Oregon Reading First
Institute on Beginning Reading I
Cohort B
Day 2:
Five Big Ideas of Reading Instruction
August 24, 2005
1
Oregon Reading First
Institutes on Beginning Reading
Content developed by:
Edward J. Kame’enui, Ph. D.
Professor, College of Education
University of Oregon
Deborah C. Simmons, Ph. D.
Professor, College of Education
University of Oregon
Michael D. Coyne, Ph. D.
University of Connecticut
Beth Harn, Ph. D
University of Oregon
Prepared by:
Patrick Kennedy-Paine
University of Oregon
Katie Tate
University of Oregon
2
Cohort B, IBR 1, Day 2
Content Development
Content developed by:
Tricia Travers
Amanda Sanford
Jeanie Mercier Smith
Carol Dissen
Additional support:
Deni Basaraba
Julia Kepler
Katie Tate
3
Copyright
• All materials are copy written and should not
be reproduced or used without expressed
permission of Dr. Carrie Thomas Beck,
Oregon Reading First Center. Selected
slides were reproduced from other sources
and original references cited.
4
Houghton Mifflin Reading &
Lectura
Phonological Awareness
5
Advantages of Implementing a Core
Program
Increasing communication and learning
• Improving communication
– Teachers within and across grades using common
language and objectives
• Improving learning
– Provides students a consistent method or approach
to reading which is helpful for all students
– Provides teachers an instructional sequence of skill
presentation and strategies to maximize student
learning
– Provides more opportunity to differentiate
instruction when necessary
6
Essential Instructional Content
1. Phonological Awareness: The ability to hear and
manipulate sounds in words.
2. Alphabetic Principle: The ability to associate
sounds with letters and use these sounds to read
words.
3. Automaticity and Fluency with the Code: The
effortless, automatic ability to read words in
connected text.
4. Vocabulary Development: The ability to
understand (receptive) and use (expressive) words
to acquire and convey meaning.
5. Comprehension: The complex cognitive process
involving the intentional interaction between reader
and text to extract meaning.
7
Changing Emphasis of Big Ideas
K
1
2
3
Phonological
Awareness
Alphabetic
Principle
Letter Sounds &
Combinations
Multisyllables
Automaticity
and Fluency
with the Code
Vocabulary
Comprehension
Listening
Reading
Listening
Reading
8
Design and Delivery
Features of well-designed programs include:
– Explicitness of instruction for teacher and student
–
–
–
–
• Making it obvious for the student
Systematic & supportive instruction
• Building and developing skills
Opportunities for practice
• Modeling and practicing the skill
Cumulative review
• Revisiting and practicing skills to increase strength
Integration of Big Ideas
• Linking essential skills
9
Phonological Awareness
10
Objectives
• To define phonological awareness
• To become familiar with the research behind
phonological awareness
• To identify high priority skills of phonological
awareness
• To review the scope and sequence of
phonological awareness instruction in Houghton
Mifflin Reading & Lectura.
• To identify and implement phonological
awareness components within daily Houghton
Mifflin Reading & Lectura lessons.
11
Phonological Awareness
The ability to hear and manipulate
sounds in words.
12
Critical Elements in Phonological
Awareness
•
The National Reading Panel report (2000) identifies the following elements as
essential in Phonological Awareness instruction:
A critical component but
not a complete reading
program
Focus on 1 or 2
types of PA
Teach in small
groups
Teach
explicitly &
systematically
Teach to manipulate
sounds with letters
13
Definitions
•
•
•
•
•
•
•
•
•
Continuous sounds
Stop sounds
Onset-rime
Phoneme
Phoneme Blending
Phoneme Segmentation
Phonemic Awareness
Phonics
Phonological Awareness
14
Activity
• Please take out your Phonological Awareness
Definitions activity sheet
• Partner up!
• Read the examples and definitions. Find the idea
that matches the definition or example from the
word bank. Write it in the box next to the
definition or example.
• Use your definitions sheet to help you if you get
stuck
15
Word
A.
A. Stop sound
B.
B. Onset-Rime
C.
C. Phonics
D.
D. Phoneme
E.
E. Phoneme segmentation
F.
F. Continuous sound
G.
G. Phonological awareness
H.
H. Phonemic awareness
I.
I. Phoneme blending
Definition or Example
A. /t/
/t/
A.
B. /r/-/ipple/
B. /r/-/ipple/
C. mapping sounds to print
C. mapping sounds to print
D. The smallest unit of sound
D. The smallest unit of sound
E. taking a word apart into all of it’s
E.
taking a word apart into all of it’s
sounds
sounds
F. /mmm/
F. /mmm/
G. The understanding that words are
composed
of sounds, and
ability
G.
The understanding
thatthe
words
areto
hear
and manipulate
those
sounds
composed
of sounds,
and
the ability
hear
and manipulate
those sounds
H. to
The
awareness
of the individual
sounds
comprise
words
H.
The that
awareness
of the
individual
soundssounds
that comprise
I. putting
togetherwords
to make a
word
I. putting sounds together to make a
word
16
Phonemic Awareness: Research
The best predictor of reading difficulty in kindergarten or first
grade is the inability to segment words and syllables into
constituent sound units (phonemic awareness).
Lyon 1995
Poor phonemic awareness at four to six years of age is
predictive of reading difficulties throughout the elementary
years.
Torgesen and Burgess 1998
More advanced forms of phonemic awareness (such as the
ability to segment words into component sounds) are more
predictive of reading ability than simpler forms (such as being
able to detect rhymes).
Nation and Hulme 1997
17
High Priority Skills for Kindergarten
• Students should be taught to orally blend separate
phonemes starting in mid-kindergarten.
• Students should be taught to identify the first sound in
one-syllable words by the middle of kindergarten at a
rate of 25 sounds per minute.
• Students should segment individual sounds in words
at the rate of 35 sounds per minute by the end of
kindergarten.
19
Identifying first sound:
25 sounds/minute by middle of kindergarten
Teacher:
Tell me the first sound in the word cat.
Student:
/c/
Teacher:
Listen: mouse… flower…. which begins
with the sound /ffff/?
Student:
flower
20
Segmenting sounds:
35 sounds/minute by end of kindergarten
Teacher:
Tell me all the sounds in the word
‘cat’.
Student:
/c/ …. /a/… /t/
Teacher:
Tell me all the sounds in the word
‘plate’.
Student:
/p/…/l/…/a/…/t/
21
22
High Priority Skills for First Grade
• Students should blend three and four phonemes
into a whole word by the middle of grade 1.
• Students should segment three and four phoneme
words at the rate of 35 phoneme segments per
minute by the beginning of grade 1.
• Student must master blending and
segmenting words before they can learn to
decode words in print successfully
23
Phonological Awareness
Sequence of Instruction Continuum
Concept of Word—comparison and segmentation
Rhyme—recognition and production
Syllable—blending, segmentation, deletion
Onset/Rime—blending, segmentation
Phoneme—matching, blending, segmentation,
deletion, and manipulation
24
Activity
Phonological Awareness:
Sequence of Instruction
• Take out your “Phonological Awareness Sequence of
Instruction” activity worksheet
• Pair up with a partner.
• Read the activity
– Identify what kind of phonological awareness skill
is being tested
– Identify when the skill should be taught (1st, 2nd,
5th?)
• Put a star next to the most important skill for students
to master
25
Debrief
Phonological Awareness: Sequence of Instruction
Activity:
Teacher asks studentsDo fan and man rhyme?
Type of
phonological
awareness skills
Rhyming
I’ll say the parts, you say
Syllables
the word… kitt…en, what
word?
Order
taught
(1-5)
2
3
Tell me the sounds in ‘mop’. Phonemes
5
I’ll say the parts, you say
the word, k…. itten, what
word?
4
Onset/Rime
Listen, “the man ran”. What Concept of word
was the first word?
