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
Scott Foresman 2007: Reading Street
5
Goal of the Institute on Beginning
Reading (IBR)
Build the capacity, communication, and
commitment to ensure that all children
are readers by Grade 3.
6
Why Focus on a Reading Program?
Aligning what we know and what we do to maximize outcomes.

Unprecedented convergence on skills children need to be
successful readers

Much classroom practice is shaped by reading programs
– Publishers have responded to the research and redesigned
programs.
– A program provides continuity across classrooms and grades in
approach.

Many state standards are using research
to guide expectations
7
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
8
Programs Implemented With High Fidelity
Programs are only as good as the level of
implementation
To optimize program effectiveness:
 Implement the program everyday with fidelity
(i.e., the way it was written)
 Deliver the instruction clearly, consistently, and explicitly
(e.g., model skills and strategies)
 Provide scaffolded support to students
(e.g., give extra support to students who need it)
 Provide opportunities for practice with corrective feedback
(e.g., maximize engagement and individualize feedback)
9
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
10
Essential Instructional Content
1.
2.
3.
4.
5.
Phonological Awareness: The ability to hear and
manipulate sounds in words.
Alphabetic Principle: The ability to associate
sounds with letters and use these sounds to read
words.
Automaticity and Fluency with the Code: The
effortless, automatic ability to read words in
connected text.
Vocabulary Development: The ability to
understand (receptive) and use (expressive) words
to acquire and convey meaning.
Comprehension: The complex cognitive process
involving the intentional interaction between reader
and text to extract meaning.
11
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
12
Phonological Awareness
13
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 Scott Foresman-Reading
Street.
 To identify and implement phonological components
within daily Scott Foresman- Reading Street lessons.
14
Phonological Awareness
The ability to hear and manipulate
sounds in words.
15
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
16
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
17
Definitions
 Continuous sounds
 Stop sounds
 Onset-rime
 Phoneme
 Phoneme Blending
 Phoneme Segmentation
 Phonemic Awareness
 Phonics
 Phonological Awareness
18
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
19
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 its
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
20
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.
22
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
23
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/
24
25
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
26
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
27
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
28
Debrief
Phonological Awareness: Sequence of Instruction
Activity:
Teacher asks studentsDo fan and man rhyme?
Type of
phonological
awareness skills
Order
taught
(1-5)
Rhyming
2
I’ll say the parts, you say
Syllables
the word… kitt…en, what
word?
3
Tell me the sounds in ‘mop’. Phonemes
5
I’ll say the parts, you say
Onset/Rime
the word, k…. itten, what
word?
Listen, “the man ran”. What Concept of word
was the first word?
4
1
Let’s look at some examples in
Reading Street …
30
Reading Street Priority Skills- Kindergarten
Units
Priority Skill: Phonemic Awareness
1
2
3
4
5
6
Recognize and produce rhyming words
Count syllables in sentences
Count syllables in words
Identify sounds that are the same or
different
Segment and blend onset and rime
Identify and isolate initial and final sounds
in spoken words
Identify and isolate medial sounds in
spoken words
Blend sounds orally to make words
Segment a word into sounds
Segment a word into sounds
Add, delete, or substitute phonemes
31
Reading Street: Priority Skills- First Grade
Priority Skill: Phonemic Awareness
Units
1
2
3
4
5
Recognize and produce rhyming words
Count syllables in sentences
Segment, blend, or count syllables
Segment and blend onset and rime
Identify sounds that are the same or
different
Identify and isolate initial, final and medial
sounds in spoken words
Blend sounds orally to make words or
syllables
Segment a word or syllable into sounds
Add, delete, or substitute phonemes
32
Reading Street Weekly “Planner”
Kindergarten
 Phonemic awareness activity during “Word Work”
(following Shared Reading activity)
First Grade
 Daily phonemic awareness activity during “Word
Work” (following Shared Literature activity)
33
Kindergarten Example:
Syllable Awareness
Topic: Syllables Unit 1, Week 2, Day 1 pg 80
Teacher: Words have parts called syllables. Say duck
and clap once. Duck has one syllable. Say hammer,
clapping once for each syllable. Hammer has two
syllables. Listen again. Say hammer and again and
clap for each syllable. How many syllables are in
ladder? Clap with me. Repeat ladder several times.
Have children clap syllables with you. Repeat for
sheep, puddle, goat, repair, and leak.
34
Kindergarten Example: Phonemic Awareness
K.3, Week 1, Day 1, pg 16: Introduce /n/



