Class 1: What is Reading?
Definition
“Using everything you know about language
Syntax or Word Order
Semantics or Word Meaning
Phonology or Sound
(This box is heavy to carry. Would you
please open the __________ for me?)
In addition to graphophonolgical information
Symbol Sound Relationships
To decode
Phonic and structural information
And to comprehend
Literal and Beyond Literal
Print”
Class 2a: What is Important in a Reading Program?
Reading TO Children
Why read to children?
To build a languaging base
To create an associational pathway between
the ear and the eye
To build a vocabulary base
To build a prior knowledge base
Purposes
For pleasure
(What you love, What children love, To
create a love for print)
Example: Goodnight Moon
For Vocabulary Development
1
(Create a vocabulary aware
environment: A Cache of Jewels)
For Concept Content Development
(Why do good Languagers Language
well? : Antarctica, align with content
area topics)
For Humor Development
(A metalinguistic skill: Grandpa
Henry)
For Print Structure Development
(Story Grammar, SQ3R, Structural
Prediction)
For Comprehension Development
(Thinking: Black Pearl)
For Reading Development
(Predictable print books: Pumpkin
Pumpkin / Love Is . . .
Class 2b: What is Important in a Reading Program?
Reading WITH children
For direct instruction
Why direct instruction? (Little D, Little I)
3 Levels of Reading
Independent (90% Decoding, 90%
Comprehension)
Frustration Level (Too Difficult, 60 –
70% Decoding, 40 – 50%
Comprehension)
Instructional Level (John Manning’s
definition, “The level at which the
individual continues to deal with print
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aggressively in spite of the fact that he
occasionally faces failure.”)
Reading BY Children
Purpose
Practice
To develop independent reading practices
Free choice
Semi Free choice
Class 2c: What is Important in a Reading Program?
Shared Reading
Joining the community of readers
Must be modeled and taught
Readers’ chair
Teaching response frames
Teaching active listening
Content Area
Applying reading skills to content area texts
Using a glossary
Using an index
Print Structure ie., SQ3R
Language arts integration
Integrate listening, speaking, reading
and writing
4 Stage Reading (Antarctica)
Class 3a: What is Important in a Reading Lesson?
3
Professor John C Manning’s Basic Instructional
Sequence for the Teaching of Reading
1.
Review
Skill Knowledge Continuum
Known, Progressing, New
Review equal progressing skills
What do children kind of know that
will help them read better the selection
today?
2.
Introduction to new vocabulary and phrases
Visual, Auditory, Kinesthetic, Word
Analysis, Word Meaning and Quick
Recognition
3.
Preparation for Reading
Conceptual preparation
Advanced Organizers (Richard
Corey)
Content preparation
Visual Auditory Fill and Listing
4.
Quick Skill Review
One-minute progressing skill review
Class 3b: What is Important in a Reading Lesson?
5.
Oral Reading
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Purposes:
For Diagnosis
For Instruction
For Aesthetic Purposes
Diagnosis
Consonant trouble
Vowel trouble
Little or no Self Correction
Lack of Fluency
Instruction
Does it make sense?
Big Five Clues
Blends and Digraphs
Silent e
Double vowels
Phonograms
Affixes
Rereading
Echoic reading
White Board
Class 3c: What is Important in a Reading Lesson?
Silent Reading
For Comprehension Development
Retelling
Visualization
Appropriate questioning
Big five for comprehension/ continuous
processing strategies
Prediction
Self-Monitoring
5
Critical Thinking
Fluency
Visualization
Modeling inferential thinking
Re-ask question
Give Answer
Provide Proof from Text
Show line of reasoning
(P. David Pearson)
Class 3d: What is Important in a Reading Lesson?
New Skill Instruction
(Once or Twice a Week)
Phonic, Structural and Comprehension Skills
Introduce in whole language
Teach and practice in isolation
Place back into whole language
Closure
What each child did well?
Progressing areas for each child
What will be a focus for tomorrow?
Class 4a: How to Instruct Vocabulary
Types of Vocabulary
Listening Vocabulary