1
Houghton Mifflin
Scope and Sequence- Kindergarten
Theme 1
Rhyming
Theme 2
Words in Oral Sentences
Theme 3
Blending Onset and Rhyme
Segmenting Onset and Rhyme
Theme 4
Blending and Segmenting Onset
and Rhyme
Blending Phonemes
Theme 5
Blending Phonemes
Theme 6
Blending Phonemes
Segmenting Phonemes
Theme 7
Blending Phonemes
Segmenting Phonemes
Theme 8
Blending Phonemes
Phoneme Substitution
Theme 9
Syllables in Spoken Words
Phoneme Substitution
Theme 10
Phoneme Substitution
27
Houghton Mifflin Lectura
Scope and Sequence- Kindergarten
Theme 1
Rhyming Words; Beginning Sounds
Theme 2
Beginning Sounds,
Words in Oral Sentences
Theme 3
Blending Onset and Rime
Segmenting Onset and Rime
Theme 4
Blending and Segmenting Onset and Rime;
Blending Phonemes
Theme 5
Blending Phonemes
Theme 6
Blending Phonemes;
Segmenting Phonemes
Theme 7
Blending and Segmenting Phonemes
Theme 8
Blending Phonemes
Phoneme Substitution (Initial)
Theme 9
Syllables
Phoneme Substitution
Theme 10
Phoneme Substitution
28
Houghton Mifflin
Scope and Sequence- 1st Grade
Theme 1
Blending Phonems
Theme 2
Blending Phonemes
Theme 3
Blending and Segmenting
phonemes
Theme 4
Blending and Segmenting
phonemes
Theme 5
Segmenting Phonemes:
Count Sounds in Words
Theme 6
Segmenting Phonemes:
Count Sounds in Words
Theme 7
Substitute Phonemes
Theme 8
Delete and Substitute
Phonemes
Theme 9
Delete Phonemes
Theme 10
Substitute Phonemes
29
Houghton Mifflin Lectura
Scope and Sequence- 1st Grade
Theme 1
Blending Phonems
Theme 2
Blending Phonemes
Theme 3
Blending Phonemes
Theme 4
Blending Phonemes
Theme 5
Blending Phonemes
Theme 6
Blending Phonemes
Theme 7
Blending Phonemes
Theme 8
Syllabication
Theme 9
Blending Phonemes
Theme 10
Blending Phonemes
30
Pattern of Instruction within Houghton Mifflin
In kindergarten, phonological awareness is taught in
Units 1-10: Opening Routines, Daily Phonemic Awareness
Units 2-10: Day 1 Phonemic Awareness-Introducing the
Alphafriend
Days 2-4 Develop Phonemic Awareness, and in some Connect
Sounds to Letters lessons (prelude to Phonics lesson)
In first grade, phonological awareness is taught/reviewed in
Units 1-10: Opening Routines, Daily Phonemic Awareness
Day 1 and occasionally Day 2 in Develop Phonemic Awareness
(prelude to Phonics lesson)
31
Pattern of Instruction within Lectura
In kindergarten, phonological awareness is taught in
Temas 1-10: Actividades para comenzar, Desarrollar la
conciencia fonémica
Temas 2-10: Día 1 Conciencia fonémica –presentar el Afamigo
Días 2-4 Desarrollar la conciencia fonémica, y conectar sonidos
con las letras (antes de la actividad fonética)
In first grade, phonological awareness is taught/reviewed in
Temas 1-10: Actividades para comenzar, Conciencia fonémica
diaria
Días 1-2 en Desarrollar la conciencia fonémica (antes de la
actividad fonética)
32
Blending Phonemes
Kindergarten
Play the weather word game. Give children a clue and
the sounds in a word, and they blend and guess the
answer
• It makes us wet, but helps flowers grow: /r//a//n/.
(rain)
• This is something yellow that warms the earth:
/s//u//n/. (sun)
K -Theme 6- Page T17
33
Combinar Sílabas y Fonemas
Kinder
Combinar Sílabas
Haga un juego de adivinar:
Combínenlas para adivinar qué palabra del poema es:
• /na/ /do/ (nado)
• /pa/ /ti/ /no/ (patino)
• /Me/ /li/ /sa/ (Melisa)
Combinar Fonemas
Antes, cobinamos sílabas para formar palabras. Ahora, voy
a decir sonidos por separado y ustedes formen las
sílabas.
• /m/ /a/ (ma)
• /p/ /a/ (pa)
• /t/ /a/ (ta)
• /c/ /o/ (co)
K -Tema 4- Pagina T9
34
Blending Phonemes
1st Grade
Tell the children you have some word riddles. they should blend the
sounds to form the word. Read the following clues:
•
•
•
•
•
•
This is a kind of animal: /p//i//g/. (pig)
This is the opposite of little: /b//i//g/. (big)
You can do this with a bat: /h//i//t/. (hit)
You can do this on a chair: /s//i//t/. (sit)
This has a sharp point: /p//i//n/. (pin)
A baby wears this to eat: /b//i//b/. (bib)
1st-Theme 1- Page T179
35
Combinar Sílabas y Fonemas
Grado 1
Les voy a decir una rima. ¡Escuchen con cuidado la
última palabra! Voy a decir sólo las sílabas. Júntenlas
y digan la palabra. Mi mami me /a/ /ma/. Combinen
las sílabas. Levanten la mano si saben los sondios de
la palabra. (ama)
• Mi hermana me /a/ /ma/ (ama)
• A mis hermanos yo los /a/ /mo/ (amo)...
Ahora voy a decir solo los sonidos. Combínenlos para
formar las palabras.
• /m/ /i/ (mi)
• /m/ /e/ (me)
• /m/ /i/ /s/ (mis)
1 Grado -Tema 1- Pagina T21
36
Activity
Teaching Phonological Awareness
• Pair up with a partner.
• Find a lesson that teaches phonological
awareness in your teacher’s edition
(Houghton Mifflin Reading or Lectura).
• Practice teaching that section of phonological
awareness activities as if you were teaching it
to a student
37
Objectives
• To define phonological awareness
• To become familiar with the research behind phonological
awareness
• To identify high priority skills of phonological awareness
• To review the scope and sequence of phonological
awareness instruction in Houghton Mifflin Reading &
Lectura.
• To identify and implement phonological components
within daily Houghton Mifflin & Lectura lessons.
38
Houghton Mifflin Reading and
Lectura
Alphabetic Principle K-3
39
Objectives
You will learn:
• To define alphabetic principle
• To become familiar with the research on the
alphabetic principle
• To identify the high priority skills of alphabetic
principle
• To identify and implement alphabetic principle
instruction within daily Houghton Mifflin Reading &
Lectura lessons.
40
What is the Alphabetic Principle?
• The ability to associate sounds with letters and use
these sounds to form words.
– The understanding that words in spoken language
are represented in print.
– Sounds in words relate to the letters that represent
them.
(Liberman & Liberman, 1990)
41
Alphabetic Principle
Alphabetic Principle is composed of three main
components
• Letter-sound correspondence: Understanding that
letters represent sounds
• Blending: Understanding that we blend sounds from
left to right
• Phonological Recoding: Blending sounds together to
represent a word that has meaning
42
Definitions
•
•
•
•
•
•
•
•
•
•
•
•
•
Alphabetic Principle
Blending
Continuous Sound
Decodable Text
Decoding
Explicit Phonics Instruction
High Frequency Words
Irregular Word
Letter-Sound Correspondence
Nonsense word or Pseudoword
Phonological Recoding
Regular Word
Stop Sound
43
Activity
• Please take out your Alphabetic Principle Definitions
activity sheet
• Partner up!
• Read the examples and definitions. Find the idea
that matches the definition or example from the word
bank. Write it in the box next to the definition or
example.
• Use your definitions sheet to help you if you get stuck
44
Word
Definition or Example
A. Letter-sound
correspondence
B. Blending
A. The letter ‘m’ makes the sound /mmm/
C. Decoding
C. Using letter-sound correspondences
to read words
D. Phonological recoding
D. The
the sounds
sounds/mmm-aaaa-nnnn/
/mmm-aaaa-nnnn/go
go
together to make the word ‘man’
E. Nonsense word
E. Splip
F. Regular word
F. Cat
G. Irregular word
G. Said
H. Alphabetic principle
H. Understanding that letters represent
sounds and that those sounds go
together to make up words.
I. Explicit phonics program
I. A phonics program that teaches skills
directly and in a systematic way.
