Fluency F.016
Connected Text
Automaticity
Connected Text Automaticity
Instruction Reminders!!
• For fluency instruction to be appropriate, the student must
be able to complete the skill with a high level of accuracy
(>90%)
– Before focusing on TEXT fluency, ensure that the
student has adequate accuracy of the skill (e.g., knows
majority of words, text consists of words known to the
child).
• Not a replacement for beginning reading instruction.
• Not intended to constitute the reading curriculum.
• A short duration, frequently scheduled procedure to
increase oral reading fluency.
Connected Text Automaticity:
Planning Guidelines
• Select passages students can read with 90-95%
accuracy.
• Schedule repeated opportunities for students to hear
models of fluent reading and/or practice the passage.
• Set goals for students to improve their fluency.
• Aim to reduce the time and number of errors.
• Incorporate reading with expression once students reach
60 words correct per minute on grade level passages.
Connected Text Automaticity:
Set Ambitious Goals
• Identify starting words correct per minute (e.g., 30 wcpm
minute).
• Identify end of year grade level target (e.g., 90 wcpm)
• Subtract current wcpm from target & determine whether
this is a realistic target (i.e., 60 wcpm is highly ambitious).
• Set goal and define weekly learning targets (i.e., amount
of growth/number of instructional weeks).
• Monitor progress over time.
Connected Text Automaticity:
Repeated Reading Examples
1. Fixed-timed readings (1 minute) in which student reads the
same text repeatedly (e.g., 3 times).
2. Fixed-passage readings (e.g., 100 words) in which student
calculates the time it takes to read the same 100 words on
successive trials.
3. Tape-recorded repeated readings.
4. Peer preview.
5. Partner reading.
(modified from Hasbrouck, 1998)
Connected Text Automaticity:
Previewing Strategies
• Preteach words that are difficult to read and
understand:
– Identify words that will be barriers to student
independent reading (e.g., content, vocabulary,
etc.)
– Teach difficult words prior to reading within text
– Irregular words
Connected Text Automaticity:
Repeated Choral Reading
The 3-Step Process:
1. Teacher Reads
2. Teacher and
Students
Read Together
3. Students Read
Repeated Choral Reading:
Expanded Steps
•
Teacher reads: Read the passage, modeling good fluency
and expression and running your finger underneath the
words. The students follow along as the teacher reads.
–
–
•
Students and teacher read: After hearing the teacher read,
the students read the passage with the teacher running finger
smoothly under the words being read.
–
•
Keep a steady pace – Chunk the material
Teacher can strategically pause to ensure all are actively reading along
Teacher monitors to correct errors and provide feedback
Students read: The students read the passage with the
teacher monitoring and providing feedback.
–
–
Correcting errors
Modeling/Monitoring comprehension by pausing to ask questions or
making predictions
Connected Text Automaticity
Individual Strategy: Repeated Reading
•
For individual students needing to increase reading
fluency use the following steps:
1.
2.
3.
4.
5.
6.
Identify short reading passages (approx. 150 words)
students can read with >90% accuracy
Have student read for 1-minutes as quickly and accurately
as possible and determine words correct per minute (cold
reading)
Identify and mark a target rate approximately 30% faster
than cold reading
Have student independently reread passage with
timer until they obtain target rate
Teacher repeats step 2 to determine if goal was determined
Graph progress
(Adapted from Howell & Nolet, 2001)
Connected Text Automaticity:
Partner Reading
• Can be incorporated within the regular part of
the reading program
• Complete 2-5 times a week
• Careful selection of reading materials
• Students must be trained on steps of approach
• Performance pairing of students
• Progress monitor all students to adjust pairing as
necessary
Connected Text Automaticity:
Partner Reading
Guidelines for Pairing Students
It is not necessary for the highest skilled readers to work
with the students of greatest need. When pairing students
consider the following:
• Rank order students according to reading fluency.
• Split the rank ordered list into the top and bottom halves.
• Pair the top ranked student in the upper half with the top ranked
student in the lower half (i.e., #1 with # 13 if class has 26
students). See Teacher Reports!
• Adjust pairings according to “personality” issues.
• Maintain pairs approximately 4 weeks.
(Modified from Hasbrouck, 1998)
Connected Text Automaticity:
Partner Reading Guidelines
1. Teacher needs to select appropriate reading
material for each student.
2. Teacher needs to model steps of partner reading.
3. The higher performing reader reads first as a
model.
4. Both students should have an opportunity to lead
the reading (coaches and players)
5. Teacher should monitor the group in the activity and
reinforce for appropriate behavior.
6. At the end of the activity, have both students
summarize what they just read (e.g., retell, main
ideas, characters, etc.).
7. Periodic progress monitoring to ensure progress and
to readjust pairs.
Expression Practice
• Incorporate reading with expression once students reach
60 words correct per minute on grade level passages.
• Don’t forget to use activities from the Florida Center for
Reading Research Website at:
www.fcrr.org
Expression -- Chunked Text
FCRR, Fluency, F.019
Expression -- Phrases
FCRR, Fluency, F.013
FCRR, Fluency, F.014
FCRR, Fluency, F.015
Enhancing Your Core
• What fluency activities will you use when
you return to your classroom next week?
• What text(s) will you use for fluency
practice?
Remember …
Different Reads
For
Different Needs
5 “Mores”
•
•
•
•
•
Jo Robinson, 2007
More explicit/direct instruction
More modeling
More practice with...
More feedback
More time
1. More Explicit and Direct Teaching
• Teacher makes existing directions more
explicit
• Switch student to a more explicit core
program or intervention
3. More Practice
• More turns
– Saying letter names/sounds
– Saying sight words fast
– Blending words
– Reading complete sentences smoothly
– Reading complete pages smoothly
– Answering comprehension questions in
complete sentences
– Hearing and using vocabulary words
4. With More Feedback
• My Turn error correction
Error Correction
Sound/letter naming correction
“My Turn. That letter is d. What letter? Go
back.”
“My turn. This sound is /o/. What sound? Go
back.”
5. More Time
• Full 90 minute block
• Extra intervention block
Objectives
• Review the five critical components of early reading and how to link
them to instruction.
• Learn strategies to implement with students to make instruction
more explicit
• Discuss and practice active engagement strategies
• Apply explicit instruction techniques to deliver a core program.
Anything else?