Isolate Initial /n/
– Today we will learn a new sound. Listen carefully: /n/, /n/, /n/. Display
the nest Picture Card. Nest begins with /n/; /n/, nest. What sound does
nest begin with? Continue review the words: necklace, nickel, nine,
and nut.
Discriminate /n/
– I am going to say some words. When you hear a word that begins with
/n/, nod your head. You may wish to have children practice nodding
their heads.
– Listen carefully. Does the word book begin with /n/? No, book does not
begin with /n/. Does never begin with /n/? Yes never begins with /n/.
Continue with these words: nap, next, pat, number, cat, niece, and
neck.
Identify /n/ words
– Tell children you will describe something to them. When they have
figured out what you are describing, they should quietly stand up.
Let’s try one together. This person can be a man or a woman. This
person helps keep you healthy. The person helps a doctor. Who is it?
(nurse) Continue with nail, name, neck, necklace, nest, net, nickel,
nine, and nut.
35
First Grade Example:
Phonemic Awareness
1.3, Week 6, Day 2, pg 146b
 We just saw leaves sprout in a flowerbox in a ledge. Listen to
the sounds in ledge.
Model saying each sound as you write the letter that goes with it.
Say ledge and write l, e, dge
 You can see that ledge has 5 letters but only three sounds.
Continue the activity with these examples: Badge, ridge, lodge,
edge, trudge
36
First Grade Example:
Phonemic Awareness
1.3, Week 1, Day 1, pg 10l

We just sang “Oh My”. Listen to the sounds in my.
Model saying each sound as you write the letter that goes with it.
Say /m/ /I/ as you write m, y.

When children grow, they’re happy. Listen to the sounds in
happy. Model saying each sound as you write the letter that goes
with it. Say /h/ /a/ /p/ /ee/ as you write h,a,pp,y

Have children say the sounds with you as you point to the letters.
(h, a, pp, y)
Continue the activity with these examples: fly, penny, why, sunny, try,
sloppy
37
Activity
Teaching Phonological Awareness
Pair up with a partner (Grade 2 and 3
teachers join groups of K and 1 teachers)
Find a lesson that teaches phonological
awareness in your teacher’s edition.
Practice teaching that section of phonological
awareness activities as if you were teaching it
to a student
38
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 Scott Foresman-Reading
Street
 To identify and implement phonological components
within daily Scott Foresman-Reading Street lessons
39
Scott Foresman 2007: Reading Street
Alphabetic Principle
40
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 recognize the pattern of instruction on the
Alphabetic Principle in daily and weekly instruction
 To identify and implement Alphabetic Principle
instruction within daily Reading Street lessons.
41
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)
42
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
43
Match the Phrase to the Definition
Phrase
Definition
____Decodable Text
Stringing
1. Stringing
sounds
sounds
together
together
to make
to make
a word.
a word.
____Regular Words
A
2. word
A word
in which
in which
all all
letters
letters
represent
represent
their
their
most
most
common
sounds
common(e.g.,
sounds
sit, (e.g.,
fan, got)
sit, fan, got).
____Decoding
____Irregular Word
____Phonics
A
3. word
A word
in which
in which
one
one
or or
more
more
letters
letters
does
does
notnot
represent
the
represent
most common
the mostsound
common
(e.g.,
sound
was,(e.g.,
of) orwas,
a word
of) for
or a
which
word for
thewhich
student
thehas
student
not learned
has notthe
learned
letter-sound
the lettercorrespondence
sound correspondence
or wordortype
word
(e.g.,
typeCVCe)
(e.g., CVCe)
Text
4. Text
in which
in which
thethe
reader
reader
can
can
read
read
thethe
majority
majority
of of
words
accurately
words accurately
because
because
the reader
the reader
has been
hastaught
been taught
the
sounds
the sounds
andand
wordword
types.
types.
The
5. The
systematic
systematic
process
process
of of
teaching
teaching
sound-symbol
sound-symbol
relationships to decode words.
____Explicit and Systematic
Instruction
Overtly
6. Overtly
teaching
teaching
thethe
steps
steps
required
required
forfor
teaching
teaching
a task
a
within
task within
a planned,
a planned,
sequential
sequential
program
program
of instruction.
of instruction.
____Blending
using
7. using
letter-sound
letter-sound
relationships
relationships
and
and
word
word
knowledge
knowledge
to
convert
to convert
printed
printed
words
words
intointo
spoken
spoken
language.
language.
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)
45
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
46
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.
47
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
48
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
49
What Skills Does Alphabetic Principle
Include?
Advanced
Word & Structural
Analysis
Skills
Irregular
Word
Reading
.
Letter
Sound
Correspondences
Reading
in text
Regular
Word
Reading
50
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, Wis-con-sin)
51
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
52
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
53
Reviewing 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
Mapping of Instruction to Achieve
Instructional Priorities: Kindergarten
55
Mapping of Instruction to Achieve
Instructional Priorities: Grade 1
56
Mapping of Instruction to Achieve
Instructional Priorities: Grade 2
57
Mapping of Instruction to Achieve
Instructional Priorities: Grade 3
58
Let’s look at how Reading Street teaches
Alphabetic Principle......
59
Alphabetic Principle Instruction
Reading Street Priority Skills
Let’s look at…
•
•
•
•
Reading Street Scope and Sequence
Unit Planners
Weekly Planner
Appendix
60
Alphabetic Principle Instruction
• Letter/Sound Correspondence
• Blending (Phonics/Decoding Strategy)
• Decodable text
• Dictation
• Word work
• High-Frequency Words
61
Kindergarten Example:
Connecting Sounds to Letters
Activity: The sound of M, K.1, Week 5, Day 1, pg 271