B. The letters ‘m’ ‘a’ ‘n’ make the sounds
/mmmm-aaaaa-nnnnn/
45
What the Research Says About
Alphabetic Principle (AP)
•
A primary difference between good and poor readers is the ability to use
letter-sound correspondences to identify words. (Juel, 1991)
•
Difficulties in decoding and word recognition are at the core of most
reading difficulties. (Lyon, 1997)
•
Students who acquire and apply the alphabetic principle early in their
reading careers reap long-term benefits. (Stanovich,1986)
•
Because our language is alphabetic, decoding is an essential and
primary means of recognizing words. There are simply too many words
in the English language to rely on memorization as a primary word
identification strategy. (Bay Area Reading Task Force, 1996)
46
What Does the National Reading Panel
Say About Alphabetic Principle?
The meta-analysis revealed that systematic
instruction in phonics produces significant
benefits for students in kindergarten through
6th grade and for children having difficulty
learning to read.
These facts and findings provide converging
evidence that explicit, systematic phonics
instruction is a valuable and essential part
of a successful classroom reading program.
Report of the National Reading Panel, 2000
47
What Alphabetic Skills Does a Student Need to
Master to Read This Regular Word?
man
• Reading goes left to right
• Knowledge of letter sounds for ‘m’, ‘a’, and ‘n’
• Blending
• Phonological recoding
Reading is a complex process- We MUST teach
students these skills if we want them to become
successful readers
48
Why Teach Systematic & Explicit Phonics
Instruction?
By teaching explicitly and systematically:
• We teach a strategy for attacking words students don’t
know.
• We can teach ALL students to use these strategies.
• We don’t leave it up to the students to infer the strategy,
because the struggling reader won’t be able to guess it.
We must equip students with a strategy for them to
attack text in the real world.
49
Why Teach Systematic & Explicit Phonics Instruction?
If we teach a child Then she can read:
to read:
10 words
10 words
10 letter-sounds
and blending
720 3-sound words
5040 4-sound words
302400 5-sound words
50
What Skills Does Alphabetic Principle
Include?
Advanced
Word & Structural
Analysis
Skills
Irregular
Word
Reading
.
Letter
Sound
Correspondences
Reading
in text
Regular
Word
Reading
51
What Skills Does Alphabetic Principle Include?
Letter-Sound Correspondences: Knowing the sounds that
correspond to letters (the sound of b is /b/, the sound of a is
/aaa/)
Regular Word Reading/Spelling: Reading/spelling words in which
each letter represents its most common sound (mat, sled, fast)
Irregular Word Reading/Spelling: Reading/spelling words in which
one or more letter does not represent its most common sound
(the, have, was)
Advanced Word Analysis Skills: Reading/spelling words that
include letter patterns and combinations (make, train, string)
Structural Analysis: Reading/spelling multisyllabic words and
words with prefixes and suffixes (mu-sic, re-port, tall-est, Wiscon-sin)
52
Regular Word Reading Progression
Sounding
Out
Saying each
individual sound
out loud
Saying
Whole
Word
Saying
each
individual sound
and pronouncing
whole word
Sight
Word
Sounding out
word in your
head, if necessary,
and saying the
whole word
Automatic
Word
Reading
Reading the word
without sounding it
out
53
Using Curriculum Maps
• Review the curriculum map for your grade to answer the
following questions:
– What are the high priority skills for the next 3
months? ______________________________
– What other skills may be necessary to teach
before the high priority skills?
__________________________________
– What skills do you predict to be difficult for some
children? _________________________
54
55
56
57
58
Let’s look at how Houghton Mifflin Reading &
Lectura teach Alphabetic principle......
59
Alphabetic Principle Instruction
• PA warm up
• Letter/Sound Correspondence
• Blending (Phonics/Decoding Strategy)
• Decodable text
• Dictation
• Word work
• High-Frequency Words
60
Alphabetic Principle Instruction
• PA warm up
• Letter/Sound Correspondence
• Blending (Phonics/Decoding Strategy)
• Decodable text
• Dictation
• Word work
• High-Frequency Words
61
Connecting Sounds to Letters
“Very early in the course of instruction, one
wants the students to understand that all
twenty-six of those strange little symbols that
comprise the alphabet are worth learning and
discriminating one from the other because
each stands for one of the sounds that occur
in spoken words.”
Adams, 1990
62
Kindergarten Example:
Connecting Sounds to Letters
• Kindergarten Theme 6, pT20
• Connect Sounds to Letters
• Beginning Letter Display the Larry Lion card and
have children name the letter on the picture. Say:
The letter l stands for the sound /l/, as in lion.
When you see an l, remember Larry Lion. That
will help you remember the sound /l/.
• Write lion on the board. Underline the l. What is the
first letter in the word lion? Lion starts with /l/, so
l is the first letter I write for lion.
63
Kindergarten Ejemplo:
Conectar los sonidos con las letras
Kinder Tema 4, pT20
Conectar los sonidos con las letras
• Muestre la tarjeta de Beba Ballena y pida a los niños
que nombren la letra. Diga: La letra b representa el
sonido /b/, como en ballena. Cuando vean una b,
acuérdense de Beba Ballena. Esto les ayudará a
recordar el sonido /b/.
• Escriba ballena en el pizarrón y subraye la b. ¿Cuál
es la primera letra en la palabra ballena? Ballena
empieza con /b/, asi que, b es la primera letra que
uso para escribir ballena.
64
Alphabetic Principle Instruction
• PA warm up
• Letter/Sound Correspondence
• Blending (Phonics/ Decoding Strategy)
• Decodable text
• Dictation
• Word work
• High-Frequency Words
65
Blending
• Blending: The process of combining
individual sounds or word parts to form
whole words either orally or in print
• Example: combining the speech sounds
/c/, /a/, and /t/ to form the word cat.
66
Two Types of Blending
• Sound by sound blending: each sound is
identified and produced one at a time, then
blended together. /mmm/-/aaaaa/-/nnnnn/-man
• Continuous blending: sometimes called
‘whole word blending’. Each sound is
stretched out and strung to the next sound in a
word without pausing between sounds
/mmmm//aaaa//nnnnn/- man
67
Grade 1 Example:
Blending
• Grade 1, Theme 9, page T145
• Blending Routine 1
• Place Large letter cards d, r, a, and w together. Have
children blend the sounds and pronounce the word
on their own. Call on volunteers to use draw in a
sentence
68
Lectura: Conexión de letras y sonidos
Combinar los sonidos
Grado 1-Tema 1, p. T86: Conexión de letras y sonidos
• Muestre la Tarjeta de dibujos sopa. Esto es sopa. /s/
es el primer sonido de la palabra sopa. Escriba la
letra s en el pizarrón. S representa el sonido /s/.
Diganme el sonido de la letra s.
• Escriba o después de s. Miren cómo combino los
sonidos de las letras. Demuestre cómo combinar los
sonidos mientras señala
las letras: /sssss//oooo/-/so/
sa se si so su
• Ahora les toca a Uds. Combinen
los sonidos mientras toco las
letras.
69
Teaching Students to Read Big Words
1. Blending
Two-Syllable Words
Emphasized: Grades 1-2
3. Syllabication
Instruction
Emphasized:
Grades 2-3
2. Teaching of
Common Affixes
Emphasized: Grades 1-3
Teaching Word
Attack Procedures
70
Teaching Students to Read Big Words
Teaching a
Word-Attack Procedure
Teacher shows students how to
attack big words on their own
and prompts use of procedure
whenever students are reading.
71
Teaching Students to Read Big Words
1. Blending
Two-Syllable Words
Teacher supports “chunking”
by showing syllable breaks
with procedure.
Emphasized: Grades 1-2
72
Grade 2 Example:
Blending Two-Syllable Words
Grade 2, Theme 6, Page 328I
Longer Words with igh, ie
Write fighter and sound it out. Ask children how many syllables
they hear. Ask what vowel sound they hear in the first syllable. (two;
/I/) Underline igh and point out that those letters spell the long i
sound and stay together in a syllable.
• Count the vowels to show there
are two syllables. Divide fighter
into syllables.
• Help children sound out each
syllable and blend the syllables to
read the word.
fighter dried
highlight fries
frightful replied
• Repeat with highlight, frightful.