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Definition: All the words children
listen to and understand when used in
context, but not necessarily use
themselves in oral language.
Speaking Vocabulary
Definition: All the words children
listen to, understand and use in their
own language.
Reading Vocabulary
Definition: All the words children
understand in spoken language and can
decode and comprehend independently.
Writing Vocabulary
Definition: All the words children can
listen to, use in oral language, read and
spell
Class 4b: How to Instruct Vocabulary
Listening Vocabulary
Changing/Upgrading the classroom
linguistic environment
Words of the week
Word outlaw
Upgrading teacher Vocabulary
Rewarding Picturesque vocabulary use
Focusing on new vocabulary during
reading (TO) sessions
Speaking Vocabulary
Word Outlaw
Rewarding Picturesque language
Keeping synonym charts
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Modeling and rephrasing
Having children keep vocabulary notebooks
Reading Vocabulary
Daily vocabulary pre-instruction in reading
texts and content area texts
The Great Barrier Reef
Out in the Pacific Ocean, waves curl and break,
crash and foam in a long line. The waves are striking a
reef lying near the surface of the water. It is the Great
Barrier Reef. It is the longest coral reef in the world. If
it were placed beside the United States, it would stretch
from Philadelphia to Miami.
What is truly wonderful about a coral reef is the
way it is made. The building begins with tiny animals
called polyps. Polyps look like brightly colored flowers
growing in an ocean garden. But they are a very simple
form of animal life. Each little animal makes a coral cup
around itself. The coral is hard like stone. The animal
unfolds itself from the cup to feed. It folds into the cup
for safety. When the animal dies, the hard cup remains.
New polyps build their cups on top of the remaining
cups. As more and more are added, the coral takes
different shapes. In time, masses of coral form a reef.
The reef is not safe from danger. Waves crash and
beat at its edges. With each sweep of waves, bits of coral
are carried away. Some kinds of fish feed on live polyps.
When live polyps are killed, the reef breaks down.
People also cause damage. They pollute the waters.
They even tear pieces off of the beautiful coral.
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It has taken millions of years to build the Great
Barrier Reef. Day by day, parts of it are destroyed. Day
by day the building goes on.
Vocabulary Items To Be Taught
surface
sur/face
stretch
str/etch
polyps
pol/yps
unfolds
un/folds
remains
re/main/s
destroyed
de/str/oy/ed
Phonic Items to be Taught
surface – surfaced – surfacing
stretch – stretched – stretches – stretching
unfolds – unfolding – unfolded
remains – remaining – remainder
destroyed – destroy – destroying – destroyer
surface – surfaced – surfacing
stretch – stretched – stretches – stretching
unfolds – unfolding – unfolded
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remains – remaining – remainder
destroyed – destroy – destroying – destroyer
Reading Vocabulary (continued)
Daily automaticity training
*Auditory Training – Ensuring Phonic
Knowledge
Vocabulary rings / Bags
Writing Vocabulary
Writing TO and WITH children
Teaching editing and proof reading skills
Vocabulary notebooks
Class 5a: Instructing Word Analysis Skills
Prerequisites for Phonic Learning
The Auditory Battery
Discrimination
Segmentation
Blending
Memory
Visual Auditory Integration
Auditory Discrimination
o/u, b/d, b/p, a/e, e/I, l/r, w/r, t/d,
s/x, g/k, m/n, ch/sh,
Auditory Segmentation
Compounds: shoebox, mailman
Multi-syllabic Words: beautiful,
Nintendo
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Affixes: redo, preheat, running,
faster
Blends: stop, green
Individual Phonemes: must, plan,
strap
Auditory Blending
Auditory Memory
Visual Auditory Integration
To understand visual auditory
integration one must understand
the phonic line.
What are word analysis skills?
The Phonic Line
Consonants
Individual consonants
Initial (man)
Final (bit)
Medial (fits)