Display page 13 of Animal ABCs. This is a moose. Moose begins
with m. Point to Mm. What is the name of this letter? (m) What is
the sound for this letter? (/m/)
Display Alphabet Cards for Bb, Cc, Ff, Mm, Gg, Dd. Invite Children
to pick out the Mm card and name the letter. Rearrange the cards
each time.
Write _oon on the board. I want to write the word moon. What is
the first sound in moon? It begins with /m/. What is the letter for
/m/? Write an m in the blank to complete the word. Repeat with
monkey, mouse, mother. Invite children to the board to write the
letter m in each blank.
Display the Mm Alphabet Card. The name of this letter is m. The
sound for this letter is /m/. Me and my begin with /m/. Point ot the
objects in the classroom that begin with /m/. This is mirror. What
sound does mirror begin with? Continue with other objects.
62
Alphabetic Principle Instruction
• Letter/Sound Correspondence
• Blending (Phonics/ Decoding Strategy)
• Decodable text
• Dictation
• Word work
• High-Frequency Words
63
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.
64
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
/mmmmaaaannnnn/- man
65
Kindergarten Example: Blend Sounds
 K.3, Week 6, Day 1, pg 327
Blend and read /o/ words
mop top
rod
on pod
Write mop on the board. Have children say each sound
as you point to the letters: /m/ /o/ /p/. Now, blend
these sounds together to read the word. I’ll do it first:
/m/ /o/ /p/, mop. The word is mop. Follow the blending
routine with top, rod, on and pod.
66
First Grade Example: Segmenting and Blending
Topic: Blend and Segment /a/ - Unit 1 Day 1, page 10m
Teacher:
 We just sang a song about a family at a pet store. Listen to
the sounds in at. Model saying each sound as you write the
letter that goes with it. Say /a/ /t/ as you write a, t. Have children
say the sounds as you point to the letters (/a/ /t/) and blend the
word (at).
 You might see a cat at a pet store. Listen as I say the sounds
in cat. Model the sounds as you write the letters: /k/ /a/ /t/, cat.
Have children say the sounds as you point to the letters (/k/ /a/ /t/)
and blend the sounds to say the word. (cat)
 Continue the activities with these examples.
an ad am ran mad ham bat tag
What part of this activity is primarily a
phonemic awareness skill? What part is
primarily an alphabetic principle skill?
67
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.
68
Teaching Students to Read Big Words
1. Blending
Two-Syllable Words
Teacher supports “chunking”
by showing syllable breaks
with procedure.
Emphasized: Grades 1-2
69
First Grade Example: Blending Compound Words
 1.3, Week 2, Day 2, pg 38c
bedtime
1. Connect: Write bed and time. You studied words like these already.
2.
3.
What are these words? Today we’ll learn about combining two
words, such as bed and time, to make a compound word.
Model: Write bedtime. A compound word is made up of two shorter
words. The meaning of the compound word is often made up of the
meanings of the two shorter words. What two words do you hear in
bedtime? (bed and time) What does bedtime mean?To read
compound words, first I read the two words and them I blend them
into one word. Segment and blend bedtime. Lets blend this word
together: /bed/ /time/ bedtime.
Group Time: First, look for the two smaller words that make the
compound word. Read the two smaller words, and then blend them
into one word. Continue with pancake, windmill, sunrise,
somewhere, and sandbox. Discuss the meanings and point out that
compound words can also be made from words from the Word Wall.
Lesson continues…
70
Teaching Students to Read Big Words
2. Teaching of
Common Affixes
un-, dis-, re-,
-s, -es, -ed, -ing, -ly, -tion
Teacher supports “chunking”
by showing students the affixes.
Emphasized: Grades 1-3
71
Grade 2 Example: Teaching of Common Affixes
Activity: Blending Procedure, 2.1, Week 4, Day 1, pg 96n
Connect: Write rained and raining. What do you know about reading these
words? (Both have base word and an ending. Read the base word; read the
ending; then blend the two parts.) Read the words together. Today you’ll learn
about words whose spelling changes before an ending is added.
Model: Write shop, shopped, shopping. The last consonant shop, p, was
doubled before the endings were added. This happens in short-vowel words