73
Grado 2 Ejemplo:
Descifrar palabras largas
Grado 2, Tema 1, página 44J:
Conectar sonidos y letras:
Escriba las palabras nido, nudo, tapa, moto en el pizarrón. Voy a
combinar estas sílabas para hacer una palabra completa. Miren.
Toque cada sílaba. /ni/ /do/ -nido.
Ahora Uds. Digan las sílabas
palabra completa.
sílaba, y mueva
bajo la palabra completa.
y digan la
Toque cada
su mano
ni do
nu do
ta pa
mo to
74
Teaching Students to Read Big Words
2. Teaching of
Common Affixes
un-, dis-, re-,-s, -es, -ed, -ing, -ly, -tion
-mente, -ido, -ida, -ito, -ita, -ado, -ada
Teacher supports “chunking”
by showing students the affixes.
Emphasized: Grades 1-3
75
Grade 2 Example:
Teaching of Common Affixes
Grade 2, Theme 6, Page 325C
Practice
Write the words shown and have children copy them. Have children
write the base form of the word next to the inflected form. Then have
volunteers orally blend each word.
Have children complete
Practice Book page 162.
hugged
shopped
fanned
trapped
batted
knotted
knitted
hugging
shopping
fanning
trapping
batting
knotting
knitting
76
Grado 3 Ejemplo:
Descifrar palabras largas
Grado 3, Tema 4, p. 39E: Sufijos –dad, -tad, -ción, -sión
Enseñar
Escriba las palabras oscuridad, amistad, invitación y
diversión en el pizarrón. Rodee cada sufijo.
Un sufijo es un grupo de letras que se añade al final de la
raíz de una palabra. –dad y –tad significan “caractarística
de algo”. -ción y –tión significan “acción de”.
Demuestre como leer la palabra en sílabas.
Escriba las palabras claridad,
invitación. Pida a un voluntario
que rodee cada sufijo, que
lea la palabra y que diga su
significado.
oscuridad
amistad
invitación
diversión
77
Teaching Students to Read Big Words
3. Syllabication
Instruction
Dividing words into
syllable patterns and types
(closed, open, vowel team, silent-e,
R-controlled, consonant-le)
Emphasized: Grades 2-3
78
Grade 3 Example:
Syllable Instruction
Grade 3, Theme 1, Page 91E
Modeling
Display the following sentence and model how to decode markets:
I will go to the markets.
If I write V under the vowels and C under the consonants, I see
ThinkSo
Aloud
that this word has the VCCV pattern.
I’ll split the word
between the consonants r and k. / MAHR•kihtz / That makes
sense because a market is a place to buy things.
79
Grado 3 Ejemplo:
Descifrar palabras largas
Grado 3, Tema 1, página 51E:
Análisis estructural: División en sílabas
Escriba las palabras oficina y señaló en el pizarrón. Voy a sepárar
las palabras en sílabas. Miren. Toque cada sílaba. /o/ /fi/ /ci/ /na/oficina.
Ahora ustedes. Digan las sílabas y digan la palabra completa.
Toque cada sílaba, y mueva su mano bajo la palabra completa.
Explique la regla para dividir palabras
sílabas y demuestre como hacerlo
palabras señaló y muchísimo.
en
con las
oficina señaló
80
Activity
• Partner up with another person in your grade.
• Find the lesson from the box below your teacher’s
edition.
• Practice teaching part of the lesson to your partner as if
you were presenting the lesson to students.
• Discuss whether the lesson was easy to follow & clear.
Grade Topic
HM Reading
Lectura
Kinder Letter-Sound
Correspondence
Theme 6 p. T20
Tema 4 p. T20
1
Blending
Theme 9 p. T145 Tema 1 p. T86
2
2-syllable words
Theme 6 p. 328I Tema 1 p. 44J
3
Multi-syllabic
words
Theme 1 p. 91E
Tema 1 p. 51E
81
Alphabetic Principle Instruction
• PA warm up
• Letter/Sound Correspondence
• Blending (Decoding and Word Reading)
• Decodable text
• Dictation
• Word work
• High-Frequency Words
82
Definition and Purpose
of Decodable Text
Definition: Text in which most words (i.e., 80%) are
wholly decodable and the majority of the remaining
words are previously taught sight words, including
both high-frequency words and story words.
Purpose: Instruction should always provide students
opportunities to apply what they are learning in the
context of use. Decodable text builds automaticity and
fluency in beginning readers. It is used as an
intervening step between explicit skill acquisition and
students’ ability to read authentic literature.
83
Reading Decodable Text
1. Student engagement with the text is critical!
2. Students must be prompted to track the text by pointing under
(not over or on) the text with their finger to ensure they are
actually looking at the words.
3. Teacher MUST monitor student response to make sure
students are not just parroting students next to them.
4. Students need to have sufficient practice with word reading
(blending) tasks prior to reading the decodable text to ensure
they are successful.
5. Students who struggle with reading decodable text need to
have opportunities in small groups to read and be monitored
more closely by the teacher. This will increase success with the
time spent reading during whole-group instruction.
84
Houghton Mifflin
Phonics/Decoding StrategyPoster A - Grade 1
1. Look at the letters from left to right.
2. Think about the sounds for the letters.
3. Blend the sounds to read the word.
4. Ask yourself: Is it a word I know? Does it
make sense in what I am reading?
85
Houghton Mifflin
Phonics/Decoding Strategy
Poster B - Grade 1
1. Look at the letters from left to right.
2. Think about the sounds for the letters, and
look for word parts you know.
3. Blend the sounds to read the word.
4. Ask yourself: Is it a word I know? Does it
make sense in what I am reading?
5. If not, ask yourself: What else can I try?
86
Phonics/Decoding Strategy
Grades 2-6
1. Look carefully at the word.
2. Look for word parts you know and think
about the sounds for the letters.
3. Blend the sounds to read the word.
4. Ask yourself: Is it a word I know? Does it
make sense in what I am reading?
5. If not, ask yourself: What else can I try?
87
Alphabetic Principle Instruction
• PA warm up
• Letter/Sound Correspondence
• Blending (Decoding and Word Reading)
• Decodable text
• Dictation
• Word work
• High-Frequency Words
88
Dictation—Definition and Purpose
Definition: Teacher regularly dictates words containing previously
taught sound/spellings and students use their sound/spelling
knowledge and the sound/spelling cards to spell the words.
Instruction progresses to sentences including previously taught
irregular high-frequency words.
Purpose: Dictation connects the decoding (reading) process to the
encoding (writing or spelling) process by demonstrating that the
sound/spellings students use to read can also be used to
communicate through writing.
89
Kindergarten Example:
Dictation
Kindergarten, Theme 6, Page T20
Penmanship
Writing L, l Tell children that now they’ll learn to
write the letters that stand for /l/: capital L and small
l. Write each letter as you recite the penmanship
rhymes. Chant each rhyme as children “write” the
letter in the air.
Penmanship
Rhyme: L
1
2
Make a tall,
straight line that
you start on top.
Come down to
the bottom go
out, and stop.
1
Penmanship
Rhyme: L
Small l looks like
a stick. Just one
straight line.
It’s easy and
quick.
90
Kinder Ejemplo:
Dictado
Kinder, Tema 4, página T75
Caligrafía
Escribir L, l Explique a los niños que van a
aprender a escribir las letras que representan el
sonido /l/: L mayúscula y la l minúscula. Escriba
cada letra conforme recita la rima de caligrafía. Los
niños pueden cantar la rima mientras “escriben” la letra
en el aire.
Rima de
caligrafía: L
1
2
Larga y
delgada como
hilo de seda
baja y vuelta a
la derecha.
1
Rima de
caligrafía: l
Hilo de lino
delgado y fino
baja tranquilo y
se acaba el hilo
91
Grade 1 Example:
Dictation
Grade 1, Theme 1, Page T26
Connect Sounds to Spelling and Writing
Say: Listen as I say mug. What sound do
you hear at the beginning of mmmug?
(m) Model writing m. Have several children
write m on the board as they say /m/. Repeat
for s, c, t, using sad, cap, tip. Then have
children tell you what letter to write last in
bus, him, pot.