Doubled consonants
Medial (mitten)
Final (egg)
Two and Three letter blends
Initial (stop, strip)
Medial (faster)
Final (spent)
Consonant Digraphs
Initial (shot)
Medial (paths)
Final (witch, fish)
Silent Consonants
Initial (know)
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Medial (lambs)
Final (sign)
Vowels
Short Vowels
Initial (in)
Medial (mat)
Long Vowels
Silent e (mile)
Vowel Digraphs/ Double
vowels (rain)
Open vowels (go, me)
R – controlled Vowels (far,
turn)
Diphthongs (toy, owl, pout)
Doubled Vowels
(baa, Hawaii, feed, boot,
vacuum)
Compound Words shoe/box,
rain/coat
Phonograms
Simple Phonograms (ap, eg,
ot, ud)
Complex Phonograms (-eep,
-ung, -ight, -ould, -ought,
ough, -idge
Affixes
Prefixes (re, un, bi, dis, de)
Suffixes (ing, er, or, ed, ish,
ness,)Example:
fold
un/fold
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fold/ing
un/fold/ing
turn
re/turn
turn/ing
turn/ed
re/turn/ing
marine
sub/marine
marines
sub/marine/s
Let us revisit Visual Auditory Integration
English words fall into many very important and very
predictable phonic patterns.
Let us take a look at these patterns:
Consonants and Vowels
cvc
man
ccvc
stop (blend), chip (digraph)
cvcc
lamp (blend), mash (digraph)
ccvcc
blast (blend), which(D)
cvce
mane,
ccvce
frame (B), shave (D)
cvvc
mean
ccvvc
clean (B), cheat (D)
cvvc(dipthong)
boys
ccvvc
shout
cvr
car
ccvr
stir
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cvrc
ccvrc
cvrcc
Phonograms
m – at,
sp – in,
-
bark
spark (B), shirt (D)
birch
C + Phonogram or CC +
Phonogram
Eg.
Simple
s – ud, r – ig
gr – in, st – em
Complex
s – ing, gr – and, st – one
r – ight, c – ould, br – ought
Affixes
Root + Prefix, Root + Suffix, Root +
Prefix + Suffix
plant
implant
planting
implanting
do
redo
doing
redoing
Application
Emergent
b (sound) a (sound) t (sound) –
Put it together /bat/
f (sound) i (sound) g (sound)
Put it together / fig /
Later in Grade 1
b (sound) at (sound)
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Put it together /bat/
st (sound) a (sound) nd (sound)
Put it together /stand/
Or
st (sound) and (sound)
Put it together /stand/
Later
str (sound) e (sound) tch (sound)
Put it together /stretch/
f (sound) i (sound) n (sound) Put it together (fin)
fin+e Now what? fine
bl (sound) a (sound) m (sound) Put it together
(blam)
blam+e Now what? blame
Further On
st – ai – n = /stain/
bl – oa – t = /bloat/
Think back to the vocabulary instruction for
Great Barrier Reef
s – ur – face
str – e – tch
pol – yps
un – f – old – s
re – main – s
de – str – oy – ed
/surface/
/stretch/
/polyps/
/unfolds/
/remains/
/destroyed/
Why are auditory skills underdeveloped?
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Ear infections birth through two
Ear trauma
Developmental Disalignment
Class 5b: Instructing Word Analysis Skills
Isolated Skill Instruction
Whole-Part-Whole
Whole
Charlie Chan by Brenda Voght
Listen
Charlie Chan lives in a big house in the city. In
his backyard there is a cherry tree. Charlie’s father has
built a tree house in the cherry tree. To get to the tree
house Charlie climbs up a strong chain. In the tree
house he has a table, a chair, a chalkboard, and chalk.
He uses the chalk to write notes to his friends. From
his tree house he can see into his mother’s kitchen.
Today his mother is baking chocolate chip cookies.
Part
What was the name of the boy in the story?
(Charlie Chan)
What kind of tree does he have in the backyard?
(Cherry)
Charlie has a tree house in the cherry tree. How does
he get to the tree house?
(Chain)
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He has a table in the tree house. What else does he
have in the tree house?
(chair, chalkboard, chalk)
What kind of cookies is his mother baking in the
kitchen?
(chocolate chip)
Clarifying Questions
What do you notice about the beginning sounds of the
words? (The Same)
What do you notice about the way all the words look?
(all start with ch)
Teach rule: ch = /ch/
Have children generate their own examples.
Do skill pages – Practice.
Whole: Children Read
Have children read another passage including (ch)
examples:
Charlie put the new red chain around her puppy’s