such as shop that end in just one consonant. This is how I blend these words.
Cover the added consonant and ending to read the base word; uncover and read
the ending. Blend the two parts. Let’s blend these words together: shop, ped,
shopped; shop ping, shopping.
Write like, liked, liking. The e was dropped before these endings were added.
This happens if a base word ends with e, and the ending starts with a vowel.
Model blending the words; then have children blend with you.
Rained
Raining
72
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
73
Grade 3 Example:
Syllable Instruction
Review Example: Syllable Patterns vc/cv and vcc/v
Write kitten and pocket. You can read these words because you
know how to divide words into smaller parts. If a word has two
consonants together in the middle, you know that usually we
divide between them. Remember that some consonants are not
divided, such as -ck, -ch, and -sh. The vowel in each syllable
usually makes a short vowel sound. How do you divided kitten and
pocket? (kit/ten, pock/et) What vowel sound to you hear in each
syllable? (short vowel sounds)
Kitten
Pocket
74
Activity
 Partner up with another person in your grade.
 Find the lesson in your teacher’s edition
 Practice teaching part of the lesson to your partner as
if you were presenting the lesson to students.
 Provide feedback to one another on the delivery of
the lesson: clarity, easy to follow
Grade Topic:
Lessons:
K
Letter-sound
correspondence
K.1, Week 6, Day 1, pg 333
1st
Short Vowel Blending
1.1, Week 3, Day 1, pg 52n
2nd
Long Vowel Blending
2.1, Week 2, Day 1, pg 42n
3rd
Vowel Digraphs
3.1, Week 4, pg 115i (Teach)
75
Alphabetic Principle Instruction
• Letter/Sound Correspondence
• Blending (Decoding and Word Reading)
• Decodable text
• Dictation
• Word work
• High-Frequency Words
76
Definition and Purpose
of Decodable Text
Decodable text: 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.
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.
77
Reading Decodable Text
1.
2.
Student engagement with the text is critical!
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.
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.
78
Alphabetic Principle Instruction
• Letter/Sound Correspondence
• Blending (Decoding and Word Reading)
• Decodable text
• Dictation
• Word work
• High-Frequency Words
79
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.
80
Kindergarten Example: Blend and Spell Routine
K.3, Week 5, Day 2, pg. 341
Listen to the sounds in the word not: /n/ /o/ /t/. Say
the sounds with me: /n/ /o/ /t/. What is the first sound
in not? What is letter for /n/? Write n ot the board.
Now you write n on your paper. Continue the spell
and blend routine with remaining sounds.
not
not
81
First Grade Example: Dictation
1.1, Week 1, Day 2, pg 12e
Practice Short a
WRITE DICTATION SENTENCES Have children
write these sentences. Repeat words slowly, allowing
children to hear each sound. Children may use the
Word Wall to help with spelling high frequency words.
The cat ran that way.
I am on the back mat.
Dad is at the van.
82
Alphabetic Principle Instruction
• Letter/Sound Correspondence
• Blending (Decoding and Word Reading)
• Decodable text
• Dictation
• Word work
• High-Frequency Words
83
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.
84
Activity
Word Work Pattern of Instruction
Look through at least two weeks
worth of lessons in any unit
available at your table group. Work
with a partner to find places where
word work is used.
85
Alphabetic Principle Instruction
• PA warm up
• Letter/Sound Correspondence
• Blending (Decoding and Word Reading)
• Decodable text
• Dictation
• Word work
• High-Frequency Words/ Nondecodable Words
86
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
87
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. Phonemegrapheme correspondences as cues to spelling improvement. Washington, DC:
U.S. Office of Educ.
88
Kindergarten Example: High-Frequency Words
K.1, Week 3, Day 1, pg 142
Display the. This is the word the. Say the letters with me:
t, h,e, the. Continue with little. Let’s add these words to the
Word Wall. Let’s look in some books to see if we can find
these words.
the
little
High Frequency Word Routine: Page TR1