92
Grado 1 Ejemplo:
Dictado
Grado 1, Tema 1, página T26
Conexión de sonidos con la ortografía y
la escritura
Diga: Escuchen cuando digo la palabra
erizo. Escuchen /eeeee/rizo. El primer
sonido que escucho es /e/, entonces,
escribo e.
Muestre cómo se escribe la letra e. Dé a los
niños papel para que practiquen y escriban
e. Continúe con las demás vocales en la
página 1 del Cuaderno de práctica.
93
Grade 2 Example:
Dictation
Grade 2, Theme 6, Page 328J
Connect Sounds to Spelling and Writing
Dictate Words with igh, ie Dictate and have children write words
such as tight, sigh, die, high, tried. As necessary, help children by
pointing out the appropriate spelling of the long i sound on the
Sound/Spelling Card. Then write the words on the board, and have
children proofread and correct their work.
Dictate the following sentence: The baby cried and Mom sighed. Then
display the sentence, and have children circle their mistakes and
rewrite the words correctly.
94
Grado 2 Ejemplo:
Dictado
Grado 2, Tema 6, página 328C
Conectar sonidos con la ortografía y la escritura
Dictado de palabras Pida a los niños que escriban caimán,
aceite, rey, bailar. Escriba las palabras en el pizarrón y pida a
los niños que corrijan sus trabajos.
Dicte: Hoy le voy a dar a Moisés un tambor muy grande.
Muestre la oración y pida a los niños que rodeen con un
círculo sus errores y que vuelvan a escribir las palabras
correctamente.
95
Alphabetic Principle Instruction
• PA warm up
• Letter/Sound Correspondence
• Blending (Decoding and Word Reading)
• Decodable text
• Dictation
• Word work
• High-Frequency Words
96
Word Work
Definition and Purpose
Definition: Word work is an umbrella term encompassing
all the building, sorting, and manipulating activities used to
practice sound/spelling patterns in words.
Purpose: SBRR tells us that children need 4-14
repetitions of, or opportunities to work with, a
sound/spelling for it to become embedded in their memory.
Word work, along with blending and reading decodable
text, helps accomplish this need for repetition.
97
Alphabetic Principle Instruction
• PA warm up
• Letter/Sound Correspondence
• Blending (Decoding and Word Reading)
• Decodable text
• Dictation
• Word work
• High-Frequency Words
98
High-Frequency Words
• A small group of words that account for a large
percentage of the words in print. Many highfrequency words are irregular, that is, not readily
decodable by sounding out.
Only 100 words account for approximately
50 percent of the words in English print.
Fry, Fountoukidis and Polk, The New Reading Teacher’s Book of Lists
1985
The quick and automatic recognition of the
most common words appearing in text is
necessary for fluent reading.
Blevins, Phonics from A to Z 1998
99
Words in the English Language
• 50% are wholly decodable
• 37% are only off by one sound
• 50% of the words we read are made up of the
first 107 high-frequency words.
Hanna, P. R., J. S. Hanna, R. E. Hodges, and E. H. Rudorf, Jr. 1966. Phoneme-grapheme
correspondences as cues to spelling improvement. Washington, DC: U.S. Office of Educ.
100
Houghton Mifflin Reading/Lectura
High-Frequency Word Pattern of
Instruction
Kindergarten
See Daily Lesson Plans Learning to Read band
of instruction listed under Opening Routines
Word Pattern Board and High-Frequency Word
Spiral Review and Word Work band of
instruction listed under Word Pattern Board.
Grade 1
See Daily Lesson Plans Learning to Read band
of instruction listed under High-Frequency
Words and Word Work band of instruction listed
under Word Pattern Board.
101
Kindergarten Example:
High-Frequency Words
Kindergarten, Theme 6, Page T22
Teach
Tell children that today they will learn to read and write a word
that they will often see in stories. Say is and use it in context.
A lion is big.
A mouse is small.
A lion is loud.
A mouse is quiet.
Write is on the board and have children spell it as you point to the
letters. Say: Spell is with me, i-s, is. Then lead a cheer,
clapping on each beat, to help children remember the spelling:
i-s, is! i-s, is!
102
Kinder Ejemplo:
Palabras de uso frecuente
Kinder, Tema 4, página T22
Enseñar
Diga a los niños que aprenderán a leer y escribir un, una palabra que
verán a menudo en los cuentos. Diga un y úsela en contexto.
Tengo un juguete. Juegan con un tren. Es un tapete. Necesito un
tenedor.
Escriba un en el pizarrón y pida a los niños que la deletreen mientras
señala cada letra. Deletreen un conmigo, u-n, un. Pida a los niños que
repitan algunas frases: un perro, un libro, un pájaro. Luego, pídales
que utilicen la palabra un para responder a las preguntas: ¿Qué
animal hace “guau, guau”? (un perro) ¿Qué lees? (un libro) ¿Qué
animal vuela? (un pájaro)
103
Grade 2 Example:
High Frequency Words
Grade 2, Theme 6, Page 328K
Word Pattern Board
Riddle Have children make up riddles about words from the
Word Pattern Board. Have partners or small groups try to
guess the answers to the riddles. Also provide a brief
cumulative review of previously taught high-frequency words.
alphabet
heart
mind
104
High Frequency Words in Spanish
• Because Spanish text has a more transparent
orthography (i.e. all words are decodable once
students are taught advanced decoding skills.) the
use of the high frequency word instruction diminishes
in later grades-the focus is on learning advanced
decoding skills and accurately and fluently decoding
words and building automaticity with word
recognition.
105
Objectives
You will learn:
• To define alphabetic principle
• To become familiar with the research on the
alphabetic principle
• To identify the high priority skills of alphabetic
principle
• To identify and implement alphabetic principle
instruction within daily Houghton Mifflin Reading &
Lectura lessons.
106
Houghton Mifflin Reading &
Lectura
Vocabulary
107
Objectives
You will learn:
• To define vocabulary instruction and relevant
skills
• Research behind vocabulary instruction
• High priority skills of vocabulary
• To identify and implement vocabulary
components within daily Houghton Mifflin
Reading and Lectura lessons
108
Essential Instructional Content
1. Phonological Awareness: The ability to hear and
manipulate sounds in words.
2. Alphabetic Principle: The ability to associate
sounds with letters and use these sounds to read
words.
3. Automaticity and Fluency with the Code: The
effortless, automatic ability to read words in
connected text.
4. Vocabulary Development: The ability to
understand (receptive) and use (expressive) words
to acquire and convey meaning.
5. Comprehension: The complex cognitive process
involving the intentional interaction between reader
and text to extract meaning.
109
Vocabulary Development
The ability to understand (receptive) and
use (expressive) words to acquire and
convey meaning.
110
Vocabulary Knowledge
• What is it? . . .
– Expressive Vocabulary: Requires a speaker or
writer to produce a specific label for a particular
meaning.
– Receptive Vocabulary: Requires a reader or
listener to associate a specific meaning with a
given label as in reading or listening.
111
Critical Elements in Vocabulary Knowledge
•
The National Reading Panel report (2000) indicates the following components as essential in
Vocabulary Knowledge:
Multiple Methods
Preinstruction can have
significant effects on learning.
Direct & Indirect
Repetition &
Multiple Exposures
to Words In Varied
Contexts
Assessment
should match
instruction.
Promise of
computer
technology
112
Meaningful Differences
Words
heard
per hour
Words
heard in
a 100-hour
week
Words
heard in
a 5,200
hour year
4 years
Welfare
616
62,000
3 million
13 million
Working
Class
1,251
125,000
6 million
26 million
Professional
2,153
215,000
11 million
45 million
Hart & Risley 1995, 2002
113
Importance of
Independent Reading
Research has shown that children who read even
ten minutes a day outside of school experience
substantially higher rates of vocabulary growth
between second and fifth grade than children
who do little or no reading.