neck. His mother sat on a chair under the cherry tree.
She put her hand on her chin. Charlie stopped by to
have a chat with his Mom. He asked his mother to
check on his puppy and went to get some water. He sat
on the bench and called to his puppy. The puppy
jumped on Charlie’s chest.
“You are a champ,” said Charlie with a smile.
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Integrated Skill Instruction
White Board (Visual Auditory Integration)
Instruction in Print
Class 6a: Facilitating Literal Comprehension
What Contributes to Literal Comprehension?
Vocabulary Knowledge
Visualization Ability
Syntactic Understanding
Fluency
Conceptual and Content Prior Knowledge
Print Structure Knowledge
Class 6b: Facilitating Literal Comprehension
Developing Literal Comprehension skills
Developing vocabulary skills
Developing Visualization Skills
Developing Fluency
Developing Conceptual and Concept Bases
Developing Print Structure Knowledge
Teaching Retelling
Class 7: Facilitating Non-Literal Comprehension
Extending children’s thinking
Refining question asking skills
Focus on retelling
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Using proof statements
Extending inferential thinking
Modeling thinking (Pearson)
Ask
Answer
Show Proof
Show Line of Reasoning
Class 8a: Diagnosis
Definition: Wallace and Mcloughlin
Diagnosis is:
A Systematic procedure . . .
constant for measuring. . .
Quantitative Measurement ranging
from formal (Stanines, Percentiles,
Grade levels) to informal (Using
one’s eyes, ears and sensibilities. .
. number correct, number
incorrect, kinds of errors,
severities of errors)
a sample (of child’s behavior and
material learned)
of an individual’s (inductive v
non-inductive/)
non-inductive=
*Slow learning rate
*Vocabulary deficits
*Non-priming performance
*Difficulty in generalizing
and abstracting
*Thinking / linguistic deficits
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*Whole to part / Part to
whole learning
behavior (academic/reading
behavior)
in order to evaluate it (give it a
value based upon child and
knowledge of testing instruments)
against standards (established
criteria)
or norms (comparison to distant or
immediate groups)
and to create needed change
(teacher first, child next).
Class 8b: Types of learners
Inductive v Non-inductive
Review
Class 8c: Decoding, Comprehension, Decoding/
Comprehension Children
Decoding= Weak decoding, Strong comprehension
Comprehension= Weak comprehension, Strong
decoding
Decoding / Comprehension = weak in both decoding
and comprehension
Class 8d: Diagnosis of Decoding Issues
Listen
Listen for errors
Classify errors based upon the phonic line
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Look for trends or patterns of errors not
individual or patterns of errors
Categorize into progressing or new skills
Class 8e: Diagnosis of Comprehension Issues
Listen to answers to questions
Categorize into literal or non-literal issues
Do decoding errors make sense?
Class 9a: Remediation
Remediation of Vocabulary Deficits
Change-enhance-improve the linguistic
environment
Pre-teach vocabulary in all subject
areas including reading
Teach vocabulary
Words of the week
Word Outlaw
Reinforce Vocabulary
Practice Vocabulary
Provide incentives for using
extended vocabulary
Class 9b: Remediation of Literal Comprehension Issues
Ensure vocabulary knowledge
Ensure conceptual / content knowledge
Focus on retelling
Model retelling
Question for literal comprehension
Teach / Encourage Visualization
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Class 9c: Remediation of Non-literal Comprehension
Issues
Refine question asking techniques
Gallagher: Narrow / Text based
Broad / Reader based
Narrow = cognitive memory and
convergent
Broad = divergent and evaluative
Cognitive Memory:
(knowledge)
recall
identify
answer yes / no
list
name
define
tell
“who, when, where, what, etc.”
Convergent:
(comprehension)
compare
contrast
explain
“how, why, explain, compare, contrast, etc.”
Divergent:
(application, analysis
synthesis)
predict
hypothesize
infer
guess
reconstruct