List of High Frequency Words Taught in K.1: Page TR2
89
Grade 2 Example: High Frequency Words
2.1, Week 1, Day 2, pg 14-15
Nondecodable Words Routine:
1.
Say and Spell: Point to the first word. This word is county,
c-o-u-n-t-r-y, country. What is this word? What are the letters in this
word?
2.
Identify Familiar Letter Sounds: Point to the first letter in country.
What is this letter? What is the sound for this letter? (c /k/)
3.
Demonstrate Meaning: Tell me a sentence using this word. Repeat
the routine for other Words to Read.
•
•
Add the words to the WORD WALL.
Use Vocabulary Transparency 1 to review this week’s words.
90
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 recognize the pattern of instruction on the
Alphabetic Principle in daily and weekly instruction
 To identify and implement Alphabetic Principle
instruction within daily Reading Street lessons.
91
Scott Foresman 2007: Reading Street
Vocabulary
92
Objectives
You will learn:
•
To define vocabulary instruction and relevant skills
•
To become familiar with the research behind vocabulary
instruction
•
To identify high priority skills of vocabulary
•
To recognize the pattern of instruction for vocabulary
within Reading Street
•
To become familiar with the two types of vocabulary
instruction within Reading Street
•
To identify and implement vocabulary components within
daily Reading Street lessons
93
Vocabulary Development
 The ability to understand (receptive) and
use (expressive) words to acquire and
convey meaning.
94
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.
95
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
96
The Vocabulary Gap
• Children who enter with limited vocabulary knowledge
grow more discrepant over time from their peers who
have rich vocabulary knowledge (Baker, Simmons, &
Kame’enui, 1997)
• The number of words students learn varies greatly.
2 vs. 8 words per day
750 vs. 3000 per year
97
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
98
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
99
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
100
10
1
Reviewing 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? _________________________
102
Mapping of Instruction to Achieve
Instructional Priorities: Kindergarten
103
Mapping of Instruction to Achieve
Instructional Priorities: Grade 1
104
Mapping of Instruction to Achieve
Instructional Priorities: Grade 2
105
Mapping of Instruction to Achieve
Instructional Priorities: Grade 3
106
Vocabulary Instruction
Reading Street Priority Skills
Let’s look at…
•
•
•
•
Reading Street Scope and Sequence
Unit Planners
Weekly Planner
Appendix
107
Two Types of
Vocabulary Instruction
108
109
Word-Learning Strategies
Commonly Taught
1.
Dictionaries and other reference aids
2.
Word parts
3.
Context clues
110
Steps in Explicit Strategy Instruction
 Direct explanation
 Modeling
 Guided practice
 Feedback
 Application
Dickson, Collins, Simmons, & Kame’enui (1998)
111
Grade 2 Example:
Vocabulary Strategy for Unknown Words in Text
2.1: Strategy: Monitor and Fix-Up; Week 3, Day 2, pg 70e
Introduce the strategy: Explain to children that sometimes they may have
questions while they are reading. When that happens, they should keep reading
to see if they discover the answers.
Think Aloud
Model: When I read a story, sometimes I don’t understand what is happening,
or sometimes I don’t understand what a word means. If this happens, I know
that if I just keep on reading, I can usually find the answers to those questions.
Connect to Reading: Encourage children to ask themselves these questions as
they read Henry and Mudge and the Starry Night:
•When I can’t figure out what is happening in a story, do I read on to
understand?
•When I don’t understand a word, do I read on to find clues to help me
figure it out?
112
113
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
114
Vocabulary Instruction in Reading Street
Amazing Words to build oral
vocabulary
– 2.1, Week 3, pg. 68m
– Oral Vocabulary Teaching
Routine pg. DI 1 to DI 5
Preteaching words to be
used in in student text
- 2.1, Week 3, pg. 72 a
115
Grade 3 Example: Build Concept Vocabulary
Unit 3.1: Selection Words, Week 2, pg 42L
Start a web to build concepts and vocabulary related to the week’s lesson and unit
theme.