Anderson & Nagy, 1992
114
Variation in the Amount of
Independent Reading
Percentile
Rank
Minutes Per Day
Words Read Per Year
Books
Text
Books
Text
98
65.0
67.3
4,358,000
4,733,000
90
21.2
33.4
1,823,000
2,357,000
80
14.2
24.6
1,146,000
1,697,000
70
9.6
16.9
622,000
1,168,000
60
6.5
13.1
432,000
722,000
50
4.6
9.2
282,000
601,000
40
3.2
6.2
200,000
421,000
30
1.8
4.3
106,000
251,000
20
0.7
2.4
21,000
134,000
10
0.1
1.0
8,000
51,000
2
0
0
0
8,000
R.C. Anderson, 1992
115
116
117
High Priority Skills for Kindergarten
By the end of Kindergarten students will:
• Name pictures of common objects
• Use words to describe location, size, color,
and shape
• Use names and labels of basic concepts
• Learn new vocabulary through stories and
instruction
118
119
120
121
High Priority Skills for Grade 1, 2 and 3
By the end of grades 1,2, and 3 students will
• Learn and use unfamiliar words that are
introduced in stories and texts.
• Increase their knowledge of vocabulary
through independent reading.
122
Two Types of
Vocabulary Instruction
123
124
Critical Methods for Specific
Word Instruction
•
Multiple exposures
•
Use synonyms and antonyms
•
Make up a novel sentence
•
Classify with other words
•
Direct definitions
•
Relate the definition to one's own
experiences
•
Use visuals to demonstrate word meanings
125
Kindergarten Example: Specific Word InstructionMultiple Exposure & Using Visuals
Vocabulary: Kindergarten Theme 1, Week 2, Page T57
Vocabulario: Kinder, Tema 1, Semana 2, página T57
Naming Words: Parts of the Body
•Speaking and Viewing: Using the Theme Poster art, help
children describe the picture of the Gingerbread Man. Point to
his head, arms, feet. Discuss his features: nose, mouth, and
eyes. Explain that they are made with raisins and icing.
•Recite the familiar refrain from The Gingerbread Man: “Run,
run, as fast as you can. You can’t catch me I’m the
Gingerbread Man!” Have children commit the words to memory.
•Have children pose like the Gingerbread Man, pointing to their
heads, eyes, noses, mouths, arms, hands, legs and feet. Say,
“This cookie has arms, legs, a head, eyes, and a mouth just like
people have.”
126
Kindergarten Example: Specific Word Instruction
Multiple Exposure & Using Visuals (continued)
• “Each of our body parts has a name. Let’s name them.
I’ll say the word. You point: eyes, nose, mouth, feet,
hands. These words are called naming words.”
• “Now I’ll point and you give me the naming word.” (Point
to ears, hair, shoulders, elbow, hand.)
• “There are many more words for parts of the body. Who
can point to them?” (neck, wrist, ankle, foot, toe, finger,
thumb, back, chest)
•End the oral language portion of the lesson by singing
the familiar song “Head, Shoulders, Knees, and Toes.” If
children aren’t familiar with the song, teach them to point
as they sing.
127
Grade 1 Example: Specific Word Instruction
Multiple Exposures & Classify with other Words
Vocabulary: Grade 1, Theme 1, Week 1, Page T54
Names for Animals
Reread page 15 of I am Six, point to each word as you read. Ask
children to find the words that name animals. (snake, mouse,
hamster)
• Ask children to name other animals. As children suggest more
animal names, write them on a word web. Periodically stop and
read the web with the class, pointing to each animal name as
you read.
• Review the web once again, and have children suggest other
animals to add to the web.
• Remind children that they can use these words in their writing.
128
Grado 1 Ejemplo: Specific Word Instruction
Multiple Exposures & Classify with other Words
Vocabulario: Grado 1, Tema 1, Semana 1, página T54
Nombres de los familiares
Vuelvan a leer Amo a Memo y pida a los niños que señalen
las palabras mientras van leyendo. Pídales que
busquen las palabras que nombran a los miembros de la
familia. (Papi, Mami, Memo)
• Pida a los niños que nombren a otros miembros de la
familia. Escriba sus respuestas en el pizarrón formando
una red de palabras. Deténgase por momentos y lea la
red de palabras señalando el nombre de cada miembro
de la familia mientras los va leyendo.
• Repase la red de palabras con los niños y pregúnteles si
se acuerdan de algún otro miembro de la familia.
• Recuerde a los niños que pueden usar estas palabras
cuando escriban.
129
Grade 2 Example: Specific Word Instruction
Synonyms & Antonyms
Vocabulary: Grade 2, Theme 1, Selection 2, page 79I
Synonyms
Teach
• Ask children to listen as you read these sentences: Julius
liked to twirl when he danced. Julius liked to turn when he
danced. Julius liked to spin when he danced.
• Repeat the words twirl, turn, spin, and ask children to think
about the meaning of each word. Lead children to conclude
that the words have almost the same meaning. Tell children
that the words have the same, or almost the same, meaning
are called synonyms. Point out that knowing synonyms can
help children as they read, and can also help them make
their writing and speaking more interesting.
130
Grade 2 Example: Specific Word Instruction
Synonyms & Antonyms (continued)
Display this sentence from page 56 of Julius: Julius made
big messes and spread the newspaper everywhere before
anyone could read it.
•Ask each child to write on a slip of paper a synonym that
could be used in this sentence to replace big. Have a
volunteer restate what a synonym is. Ask each child to read
the sentence aloud with the synonym she or he wrote.
Practice
• Display Transparency 1-14. Ask a volunteer to read the
two lists of words. Have partners work together to match
synonyms in the two lists. Then ask each partner to choose
three words from the list. The partner says a sentence with
the word. The other partner repeats the sentence, inserting
the synonym.
131
Grado 2 Ejemplo: Specific Word Instruction
Synonyms & Antonyms
Destrazas de vocabulario: Grado 2, Tema 1, página 79I
Sinónimos
Enseñar
• Pida a los niños que escuchen mientras lee las oraciones:
Julio protegía a Maya por la noche. Julio cuidaba a Maya
por la noche. Julio defendía a Maya por la noche.
• Repita las palabras protegía, cuidaba, defendía y pida a los
niños que piensen en el significado de cada palabra. Guíe a
los niños para que concluyan que las palabras tienen casi el
mismo signficado. Dígales que las palabras que tienen el
mismo, o casi el mismo, significado se llaman sinónimos.
Señale que saber Sinónimos pueden ayudarles a
comprender lo que leen y puede hacer que hablen y
escriben en forma más interesante.
132
Grado 2 Ejemplo: Specific Word Instruction
Synonyms & Antonyms (continued)
•Muestre esta oración de la página 56 de Julio:Julio lo ensuciaba
todo y esparcía las pájinas del periódico antes de que nadie lo
hubiera leído.
•Pida a cada niño que anote un sinónimo que podría usarse en
esta oración para reemplazar a leído. Pida a un voluntario para
que vuelva a decir qué es un sinónimo. Pida a cada niño que lea
la oración en voz alta incluyendo el sinónimo que escribió.
Practicar
• Muestre la Transperencia 1-14. Pida a un voluntario para que
lea las dos listas de palabras. Pida a los niños que trabajen en
parejas y que emparejen los sinónimos de las dos listas. Luego,
pida a cada compañero que escoja tres palabras de la lista. Un
niño dice una oración que contiene la palabra. El otro compañero
repite la oración, insertando el sinónimo para la palabra.
133
134
Word-Learning Strategies
Commonly Taught
1. dictionaries and other
reference aids
2. word parts
3. context clues
135
Steps in Explicit Strategy Instruction
• Direct explanation
• Modeling
• Guided practice
• Feedback
• Application
Dickson, Collins, Simmons, and Kame’enui, 1998
136
Grade 3 Example:
Word-Learning Strategy Instruction
Developing Key vocabulary: Grade 3, Theme 1, Week 1, Page 17A
• Use Transparency 1-1 to introduce vocabulary words from The Lost
and Found.
•
Unlike real life, characters in a fantasy
often deal with strange settings, events,
and situations.
Model how to figure out the meaning of the word situations from clues
in the sentence.
• For the remaining sentence, ask students to use what they know to
figure out the Key Vocabulary word. Have students explain how they
figured out each word.
Remind students that it’s helpful to use Phonics/Decoding Strategy when
they read. For students who need more help with decoding, use the
review below.