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trace alternatives
“what if, suppose, how do you know, what will
happen next, what leads you to believe that, how many
ways can you think of to, how could the outcome have
been different if, etc.”
Evaluative:
(evaluation)
judge
give opinion
justify
choose
support
“what do you think, do you agree and why, can you
support and why, how do you feel, etc.”
9d: Remediation of Fluency Issues
Remind students to read fluently
“Thank you for calling the words now let’s go
back and read”
Focus on rereading
4 step reading: With teacher
At Seat
With Partner
With Parent, Pet or Stuffed
Animal
Use Echoic Reading
Teach Phrase Reading
Practice Automaticity of Sight Vocabulary
9e: Remediation of Print Structure Issues
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Use Structural Prediction
Look at title, illustrations, headings (major,
minor), Pre, Intra and post questions
Marginal notes / questions, pictures, charts
graphs, captions, tables:
Based on these predict content, vocabulary,
tone, intent, mood, genre etc.
Teach story Grammar
Stein and Glenn
Story = Characters, Setting, Problem,
Attempts, Reactions of Characters,
Resolution, Lessons about life.
Teach SQ3R
Survey
Question
Read
Recite
Review
Teach Paragraph Structure
Paragraph = key fact
supporting details
concluding sentence
or
What are you talking about?
Tell me about it.
Tell me more about it.
Tell me still more about it.
Wrap it up.
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9f: Remediation of Concept Content Issues
Concept
Advance Organizer (Ausubel)
Identify Major Idea
Form Experiential Parallels
Bridge to Content (USE
BLUEBIRD)
Content
Listing
Identify major content
Ask for any information
Write on board / No Discussion,
just acknowledge
Stop when you have had enough
Go back and elaborate on each
contribution
Categorize
Read / Use categories to guide
comprehension and discussion
Visual Auditory Fill
Use print to provide prior
knowledge
9g: Remediation of Analysis Issues
Provide auditory training
Discrimination
Segmentation
Blending
Memory
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Visual Auditory Integration
Use the skill instruction model
Introduce in whole
Practice in isolation
Replace in whole
Integrated skill remediation
Daily one-minute skill review
White board use
Reinforcement in print
Class 10a:
Oral Reading
Purposes
a) Diagnosis
b) Instruction
c) Aesthetics
Diagnosis:
Error Analysis Chart
Date:
Name:
Word Was
Child Said
Analysis
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Error Analysis Chart
Date:
Name:
Word Was
Child Said
Analysis
John
stop
enough
great
slowly
voice
sop
e-e__
greet
sully
vok
(st)
(sight)
(context)
(sl, ow)
(context oi)
Helen
moment
famous
known
pride
trotted
moment
fomos
nun
prid
troted
(vocab context)
(vocab context)
(context, ow)
(silent e, vocab)
(vocab, context)
Tremaine
stretch
written
cherries
blowing
flowed
set
within
carries
bowing
follow
(str – tch)
(wr)
(ch – context)
(bl)
(fl, context)
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Instruction: Guidelines

Must be interaction based

More decoding errors: More oral reading

Focus on information gathering:
Strengths
Progressing Areas
Needs
or
Know
Progressing
New

Treat errors qualitatively

Fix what is broken

Set boundaries for error correction

Emphasize visualization

Use retelling liberally

Model

More difficult passages should be read
orally

As children get more competent in
decoding, oral reading should decrease
Class 10b:
Silent Reading
Purpose: Comprehension Development
Guidelines:
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







All students should be involved in guided
silent reading daily
Reread oral reading passages silently if
necessary
Focus on comprehension development
Use retelling liberally
Vary questioning strategies
Tier questions
a. Read and find out __________.
b. Read: I am going to ask you
questions about _________.
c. Read: Remember these strategies
d. Read
Easier paragraphs should be read silently.
As decoding competency increases, silent
reading should increase
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