Draw a Getting What We Need Concept Map

Place exchange in an oval attached to trade. Explain that exchange is related to this
concept. Read the sentence in which barter and precious appear. Have students
pronounce the words, place them on the web, and provide reasons.

Brainstorm additional words and categories for the web. Keep the web on display
and add words throughout the week.
Read the fourth sentence of the the second paragraph with the word exchange
again. Ask students ot pronounce exchange and to discuss its meaning.
Precious
Getting What
We Need
Trade
Value
Places
Barter
Exchange
11
6
Grade 2 Example:
Relate the definition to one's own experiences
2.1, Selection Words: Week 3, Day 2, pg 72a
Use Vocabulary Transparency 3 to introduce selection words.


Read each sentence as you track the print.
Frame each underlined word. Explain the word’s meaning.
– Shivered: Shook with fear
– Drooled: let saliva run from mouth
– Lanterns: lights inside containers that can be carried
– Snuggled: cuddled together

Ask children to identify familiar letter-sounds and word parts: shivered (sh),
lanterns (l), snuggled (sn), drooled (dr)

Have children read each sentence with you.
 To encourage discussion using the selection words, ask children to tell about a
time when they or someone they know shivered, snuggled or drooled. Then
have them describe situations when they might use a lantern.
117
Grade 1 Example: Differentiated Instruction Routine
Pg DI 1: Oral Vocabulary Routine
1.
Introduce the Word- Relate the word to the song or story in which it
appears. Supply the child-friendly definition (See pages DI2-8). Have
children say the word
•
2.
Demonstrate- Provide familiar examples to demonstrate meaning.
When possible, use gestures to help convey meaning. Examples:
•
3.
A nest is a bird’s shelter. A barn is a horses shelter. When you
are camping, a tent is your shelter.
Apply- Have children demonstrate understanding with a simple activity.
Suggestions for step 3 activities appear on the next page. Example:
•
4.
The dogs and cats in the song need shelter. The place in
which you live is your shelter. Say the word with me, shelter.
Draw three types of shelters. Who stays in those shelters?
Display the Word/Letter-Sounds- Write the word on a card and
display on a classroom Amazing Words board. Have children identify
some familiar letter-sounds or word parts. Example:
•
This word is shelter. Run your hand under the tow parts shelter as you read the word.
Activity: Specific Word Instruction