137
Grado 3 Ejemplo:
Word-Learning Strategy Instruction
Vocabulario: Grado 3, Tema 1, Semana 1, página 17A
• Use la Transparencia 1-1 para ayudarlos a
desarrollar el conocimiento del Vocabulario clave.
A diferencia de la vida real, a menudo los
personajes de un cuento fantástico se
enfrentan a ambientes, sucesos, y
situaciones extrañas.
• Demuestre cómo usar las claves de contexto para
hallar el significado de la palabra situaciones.
• Para cada oración restante, pida a los estudiantes
que hallen las claves de contexto y que definan cada
palabra del Vocabulario clave.
138
Activity: Specific Word Instruction
in HM Reading and Lectura
• Partner up!
• Each partner, practice the vocabulary instruction
listed below for your grade-level. Note which
method you used.
Grade
Kinder
Example in Lesson
Theme 1/Tema 1 T57
First
Theme 1/Tema 1 T54
Second
Theme 1/Tema 1 79I
Third
Theme 1/Tema 1 17A
139
Objectives
You will learn:
• To define vocabulary instruction and relevant
skills
• Research behind vocabulary instruction
• High priority skills of vocabulary
• To identify and implement vocabulary
components within daily Houghton Mifflin
Reading and Lectura lessons
140
Houghton Mifflin Reading &
Lectura
Comprehension & Fluency
141
Objectives
• To define comprehension instruction and relevant
skills
• Research behind comprehension instruction
• High priority skills of comprehension
• To identify and implement comprehension
components within daily Houghton Mifflin Reading
& Lectura lessons
142
Comprehension
143
Comprehension
The complex cognitive process involving the
intentional interaction between reader and
text to extract meaning.
144
Critical Elements in Comprehension of Text
•
The National Reading Panel report (2000) identifies the following elements as
essential in Comprehension instruction:
Multiple opposed
to a single strategy
Teaching students
to become strategic
takes time.
Active
involvement of
students
Teaching rather
than mentioning
or assessing
Seven categories of
strategies provide
evidence of efficacy.
145
Research on Reading Comprehension
tells us that...
Readers who comprehend well are also good
decoders.
Implications: Teach decoding and word
recognition strategies.
Time spent reading is highly correlated with
comprehension.
Implications: Provide for lots of in-class reading,
outside of class reading, independent reading.
Encourage students to read more, read widely,
and help them develop a passion for reading.
Big Ideas in Beginning Reading, Univ. of Oregon
http://reading.uoregon.edu/comp/comp_why.php
146
Factors that Impact Reading
Comprehension
Reader Based Factors
•
•
•
•
•
•
Phonemic awareness
Alphabetic understanding
Fluency with the code
Vocabulary knowledge
Prior knowledge
Engagement and interest
Text Based Factors
• Narrative vs.
expository
• Genre considerations
• Quality of text
• Density and difficulty of
concepts
Big Ideas in Beginning Reading, Univ. of Oregon
http://reading.uoregon.edu/comp/comp_why.php
147
Causes of Reading
Comprehension Failure
•
Inadequate instruction
•
Insufficient exposure and practice
•
Deficient word recognition skills
•
Significant language deficiencies
•
Inadequate comprehension monitoring and selfevaluation
•
Unfamiliarity with text features and task demands
•
Inadequate reading experiences
148
Using Curriculum Maps
• Review the curriculum map for your grade to answer
the following questions:
– What are the high priority skills for the next 3
months? ______________________________
– What other skills may be necessary to teach
before the high priority skills? ______________
_______________________________________
– What skills do you predict to be difficult for some
children? _________________________
149
150
151
152
153
154
155
156
Summary of
Critical Comprehension Skills
Students should be able to:
• Identify and answer questions about
character, setting, story events, theme, and
plot
• Re-tell a story or the main idea of the
passage
• Identify supporting details of a passage
• Make evaluative judgments about a reading
• Make inferences about readings
157
We can support students’ reading
comprehension by :
•
•
•
•
•
•
Preparing students for reading
– Priming background knowledge
– Setting a purpose for reading
– Making predictions
Explaining the comprehension skill or strategy
Modeling how to use the comprehension skill or strategy
Providing guided practice for students in using the skill or strategy
Providing feedback to students on their use of the skill or strategy
Providing opportunities for application of the skill or strategy
158
Steps in Explicit Strategy & Skill
Instruction
• Direct explanation
• Modeling
• Guided practice
• Feedback
• Application
Dickson, Collins, Simmons, and
Kame’enui, 1998
159
Let’s look at some examples........
160
Kindergarten Example
Strategy Focus: Summarize
Kindergarten Theme 6, Pages T62, T83
Teacher-Student Modeling Remind children
that to retell a story, good readers think about
the characters and what they do.
– Who are the characters in the story?
– What happened in the story so far?
161
Kinder Ejemplo
Estrategia: Predecir/Inferir
Kinder Tema 4, página T72, T83
Demostración: Maestro/estudiante Recuérdeles
a los niños que las predicciones pueden ser
acertadas o equivocadas.
– Antes de leer, predije que el niño y su papá
tal vez fueran al cine, pero no ocurrió. Tal vez
la próxima vez, mis ideas sean como las del
autor.
– ¿Que nos dicen el título y las ilustraciones?
162
Grade 1 Example-Strategy Focus: Question
Grade 1, Theme 6, page T109-T110
• Have children turn to Anthology page 164. Together, read the selection
title, the name of the author/illustrator, and Strategy focus.
• As you read the story, ask yourself about each animal and what it does.
Teacher Modeling Model how to ask questions about the story.
Think aloud I see from the picture on page 155 that the girl sees a
mouse. I also see a picture of a cat on the wall. I ask myself, is that the
girl’s cat. Will the girls call her cat to catch the mouse?
Quick Write You may want children to record their questions by writing in
their journals
Purpose Setting Have children preview pages 166-167 and ask their own
questions about the animals. Tell children to also use their other
reading strategies as they read.
163
Grado 1 Ejemplo Estrategia clave:
Preguntar
Grado 1, Tema 6, página T109-T110
• Pida a los niños que miren la página 164 de la
Antología. Lean juntos el título de la selección, el
nobre del autor/ilustrador, y la Estrategia clave.
Mientras lee, pregúntense qué hacen estos animales.
Demostración de la maestra Demuestre cómo hacer
preguntas acerca del cuento.
Pensar en voz alta…Veo en la ilustración de la página
165 que la niña ve un ratón. Veo también el cuadro de
un gato en la pared. Me pregunto, ¿será el gato de la
niña? ¿Llamará la niña al gato para que atrape al
ratón?
164
Grado 1 Ejemplo Estrategia clave:
Preguntar (cont.)
Grado 1, Tema 6, página T109-T110
Escrtitura rápida Puede pedir a los niños que
escriban sus preguntas en su diario.
Establecer un propósito Pida a los níños que
anticipen lo que sucederá en las páginas 166
y 167. Pídales que hagan preguntas acerca
de los animales. Invite a los niños a buscar
respuestas a sus preguntas mientras leen.
Recuérdeles que utilicen sus otras estrategias
de lectura mientras leen.
165
Grade 2 Example
Strategy Focus: Monitor/Clarify
• Grade 2 Theme 1, Page 50
• Teacher-Student Modeling: Ask children
how they can make sure they understand
what they are reading. Explain that they can
stop and ask themselves questions, or
monitor what they are reading. Ask children
what they could do if they didn’t understand
what was happening on page 51.
166
Grado 2 Ejemplo
Estrategia clave: Revisar/Aclarar
Grado 2 Tema 1, página 50
• Demostración: Maestro/Estudiante: Pregunteles a
los niños cómo pueden asegurarse de que
comprenden lo que están leyendo. Explíqueles que
pueden detenerse y hacerse preguntas o revisar lo
que están leyendo. Pregunteles a los niños qué
podrían hacer si no comprendieran lo que ocurre en
la página 51. (Ellos podrían volver a leer, mirar las
ilustraciones para buscar pistas o seguir leyendo
para ver si pueden comprender el suceso.)
167
Grade 3 Example
Strategy Focus: Predict/Infer
• Grade 3 Theme 1, Page 98
• Teacher-Student Modeling: Discuss clues
on page 99 that can help students predict
what lies ahead on the hike.
• Have someone read aloud the final sentence
on page 99, and ask what predictions
students can make. Point out that bears roar
too. Ask students to explain why that
prediction is unlikely.
168
Grado 3 Ejemplo
Estrategia clave: Predecir/Inferir
Grado 3 Tema 1, página 98
• Demostración: Maestro/Estudiante: Comente las pistas de
la página 99 que puden ayudar a los estudiantes a predecir
qué vienen más adelnate en la caminata.
– La familia camina contra la corriente de los rápidos;
esuchan un rugido.
• Pida a alguien que lea en voz alta la última oración de la
página 99 y pregunte a los estudiantes qué predicciones
pueden hacer.
– La familia hallará una cascada.
• Señale que los osos también rugen. Pídales que expliquen
por qué esa predicción es poco probable.
– Si fuera el sonido de un animal, se asustarían y
retrocederían.
169
Activity
• Work with a group of three to practice just the
Comprehension portions of your Houghton-Mifflin
Reading/Lectura instruction. One person in your
group should act as the teacher, one as a student,
and one as a coach, providing feedback on the
lesson. Take turns performing each role.
Grade
K
Activity
Theme 6, Page T83/Tema 4, página T83
1
Theme 6/Tema 6, p. T109
2
3
Theme 1/Tema 1, p. 50
Theme 1/Tema 1, p. 98
170
Objectives
• To define comprehension instruction and relevant
skills
• Research behind comprehension instruction
• High priority skills of comprehension
• To identify and implement comprehension
components within daily Houghton-Mifflin Reading
& Lectura lessons
171
Fluency
172
Objectives
You will learn:
• To define fluency instruction and relevant skills
• Research behind fluency instruction
• To identify high priority skills of fluency
• To identify and implement fluency components
within daily Houghton-Mifflin & Lectura lessons
• Other fluency building activities
173
Automaticity and Fluency with the Code
• The effortless, automatic ability to read words in
connected text.
• A fluent reader’s focus is on understanding the
passage by reading each word accurately and with
speed to enable comprehension.
• The term fluency incorporates two things:
• Accuracy and Pace
Adapted from Harn (2005)
174
Critical Elements in Automaticity & Fluency with
the Code
•
The National Reading Panel report (2000) identifies the following elements as
essential in Automaticity and Fluency instruction:
Repeated
Readings
Corrective
Feedback
Not all children
need all...
differentiate!
Keep the
end in mind..
Fluency is only part
of the picture!
Relatively brief
sessions (15-30
minutes)
175
Frustration: How it Feels to Read Without Fluency
He had never seen dogs fight as these w______ish c___ f______t,
and his first ex________ t______t him an unf________able l______n.
It is true, it was a vi___ ex________, else he would not have lived to
pr___it by it. Curly was the v________. They were camped near the
log store, where she, in her friend__ way, made ad________ to a
husky dog the size of a full-_______ wolf, the_____ not half so large
as ____he. ____ere was no w___ing, only a leap in like a flash, a
met______ clip of teeth, a leap out equal__ swift, and Curly’s face
was ripped open from eye to jaw. It was the wolf manner of
fight_____, to st____ and leap away; but there was more to it than
this. Th____ or forty huskies ran _o the spot and not com_____d
that s______t circle. Buck did not com_______d that s______t
in_____, not the e__ way with which they were licking their chops.
176
Fluency provides a bridge between
word recognition and comprehension
(National Institute for Literacy (2001)
•Fluency “may be almost a necessary condition for
good comprehension and enjoyable reading
experiences” (Nathan & Stanovich, 1991, pg. 176).
•If a reader has to spend too much time and energy
figuring out what the words are, she will be unable
to concentrate on what the words mean (Coyne,
Kame’enui, & Simmons, 2001).
177
OSA Reading/Literature, Spring,
Grade 3
Teaching Reading is Urgent
240
88% of students who
met the end of first
grade ORF goal met
or exceeded
Oregon’s State
Benchmark Test.
Similar correlations
have been found for
CO, IA, FL, and PA.
230
220
210
200
190
180
170
0
20
40
60
80
100
120
140
Oral Reading Fluency, Spring, Grade 1
160
Performance at the end of first grade strongly predicts
performance on third grade high stakes test.
Torgeson, 2005
178
179
180
181
Let’s look at some examples....
182
Fluency Example
Grade 2 Theme 1, page 67 &
Grado 2, Tema 1 página 67
• Rereading for Fluency
• Have children choose part of the story to reread orally in small
groups, or suggest that they read page 66 through the last
complete paragraph. Model fluent reading and coach children to
read with feeling and expression.
• For additional fluency practice with easier text, work with small
groups to reread the Reader’s Library selection “Big Hog’s
House Hunt.” Model and coach as needed
183
Fluency Example
Grade 2, Theme 1, page 41J
High frequency Words
Daily Cumulative Review
• Provide children with daily opportunities to review these
important high-frequency words. Display them on the Word
Pattern Board, and have children practice recognizing, chanting,
spelling, and writing the words. Also, display and review other
high-frequency words yet to be mastered.
• began*, their*, begin*, there*, goes*, thought*, gone*, very*
*Previously taught in grade 1
184
Fluency Example
Grado 2, Tema 1, página 41J
Palabras de uso frecuente
Repaso diario acumulativo
• Dé diariamente a los niños oportunidades para repasar estas
importantes palabras de uso frecuente. Muéstrelas en el
tablero de palabras y pida a los niños que practiquen el
reconocer, recitar, deletrear, y escribir las palabras. También,
muestre y repase otras palabras de us frecuente que todavía no
dominen.
• sí*, amigo*, día*, bien*, gusta*, debajo*, cuatro*, está*
*Enseñada en grado 1
185
Additional Fluency Building Activities
Fluency building should be short-term practice
scheduled frequently within and across days to
build skill to a level of automaticity.
186
Two Major Components for Automaticity and
Fluency with the Code
1. Building automaticity at the sound or
word level
2. Building automaticity reading in
connected text
187
Letter-Sound/Word Automaticity
Example: The 1 Minute Dash
Preparation:
(a) Identify a set of letter-sounds/words students can correctly
identify.
(b) Create/use multiple cards of each letter-sound/word in the set.
Activity:
1. Set a goal (i.e., 30 letter sounds correct).
2. Do a 1-minute small-group practice. Position cards so all can see.
3. Start the stop watch.
4. Present the first letter sound/word card so all students answer.
5. Provide quick corrective feedback on errors.
6. Continue presenting letters/words adjusting the pace of
presentation systematically.
7. Letter-sounds/words correctly identified go in one pile. Place
errors in a second pile.
8. At the end of 1 minute, tally the number of letter sounds/words
correct.
9. Review errors and repeat activity for 1 more minute.
188
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.
189
Word Reading Example: 5 x 5 Grid
the
a
to
you
he
a
he
you
to
the
to
you
he
the
a
you
the
a
he
you
he
to
the
a
he
(Modification of Region XIII Texas Educational Service Center)
190
Connected Text Fluency Instructional Strategy
Individual Strategy: Repeated Reading
For individual students needing to increase reading fluency use the
following steps:
1.
Identify short reading passages (approx. 150 words)
students can read with >95% accuracy
2.
Have student read for 1-minute as quickly and accurately
as possible and determine words correct per minute (cold
reading)
3.
Identify and mark a target rate approximately 30% faster
than cold reading
4.
Have student independently reread passage with
timer until they obtain target rate
5.
Teacher repeats step 2 to determine if goal was determined
6.
Graph progress
(Adapted from Howell & Nolet, 2001)
191
Example of Repeated Reading Steps
1. Identify passages student
can read with high accuracy
(>95%)
2. Collect cold reading cwpm
3. Determine 30% increase
wpm and mark
4. Student practices reading
out loud with timer to reach
goal
5. Teacher does hot timing
again
6. Monitor and graph progress
192
Objectives
You will learn:
• To define fluency instruction and relevant skills
• Research behind fluency instruction
• To identify high priority skills of fluency
• To identify and implement fluency components
within daily Houghton-Mifflin Reading & Lectura
lessons
• Other fluency building activities
193