Partner up with a same-grade teacher
Each partner, practice the specific word instruction listed below for
your grade-level. Note which methods you used.
Grade Example in Lesson
K
K.1, Week 4, Day 2, pg 313: “Let’s Learn Amazing Words”(Oral Vocabulary)
1st
Use the DI Routine that Aligns with Week 1, Day 1, pg 12m Amazing Words
–Locate the DI Definitions, Examples, and Letter Sounds for The Big Blue Ox
–Locate Day 1 Words: Observe, Wild, Parent
–Use with Teach/Model Routine pg DI 1
2nd
Use the DI Routine that Aligns with Week 1, Day 1, pg 68m Amazing Words
–Locate the DI Definitions, Examples, and Letter Sounds for Iris and Walter
–Locate Day 1 Words: Investigate, Urban
–Use with Teach/Model Routine pg DI 1
3rd
3.1, Week 5, pg 18b “Introduce Vocabulary: Word Meaning Chart”
–Discuss how you would teach the lesson: What wording would you use? What
methods are used as Specific Word Instruction techniques?
–Review the (Weekly Planner pg 116d) to identify how vocabulary is taught across the
119
week.
Objectives
You will learn:
•
To define vocabulary instruction and relevant skills
•
To become familiar with the research behind vocabulary
instruction
•
To identify high priority skills of vocabulary
•
To recognize the pattern of instruction for vocabulary
within Reading Street
•
To become familiar with the two types of vocabulary
instruction within Reading Street
•
To identify and implement vocabulary components within
daily Reading Street lessons
120
Scott Foresman 2007: Reading Street
121
Objectives
 To define comprehension instruction and relevant skills
 To become familiar with research on comprehension.
 To Identify the high priority skills of comprehension
 To recognize the patterns of instruction for comprehension
within Reading Street
 To identify and implement comprehension components
within daily Reading Street lessons
122
Comprehension
123
Comprehension
The complex cognitive process involving the
intentional interaction between reader and
text to extract meaning.
124
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
125
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.
126
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
127
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
128
Reviewing 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? _________________________
129
Mapping of Instruction to Achieve Instructional
Priorities: Kindergarten
130
Mapping of Instruction to Achieve
Instructional Priorities: Grade 1
131
Mapping of Instruction to Achieve
Instructional Priorities: Grade 1
132
Mapping of Instruction to Achieve
Instructional Priorities: Grade 2
133
Mapping of Instruction to Achieve
Instructional Priorities: Grade 2
134
Mapping of Instruction to Achieve
Instructional Priorities: Grade 3
135
Mapping of Instruction to
Achieve Instructional Priorities: Grade 3
136
Comprehension Strategy Use for
Proficient Readers Relies on...
An awareness and understanding of
one's own cognitive processes
Recognition of when one doesn't
understand
Coordination and shifting the use of
strategies as needed
Big Ideas in Beginning Reading, University of Oregon
http://reading.uoregon.edu/comp/comp_why.php
137
Steps in Explicit Strategy Instruction
• Direct explanation
• Modeling
• Guided practice
• Feedback
• Application
Dickson, Collins, Simmons, and
Kame’enui, 1998
138
Let’s look at some examples........
139
Comprehension Instruction
Reading Street Priority Skills
Let’s look at…
•
•
•
•
Reading Street Scope and Sequence
Unit Planners
Weekly Planner
Appendix
140
Comprehension: Kindergarten Example
Skill: Character, K.1, Week 5, Day 1, pg 269
Introduction: In a story, there can be someone or something that
the story is about. It can be a person or an animal. The person
or animal that the story is about is called a character.
Think Aloud
Think Aloud: Julius is one of the characters in the story. He is a pig
who likes to play and have fun. Maya is another character in the
story. She likes to play with her pet pig.
Recall the Character: Display “Fix-it-Duck”. Help children recall
and describe the character in the story. Tell me about Duck. He
like to fix things with his tools, but he wasn’t very good.
Relate the character to everyday life: All stories have characters.
Imagine that you are a character in a story. Tell me about you as
a character. What do you look like? What are things you like to
do.
141
Comprehension: Grade 1 Example
Strategy: Summarize, 1.1, Week 2, Day 3, pg. 34g
Introduce Strategy: Explain that when readers want to understand or
remember what they read, they think about the most important parts.
They think of how to tell what happens in a short way. Recall Sam,
Come Back!
Think Aloud
Model: When I read Sam, Come Back! I asked myself who the story was
about and what were the most important things that happened. The
story was about Sam, a cat, who ran away and came back.
Connect to Reading: Encourage children to ask themselves these
questions as they read Pig in a Wig.
– Who is the story about?
– What are the most important things that happen in the story?
142
Comprehension: Grade 2 Example
Strategy: Predict; 2.1, Week 1, Day 2, pg 14e
Introduce the Strategy: Tell the children that it can be fun to figure
out what will happen next in a story or what a character will
probably do. Predicting can help you to be a better reader
because you learn to use clues in the story.
Think Aloud
Model: When I read a story, I like to try and figure out what will
happen next. Lots of times the words and the pictures give me
clues. When I’m right and my prediction matches what actually
happens, I know I understood the clues. But sometimes I am
surprised!
Connect to Reading: Encourage children to ask themselves these
questions as the read Iris and Walter.
 Can I guess who the people in the story are?
 Can I guess where and when the story takes place?
143
Comprehension: Grade 3 Example
Strategy : Model how to use sequence to help summarize; 3.1, Week
2, pg 43
1. Strategy: Model how to use a sequence to help summarize
The order of events I’ve read about so far is: Louise looks at her
Chores List, then she offers to pay her brother 50 cents to fold the
laundry, but then she withdraws her offer when she realizes that
she spent the money.
2. Skill: Use paragraph 5 to model how to identify sequence.
I need to list the events in order. I will begin by looking for clue
words. Here’s one clue word: next. However, most of the events in
the selection do not have clue words. In these cases, I will tell the
order of events by making a picture in my mind that shows what is
happening.
Practice and Assess:
Strategy: Have students summarize the events in order in their
own words.
Skill: The clue word Next indicates that Gina saw her sister
pouting after she talked to J.B.
Write: Have students complete Steps 1 and 2 of the Write activity.
144
Activity
 Work with a group of three to practice just the
Comprehension portions of your Reading Street
instruction. One person in your group should act as
the teacher, one as a student, and one as a coach.
Take turns performing each role.
Grade Activity
K
Unit K.1, Week 2, Day 1, page 79: Strategy and Skill
1
Unit 1.1, Week 2, Day 1, page 31a: Teach/Model and Practice
2
Unit 1.1, Week 2, Day 1, pg 43a (omit Read Aloud portion)
3
Unit 2.1, Week 2, pg 43, Section: Teach
145
Objectives
 To define comprehension instruction and relevant skills
 To become familiar with research on comprehension.
 To Identify the high priority skills of comprehension
 To recognize the patterns of instruction for
comprehension within Reading Street
 To identify and implement comprehension components
within daily Reading Street lessons
146
Fluency
147
Objectives
 To define fluency instruction and relevant skills
 To become familiar with research on fluency instruction.
 To identify the high priority skills of fluency
 To recognize the patterns of instruction for fluency within
Reading Street
 To identify and implement fluency components within
daily Reading Street lessons
 To understand the link between Fluency and
Comprehension
148
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)
149
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)
150
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.
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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).
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Mapping of Instruction to Achieve
Instructional Priorities: Grade 1
153
Mapping of Instruction to Achieve
Instructional Priorities: Grade 2
154
Mapping of Instruction to Achieve Instructional
Priorities: Grade 3
155
Let’s look at some examples from
Reading Street....
156
Fluency Instruction
Reading Street Priority Skills
Let’s look at…
•
•
•
•
Reading Street Scope and Sequence
Unit Planners
Weekly Planner
Appendix
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Fluency Example: Kindergarten
K.1, Week 6, Day 1, pg 334
Small Group Reading: Decodable Reader
1.
Model Fluent Reading: Have children finger point as you
read a page.
2.
Read Chorally: Have children finger point as they chorally
read the page. Continue reading page by page repeating
steps 1 and 2.
3.
Read Individually: Have children read aloud a page in
their group.
4.
Reread and Monitor Progress: As you listen to
individual children reread, monitor progress and provide
support.
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Fluency Example: Second Grade
2.1 Week 2, Day 3, pg 60f
Read With Accuracy
• Model Reading with Accuracy
• Have children turn to page 48. Say: You need to be
careful to pay attention to each word and read with no
mistakes.
• Ask children to follow along as you read pg. 48 aloud.
• Have the children read the page after you. Encourage
them to read accurately. Continue similarly with pg. 49.
Read For Fluency: Choral Reading
1. Select a Passage
2. Divide into Groups
3. Model : Have children track as you read.
4. Read Together: Have children read along with you.
5. Independent Readings: Monitor children as they read aloud
in groups.
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Activity
 Partner Up!
 Answer the questions found on the
Developing
Fluency Discussion handout. Be prepared to share
your answers with the group.
160
Objectives
 To define fluency instruction and relevant skills
 To become familiar with research on fluency instruction.
 To identify the high priority skills of fluency
 To recognize the patterns of instruction for fluency within
Reading Street
 To identify and implement fluency components within
daily Reading Street lessons
 To understand the link between Fluency and
Comprehension
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